Week+Six

Reminder :

 * **Part II**: Change and Technology Implementation (complete your post by the end of the day on Friday - see below)

Artifacts:
7PM CST (8PM EST) Tuesday night. Talk to you tomorrow! Beth
 * We held a conference call on Tuesday, August 18th:
 * PHONE NUMBER: 1 (218) 339-2626**
 * ACCESS CODE: 402506**


 * We recorded **Part I** of our Team Activity (Leadership Quotations) in our conference call on Tuesday, August 18
 * Here is our discussion for Part 1 of the Team Activity: []




 * Part II**: Change and Technology Implementation (complete your post by the end of the day on Friday) - Write your responses in the appropriate spaces below:

Software (GIS) to study science and geography, GIS was found to strengthen problemsolving skills, increase geographic knowledge, and encourage spatial analysis. In two of these studies, it was demonstrated that despite the use of these professional tools resulting in less coverage of content breadth, the depth of coverage consistently resulted in similar or better performance on factual tests and exams." (ACOT2, p. 20)
 * **Team Member** || **What are the commonalities in the CBAM and ACOT models?** || **What are the differences in the CBAM and ACOT models?** || **As a school administrator, how can you use this information to support technological change and innovation at your school?** ||
 * **Andrea** || * Both models are research based, include steps for consideration, include obstacles to adoption and give some ideas for the future (what’s next or goals).
 * Both models discuss the importance of collaboration to the overall success of the individual.
 * Both models highlight the implications of innovation: ACOT addresses how today’s students learn very differently from what may have engaged previous generations and stress how schools should create a culture that supports and reinforces innovation for student learning and leverage the creativity and ingenuity of every adult and student in their environment to solve their unique problems. The CBAM model discusses how teachers will accept innovation depending on their prior knowledge with the innovation. || Maybe I am reading them incorrectly, but I see that ACOT is heavily focused on the student and what students should be able to do to be competitive in the 21st century workforce. The CBAM, however, is more focused on the teacher and their professional development that will be required in order to understand the changes/reform that will take place. CBAM does discuss assessing student needs and why teachers should collaborate with their students, but the seven stages of concern that need to be considered when planning mentoring and other staff development programs and activities. || As an administrator, I could see the possibility of using a combination of both implementation models.I would use ACOT when deciding on curriculum, technology and assessment implementation required to prepare my students to be competitive in the 21st century work force. When planning staff development programs to prepare the teachers for these new reforms, I would use CBAM to assess the stages of concern that the staff is moving through and assist them in becoming more comfortable with implementing the new changes. ||
 * **Beth** || The commonalities I see are that they are both models for innovation. In addition, they both focus on student learning, and what is best for students. || The biggest difference I saw is that ACOT2 seems to focus more on systemic organizational change, while the CBAM focuses on the individuals within an organization. || The concept of ubiquitous access to technology is huge. I especially liked the focus of research-based information that was in the ACOT2 report. With districts pushing for data-driven decision making, the research-based information on the use of technology in education will surely be useful in promoting technological change and innovation in a school. As just one example, "In a series of research studies conducted with students using Geographic Information

In addition, the CBAM's "Levels of Use of the Innovation: Typical Behavior," would be a great way to assess teachers' use of technology an their willingness to work toward innovation in technology. ||
 * **Nancy** || The commonalities are;
 * They are trying to teach educators, students and parents to know 21st century skills for the students.
 * Identifies the types and systems of assessments. This will inform the learning environments to improve.
 * Having strong beliefs about student learning and the school environment (culture)
 * Having strong connections with social and emotional changes for the students. Students feeling safe about their social environment in school. || The differences are:
 * Technology –ACOT2 has an emphasis to have students learn technology as much as they can. They can do research background, information, and resources gathering, and data analysis and communicating with peers.
 * CBAM focuses more on collaboration. They really do not have a way of collaborating so situations are not completed. This keeps teams not functioning correctly. The tasks are not finished. They also focus on a strong mentoring program. They believe their employees should be mentored to improve employee readiness. || The way these two programs the CBAM and ACOT2 can support technological change and innovation at my school would be to in-service the faculty about different technology equipment and programs that are safe of our students so they are safe in their environment. These computer skills will aid in the working world. In order to research what new programs should be implemented into the schools a team (leaders, administration, community and students) could collaborate together to investigate what technology is out there. Mentioned in the article ACOT2 “Students and educators need 24 by 7 access to information, resources, and technologies that engage and empower them to do background research, information and resource gathering, and data analysis, to publish with multiple media types to wide and varied audiences, to communicate with peers and experts, and to gain experience and expertise in collaborative work(p. 1) ||
 * **Patrick** || One of the first similarities that I see between the two models is the importance of building from a comfortable stage, meaning that rethinking the ways we teach and how it will effect the students of tomorrow. || They both involve student learning and how we reach and reinforce innovation. The major difference that I see is that the ACOT model really pushes today's global economy, where the CBAM deals and addresses more of a process of stages. || I would use this to introduce at a faculty meeting. For example, I would demo a piece of the ACOT model for staff to see, and then have them come to the next meeting and have each of them demonstrate this model. ||

