Adpative Schools

I attended the first two days out of four of the "Adaptive School" session with trainer, John Clarke. These initial two days of training were thought provoking and powerful in stimulating a spirit of collaboration and inquiry. Each participant was provided with a Syllabus, "The Adaptive School: A Sourcebook for Developing Collaborative Groups" (Garmson & Wellman, 2009). Each table group was also provided with one copy of the companion book. For more about the session and sources, visit - http://www.adaptiveschools.com/develop.htm from the Centre for Adaptive Schools web site.


What is an adaptive school? Garmson and Wellman (2009) contend the, "adaptive school is about developing strong schools in which collaborative faculties are capable of meeting the certain challenges of today and the uncertain challenges of tomorrow (p.iii). This topic is timely due to the current state of economic uncertainties in the province of Alberta and a desire to provide 21st century education for all students.

Some highlights from my notes regarding the "Adaptive School" session:
A variety of strategies for working with adult learners were modeled and used throughout the two-day session. The participants had numerous opportunities to connect, collaborate and co-construct learning with colleagues in the room. Some strategies I plan to try: Just Like Me Statements (stand-up), Give One to Get One (introductions/cue cards); Fractal Partners; First Word/Last Word Round table (share one idea from article); A-B read sections & identify key phrase; 100 pennies to divide among 3 topics; Gots/Wants post-it

I was amazed, that Clarke could identify every participant by name on the first day since there were over 100 participants in the room! As presenter and facilitator, he intentionally connected with all participants...wow!

During one of our group activities we were asked to identify driving forces that require educational change. Once each table group brainstormed various ideas, our group generated a statement that encompassed our dialogue: "As society changes, we need to foster student-centered 21st century learning for all students through informed collaboration with all stakeholders."

Reflective questions for improving student learning
-Who are we? (identity)
-Why are we doing this? (attention to unquestioned habits)
-Why are we doing this this way? (who benefits)

The elements of professional communities:
-Compelling purpose, shared standards, and academic focus
-Collective efficacy and shared responsibility for student learning
-Collaborative culture
-Communal application of effective teaching practices and deprivatized practice
-Relational trust in one another, in students and parents
-Individual and group learning based on ongoing assessment and feedback

Productive group work requires practice in:
-Facilitating groups
-Developing groups
-Becoming a more skillful group member

• Know one's intentions and choose congruent behaviors
• Set aside unproductive patterns of listening, responding and inquiring (i.e. autobiographical, inquisitive, solution).
• Know when to self-assert and when to integrate
• Know and support the group's purposes, topics, processes and development
  

Five Energy Sources for High-Performing Groups - high performing groups are adaptive; they learn from experience and improve the way they work.
1.Efficacy - belief in group capacity
2.Flexibility - review from multiple perspectives
3.Craftsmanship - high standards; communications
4.Consciousness - continuous monitoring
5.Interdependence - value for internal and external relationships

Ways of talking - deliberately distinguish between dialogue and discussion
-Dialogue - reflective; ideas flow; suspend judgment; develop shared understanding; collective process; the outcome is shared understanding
-Discussion - macro centric perspective (balcony view); the outcome is the decision-making process

Promoting a Spirit of Inquiry - high performing groups/members infuse their work with a spirit of inquiry (purposeful, skillful inquiry)

The Seven Norms of Collaborative Work - result in cohesion, energy, and commitment to shared work; serve as guides or benchmarks in groups:
1.Pausing
2.Paraphrasing
3.Putting inquiry at the centre
4.Probing
5.Placing ideas on the table
6.Paying attention to self and others
7.Presuming positive intentions

I look forward to practicing many of these strategies over the next couple of weeks before we meet again for two more days of training! I intend to pay close attention to my role in groups as facilitator and group member, distinguishing between dialogue and discusion and following the norms of collaborative work in promoting inquiry.

