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Descriptors:
State Standards; Educational Technology; Internet; Elementary Secondary Education; Educational Improvement; Improvement Programs; Technology Uses in Education; Technology Integration; Educational Innovation; Technological Advancement; Influence of Technology; Technology Planning; Educational Opportunities; Barriers; Performance Factors; Program Proposals; Change Strategies; Educational Change

Abstract:
Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12 education. We argue that the advent of Common Core State Standards (CCSS) and broadband Internet create promising opportunities for developing new learning technologies but that a fundamental obstacle remains: the effectiveness of learning technologies is rarely known. Not surprisingly, when no one knows what works, schools are unlikely to buy, and innovators are unlikely to create. Our proposed EDU STAR system will solve this problem by (a) undertaking rapid, rigorous, and low-cost evaluations of learning tools and (b) reporting results to the public. Coupling Internet-based real-time evaluation systems (demonstrated daily by many leading companies) with trusted reporting (modeled by "Consumer Reports" and others), the proposed EDU STAR platform will help schools make informed learning technology decisions and substantially reduce entry barriers for innovators. EDU STAR will bring together K-12 schools, teachers, and innovators and continually improve this critical foundation for economic prosperity. (Contains 4 figures, 3 tables, 2 boxes, and 16 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Educational Change; Elementary Secondary Education; Public Policy; Educational Finance; Technology Planning; State Policy; State Programs; Educational Assessment; Educational Indicators; Investment; Internet; Access to Information; Access to Computers; Technological Literacy

Abstract:
The Census of Technology (COT) is designed to assess Missouri's continuing investment in K-12 education technologies. The COT provides important data for the Department of Elementary and Secondary Education (DESE) to share with state and national decision-makers to help advance public policy and increase public awareness and support for education technology. The COT provides local school districts with data to help identify local needs, develop strategies to facilitate school improvement processes and compare district progress with statewide data. The census is a primary data source for measuring progress toward meeting state goals and objectives. Despite the challenging economy, the 2010-11 COT data show school districts in Missouri continue to make gains in ensuring their students are exposed to technological tools useful in developing the skills necessary for successful entry into the 21st century work force. With the implementation of a new streamlined data collection tool, this year's census was shortened to three questions for the district and seven questions for each building. With the rollout of its new Missouri Comprehensive Data System portal in 2011, the Department has developed a tool that allows school personnel and the public to access education-related data. This COT report is among the first reports to utilize the portal system. Missouri Census of Technology 2011 is appended. (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Principals; Educational Administration; Instructional Leadership; Mentors; School Districts; Superintendents; Management Development; Leadership Training; Semi Structured Interviews; Case Studies; Educational Planning; Cooperation; Administrative Change; Personnel Selection; School Administration; Public Sector; Elementary Secondary Education; School District Size; Administrator Attitudes; Partnerships in Education; Administrator Education; Professional Development

Abstract:
Purpose: The purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems. Design/methodology/approach: Looking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple-case approach was selected with semi-structured interviews providing the major source of data. Findings: Findings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations was highly valued. Practical implications: The implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession. Originality/value: The originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Partnerships in Education; Principals; Urban Schools; College School Cooperation; Agency Cooperation; Administrator Education; Management Development; Leadership Training; Interviews; Observation; Alignment (Education); Feedback (Response); Program Effectiveness; Group Dynamics; Performance Factors; Educational Practices

Abstract:
Partnerships between universities and school districts are increasingly being identified as a means to overcome the difficulties of preparing the next generation of urban high school principals. This article examines the development of such a multiorganizational partnership with a large urban school district, two universities, and a national educational organization. The partnership development is analyzed against a framework of dimensions of effective collaborations. Data include interviews and observations and are analyzed using qualitative methods. Findings indicate that challenges in multi-institution partnerships are inevitable. However, the overarching focus on a common goal, defined responsibilities, authentic communication, alignment of common interests, and dynamic receptiveness to ongoing evaluative feedback enables the sustenance of an effective program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Active Learning; Administrator Education; Learning Experience; Influence of Technology; Educational Administration; Management Development; Technology Uses in Education; Teaching Methods; Instructional Innovation; Technological Literacy; Appropriate Technology

Abstract:
Education has always been slow on the uptake of new technology. Instructors have established time-worn methods of teaching, and the performance nature of the job puts an emphasis on reliability and predictability. The last thing an instructor wants to be doing is fumbling around trying to make something work in front of an audience of 200 undergraduates. Although LCD projectors and whiteboards have made purely blackboard-based teaching less common, instructors have resisted more complicated and exotic forms of teaching technology. The bandwidth was not there, the technology was hard to understand and use, and the supporting technology was not robust enough to ensure a reliable, positive learning experience. But things have dramatically changed in the past 10 years. People are now seeing education technologies that are "easy-to-access" on a variety of computer platforms, "easy-to-use" for both students and faculty, and much more robust and failure-proof. This article discusses the impact of technology on management education, which is the subject of this issue of "Journal of Management Education." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Elementary Secondary Education; Equal Education; Educational Quality; Educational Technology; Educational Policy; Teacher Education Programs; Program Descriptions; Educational Development; Rural Schools; Urban Schools; Technology Integration; Internet; Web Based Instruction; Technology Planning; Distance Education

