The key is not technologyitself but...(1)a curriculumfocused on deepunderstanding (2)a pedagogy[that] promotes student-centered learning,(3)classroom assessments thatare both performative andformative (Warschauer, 2011).Teachers aredesigners andteachers need towork with a clearinsight into largerpurposes (Wiggins &McTighe, 2005).“Teaching should behighly customized”and “teachers areviewed as facilitatingstudent constructionof knowledge”(Wenglinsky, 2005).Knowledge isinformation on tap;skills are routineperformances on tap;understanding is theability to think and actflexibly with what oneknows (Wiske, 2005).There needs to be areculturing andteachers need todesign curriculumfocused on deepunderstanding(Fullan, 2007).“Core tasks with authenticchallenges embody oureducational aims: Thegoal of schooling is fluentand effectiveperformance in the world,not mere verbal orphysical response tonarrow prompts” (Wiggins& McTighe, 2005).NewBeliefsEducation [is not]addressing the needs ofthe 21st century. It is 20thcentury, industrial ageeducation superchargedby high-stakes testingand high-tech tools fordoing 1920’s types ofchild-centered education”(Scardamalia, 2001).Reform cannothappen unlesseach and everyteacher is learningevery day (Fullan,2007).Transformation requires cleargoals about what digital mediain schools can achieve; theappropriate curricula,pedagogy, and assessment toreach these goals; and theright social and technicalinfrastructure to support theendeavor (Warschauer, 2A primary goal ofeducation should bethe development anddeepening of studentunderstanding(Wiggins & McTighe,1998)Sergiovanni (2001)states that leaders mustconcentrate on peoplefirst, build them up,increase theircommitment, link themto purposes, and helpthem to be self-managing.Meaning cannot betaught; it must befashioned by thelearner via artfuldesign and effectivecoaching by theteacher” (Wiggins &McTighe, 2005).Studies show sharpdisparities by raceand SES in howtechnologies weredeployed foreducation (Becker,2000; Wenglinsky,1998).From this standpointthe fundamental task ofeducation is toenculturate youth intothis knowledge-creatingcivilization and to helpthem find a place in it(Scardamelia &Bereiter, 2006).“Meaning cannot betaught; it must befashioned by thelearner via artfuldesign and effectivecoaching by theteacher” (Wiggins &McTighe, 2005).NewTeachingApproach"Educationalchange dependson what teachersdo and think-- it'sas simple and ascomplex as that"(Fullan, 2007).Technology is just atool. Teaching is themost importanteducational resource(Cohen, Fuhrman &Mosher, 2007).Today the digital divideresides in differentialability to use new media...—in essence, to carry outthe kinds of expertthinking and complexcommunication that are atthe heart of the neweconomy (Warschauer &Matuchniak, 2010).SupportingChangeRather than viewingleadership practice as aproduct of a leader'sknowledge and skill, thedistributed perspectivedefines it as theinteractions betweenpeople and their situation”(Spillane, 2005).The preparation andcontinuing professionaldevelopment of educatorsis a major element that isrequired for schooltransformation andappropriate use oftechnology resources(Schrum & Strudler,2011).For widespread changeto occur, teachers need toincorporate theopportunities of theemerging technologicalinfrastructure into theiroverall curricular thinking(Darling-Hammond &Bransford, 2005).The key is not technologyitself but...(1)a curriculumfocused on deepunderstanding (2)a pedagogy[that] promotes student-centered learning,(3)classroom assessments thatare both performative andformative (Warschauer, 2011).Teachers aredesigners andteachers need towork with a clearinsight into largerpurposes (Wiggins &McTighe, 2005).“Teaching should behighly customized”and “teachers areviewed as facilitatingstudent constructionof knowledge”(Wenglinsky, 2005).Knowledge isinformation on tap;skills are routineperformances on tap;understanding is theability to think and actflexibly with what oneknows (Wiske, 2005).There needs to be areculturing andteachers need todesign curriculumfocused on deepunderstanding(Fullan, 2007).