Same discourse to sustain the introduction of ICT: \"ICT in schools is mostly used to sustain traditional didactic approaches such as presentation tools and drill- and-practice types of applications (ERTMER, 2005) or is being taught as a separate subject, i.e. computer literacy.\" (219) and \"As Unesco’s ICT Competency Framework for Teachers (2008, 2011) indicated, traditional educational practices no longer provide students with the necessary skills and knowledge to survive economically in today’s rapidly changing workplace and knowledge‐based economies.\" (219)
\nFocus: \"three-year project initiated to address this concern. Understanding the complexity of the barriers and challenges that teachers face in integrating technologies into the classroom\" (220)
\nIntegration of ICT is affected by many factors, but we focus on some aspects only: \"Contrary to the reality, most of the current interventions for the use of ICT in teaching and learning deal with the barriers in a segregated manner, focusing solely on equipping schools with more computers or providing courses that teach ICT skills, for instance.\" (221)
\nBut the focus ends up being on the same things: \"The main components of the project included 1) building capacity of teachers in ICT-pedagogy integration with institutional strategies in designing and facilitating student-centered ICT-supported activities; 2) strengthening partnerships between school teachers and teacher educators to promote peer coaching and follow-through support within the local contexts; 3) sensitizing school principals and administrators on the importance of new pedagogies to prepare youngsters for the 21st century; and 4) providing regional and international platforms to share lessons learnt and to sustain communities of practices for both teachers and teacher educators.\" (221)
\nThe motivation is a change in pedagogy: \"Teachers need to make sense of new pedagogy (i.e. constructivism and student-centered approaches) on their own and reorient classroom cultures to accommodate the nature of student-centeredness of constructivist practices (WINDSCHITL, 2002).\" (221). Used PBL via teleconference in a 5-day workshop.
\nTeachers were invited to see their \"lesson plan as an “activity system design” \" (222). Explains this as: \"The central theme of the activity systems theory (Figure 1) is that individuals (subjects) pursue goals (objects) in a certain community. These goal-oriented activities are mediated by various material mediators like instruments (tools) as well as less material mediators like rules/policies and divisions of labor. When these mediators sufficiently support subjects to carry out the activities, the objects can be transformed into outcomes.\" (222)
\nCreated a table with the components of the activity system to help teachers plan - in other words, changing one thing changed others, and there was a need to show this visually. Strangely it doesn't mirror the diagram and includes: key steps, time frame, student roles, teacher roles, resources, student output, evaluation criteria.
\nStrengthened partnership between Teacher Education Institutions (TEI) and teachers, which has been shown to be important in \"obstacles in supporting effective integration of ICT in new pedagogy\" (223). Each TEI worked with 3 teachers from each school, nominated by the school.
\nNothing will move forward without support from principal: \"a passionate teacher’s hard work to implement a PBL will go nowhere if the school principal’s vision is confined to a good rank in a traditional exam.\" (224). So they were invited to a half-day workshop at the end of the teachers'.
\nTeachers were encouraged to prepare things together; an online environment was set for sharing; and \"annual calls for proposals\" (224) were opened, with grants to winners to support implementation. Idea was to build Communities of Practice (CoP). Online platform was used to create the \"KFIT International School Project (KISP)\" to provide international collaboration.
\n12 workshops were conducted in 6 countries: \" More than 450 teachers and teacher educators from 140 schools, 9 TEI and 2 local partner organizations were trained. An additional 35 participants from policy-making agencies / organizations were also trained.\" (225). Lasted 2.5-5 days. 65 PBL lessons created. Participant evaluation was usually positive. Reports mostly positive TEI-school relations, and lessons plans, pointing to the UNESCO report for more information on challenges.
\nChallenges: different cultures/educational systems - enlisted local actors to help. Language barriers: \"Low participation rates in forums were attributed to their difficulty in using English to share experiences and insights with other participants from different countries. \" (226). Encouraged to use local language and use Google Translator.
\nThe big one: \"The lack of clear indicators to measure the impact of PBL on student learning outcomes was observed as another critical challenge\" (227). Indicators of higher order thinking differ, 21st century skills are defined variously, and fell short on measuring student performance (blames KISP research). But emphasized the need for different measures of success.
\nAnd teacher practice: \"It was almost always the case that when trained teachers go back to their schools after the training, certain realities set in, like lack of support from the school heads, lack of allotted time to implement the work plan (sometimes becoming an additional burden), and lack of financial and human resources. \" (227)
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\n\"SWPBIS is not a formal curriculum but a 2- to 3-year framework for establishing district and school capacity for adopting a set of organizational systems and specific prac- tices that make up effective and preventive behavioral interventions.\" (198)
\nSWPBIS is not new, borrows from years of research, and is now influenced by implementation science (Fixsen, et. al.) - whole school as unit of analysis, multiple tiers of support, tying organizational and educational practice to deliver with fidelity and sustainability, and data for decision making.
