tional Technology Standards (i.e., NETS), which would equip teachers to:
• Become proficient users of technology to be able to use and teach with technologies.
• Keep up to speed with technologies
• Integrate standards-based technology projects in their curriculum.
• Align curriculum with national standards.
The College of Education at Towson University, for example, has incorporated technology standards (based on NETS guidelines) within their teacher education program. Currently, the program requires that all students take two instructional technology classes that meet the National Educational Technology Standards for Teachers (NETS*T). The program is also using the Technology Integration Project, which is used to assist faculty members in integrating technology standards into multiple methods and foundation classes.
Stakeholders are central to the success of the program. The program's goals cannot be delivered without funding, up-to-date hardware and software, and faculty participation and support.
In terms of assessing the effects of standards-based technology integration on student development, it isn't black and white. In addition to equipment and infrastructure, we have to take into consideration the training received by the educator, how and how well they are using the technology in the classroom, if they are integrating the standards-based technology practices in the classroom, user support, and curriculum goals.
I came across a study (Bain & Ross, 1999), however, that showed visible gains for schools that have integrated technology with curriculum and professional growth, where one academy saw an average increase of 94 points in SAT I scores over students who participated in the traditional independent school experience.…
LY one that will emerge in many parts of the world (and ours is an international perspective. If the bricks and mortar were never successful in much of India, Africa and Parts of South America then this new way may have a chance of leapfrogging those environments past the developed world with new designs.
Consider: when students in Scotland were asked to design a new school they designed drop in centers.
New Zealand after years of research is moving away from curricular standards to competencies (see all about it at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Key-competencies
Also as I am sure you are aware, Christensen, et al predict that by 2020 50% of the developed world's students will be taught at least partially online.
We can also add in the success in homeschooling as an alternative throughout the US + the increases in augmented reality - soon enough students will be able to walk their city streets and get tutorials on the local history as they pass the sites.
Jeffrey - two things: 1) I will invite you as a colleague here, and 2) I hope you might consider hosting a three meeting discovery process if you know of others who would like to entertain these and other ideas about how education systems might evolve: www.futureofeducaitonproject.net is an international project based on the idea that when education research is addressed by people around the world, with the tensions everyone in education is feeling that new systemic ideas such as yours will emerge. As groups tease out how they might work we will upload them to foster more conversation in other parts of the world as well.
We believe the next designs in education will emerge from some people and places other than those who are in power now.…
ut peer learning too. At this stage online learning can compliment school curriculum but in future the roles may be reversed may be at high school level. The role of the teacher may transcend into a facilitator / co-learner in the learner centric model which I have tried to illustrate as MyPal Approach .
Would welcome and appreciate your comments to fine tune our approach…