Technology is just a
tool. Teaching is the
most important
educational resource
(Cohen, Fuhrman &
Mosher, 2007).
There needs to be a
reculturing and
teachers need to
design curriculum
focused on deep
understanding
(Fullan, 2007).
From this standpoint
the fundamental task of
education is to
enculturate youth into
this knowledge-creating
civilization and to help
them find a place in it
(Scardamelia &
Bereiter, 2006).
Rather than viewing
leadership practice as a
product of a leader's
knowledge and skill, the
distributed perspective
defines it as the
interactions between
people and their situation”
(Spillane, 2005).
Sergiovanni (2001)
states that leaders must
concentrate on people
first, build them up,
increase their
commitment, link them
to purposes, and help
them to be self-
managing.
“Meaning cannot be
taught; it must be
fashioned by the
learner via artful
design and effective
coaching by the
teacher” (Wiggins &
McTighe, 2005).
New
Beliefs
Knowledge is
information on tap;
skills are routine
performances on tap;
understanding is the
ability to think and act
flexibly with what one
knows (Wiske, 2005).
A primary goal of
education should be
the development and
deepening of student
understanding
(Wiggins & McTighe,
1998)
Studies show sharp
disparities by race
and SES in how
technologies were
deployed for
education (Becker,
2000; Wenglinsky,
1998).
Meaning cannot be
taught; it must be
fashioned by the
learner via artful
design and effective
coaching by the
teacher” (Wiggins &
McTighe, 2005).
Supporting
Change
Reform cannot
happen unless
each and every
teacher is learning
every day (Fullan,
2007).
The preparation and
continuing professional
development of educators
is a major element that is
required for school
transformation and
appropriate use of
technology resources
(Schrum & Strudler,
2011).
Teachers are
designers and
teachers need to
work with a clear
insight into larger
purposes (Wiggins &
McTighe, 2005).
Transformation requires clear
goals about what digital media
in schools can achieve; the
appropriate curricula,
pedagogy, and assessment to
reach these goals; and the
right social and technical
infrastructure to support the
endeavor (Warschauer, 2
“Teaching should be
highly customized”
and “teachers are
viewed as facilitating
student construction
of knowledge”
(Wenglinsky, 2005).
“Core tasks with authentic
challenges embody our
educational aims: The
goal of schooling is fluent
and effective
performance in the world,
not mere verbal or
physical response to
narrow prompts” (Wiggins
& McTighe, 2005).
The key is not technology
itself but...(1)a curriculum
focused on deep
understanding (2)a pedagogy
[that] promotes student-
centered learning,(3)
classroom assessments that
are both performative and
formative (Warschauer, 2011).
For widespread change
to occur, teachers need to
incorporate the
opportunities of the
emerging technological
infrastructure into their
overall curricular thinking
(Darling-Hammond &
Bransford, 2005).
"Educational
change depends
on what teachers
do and think-- it's
as simple and as
complex as that"
(Fullan, 2007).
New
Teaching
Approach
Education [is not]
addressing the needs of
the 21st century. It is 20th
century, industrial age
education supercharged
by high-stakes testing
and high-tech tools for
doing 1920’s types of
child-centered education”
(Scardamalia, 2001).
Today the digital divide
resides in differential
ability to use new media...
—in essence, to carry out
the kinds of expert
thinking and complex
communication that are at
the heart of the new
economy (Warschauer &
Matuchniak, 2010).
Technology is just a
tool. Teaching is the
most important
educational resource
(Cohen, Fuhrman &
Mosher, 2007).
There needs to be a
reculturing and
teachers need to
design curriculum
focused on deep
understanding
(Fullan, 2007).
From this standpoint
the fundamental task of
education is to
enculturate youth into
this knowledge-creating
civilization and to help
them find a place in it
(Scardamelia &
Bereiter, 2006).
Rather than viewing
leadership practice as a
product of a leader's
knowledge and skill, the
distributed perspective
defines it as the
interactions between
people and their situation”
(Spillane, 2005).
Sergiovanni (2001)
states that leaders must
concentrate on people
first, build them up,
increase their
commitment, link them
to purposes, and help
them to be self-
managing.
“Meaning cannot be
taught; it must be
fashioned by the
learner via artful
design and effective
coaching by the
teacher” (Wiggins &
McTighe, 2005).
New
Beliefs
Knowledge is
information on tap;
skills are routine
performances on tap;
understanding is the
ability to think and act
flexibly with what one
knows (Wiske, 2005).
A primary goal of
education should be
the development and
deepening of student
understanding
(Wiggins & McTighe,
1998)
Studies show sharp
disparities by race
and SES in how
technologies were
deployed for
education (Becker,
2000; Wenglinsky,
1998).
Meaning cannot be
taught; it must be
fashioned by the
learner via artful
design and effective
coaching by the
teacher” (Wiggins &
McTighe, 2005).
Supporting
Change
Reform cannot
happen unless
each and every
teacher is learning
every day (Fullan,
2007).
The preparation and
continuing professional
development of educators
is a major element that is
required for school
transformation and
appropriate use of
technology resources
(Schrum & Strudler,
2011).
Teachers are
designers and
teachers need to
work with a clear
insight into larger
purposes (Wiggins &
McTighe, 2005).
Transformation requires clear
goals about what digital media
in schools can achieve; the
appropriate curricula,
pedagogy, and assessment to
reach these goals; and the
right social and technical
infrastructure to support the
endeavor (Warschauer, 2
“Teaching should be
highly customized”
and “teachers are
viewed as facilitating
student construction
of knowledge”
(Wenglinsky, 2005).
“Core tasks with authentic
challenges embody our
educational aims: The
goal of schooling is fluent
and effective
performance in the world,
not mere verbal or
physical response to
narrow prompts” (Wiggins
& McTighe, 2005).
The key is not technology
itself but...(1)a curriculum
focused on deep
understanding (2)a pedagogy
[that] promotes student-
centered learning,(3)
classroom assessments that
are both performative and
formative (Warschauer, 2011).
For widespread change
to occur, teachers need to
incorporate the
opportunities of the
emerging technological
infrastructure into their
overall curricular thinking
(Darling-Hammond &
Bransford, 2005).
"Educational
change depends
on what teachers
do and think-- it's
as simple and as
complex as that"
(Fullan, 2007).
New
Teaching
Approach
Education [is not]
addressing the needs of
the 21st century. It is 20th
century, industrial age
education supercharged
by high-stakes testing
and high-tech tools for
doing 1920’s types of
child-centered education”
(Scardamalia, 2001).
Today the digital divide
resides in differential
ability to use new media...
—in essence, to carry out
the kinds of expert
thinking and complex
communication that are at
the heart of the new
economy (Warschauer &
Matuchniak, 2010).