Antecedents for Educational Technology Leadership

It is well established in the literature that district and school based leaders play a critical role in amplifying educational technology (Chang et al., 2008; Jacobsen, 2006; McGarr & Kearney, 2009, Reeves, 2009). Moreover, various essential conditions for school leaders that may serve to foster successful innovation leading to 21st century learning have been identified by researchers (Chang et al., 2008; Ely, 1990; Jacobsen, 2006; Shuldman, 2004; Yee, 2001; Zhao et al., 2002). While reviewing current literature of essential conditions suggested for educational technology leadership for 21st century learning, four prevailing themes emerged. The antecedents for educational technology leadership include: (1) vision, (2) professional learning, (3) context of support, and (4) supervision. The four recurring themes are not intended to be a comprehensive or ordered list. The themes are interrelated antecedents for educational technology leadership which were apparent across recent studies that identified essential conditions for 21st century learning involving superintendents, principals and teachers in K-12 school districts.

Vision
Effective technology leadership requires leaders to develop and articulate a vision for innovation and change (Chang, et al., 2008; Hew & Brush, 2007; Wagner, 2003; Yu & Durrington, 2006). Hew and Brush (2007) claimed developing a shared vision is “an avenue to coherently communicate how technology can be used, as well as a place to begin, a goal to achieve, and a guide along the way” (p.234). Principals’ interpersonal and communication skills are necessary for technology leadership (Chang et al., 2008) and are certainly valuable skills in articulating vision and in working towards building a shared vision in a community.

The Change Leadership Group at Harvard’s graduate school of education focuses on systemic improvements in schools and districts. The group identified constructing a widely shared vision as one of the interdependent “Seven Disciplines for Strengthening Instruction”, considered central to instructional improvement efforts (Wagner, 2003). Shared vision is focussed on “rigorous expectations, the quality of student engagement, and effective strategies for personalizing learning for all students” (Wagner, 2003, p. 28, 30).

Professional Learning
Professional learning can serve to influence attitudes as well as build knowledge and skills pertinent to 21st century learning. There are a number of corroborative references in the literature that suggest school leaders require opportunities for increased awareness of their roles relative to educational technology (Deryakulu & Olkun, 2009; Flanagan & Jacobsen, 2003; McGarr & Kearney, 2009). In addition, McGarr and Kearney (2009) suggested alternative models for professional support are needed for principals and could include networking with other similar-sized schools and encouraging collaboration between schools to nurture professional dialogue and time for reflection regarding the possibilities of teaching and learning with technology.

Yee (2001) described a principal undertaking “adventurous learning” as a leader learning alongside the teachers and students. It is important for principals to participate in professional learning involving educational technology to understand the instructional changes required for teaching and learning with technology. Fullan (2008) argued fostering continuous job-embedded learning as one of the secrets of change to ensure learning at work is part of daily work for everyone including leaders at all levels of the organization. Likewise, Wagner (2003) described professional learning as “primarily on-site, intensive, collaborative, and job-embedded, and is designed and led by educators who model the best teaching and learning practices.” Reeves (2009) presented a narrative of a principal transforming an informational staff meeting into a professional learning experience for teachers and leaders:
“Good morning, ladies and gentlemen. I have provided our usual administrative announcements in e-mail and written form, so we will devote the rest of our meeting to the following learning activity ….” (Reeves, 2009, p.66).

Chang et al. (2008) defined a technology leader as “one who leads the school in improvement or restructuring, and uses emerging technologies as the core resources for educational change” (p.241). One of the results in Yee’s (2001) investigation of Canadian, U.S. and New Zealand principals’ experiences in technology-rich schools found that principals need to develop personal competency and would value professional learning opportunities. Dawson and Rakes (2003) conducted an exploratory study with K-12 principals and found those involved in long term technology-curriculum integration training significantly influenced the level of technology use at the school.

Context of Support
Fostering adoption of instructional improvements for 21st century learning requires attention to context. Zhao et al. (2002) defined context as the (1) human infrastructure, (2) technological infrastructure and (3) social support. First, human infrastructure, refers to the people in the organization providing support for the innovation and includes on-site support as well as off-site experts that can be accessed (Jacobsen, 2006). Second, technological infrastructure is another aspect that continues to provide challenges for schools and districts and requires leaders to “develop robust conceptions of technology in education,” and allocate appropriate resources to impact student learning (Shuldman, 2004, p. 338). Third, social support among colleagues is best described by Fullan (2008) as leaders fostering “purposeful peer interaction,” which is another one of his secrets of change (p.12).

