Planning for Two Transformations in Education and Learning Technology Report of a Workshop (2003) / Chapter Skim
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2 Preliminary Community Building and Roadmapping Efforts
2 Preliminary Community Building and Roadmapping Efforts
Pages 11-34
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From page 11... ...
Second, research in the cognitive and learning scienceswhich has elucidated important principles of human learning with major implications and potential for improving education (e.g., National Research Council, 2000, 2001b) has not been fully utilized in the design, implementation, and evaluation of technology tools that could enhance learning to an even greater degree.
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From page 12... ...
Three goals were identified: · to establish ongoing dialogue and interactions among the technology, learning and cognition, and education practitioner communities for the purpose of improving education for all learners through the development and appropriate uses of modern technology; · to find ways to incorporate the knowledge base, research findings, and innovations from each of these communities into coherent strategic approaches to developing education technologies; and · to offer information so that the end users of education technologies can make better informed decisions about the purchase, use, and maintenance of these technologies and, in addition, can develop the capacity to offer the kinds of professional development programs that will enable teachers to use education technologies in ways that can transform teaching and learning. To accomplish these goals, the committee organized a large workshop that was held at the National Academy of Sciences building in Washington, DC, in January 2001.
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From page 13... ...
All of these industries faced similar dilemmas: bringing together representatives from organizations with different, often competing kinds of expertise, needs, and goals, to focus their attention on solving issues that would benefit all sectors of those expanded communities. Several members of the committee had had direct experience with the roadmapping process and were able to help the committee envision a roadmap that would guide its future activities and serve as way to encourage others in the IT, research, and practitioner communities, to engage in similar kinds of work for their mutual benefit and, most importantly, for the benefit of the nation's schoolchildren.
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From page 14... ...
These examples include roadmapping efforts focused on an industry sector (Semiconductor Industry Association) , on products (Motorola, Phillips)
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From page 15... ...
As the committee's roadmapping effort matured, engagement of a broader group of stakeholders was envisioned, including parents, school boards, teacher unions, K-12 administrators, schools of education, university learning scientists, IT companies, business leaders, and policy makers. Certainly, as many have learned over the last two decades of attempts to improve education and expand educational opportunities to all students, effecting any change in highly decentralized education systems requires the participation of a wide array of actors whose interests may be in competition or may work at cross-purposes to each other.
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From page 16... ...
, but with plans to share its preliminary work with a more inclusive group of stakeholders and to incorporate their multiple perspectives; (2) agreed on boundary conditions, originally with the intention to focus on the opportunities and challenges to improve middle school science education; (3)
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From page 17... ...
It was necessary to find a way to communicate the many issues that had been discussed in the roadmapping effort in ways that could be discussed at a high level while being accessible in a public forum with a diverse audience. Thus, the aim of this workshop was to stimulate discussion about what future community building and strategic planning activities would be worthwhile, rather than to refine the particular items on the committee's preliminary set of roadmap tables.
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From page 18... ...
The committee's experiences in and problems with community building turned out to be a microcosm of what is likely to happen when attempts are made to bring these three separate and well-established communities together. The committee's experiences suggest that the following questions will have to be addressed for similar efforts to be successful in the future: · What kinds of organizational arrangements or incentives could foster ongoing collaborations among K-12 educators, information technologists, and learning scientists in ways that enable the three domains to influence each other?
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From page 19... ...
For example, as detailed in Chapter 3 and Appendix B during breakout sessions, members of all three communities worked together to establish and prioritize goals based on the ideas presented during the plenary sessions, as well as their own individual and collective expertise.
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From page 20... ...
tables themselves. The committee discussed these challenges in the process of its preliminary roadmapping effort, which led to the current structure of the roadmap tables.
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From page 21... ...
This challenge has become acute in the current policy environment brought by the No Child Left Behind Act of 2001, which calls for scientifically based education research. Markets Development and large-scale adoption of IT-enabled tools for K-12 learning and teaching are hampered by the current structure and incentives of the marketplace for education technology.
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From page 22... ...
Such efforts typically start with an examination of the current state of the issue to be roadmapped, the development of a vision of where the roadmap should lead, and goals and time lines that are needed to achieve the vision. Middle school science teaching and learning today and in the future served as the initial focus of the committee's assessments, although the conversation ranged more freely over science education in general and to the more generic contextual issues that pose problems for progress in learning across the curriculum.
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From page 23... ...
· Alignment of curriculum, instruction, and assessment could help aggregate demand for such IT-enabled teaching and learning tools. · Alignment of curriculum, instruction and assessment needs to be dynamic, that is, able to incorporate new knowledge or understanding about subject content and how people learn.
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From page 24... ...
Significant number of states and districts adopt IT-enabled curricula that integrate general research on how people learn with real-world and virtual experiences and permits customization for students. Widespread state and district use of ITenabled tools for both summative and formative assessments.
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From page 25... ...
driving state accrediting bodies and/or schools of education and providers of teacher professional development to include standards for teacher IT skills as requirements. · Web-based technologies exist that could make it easier for the teachers to take part in ongoing professional development opportunities.
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From page 26... ...
Design of teacher professional development incorporates combination of standards for IT and research on how people learn. State teacher certification requires that all teacher candidates receive practice teaching with information technology consistent with research on how people learn.
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From page 27... ...
Opportunities: There are bodies of knowledge on teacher learning in communities, on using web-based technologies for establishing on-line communities of practice for teacher professional development, and on uses of case studies for teacher learning that could be much more broadly utilized (e.g., Barab and Duffy, 2000; Blanton et al., 1998; Cochran-Smith and Lytle, 1999; Goldman, 2001; Perry and Talley, 2001; Schlager et al., 2002; Shulman, 1992~. Roadmapping Table 4: K-12 Educational IT Product Evaluation Need addressed: Many K-12 purchasers of technology products for schools and districts are not classroom teachers and often have little knowledge
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From page 28... ...
University consortia establish virtual networks for connecting graduates. Teachers frequently post on-line web videos of their own science teaching as part of professional video portfolio for feedback purposes with peers and mentors.
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From page 29... ...
All major categories of IT-enabled educational products are reviewed for how well they integrate research on how people learn and how well they work in the classroom. Roadmapping Table 5: Connections to Remote Scientific Resources Need addressed: A goal of K-12 science education is for students to understand how science builds knowledge from inquiry.
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From page 30... ...
Develop a learning grids to provide K-12 schools with access to remote scientific resources via IT and a system to ensure sufficient remote resources are made available for all interested users. Demonstrate the use of IT to access remote scientific instrumentation, databases, and sensor networks to permit virtual use of real physical instruments.
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From page 31... ...
· Currently, there is little incentive for learning science researchers or K-12 teachers to actively participate in the production of new IT-based curriculum, instruction, and assessment tools. Opportunities: · Students typically and increasingly have technologies available at home that have the potential to be used as educational devices, and those technologies tend to be more robust and user-friendly than the ones available to students at school.
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From page 32... ...
Create continuously improved curriculum, instruction, and assessment materials rich in creative use of IT tools that improve learning and are aligned with evolving standards of what students need to know and be able to do. Develop IT-enabled curriculum materials for K-12 science and math disciplines that use embedded assessment to personalize instruction.
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From page 33... ...
. Roadmapping Table 7: Research for the Next Generation of IT Tools to Improve Learning Need addressed (1~: Student motivation and engagement (or lack thereof)
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From page 34... ...
ANNEX TABLE 2-7 Research for the Next Generation of IT Tools to Improve Learning Primary change agents: Public/private sector learning technology researchers Goals Near Term (1-5 years) Mid Term Long Term (6-10 years)
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