\nSWPBIS begins by self-assessment, identifying what \"core elements\" are already in place, and creating a plan to build on those strengths. Schools have 3-6 in-service days of training (2 years, 1 per year) and a \"coach\" to support them. (198)
\nImplementation blueprint
\nSWPBIS - through the engagement of the leadership team: finding funding for a long term, communication and visibility, engage political support, identify compatible/supportive policies.
\nImplementation stages - \"Simply put, the message from implementa- tion science has been that focusing on the quality of the core features of any practice (literacy, numeracy, writing, behav- ioral support) is necessary but insufficient. Equal attention is needed to the features of the implementation process.\" (200) Examines steps below (from Fixsen)
\nExploration - examine need for change, feasibility, options
\nInstallation - organizational and structural features (policies, schedules) etc that will allow things to move forward, strengths/challenges of local setting
\nInitial implementation - soft, to test and re-evaluate
\nFull implementation - \"Full adoption of SWPBIS involves implementation of at least one tier (preferably all three) with high fidelity and fluency.\" (200)
\nInnovation and sustainability - continuous re-evaluation
\nMethod
\nEach state has a PBIS coordinator within the US DOE, they and at least someone else from staff filled out a questionnaire, 20 total individuals. Instrument was a matrix of Fixsen's model and core elements of PBIS implementation blueprint. Follow-up interview.
\nPresents the data of development/implementation for each state and their variations. A descriptive study of these conditions
\n\"Implementation of evidence-based practices takes time, and different lengths of time depending on indigenous capacity for training, coaching, evaluation, and behavioral expertise. The implementation stages are less linear than cyclical, iterative, and integrated across levels of a system (e.g., schools, districts, regions, state).\" (206)
\nCook & Odom, 2013;
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\n\n
Companies still find it difficult to implement new ideas. This is because most knowledge management efforts emphasize technology and the storage and transfer of codified information such as facts, statistics, presentations, and written reports. Formal systems cannot store tacit knowledge that is not easily described or codified. Many view knowledge as something tangible and explicit. Companies overestimate the importance of the tangible, specific, aspects of what competitors, for instance, do, and underestimate the importance of the underlying philosophy that guides what they do and why they do it. Although specific practices are obviously important, such practices evolve and make sense only as part of some system that is often organized according to some philosophy. The knowing-doing gap is partly because firms misconstrue what they should be knowing or seeing to know in the first place.
\nOrganizations that are better at learning and translating knowledge into action understand the virtue of simple language, simple structures, simple concepts, and the power of common sense, which is remarkably uncommon in its application.
\nRhetoric that mobilizes action generally has some combination of the following elements: an imaginative vision of the future, a realistic portrayal of the present, and a selective description of the past which can serve as a contrast to the future, as well as being specific enough to make the action implications of the language clear.
\nOrganizations that successfully turn knowledge into action show a sense of urgency to do so. They don’t take problems or obstacles as reasons not to do so. Rather, they frame issues as how to get things accomplished.
\nMeasures focus attention on what is measured. Measures affect what people do, as well as what they notice and ignore. What is measured is presumed to be important. What gets measured gets done. What is not measured tends to be ignored.
\nAt the end of the day, effective measurement systems that will drive behavior need to be simple enough to focus attention on key elements and fair enough so that people believe they can affect the measures.
\nThe authors print out that there are too many end-of-process measures and not enough in- process indicators that help people understand what is going right and what is going wrong. End-of-process measures cause those subjected to them to feel a great deal of pressure, to feel tightly controlled. The problem is that they are not being measured or controlled on the things that really matter and things that they can directly affect – their specific behaviors and actions on the job.
\nSummary criticism of Tyack and Cuban and O'Shea (response).
\nDivision between cogntive science and sociology.
Escola e mecanismos de defesa: \"...in short, before the computer could change School, School changed the computer.\" (p. 419). E continua: \"But to say that School changes the reform is very different from simply saying that School resists or rejects the reform. It resists the reform in a particular way -- by appropriating or assimilating it to its own structures. By doing so, it defuses the reformer and sometimes manages to take in something of what they are proposing.\" (p. 420)
Analize Tyack and Cuban pela perspectiva de \"equilibrio\" (em referência a Piaget) da escola. T/C pensando na escola em equilíbrio, quando interferências abalam mas voltam a equilibrio: \"A typical failed education reform is like tweaking one component of a well-equilibrated dynamic system: When you let go it is pulled back by all the other components.\" (p. 420)
\nCritica os que colocam o computador junto com outros típos de dispositivos (filmes, rádio) como se livros e quadrinhos estivessem na mesma categoria, ou como se os usos não-instrutivistas (construtivistas) fossem triviais: \"The real reason is that the constructionist use of the computer has no place in the grammar of school, which casts everything in the role of teaching device and thus, creates an assimilation blindness to the use of computers to support noninstructionist forms of learning.\" (p. 422)
\nRefuta criticas de O'Shea (que cita Pea) que Logo não atingiu as expectativas: \"...a more fundamental flaw lies in the fact that no experiment on the paradigm of school psychology could refute my thesis. Indeed, one may be more justified in leveling at me the Popperian criticism that my thesis is not amenable to refutation at all. Perhaps so, but that is a horse of a different color.\" (p. 423)
\nReforma escolar: \"I saw the social penetration of computers as eventually providing individu- als or communities with the instruments to develop and to implement new educational ideas.\" (p. 423). Mencionou em Mindstorms que LOGO era muito limitado para isso, mas que dentre este, outros projetos apareceriam e tudo would \"catch\". Nisso, enfatisa a necessidade de mudança cultural na escola - LOGO algumas horas por semana dentro de uma escola com a cultura inabalada, pouco pode fazer (p. 424).
