Technology+Tools+for+Curriculum+Development


 * Analyzing School Culture (Survey, Evaluate)**

School cultures, teachers, and technology transformation [] //Andrew D. Kitchenham explains in his research article how technology transforms teachers, the difference between change and transformation, and how it affects a school's culture.//

Technology and the Culture of Learning [] //Peter Gow discusses how technology has and will continue to change the culture of our schools.//

~Core Tools: Leading Change [] //This downloadable tool is useful for school professionals to begin to understand the current school culture, and develop a plan that meets the needs and fills the gaps that currently exist.// [] This is a website to the national association of independent schools. There perspecitve of culture is taken from a different perspecitve than the majority of public schools.
 * Information and Resources

[] Earlier Leithwood article, How Principles Can Help Reform School Cultures. Download is available without direct ERIC login.
 * Strategies and Ideas

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. //Journal of Research on Technology in Education//, 42(3), 255-284. Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers' mindsets must change to include the idea that "teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning." Implications are discussed in terms of both teacher education and professional development programs.
 * Information and Resource: (LaRhon Jackson)**

[] The Center for Improving School Culture was developed as a resource to help learning communities assess, analyze and improve their culture. [.pdf]] Character Education Partnership Developing and Assessing School Culture: A new Level of Accountability for Schools
 * Resource: (Andrea Seals)**
 * Resource: (Andrea Seals)**

**Data Management (Collect, Organize, Analyze, Share)** ~ Schoolnet - www.schoolnet.com //Schoolnet is a data-driven education software that manages collects, and organizes data via internet databases. Educational professionals are allowed an opportunity to create graphs and reports to analyze data for student achievement, make curriculum decisions, and determine the student population that may need intervention//.

~ EDU by Student Data Management [] //EDU pulls data from a variety of student information systems, as well as having the capability of pulling data from third party solutions and other applications to enable K-12 school administrators to spot trends and predict outcomes.//

[] I teach special education. Data management is critical. Above is a tool to help teachers collect and manage data from goals and objectives.
 * Strategies and Ideas

[] Short article focusing on Response to Intervention (RTI). If you are not familiar with the concept, its a good read. Three school systems that use RTI are explored.'

Data Collection and Use in Schools [] //As explained in the introduction, "Chenoa Farnsworth’s Data Collection and Use in Schools contains a concise and timely summary of research on these and related topics. She provides an overview of the education market, discusses the strengths and weaknesses of available software, and describes systems used by 19 states."// //The section on state customization and various market topics gives us a look at the more business side of education and how schools fail to be data-driven organizations.//

Collaborative Learning Inc. [] The Leader in Comprehensive Curriculum Improvement. Collaborative Learning Inc, founded in 1999, is the leading company in productivity software enabling schools to plan, monitor, and analyze instruction and curriculum with benchmarks and standards.
 * Tool: (LaRhon Jackson)**

~Common Core: Pinpoint Intergrated Education Suite [] Innovative tool, designed for curriculum planners and developers, that assesses student data, changes curriculum data, and manages resources.
 * Tool: (Andrea Seals)**

**Developing Curriculum (Write, Manage Documents)**

Technology and Education Reform: A Research Project Sponsored by the Office of Educational Research and Improvement [] // Using nine case study sites, research by SRI International looked at how technology can be implemented or merged with educational reform. //

// ﻿ // ~Curriculum Mapper [] //The Curriculum Mapper is an alignment tool offered by Collaborative Learning, Inc. to assist schools/districts with aligning curriculum to state and national standards. It is a reporting and diagnostic program that uses real-time data to identify specific needs for improving curriculum, instruction, and assessment.//

Technology and the School Curriculum [] // This article written by Lisa Michalek explains the benefits technology provides to learner-centered education and how the different educational theories apply to curriculum which includes technology. //

[] This is an article focusing on the use of curriculum maps. I live by mine. It is from Kentucky, but the concepts are universal.

[] Secondary link to actual curriculum maps sorted by grade level. Although your state may have different standards, the layout will be similar.