Supervision
Supervision includes ongoing monitoring and research to promote investment in educational innovations. Wagner (2003) used the term supervision to describe monitoring that is frequent, rigorous, and focused on the improvement of instruction. He also stressed supervision is “conducted by people who know what good instruction looks like” (Wagner, 2003, p.28, 30). Similarly, Yee (2001) used the terms “constant monitoring” to describe an ongoing process of maintaining accountability. The Galileo Educational Network Association (GENA) is an excellent example of a professional development and research organization focussing on supporting all levels of the educational system at once. GENA professionals work with educators and leaders in providing current research and supervision of innovations to promote continuous learning and growth (Jacobsen, 2006).

It is also evident in the literature that transparent and frequent use of data to assess student’s learning and to identify effective instructional practices is warranted (Wagner, 2003; Fullan, 2008). Another secret of change described by Fullan (2008) is transparency, defined as a “clear and continuous display of results, and clear and continuous access to practice (what is being done to get the results)” (p.14). Furthermore, Fullan (2008) pointed out that systems learn on a continuous basis and systems learn from themselves which also supports the notion of internal involvement in ongoing supervision and research to support innovation for 21st century learning.

Conclusion
Four prevailing themes emerged from reviewing current literature and were discussed as interrelated antecedents for educational technology leadership: (1) vision, (2) professional learning, (3) contexts for support, and (4) supervision. Overall, there has been little research on the design, development, utilization, management or ongoing evaluation of professional learning programs incorporating essential conditions for district and school based leaders. In order to prepare current and future leaders for cultivating 21st century learning, it is recommended future study and research focus on professional learning for educational technology leadership.

References

Chang, I. H., Chin, J. M., & Hsu, C. M. (2008). Teachers' Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools. Educational Technology & Society, 11(4), 229-245.

Dawson, C., & Rakes, G. C. (2003). The influence of Principals' Technology Training on the Integration of Technology into Schools. Journal of Research on Technology in Education, 36(1), 29-49.

Deryakulu, D., & Olkun, S. (2009). Technology leadership and supervision: an analysis based on Turkish computer teachers' professional memories. Technology, Pedagogy and Education, 18(1), 45-58.

Ely, D. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education, 23(2), 298-305.

Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142.

Fullan, M. (2008). The Six Secrets of Change. San Francisco, CA: Jossey-Bass.


Hew, K. F., & Brush, T. (2007). Integrating Technology in K-12 Teaching and Learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223-252.

Jacobsen, M. (2006). Learning Technology in Continuing Professional Development: The Galileo Network. Lewiston, New York: The Edwin Mellen Press.

McGarr, O., & Kearney, G. (2009). The Role of the Teaching Principal in Promoting ICT Use in Small Primary Schools in Ireland. Technology, Pedagogy and Education, 18(1), 87-102.

Reeves, D. B. (2009). Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Alexandria, VA: ASCD.

Shuldman, M. (2004). Superintendent Conceptions of Institutional Conditions that Impact Teacher Technology Integration. Journal of Research on Technology in Education, 36(4), 319-343.

Wagner, T. (2003). Beyond Testing: The 7 Disciplines for Strengthening Instruction. Education Week, 23(11), 28, 30.

Yee, D. (2001). The Many Faces of ICT Leadership. In B. Barrell (Ed.), Technology, Teaching and Learning: Issues in the Integration of Technology. Calgary, AB: Detselig Enterprises Ltd.

Yu, C., & Durrington, V. A. (2006). Technology Standards for School Administrators: An Analysis of Practicing and Aspiring Administrators' Perceived Ability to Perform the Standards. NASSP Bulletin, 90(4), 301-317.

