11:00   Zahrl Schoeny---Associate Professor, Administrative Technologies and PI for the Va. Gates Grant

(name pronounced 'SHANEY')

His original idea for Gates grant training for superintendents / principals: do one on one training thruout the state

- cooler heads prevailed

- now customized for each district based on size, prior training, needs

mainly focuses on administrator standards

- on TSAA writing committee for standards

- have PhD program for superintendents (he created the technology curriculum for this)

Have a cohort program for them, start and end as a cohort

- blends them together well, great program

- one of the course sequences he is involved in is critical issues for superintendency

- several years ago, UVA was looking for someone to write course for superitendent skills course

-- he battles with folks who feel that superintendents need skills teaching

-- first time he met with students and asked them what they wanted to learn, every single one listed a particular technology skills (ppt, database, etc)

Instead he focuses on management issues, policy issues, how to support teachers, how do you make change in schools

- says if you want to learn a skill, when you do your project make sure your project includes that skill (doesn't teach technology skills in isolation / in the abstract)

- believes that skills need to be embedded and therefore purposeful

VA and the nation started with student standards, then went to teacher standards, but admin standards were really left out

- VA state folks realized as part of Master Teacher program, need to have administrator standards

believes universities should collaborate with each other, and with K-12

- converted everything they were doing to Gates grant

Is now most interested in online learning

- UVA is backward when it comes to the issue of online learning, the center is beginning to get involved with it

- for 9 years was 'faculty technology facilitator'

- finally got fed up with curry school administrators

- have started certificate program for online teachers, running thru continuing education school

- collaborated with CONCORD as virtual high school group, partnered with development of certificate program

- purpose of program is to give teachers exposure to develop approriate online courses (not on multimedia aspects, putting it online_)

-- focus on online pedagogy

People are now holding online up to the face to face issues, this is a poor ruler

- we hold up face to face learning as the ideal, but the level of student learning

We have a generation of teachers who are threatened by the idea of students having control

Tom Carroll has come up with one of the best models for education

- expert learners and novice learners

- the teacher who is not learning is the one we want to get rid of

Eventually he predicts our entire educational content down to K even will be about 60% online, with REAL quality face to face

Paradigm change will happen but it will take years

- it won't just happen in 2 years

- it could happen if like business, we gave monetary incentives and time off

- we don't, so it will take longer

Everybody we want to change already has a full plate

- so the issue is, those of us in teachnology for many years have been making a mistake

- we set our standards for what we want to do too high

- maybe look down on lower levels of technology use (like PowerPoint)

Need to give faculty more credit for lower levels of technology use

- first thing that is important: accept the successes that are meaningful to the people we are trying to change

- don't push people too fast

- simple human relations skills are key: same thing is true with administrators

Take person from where they are now, forward

Now have chief technology officer, back more to student support model

- instead of purley tech integration facilitator

Facilitator model is key for moving people forward

- issue is more offering someone the ability to succeed, less than monetary incentives

- finding what can HOOK them

- maybe the content, may be a tool (like PPT)

Many people in social studies don't value technology

don't turn faculty off by pushing them too fast

In school divisions, have more of a continuum

If you look at TSSA standards, are 6 strands

- different from NET standards from ISTE, related tho

- really focues on goals and ranges (big things) not competencies and skills

http://curry.edschool.virginia.edu/leaders/

This includes the material created for state dept of education, used by Gates grant, several states are using that material

Interesting dimension to quote 'you can't teach what you don't know, you can't lead where you don't go"

language and the human mind is something we don't depend enough on

- one of the values of human language, you can learn from others and not go there yourself

- process of learning and the process of teaching about things is NOT all content related

- even if you don't know all about the content, you can still effectively teach students to learn about that

- as a critical teacher I can share what I know about the learning process

- sometimes we lose this focus, go into issues like women's rights, black rights, etc - -there are feelings of inadqueacy, etc that we have all felt

if I am a considerate, feeling person I can transfer feelings of inadequacy or discrimination to other situations (don't have to be a woman or person of color to relate on a meaningful level to their experiences, and to teach about them)

too often we consider expertise in too small of a pigeon hole

- age and wisdom can be more important than just

Center Fellows here

- 2 categories: major in doctoral program is in a content area

- major in doctoral program is educational technology

Rule in the center, if you are in the content area, you shall know all the technology needed

- if you are in IT, you should know requirements for content areas

This is a fundamental principle of the Center

- this means everyone integrates in different content areas

- if you understand how to facilitate learning in different content areas

Content area courses are modeling these types of goals

Most of faculty here at some point model constructivist philosophies

Doctoral work: with some faculty you have free reign to deal with what you want

- with others you need to be interested in what they are doing / researching

No one finishes a doctoral program here and is just relieved to get out and be done

VERY important to pick carefully who you are going to work with

- Judi Harris

Neil Topp at Omaha - good reasource as well for tech leadership for administrators