Connected Leadership: The Vision, Skills, and Strategies to Lead Our Schools

Jason Borgen Program Coordinator, Technology Information Center for Administrative Leadership (TICAL) Santa Cruz County Office of Education

"Change is the law of life. Those who look only to the past or present are certain to miss the future."

John F. Kennedy

Backchannel Discussion
Supports active learning Address questions Can discuss your own experiences

“Those of us who are committed to school improvement should understand that the processes involved in school improvement are analogous to ‘farming’. We must plant the seeds of school improvement, cultivate, nurture, and care for them. We must practice patience and celebrate the unfolding of each blossom.”

Richard DuFour and Robert Eaker

Getting to Know You…
Have a computer at home? Have High Speed Internet at home? Have an IPod or MP3 Player? Know what a Wiki is? Have done a blog? Have a page on Facebook?
ICT Literacy is defined as using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society.

School Achievement
Why schools in rural areas flourish and others flounder

What’s needed to lead our schools in the 21st Century?

From Vicki Davis

Being an Educational Leader…
Articulating visions, embodying values and creating an environment for the things that can be accomplished.

How have students changed?

How have students changed?

Digital Natives and Digital Immigrants
By Marc Prensky From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)

Today’s students are no longer the people our educational system was designed to teach Today’s students think and process information fundamentally differently “Legacy” content includes reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past “Future” includes software, hardware, robotics, nanotechnology, genomics, as well as the ethics, politics, sociology, languages and other things that go with them we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives

Bloom’s Taxonomy

Speak Up Survey
facilitated annually by Project Tomorrow (
National Participation K-12 Students Teachers Parents (in English and Spanish) School/District Administrators 299,677 38,642 26,312 3,947

All 50 States Top Ten States: TX, CA, AZ, AL, IL, MD, FL, NC, NE, WI

Speak Up Survey
facilitated annually by Project Tomorrow

Schools that participated in the survey:

95% public, 3% private 35% urban, 32% suburban, 33% rural (from 2008) 45% title 1 eligible (from 2008) 34% majority-minority student population (from 2008)

Speak Up Survey
facilitated annually by Project Tomorrow

Three essential elements of a students’ Vision
Social-based learning Untethered Learning Digitally-rich learning

Students: What do you regularly do with technology?
Communication and collaboration tools for learning
Middle School
51% collaborate with peers 28% to collaborate with teachers

High School
60% collaborate with peers 40% collaborate with of teachers

Digital Resources
Over 30% of 6-12 students use digital resources to take tests Over 60% of 6-12 use digital resources on writing assignments Over 50% 3-5 use digital tools to play educational games Over 50% 3-5 use digital tools to create slide shows, videos, etc

Students: What do you regularly do with technology?
Communication and collaboration tools for personal use
Middle School
65% use IM, SMS, and email 65% upload/download videos, music, etc.

High School
72% use IM, SMS, and email 60% upload/download videos, music, etc

Elementary School
30 % use IM, SMS, and email 65% play online games 40% participate in virtual worlds

Online Textbooks
Interest to students
Interactivity Relevancy of content Foster collaborative learning Personalizing the learning process Links to real-time data, simulations, videos, etc. Parents 93% like the idea 47% would be a great investment to improve student achievement

Explosion of access to mobile devices (from 2008)
Cell Phones
78% in gr 9-12 63% in gr 6-8 38% in gr 3-5 20% in K-2

MP3 Players
84% in gr 9-12 80% in gr 6-8 50% in gr 3-5 30% in K-2

Explosion of access to mobile devices:
Smart Phones
28% in gr 9-12 24% in gr 6-8 16% in gr 3-5 20% in K-2

Online Classes (From 2008)
Students: Are you interested in taking a online class? YES!
40% of high school students 35% of middle school students 15% of 3-5 students 34% increase from last year

How have schools changed?

How have schools changed?

Library Classroom

Teachers/Lit Classmates


How have schools changed?
School WWW

Library Classroom

Any location

Teachers/Lit Classmates

Millions of Sources



How have schools changed?