Zhao, Y., Pugh, K., & Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

Conceptualizing the Literature Review

Thank you to the group that provided feedback on my research ideas yesterday: Jean, Bob & Stephen! I really appreciated your comments and questions. As a result I made some editing changes to improve clarity and designed a concept map. Jean recommended a great open source program called Visual Understanding Environment (VUE) - http://vue.tufts.edu/ that I was easily able to download and use right away! Constructing the concept map allowed me to recognize the areas that will likely be beyond the scope of the current literature review I'm working on and that I will need to incorporate into the dissertation. These areas are in blue on the concept map. Simply click on the concept map to see it clearly and let me know if you have any further comments or suggestions.

Preparing for Candidacy

A post candidacy student provided great tips in preparing for the candidacy exam and oral presentation:
-There’s no really good time for candidacy but it is helpful to know how you learn and write best before hand
-Become comfortable with endnote (or other reference software) early on in your program to keep resources organized
-Review current research articles of supervisory committee
-Pay close attention to the questions the supervisory committee asks when you meet informally
-Go back to original theory (ie. Papert, Vygotsky) & read original sources to make your own interpretations

Oral Exam:
-Review all the questions from the supervisory committee and formulate responses for each as they may be discussed during the oral exam
-During the oral exam, don’t review everything from your paper – the committee already read it
-10 minutes for a presentation; can include slides (chance to show what more you know/learned; expand on ideas from your paper)

Grassroots Video and Research

...some thoughts about grassroots video provoked by a presentation today.

Digital communications have provided researchers with a plethora of “public spaces in which marginalized people’s narratives can be heard” with multiple points of contact available. I suspect with the new digital (public) spaces afforded by the availability of technology today, we are increasingly experiencing a shift from researcher or individual control to shared control, where the audience, spectator, participant or community at large has significant influence and voice on the impact of narrative inquiry. It is this shared control that delivers the narrative or message to those who need to hear it. I believe we should ask the question, how can the audience co-participate or share in public spaces in which marginalized people’s narratives can be heard even those who normally do not want to hear them?

The researcher needs to consider how the audience can play a significant role in contributing to collective action or participate in social change. Using the example of a YouTube video, personally, I will immediately view a YouTube video highly recommended by someone I know. For example, every time an audience member views a video clip, provides a review of the clip, emails the clip (or link) to someone else with a personal endorsement, discusses the clip with others in a social networking site, or tags the clip - it is the audience that shares in the voice with the researcher and it is the audience that engages and contributes to social change by networking with others and making connections. Hence, Chase (2008) observes that “we need to think more broadly about whom we write for and speak to – and how we do so” (p.84).

Chase, S. (2008). Narrative Inquiry: Multiple Lenses, Approaches, Voices. In Collecting and Interpreting Qualitative Materials. N. K. Denzin, & Y. S. Lincoln (Eds.). Thousand Oaks: Sage Publications, Inc

Ethical Considerations

What do you think is the epistemological concerns of the University of Calgary regarding doing research with human subjects?

Dr. Janice Dicken, the chair of the conjoint faculties research ethics board, describes the importance for the University is to ensure researchers are following ethical standards in an interview conducted by Natalie St-Denis, October 28, 2005. There is a risk of losing funding for the whole university from the three major Canadian granting agencies (SSHRC, NSERC, CIHR), if a proper system is not in place to review all research for those who have current University of Calgary affiliation (i.e. student, faculty, staff). The Conjoint Faculties Research Ethics board (CFREB) is charged with reviewing ethics applications in education and is responsible for ensuring the Tri-Council Policy Statement guidelines, created by the three major granting agencies, are met. In regards to doing research with human subjects, the University of Calgary is concerned with meeting high ethical standards to protect the participants in research studies through appropriate ethical clearance and to foster a community of researchers whom take responsibility for compliance to ethical standards.

