Other resources are available from the Technology Together website: http://technologytogether.scu.edu.au This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. Clipart is drawn from Masterclips 500,000 ® IMSI The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council.

PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

Introducing Technology Together Resource 00a || Presentation

What is Technology Together? Technology Together is a holistic and flexible approach to ICT professional development for primary and secondary school teachers Technology Together has been developed for teachers, by teachers Technology Together is a process not a project It isn’t a ‘quick fix’ or short-term solution but rather is about ongoing learning and whole-school change.

Technology Together is founded on the idea that adoption and integration of technology by teachers (and students) is influenced by their attitudes, beliefs, values, motivation, confidence and learning strategies.

The logo and the motto Represents the collaborative and supportive underpinnings of the approach Symbolises teachers working together to build a stronger school culture for learning

The Foundational Pillars There are eight foundational pillars underpinning Technology Together

The eight foundational pillars 1. Learning versus training 8. Teacher learning and culture change 2. Competency versus capability 7. Strategies versus initiatives The eight foundational pillars 3. Attitudes values, beliefs, and strategies 6. The role of leadership 5. The whole-school approach 4. The complexity of school culture

1. Technology learning is different from technology training Technology Together: Is not a short term ‘fix’ but fosters lifelong learning Acknowledges the ‘reality’ that ICT learning is ongoing and involves learning to problem solve and work in unfamiliar contexts Doesn’t date like directive-style training Views technology learning as a journey, not a destination Technology Together is less about handing out fish than it is about helping teachers learn how to fish!

2. Technology competency is different from technology capability Competency – having specific skills within a controlled environment Capability – having an ability to function in unknown contexts with new problems and to adapt to change Competency is an ingredient of capability BUT Capability is a much stronger concept

Thinking about thinking 3. Adoption and integration of technology is influenced by teachers’ attitudes, beliefs, values, motivation, confidence and learning strategies. Technology Together employs a metacognitive approach Metacognition simply means: Thinking about thinking or Learning about learning. It encourages teachers to think about themselves (and their students) as technology learners

4. Technology learning is complex and influenced by school culture There are a complexity of factors that influence ICT integration in schools. There are no single, linear, ‘one-size-fits-all’, fail safe approaches to assisting schools Reflective school communities that value, embrace and actively discuss ICT will embrace learning opportunities as they arise

5. A whole school approach maximizes student outcomes Technology Together views ICT integration as the responsibility of all teachers, not just specialist or motivated teachers ICT is a tool that enhances education while also transforming and revitalising it Technology Together provides a collegial framework of school staff supporting each others’ learning.

6. Leadership is important in establishing a supportive school environment Teachers need to be encouraged, but not pressured, supported but not over-assisted, stimulated with ideas and adequately resourced without forming an impression that resources alone will lead to effective ICT integration. Leadership is not just the domain of school executive. Everyone on a school staff can play a leadership role in their own right!

7. How teachers learn is just as important as what teachers learn Through Technology Together, teachers identify initiatives that are relevant to their local needs. Everyone is encouraged to challenge themselves with goals – big or small Participants are encouraged to develop strategies of exploratory learning, problem solving and appropriate help seeing within a context of collaborative and self-directed learning.

8. Technology Together enhances teacher professionalism and stimulates change in school culture Technology Together is not just about professional development in ICT. It encourages teachers to: Think deeply about the nature of teaching and learning Engage in professional dialogue and collaborative practice Link theory and practice Reflect critically on their own teaching practice Embrace elements of quality teaching and Document their professional learning.

The eight foundational pillars 1. Learning versus training 8. Teacher learning and culture change 2. Competency versus capability 7. Strategies versus initiatives The eight foundational pillars 3. Attitudes values, beliefs, and strategies 6. The role of leadership 5. The whole-school approach 4. The complexity of school culture

What is the metacognitive approach? Metacognition simply means: Thinking about thinking or Learning about learning. When teachers are prompted to think about their values, beliefs and their past experiences they will often start to recognize factors that impact on their technology learning This can assist them to see how they can help themselves to change.

The metacognitive approach… Helps teachers develop confidence with technology and a willingness to try new integration ideas Promotes 'life-long' learning, by encouraging teachers to realize that technology learning has no end Helps teachers identify what influences their technology use, both positively and negatively Guides teachers to articulate their own learning goals, and to work toward a ‘preferred future’ Supports teachers to be self-directed in identifying what they need to learn and how they go about the learning Assists teachers to realize the strengths and limitations of various learning strategies Involves mentoring and celebrates learning achievement.

Becoming a proficient technology using teacher is more about attitudes and learning strategies than it is about having some ‘magic’ personal quality or set of skills. Even for teachers who are relatively comfortable with technology, the metacognitive approach can prompt them to move outside their current comfort zone and try new things with their students.

‘Spin-offs’ for Students The metacognitive approach can have a direct ‘spin-off’ for students and many teachers are motivated to employ metacognitive strategies in their own teaching. . A metacognitive approach: Encourage teachers to reflect on how young people utilise and learn from technology Assists teachers to support their students to become strong, metacognitively aware learners.

Dimensions of the metacognitive approach The metacognitive approach assumes that learning is influenced by three key components: Affects Motivations Strategies

The metacognitive approach encourages reflection on affects, motivation and strategies in relation to the: Past – what past experiences have influenced your values, attitudes, beliefs, motivation, confidence and learning strategies? Present – how does your current context impact on your values, attitudes, beliefs, motivation, confidence and learning strategies? and Future – what is your ‘preferred’ future? How do you go about actively creating this future?

Visualising the Metacognitive Approach

Affects (Feelings, Attitudes, Beliefs and Assumptions) Motivation Strategies Attribution Problem Solving Identifying Role Models Goal Orientation Exploratory learning and playfulness Memory and Retention Help Seeking Learned Helplessness Attitude to Time Volition Self-efficacy Anxiety Support Encouragement & use by others Perceived Usefulness Pedagogical Orientation

So what does Technology Together involve?

Initiatives Strategies Goal setting process (Products) Goal setting process Driven by individual teachers and the school All staff challenge themselves Strategies (Learning processes) Consistent with metacognitive approach Flexible to meet the needs of the school Big focus on discussion, sharing and celebrating

Technology Together should involve 3-4 micro-cycles of learning See Resource 00 | Technology Together at a Glance

Two metaphors for our learning in Technology Together

Climbing the technology learning ladder… one step at a time.

Technology learning as a journey… …an adventure, with ups and downs along the way.

Individual reflection or group discussion What are some of the key things that have impacted on your approach to computers in the past? How do you currently feel about your use of computers – in the present? What is your ‘preferred future’ in relation to your computer use?

Read through the “Technology Together as Learning Journey” handout Weekly activity Pin up the Visual Model handout in a place where you most use computers Read through the “Technology Together as Learning Journey” handout

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

Other resources are available from the Technology Together website: http://technologytogether.scu.edu.au This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. Clipart is drawn from Masterclips 500,000 ® IMSI The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council.