Obstacles for students
Top responses:
School filters and firewalls block websites I need (from 2008) Teachers limit our technology use Too many rules
Cannot use my own devices Cannot access my communication tools Rules that limit use of my school’s technology

Ideal situation for student
Top responses:
Let me use my own laptop, cell phone or mobile devise Give me unlimited Internet access Let me access my school projects from any computerhome or school

How have schools changed?

80 educators and leaders from around the world met in The Hague, Netherlands 10 educators selected from the United States
“Under what conditions does technology have a positive impact on teaching and learning?”

Professor Ron Anderson, University of Minnesota:
Survival to the 22nd Century will depend most upon our students’ learning of ethics and values, especially as related to the use of technology

Professor Chris Dede, Harvard University:
Every theory of learning is right at some time, for some students Also means, every theory of learning is not right at some time, for some students Schools are still a “One Size Fits All”

Professor Chris Dede, Harvard University: If we were to redesign our schools today, how much of our historical model would we keep?

Singapore- Redoes its curriculum every 5 years South Korea- Taking education very seriously
Working to obtain high band width to all schools and homes They see it as tied to economic development

Need to establish International e-learning pedagogies We need to have new assessments and instruments International standards of skills needed in the 21st Century Use a broader measurement to gauge success of students

Are They Really Ready to Work?
Among the most important skills cited by employers:
• • • •

Professionalism/Work Ethic Oral and Written Communications Teamwork/Collaboration Critical Thinking/Problem Solving

Are They Really Ready to Work?
While the “three R’s” are still very fundamental to ability to do the job; Skills like Teamwork/Collaboration and Critical Thinking/Problem Solving are very important to success at work

National Education Technology Standards
Developed by ISTE (International Society for Technology in Education) Most recognized set of technology standards Individualized for each group:
Students NETS-S Teachers NETS-T Administrators NETS-A





Standards ISTE NETS for Administrators
Inspire and lead development of a shared vision of technology integration to promote excellence. Establish a dynamic digital-age learning culture. Advance excellence in Professional Practice. Systemic Improvement by providing digital-age leadership and management. Model and facilitate Digital Citizenship.

Literacy—What is it?

Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts United Nations Educational, Scientific and Cultural Organization (UNESCO)

Refers to the awarenesses, skills, understandings, and reflective approaches necessary for an individual to operate comfortably in information-rich and ITenabled environments- United Nations Educational, Scientific and Cultural Organization (UNESCO)

Some good websites
Site 1: Site 2: Site 3: Site 4:

5 Steps to Evaluating Web Sites
1. Accuracy of Web Documents
• •

Who wrote the page and can you contact him or her? What is the purpose of the document and why was it produced? Is this person qualified to write this document? 2. Authority of Web Documents Who published the document and is it separate from the "Webmaster?" Check the domain of the document, what institution publishes this document? Does the publisher list his or her qualifications?

• •

• • •

3. Objectivity of Web Documents What goals/objectives does this page meet? How detailed is the information? What opinions (if any) are expressed by the author? 4. Currency of Web Documents When was it produced? When was it updated' How up-to-date are the links (if any)? 5. Coverage of the Web Documents Are the links (if any) evaluated and do they complement the documents' theme? Is it all images or a balance of text and images? Is the information presented cited correctly?

Creative fluency Multimodal Learning a new grammar

Can transform the way we learn Use media to evoke emotions

Interactive communic ation

Being self directed to find answers
Laws Codes Policies

Visionary Educator from Arkansas

How to Diminish Random Acts of Technology

Marzano’s Nine Essential Instructional Strategies
1. 2. 3. 4. 5. 6. 7. 8. 9.