What are their main concerns in term of informed consent; harm to informants; representation and permission to publish; confidentiality and anonymity; ownership of data?
Prior to collecting any data, the researcher needs to have ethics certification; otherwise the data collected cannot be used. It is also necessary to receive ethics approval from school jurisdictions if the research involves participants in a school system. The main concerns regarding ethics applications as outlined in the “Information to Help Applicants” document from the CFREB include:

Informed Consent – The researcher needs to create a participant consent form for ethics approval which includes the design and methodology of the research in simple language and terms to ensure the consent process is free, informed, voluntary and an ongoing process that allows for participant withdrawal at anytime. If research includes children, then parents/guardians also need to provide consent. It is recommended to use a series of checkboxes (I agree to … and I disagree to…) to delineate the choices for participation. The Tri-Council Policy (2008) recognizes that “qualitative researchers use a range of consent procedures, including oral consent, field notes, and other strategies such as recording (audio or video, or other electronic means) for documenting the consent process. Evidence of consent may also be via completed survey questionnaires (in person, by mail or by email or other electronic means)” (p.113).

Harm to informants – The consent form also needs to include information about the potential risks for participants choosing to participate in the research. The researcher should explicitly state, “There is no known risk associated with your participation in this research” if this is the case. Otherwise, the researcher needs to anticipate the estimation of risk for the potential participants which should be no greater than what would be expected or encountered in everyday life. The CFREB members conduct a face-to-face meeting to discuss any applications that pose more that a minimal risk to participants and the researcher needs to make arrangements for participants to receive assistance to deal with any major negative effects.

Representation and Permission to Publish – The researcher needs to anticipate how the research will be represented in advance and request appropriate permissions from the participants. For example, if using photographs, the participants will need to have a choice of either being photographed for publishing purposes or not being photographed. Pink (2007) notes, “ethnographers have to make choices regarding if and how video footage will be incorporated into the publication of research” (p.56). Pink(2007) also reminds us the moral right of the researcher could be questioned if images are produced covertly (p.55). I believe it is important to receive consent from participants explicitly for purposes of publication when intending to use photographs or video for representation purposes in the public domain.

Confidentiality and Anonymity – Confidentiality is defined as the “obligation of an individual or organization to safeguard information entrusted to it by another” by the Tri-Council (2008, p.44). It is critical the researcher considers issues of confidentiality and anonymity (information is stripped of identifiers) during collection of raw data and in writing up final results. It is the responsibility of the researcher to describe the “extent to which privacy and confidentiality will be protected (p.6). For example, if anonymity is optional, the consent form needs to include provision for the participant to indicate if his/her name can be used or if a pseudonym is preferred.

Ownership of Data – The ethics application needs to include specific details about the security of data, who will have access to the data and plans for storage/disposal and retention of the data. Information about what happens to data if participants decide to withdraw from the study also needs to be included in the application. Pink (2007) also advises researchers, “to clarify rights of use and ownership of video and photographic images before their production” (p.59).

What would be the main decisions/considerations about the use of visual methods that would need to be made prior submitting a research project for ethics review?

Prior to submitting a research project for ethics review it is necessary to consider the appropriateness of how visual methods will be used. For example, visual methods could be used for representations or for processes during the research. Participants may examine and react to visual representations or may even collaborate in the production of visual representations; participants may be openly (overtly) aware of the use of visual methods or unaware in the context of public photography. Pink (2007) suggests, researchers should think through the implications of using visual methods and anticipate that visuals will be invested with different meanings (p.43). The researcher can employ a reflexive approach in making sound decisions about the use of visual methods in research by considering the context, the participants, social and cultural implications, and practical and technical issues.

(2008). Draft 2nd Edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. Interagency Advisory Panel on Research Ethics, Ottawa.

Pink, S. (2007). Doing Visual Ethnography (2 ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Literature Review Intent Revised

Thank you to all those that provided feedback! My revised purpose statement is:
The purpose of this paper is to review the literature discussing the essential conditions for curriculum integration of technology in K-12 schools.

Questions for research may include:
· How can a school district strengthen support for principals in effectively leading 21st century schools?
· How can a school district develop leadership networks and professional communities as contexts for supporting technology rich learning environments?