[] From the one of the leading providers for products and services is offering addition options in planning educational success.
 * Resources: (Andrea Seals)**

[] Informative resource on the broader aspects of Curriculum development.
 * Resources: (Andrea Seals)**

[] Curriculum Documents, Resources, and Teaching Tools
 * Resources: (Andrea Seals)**

[] Collaborative Learning's Curriculum Improvement Studio addresses these four principles of curriculum development. We believe in standards-based instruction and curriculum, which is why the Curriculum Improvement Studio allows teachers to improve curriculum development by seamlessly integrating standards into teaching and assess on a daily basis.
 * Tool: Curriculum Improvement Studio (LaRhon Jackson)**

**Professional Development (Implement Curriculum, Train Educators)**

Pathways Critical Issue: Providing Professional Development for Effective Technology Use [] // From the Pathways to School Improvement website in 2000, even then we can see discussion about technology being a part of professional development. The site covers relationship between technology and professional development, and how together they help to improve schools.In addition, suggestions for each participant in the educational process are given. //

// ~ // Professional Development Online Course http://www.ascd.org/framepdonline.html //The Association of Supervision and Curriculum Development offers a variety of internet based professional development programs on education trends such as Differentiated Instruction and Understanding by Design on this website.//

~Integrating Instruction with Technology - Teacher2Teacher www.teacher2teacher.com //Teacher2Teacher offers technology training developed by educators that is designed to alleviate barriers to using technology easily and effectively. This tool may successfully integrate software use into curriculum while modeling best practices for student-centered, hands-on learning.//

[] What makes professional development Effective? This is an article with input from teacher surveys.

[] Designing Professional Development That Works. The How-to.....

[] [|How-To Articles] : Technology related ideas for Implementing Standards, Curriculum, and Assessment
 * Resource: (LaRhon Jackson)**

[] Professional Development Planning and its implications in Technology Planning for Teachers and Administrators.
 * Resource: (Andrea Seals)**

Garland, V. E. (2009-2010). __[|Emerging technology trends and ethical practices for the school principal.]__ //Journal of Educational Technology Systems // , //38//(1), 39-50.
 * Information and Resource: (LaRhon Jackson)**

Principals play a mjor role in the leadership role when it comes to overseeing the curriculum. What is the school principal's role in ensuring ethical technology use while promoting the use of wireless and advanced technologies in instruction? The rapid advances in technology in only the past 5 years, including the increase in laptops and smart phones, have transformed both educational practices and the role of the school principal as technology leader. In this research analysis, social, legal, and moral issues have emerged as three major concerns. Principals must advocate for equity and access to new technologies in their schools, with an awareness of student diversity in race, language, special needs, and gender. By closing the "digital divide" gap, promoting safe internet use policies, adhering to copyright laws, and ensuring environmentally sound procedures, the educational leader can meet the challenges of emerging technology use.

Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Teacher Professional Development through a Collaborative Curriculum Project--An Example of TPACK in Maine. //TechTrends: Linking Research and Practice to Improve Learning//, 54(6), 36-43.
 * Information and Resource: (LaRhon Jackson)**

Maine's one-to-one laptop program provides an ideal opportunity to explore conditions that optimize teacher integration of technology-focused curriculum into the classroom. EcoScienceWorks (ESW) is an ecology curriculum that includes targeted simulations and a code block programming challenge developed through an NSF-ITEST grant. The project was designed as a collaboration that included simulation software developers; middle school science teachers; the Maine laptop program; environmental educators; an external evaluator; and a lead organization experienced in teacher guided curriculum development. Thus, each of the elements of TPACK (technology, pedagogy, and content knowledge) worked together to produce the final ecology simulation-centered curriculum. In 2008-2009, the ESW curriculum became available statewide through the Maine laptop program. Partner teachers have transitioned their classrooms to more learning-centered environments through the use of technology and have become teacher leaders. The collaborative approach to technology focused curriculum development used in this project is a model for TPACK professional development.