“Core tasks with authenticchallenges embody oureducational aims: Thegoal of schooling is fluentand effectiveperformance in the world,not mere verbal orphysical response tonarrow prompts” (Wiggins& McTighe, 2005).NewBeliefsEducation [is not]addressing the needs ofthe 21st century. It is 20thcentury, industrial ageeducation superchargedby high-stakes testingand high-tech tools fordoing 1920’s types ofchild-centered education”(Scardamalia, 2001).Reform cannothappen unlesseach and everyteacher is learningevery day (Fullan,2007).Transformation requires cleargoals about what digital mediain schools can achieve; theappropriate curricula,pedagogy, and assessment toreach these goals; and theright social and technicalinfrastructure to support theendeavor (Warschauer, 2A primary goal ofeducation should bethe development anddeepening of studentunderstanding(Wiggins & McTighe,1998)Sergiovanni (2001)states that leaders mustconcentrate on peoplefirst, build them up,increase theircommitment, link themto purposes, and helpthem to be self-managing.Meaning cannot betaught; it must befashioned by thelearner via artfuldesign and effectivecoaching by theteacher” (Wiggins &McTighe, 2005).Studies show sharpdisparities by raceand SES in howtechnologies weredeployed foreducation (Becker,2000; Wenglinsky,1998).From this standpointthe fundamental task ofeducation is toenculturate youth intothis knowledge-creatingcivilization and to helpthem find a place in it(Scardamelia &Bereiter, 2006).“Meaning cannot betaught; it must befashioned by thelearner via artfuldesign and effectivecoaching by theteacher” (Wiggins &McTighe, 2005).NewTeachingApproach"Educationalchange dependson what teachersdo and think-- it'sas simple and ascomplex as that"(Fullan, 2007).Technology is just atool. Teaching is themost importanteducational resource(Cohen, Fuhrman &Mosher, 2007).Today the digital divideresides in differentialability to use new media...—in essence, to carry outthe kinds of expertthinking and complexcommunication that are atthe heart of the neweconomy (Warschauer &Matuchniak, 2010).SupportingChangeRather than viewingleadership practice as aproduct of a leader'sknowledge and skill, thedistributed perspectivedefines it as theinteractions betweenpeople and their situation”(Spillane, 2005).The preparation andcontinuing professionaldevelopment of educatorsis a major element that isrequired for schooltransformation andappropriate use oftechnology resources(Schrum & Strudler,2011).For widespread changeto occur, teachers need toincorporate theopportunities of theemerging technologicalinfrastructure into theiroverall curricular thinking(Darling-Hammond &Bransford, 2005).

Successful Technology Intregration - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. 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).
  2. Teachers are designers and teachers need to work with a clear insight into larger purposes (Wiggins & McTighe, 2005).
  3. “Teaching should be highly customized” and “teachers are viewed as facilitating student construction of knowledge” (Wenglinsky, 2005).
  4. 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).
  5. There needs to be a reculturing and teachers need to design curriculum focused on deep understanding (Fullan, 2007).
  6. “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).
  7. New Beliefs
  8. 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).
  9. Reform cannot happen unless each and every teacher is learning every day (Fullan, 2007).
  10. 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
  11. A primary goal of education should be the development and deepening of student understanding (Wiggins & McTighe, 1998)
  12. 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.
  13. Meaning cannot be taught; it must be fashioned by the learner via artful design and effective coaching by the teacher” (Wiggins & McTighe, 2005).
  14. Studies show sharp disparities by race and SES in how technologies were deployed for education (Becker, 2000; Wenglinsky, 1998).
  15. 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).
  16. “Meaning cannot be taught; it must be fashioned by the learner via artful design and effective coaching by the teacher” (Wiggins & McTighe, 2005).
  17. New Teaching Approach
  18. "Educational change depends on what teachers do and think-- it's as simple and as complex as that" (Fullan, 2007).
  19. Technology is just a tool. Teaching is the most important educational resource (Cohen, Fuhrman & Mosher, 2007).
  20. 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).
  21. Supporting Change
  22. 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).
  23. 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).
  24. 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).