Abstract:
China is a huge country with a large population. Providing equitable and quality "e-education" or use of ICT (information and communications technologies) for teaching and learning in elementary and secondary schools across the country is a national priority. This article briefly sketches the context in China and the challenges relating to quality and equality of education; reviews some of the major initiatives taken at the national level for ICT use in schools that strive for consistency and quality across huge numbers and regional differences; gives a more-detailed look at some current initiatives for teacher education relating to quality and equality of ICT use in schools; and then highlights some of the contributions of the East China Normal University in Shanghai to quality use of ICT for teaching and learning. The article concludes with a reflection on possible implications of China's activities relating to educational quality and equality in ICT use in schools for educational decision makers, teacher educators, and educational technologists outside of China. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Elementary Schools; Leadership; Technological Literacy; Principals; Technology Planning; Structural Equation Models; Teacher Effectiveness; Foreign Countries; Surveys; Elementary School Teachers; Technology Integration; Educational Change; Information Technology; Educational Technology; Technology Uses in Education

Abstract:
The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals' technological leadership, teachers' technological literacy, and teaching effectiveness. Additionally, the data were analyzed using structural equation modeling to test how well the model captured the relationships between these quantities. The results of the common fit indices clearly indicate that the model fits the data quite well. The findings show that principals' technological leadership improves teachers' technological literacy and directly encourages teachers to integrate technology into their teaching. Furthermore, teachers' technological literacy directly affects their effectiveness. Principals' technological leadership also makes teachers more effective. Principals' technological leadership, as mediated by teachers' technological literacy, can affect teaching effectiveness. The results suggest that principals, as technology leaders, must develop and implement a vision and technology plan for their schools. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Stakeholders; Learner Controlled Instruction; Computer Use; Influence of Technology; Social Networks; Web 2.0 Technologies; Computer Mediated Communication; Online Courses; Handheld Devices; Access to Computers; Educational Technology; Electronic Learning; Educational Change; Middle School Students; High School Students; STEM Education; Mathematics Instruction; Barriers; Informal Education; Computer Uses in Education; Technology Integration; Intelligent Tutoring Systems; Computer Games; Educational Games; Individualized Instruction; Nonprofit Organizations; Elementary Secondary Education; Principals; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Student Attitudes; National Surveys

Abstract:
For the past nine years, the Speak Up National Research Project has endeavored to stimulate new discussions around how technology tools and services can transform education and to provide a context to help educators, parents, and policy and business leaders think beyond today and envision tomorrow. In last year's report, "The New 3E's of Education: Enabled, Engaged, Empowered--How Today's Students are Leveraging Emerging Technologies for Learning," the researchers examined the student articulated vision of socially-based, un-tethered and digital rich learning environments through the lens of students' aspirations for mobile learning, online learning and e-textbooks. With this year's report, they continue to gain greater appreciation for the unique student perspective on learning with an in-depth focus on personalized learning experiences and environments. They also examine the parents' perspectives to understand not only their aspirations for more personalized learning but how they are enabling these learning opportunities as well for their child. And in the second report from this year's Speak Up National Findings, they share the educator perspective with new data findings on how teachers, librarians and administrators are personalizing learning with a variety of emerging technology tools and strategies. (Contains 3 tables and 4 charts.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Electronic Learning; Computer Uses in Education; Technology Integration; Intelligent Tutoring Systems; Computer Games; Educational Games; Individualized Instruction; Nonprofit Organizations; Elementary Secondary Education; Librarians; Principals; Central Office Administrators; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Student Attitudes; National Surveys; Online Surveys; Preservice Teacher Education; Knowledge Base for Teaching; Inservice Teacher Education; Internet; Stakeholders

Abstract:
Each year, Project Tomorrow, a national education nonprofit organization, facilitates the Speak Up National Research Project and, as part of this initiative, tracks the growing student, educator and parent interest in digital learning, and how the nation's schools and districts are addressing that interest with innovative ways to use technology in and out of the classroom. In this special white paper based upon the Speak Up 2011 national findings, Project Tomorrow has partnered with DreamBox Learning to explore a new concept in the use of technology to personalize learning. Through the analysis of the national Speak Up findings from 416,758 K-12 students, parents, teachers and administrators, it is the goal with this new white paper to better understand the interest in adaptive learning and to examine the next steps for greater adoption of this new technology in the classroom. Thus, the key questions for this analysis are as follows: (1) Why is this the right time for greater interest in intelligent adaptive learning?; (2) What is the value proposition for adaptive learning?; and (3) Are teachers ready for this? What do they need to be able to leverage these new tools effectively in the classroom? (Contains 4 tables and 2 charts.) [For related reports, see "Unleashing the Future: Educators "Speak up" about the Use of Emerging Technologies for Learning. Speak Up 2009 National Findings: Teachers, Aspiring Teachers & Administrators" (ED536063); "Creating Our Future: Students Speak up about their Vision for 21st Century Learning. Speak Up 2009 National Findings: K-12 Students & Parents" (ED536065); "The New 3 E's of Education: Enabled, Engaged, Empowered--How Today's Educators Are Leveraging Emerging Technologies for Learning. Speak Up 2010 National Findings: K-12 Teachers, Librarians & Administrators" (ED536068); "The New 3 E's of Education: Enabled, Engaged, Empowered--How Today's Students Are Leveraging Emerging Technologies for Learning. Speak Up 2010 National Findings: K-12 Students & Parents" (ED536066); "Mapping a Personalized Learning Journey: K-12 Students and Parents Connect the Dots with Digital Learning. Speak Up 2011: National Findings--K-12 Students & Parents" (ED536067); and "Personalizing the Classroom Experience: Teachers, Librarians and Administrators Connect the Dots with Digital Learning. Speak Up 2011 National Findings: K-12 Teachers, Librarians & Administrators" (ED536069).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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