Byrne, R. (2009). The Effect of Web 2.0 on Teaching and Learning. //Teacher Librarian//, 37(2), 50. It is nearly a full decade into the 21st Century and unfortunately many **schools** are still using the term "21st Century teaching" as a far-off, futuristic idea. The fact of the matter is that the longer **schools** wait to use **technology** **in** their classrooms, the further behind their global peers students will become. With some research, creativity, and **professional** **development**, any **school** can stop talking about becoming a 21st Century **school** and confidently become a 21st Century **School**. **Technology** **in** and of itself will not create more engaged students or better students. However, well-chosen **technology** resources infused into classroom instruction can create more engaged and better students. **In** this article, the author shares some of his success stories on merging **technology** with teaching and provides some suggestions on how to create more engaged students. **In** today's results-oriented **school** culture, being able to measure the effect **technology** **in** the classroom has on student learning is important to many teachers, librarians, and **school** administrators. This is easier to do **in** some content areas and grade levels than it is **in** others. The author presents a checklist of benchmarks which he has developed to gauge the benefits to students and teachers of teaching with **technology**.
 * Information and Resource: (LaRhon Jackson)**

**Professional Learning Communities (Communicate, Collaborate)**

Fulton, K., & Riel, M. (2001). The Role of Technology in Supporting Learning Communities. //Phi Delta Kappan//, 82 (7), 518-523. // The online PDF from the site requires subscription to Phi Delta Kappan. The abstract reads as follows: // //The authors suggest that one of the most promising uses of technology is as a vehicle for building and supporting learning communities that will help students thrive in the new millennium. Technology can play a central role in creating effective learning communities, from increasing our ability to work with and learn from others, to providing new 'power tools' to construct shared understandings. The authors explore the use of technology in learning communities and offer an example from the Maryland Electronic Learning Community. The advent of learning communities offers a revolutionary change in the way we organize school learning for all the people who work in education. It means using technology in education not just to do more of the same, but also to do something different, something powerful, something appropriate for all learners in the new millennium//

Educational Technology and Life: Using Technology to Support your PLC [] //In his blog, Mark Wagner explains the details of his upcoming session for the California League of Middle Schools/California League of High Schools 2009 confererence. Not only does he discuss current trends and applications at the time, but we can also see a bit of history as how technology began to affect PLCs.//

~Using Technology to Develop Professional Learning Communities - Powerpoint blog.getcivic.org/files/103506-96333/Tech_PLC_Presentation_civic.ppt //Dr. Devin Vodicka and Catina Hancock, a middle school principal, iterate the purpose of the Professional Learning Community. They also provide resources to support the use of technology within PLCs in this powerpoint presentation.//

[] What is a professional learning community? Simple and to the point. //﻿// [] This is exactly what the title says, all things professional learning. It has tools and resourses, and discussion boards and blogs all about education.

[] Online Resources for Professional Learning Communities. It provides opportunities for mentorship or coaching, collaborative tools, and best practices, etc.
 * Resource: (Andrea Seals)**

Join NSRF: [] [] Welcome to the National School Reform Faculty (NSRF) a professional development initiative that focuses on increasing student achievement through professional learning communities called [|Critical Friends Groups], or [|CFGs]. Critical Friends Groups use protocols and activities (technology involved) that result in meaningful and efficient communication, problem solving and learning.
 * Information and Resource:** **(LaRhon Jackson)**

Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., Amendum, S., & Society for Research on Educational Effectiveness, (2010). The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade. //Society for Research on Educational Effectiveness//, Retrieved from EBSCO//host//.
 * Information and Resource: (LaRhon Jackson)**

The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce & Showers, 2002; Penuel et al., 2007; Taylor, Pressley & Pearson, 2004) through the authors' professional development program. In the present study the authors employed an innovative distance technology model to deliver professional development and real-time collaborative coaching to isolated rural schools. Each experimental classroom received a laptop, webcam, and webconferencing software. This technology was used with each experimental teacher so that the authors could see and hear her working with each of her struggling readers in real time and she could see and hear the literacy consultants at their university thousands of miles away. Through this technology the literacy consultants could coach the classroom teacher in using the TRI strategies and also use the technology of grade level meetings and workshops throughout the year. Findings of this study suggests that the Targeted Reading Intervention, using webcam technology with classroom teachers in kindergarten and first grade, can significantly help struggling readers progress more quickly in all of the basic word reading and comprehension skills over one year. In addition, for the basic word reading skills, the TRI can actually help struggling readers catch up with their non-struggling peers in the same classroom by the end of the school year. Future work is needed to understand what actual teacher knowledge and practice constructs that might mediate the relationship between treatment and student outcomes.