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers

Web 2.0 Tools Used Successfully in Schools
Podcasting (Strategy 1, 2, 3, 7) Blogs (Strategy 2, 3, 4, 7, 9) Chat rooms/ Social Networks (Strategy 2, 3, 4, 6, 7, 8, 9) Digital Storytelling (Strategy 2, 3, 5, 6) Collaborative writing (Strategy 1, 2, 4, 5, 6, 8, 9) Video Conferencing (Strategy 1,3,6,8,9)

CoSN Study
Leadership for Web 2.0 in Education: Promise and Reality Report Funded through the John D. and Catherine T. MacArthur Foundation, and with cooperation from ASCD and Common Sense Media, CoSN commissioned the Metiri Group to conduct the study.

CoSN Study
To investigate the beliefs, perspectives and experiences of district level administrators (superintendents, district curriculum directors and technology directors) pertaining to the implication of Web 2.0 for teaching and learning in our schools.

CoSN Study

CoSN Study

CoSN Study

CoSN Study

CoSN Study

CoSN Study

CoSN Study (con’t)
Ranked National Priorities for Web 2.0
Extend learning beyond the school day Prepare students to be lifelong learners Prepare students to be thoughtful, ethical, and informed participants online Increase students’ global awareness Connect students in our schools with students in other locations

Web 2.0 Tools Used Successfully in Schools
Podcasting (Strategy 1, 2, 3, 7) Blogs (Strategy 2, 3, 4, 7, 9) Chat rooms/ Social Networks (Strategy 2, 3, 4, 6, 7, 8, 9) Digital Storytelling (Strategy 2, 3, 5, 6) Collaborative writing (Strategy 1, 2, 4, 5, 6, 8, 9) Video Conferencing (Strategy 1,3,6,8,9)


CLASSROOMS Class reviews Weekly study messages Study guides Lectures Book narration Radio shows

ADMINISTRATORS School announcements Parent information Teacher evaluations


CLASSROOMS Class discussions Reflections/ summarizing Writing skills and prompts ADMINISTRATORS Interaction with community Motivate staff Parent information


CLASSROOMS Collaboration on projects Clarifying questions Continuation of class discussions Non-confrontational discussions

ADMINISTRATORS Resource sharing Build school community Asynchronous staff discussions


CLASSROOMS Writing/reading practice Promotes creativity Speaking languages ADMINISTRATORS Ability to provide information while not present Use class examples in presentations, web site, etc.

Collaborative Writing Online
ADMINISTRATORS CLASSROOMS Cooperative stories Lesson plan Project collaboration collaboration Meeting norms Cooperative data collaboration collection Student information Classroom rules from class to class brainstorm (i.e. restroom visits)


CLASSROOMS Language practice Cultural acceptance Virtual collaboration ADMINISTRATORS Virtual meetings Research and communicate with a variety of Model schools Cost-effective staff professional development

The Technology Information Center for Administrative Leadership

A Gateway to Digital Leadership

TICAL’s mission
To help K-12 administrators provide informed and effective leadership in the use of technology to improve education.

TICAL is really three things
A statewide cadre of school leaders An Internet portal An annual statewide leadership conference in California

TICAL Cadre: Role
Advise on portal design and content Review resources Provide face-to-face orientation Serve as mentors & models of good practice Answer questions in Forum

The TICAL Community
Professional Social Network Interact with colleagues around the world Share resources/best practices

Popular TICAL Items
Interactive Polls Blogs by practicing administrators that accepts comments Quick Takes TICALevision—Video Podcasts– Accepting Comments!

The Conference
Leadership 3.0
Collaborative effort of ACSA, CUE, and TICAL April 14-16, 2011 Southern California TBA

TICAL Conference
Collaborative effort of AAEA, ADE, and TICAL February 22-24 Little Rock, AR

Mind Set, Skill Set, and Tool Set

Mind Set, Skill Set, and Tool Set
Students learn very differently Students are “free agent” learners We are not necessarily the experts anymore Our school buildings need to accommodate new ideas for learning We need to foster collaboration, communication, and professionalism We need to model and help develop specific skills related to digital-age media (NETS) Teachers and schools are using collaborative online tools already for their own productivity Integrating relevant, web-based tools into schools and assessment can engage students and community, but needs to be done systemically

“If you don't create change, change will create you.”
Author is anonymous

Thank you!

Jason Borgen

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