Making Technology Work In Schools
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Making Technology Work in Schools
Making Technology Work in Schools is an easy-to-use guide for transforming your school into a learner-centered, tech-rich environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors’ proven, intuitive practices speak directly to academic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new tools and programs. After reading this book, you will be able to better prepare the educators you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and better prepared for college and careers.
Making Technology Work in Schools
Author: TIMOTHY D.. DONOVAN GREEN (LORETTA C.. PEERLESS GREEN, JODY.)
language: en
Publisher: Routledge
Release Date: 2024-10-16
Making Technology Work in Schools is an easy-to-use guide for transforming your school into a learner-centered, tech-supportive environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors' proven, intuitive practices speak directly to academic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new digital tools and programs. Retaining its substantive focus on educational change and the comprehensive PURPOSE Framework, this refreshed second edition updates its real-world examples, practical strategies, and technology categories while adding new content on schoolwide initiatives, needs analysis, professional development, and leadership and coaching standards, and more. After reading this book, you will be able to better prepare the educators whom you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and ready for college and careers.
Everyday Schooling in the Digital Age
Today’s high schools are increasingly based around the use of digital technologies. Students and teachers are encouraged to ‘Bring Your Own Device’, teaching takes place through ‘learning management systems’ and educators are rushing to implement innovations such as flipped classrooms, personalized learning, analytics and ‘maker’ technologies. Yet despite these developments, the core processes of school appear to have altered little over the past 50 years. As the twenty-first century progresses, concerns are growing that the basic model of ‘school’ is ‘broken’ and no longer ‘fit for purpose’. This book moves beyond the hype and examines the everyday realities of digital technology use in today’s high schools. Based on a major ethnographic study of three contrasting Australian schools, the authors lay bare the reasons underlying the inconsistent impact of digital technologies on day-to-day schooling. The book examines leadership and management of technology in schools, the changing nature of teachers’ work in the digital age, as well as student (mis)uses of technologies in and out of classrooms. In-depth case studies are presented of the adoption of personalized learning apps, social media and 3D printers. These investigations all lead to a detailed understanding of why schools make use of digital technologies in the ways that they do. Everyday Schooling in the Digital Age: High School, High Tech? offers a revealing analysis of the realities of contemporary schools and schooling – drawing on arguments and debates from various academic literatures such as policy studies, sociology of education, social studies of technology, media and communication studies. Over the course of ten wide-ranging chapters, a range of suggestions are developed as to how the full potential of digital technology might be realized within schools. Written in a detailed but accessible manner, this book offers an ambitious critique that is essential reading for anyone interested in the fast-changing nature of contemporary education.