\nMudança: \"Even putting in (p. 424) a lot of computers would be insufficient unless the conditions were present for the students to acquire fluency in a suitable computational language. This would require time.\" (p. 425). Mudança de conteúdo ou mídia sem mudar o outro não ajuda: o sistema volta ao \"equilíbrio\" - e.g. novo currículo com mesma mídia, ou computadores usados para fazer o que se fazia no passado. Menciona a necessidade de ir além de mídia e conteúdo, menciona epistemologia fazendo referência a bricolage no livro (Children's Machine). Conclui quanto a isso: \"The deeper point is to (p. 425) offer an example showing a different
content, different style of learning, different epistemology, and a different medium all matched to one another and to a form of school structured without curriculum or age segregation.\" (p. 426)
Aceita a recomendação de O'Shea que os elementos do LEGO devem ter maior conexão com o currículo: \"when he refers to the need to develop content that embodies the Logo vision and yet can be used within School curriculum. I have to agree with him...\" (p. 425).
\nQuanto a reforma, conclui: \"My own view is that education activists can be effective in fostering radical change by rejecting the concept of a planned reform and concentrating on creating the obvious conditions for Darwinian evolution: Allow rich diversity to play itself out. Of course, neither of us can prove the other is wrong. That's what I mean by diversity.\" (p. 426). Faz pensar em Feenberg e latitude.
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"Introduction by Paul Houston - Need for \"massive overhaul of the system\" - \"Reform efforts such as the standards and accountability movement have not adequately addressed the underlying issue. Even when you change the expected results and the systems for tracking those results, you still have not changed the system itself.\" (3, from PDF)
\n\"A system contains interconnected parts, which function like dynamic and complex webs of interactive loops.\" and \"Despite the neat, pyramid-type structure often ascribed to schools through organizational charts, schools tend to operate much more like living systems. The parts of a system function more like dynamic and complex webs ofinteractive loops, rather than as compartmentalized units following clear chains of command, like cogs in a machine. Thus, a major component of systems thinking is looking for the connections in the system, that is, the ways in which changes to one part might affect, and be affected by, other parts of the system.\" (4, from PDF)- From “Asking the Right Questions: A School Change Toolkit.” http://www.mcrel.org/toolkit/systems/
\nThe Laws of Systems Thinking - From Think Like Peter Senge in November 2004 issue of The School Administrator.
\nContinues with a series of other articles.
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Operant contingencies are compared to cultural selection contingencies, designated as metacontingencies. Both of these types of contingency relations result in evolving lineages of recurrences that can become increasingly complex in the number and organization of their elements. In addition to its role in the recurring interlocking behavioral contingencies that constitute cultural organization, operant behavior plays another role in cultures. Although the operants of individuals are functionally independent of one another, the behavior of each person may contribute to a cumulative effect that is relevant to the well-being of many people. Similarly, the outcomes of metacontingencies may also contribute to a cumulative effect. The relation between independently evolving operant lineages, or between independently evolving cultural lineages, and their cumulative effect is identified as a macrocontingency. Macrocontingencies do not involve cultural-level selection per se. 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Why not end the confusion and discover How Life Really Works! Discover the \"rules\" of Life and how you can apply these Natural Laws to your life in order to create those experiences you most desire. The Natural Laws that govern all Life — including YOUR life — are not a secret. However, most of us don't pay attention most of the time to what Life is showing us. This book will present Some Facts of Life in Part I, and then continue on to explore the beneficial value of Becoming Aware in Part II. You CAN consciously create those experiences you most desire. You CAN enjoy a life that is filled with peace, prosperity and joy. If you're willing to let go of many of your pre-conceived notions and ideas — those judgments and opinions that are not serving you well right now — you'll be on your way to more clearly understanding How Life Really Works!", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "June 2005", "publisher": "LWI Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "218", "ISBN": "-10: 1932868216; -13: 978-1932868210", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "*", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-02-23T20:30:30Z", "dateModified": "2023-01-06T03:12:51Z" } } ]