Evidence-Based Strategies for Leading 21st Century Schools

1. Auflage 2012
ISBN: 978-1-4129-9729-4
Verlag: Corwin

Buch, Englisch, 192 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 373 g

Discover how award-winning schools advance students' learning through technology!

How can a school best use technology for teaching and learning? This inspiring book profiles eight visionary schools that are achievers in how they approach technology. In this companion to Leading 21st Century Schools, Lynne Schrum and Barbara Levin offer insights direct from principals, teachers, superintendents, and others involved in implementing technology in K-12 environments.

Readers will find a step-by-step guide to building a 21st century school, complete with resource directories and study group questions. This book will provide evidence-based strategies for:

- Becoming a school culture that embraces technology and 21st century skills
- Creating a 21st century classroom, including new instructional approaches and professional development opportunities
- Selecting the right technology plan, infrastructure, and devices for your school
- Managing costs through funding and budget strategies
- Measuring progress through effective use of data

Learn from 21st century schools in action and develop your own path to integrating technology within your school!

"If I were a leader moving my school or district toward a digital age environment, I would want two things: a conversation with people who had done it to learn what worked and what didn't, and a real review of the literature. This book supplies a deep dose of both. Even a brief dive offers nuggets of applicable information for leaders."
—Hall Davidson, Senior Director of Global Learning Initiatives
Discovery Education

"Schrum and Levin not only look at the growing research, but look deeply at successful schools that are utilizing 21st century tools and what factors influence their success. This book contributes significantly to the necessary skills of tomorrow's leaders."
—Chip Kimball, Superintendent
Lake Washington School District

Autoren/Hrsg.

Schrum, Lynne

Schrum, Lynne R.

Levin, Barbara B.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Foreword by Keith Krueger
Preface
Acknowledgments
About the Authors
1. A Path to a 21st Century Education: The Role of Vision and Mission
2. Implementing the Vision: What Is Leadership in a 21st Century School?
3. What About the Pipes, Wires, and More? Planning and Supporting Technology in 21st Century Education
4. Supporting 21st Century Educators' Efforts: Models of Professional Development to Support Change
5. What Does a 21st Century Classroom Look Like? How Curriculum and Instructional Practices Change
6. Setting the Stage: The Importance of Attending to School Culture
7. Ideas About Funding 21st Century Technology Initiatives: Tools, Options, and Resources
8. Reaching Out to Parents, Families, and the Community: Creating Partnerships Is a Win-Win Proposition
References
Index

Über Autor(innen)

Schrum, Lynne R.
Lynne Schrum is Dean of the Abraham S. Fischler College of Education at Nova Southeastern University, Ft. Lauderdale, FL. Previously, she was the Dean of the College of Education and Human Services at West Virginia University. Prior to that, she was a professor and coordinator of elementary education in the College of Education and Human Development at George Mason University. Her research and teaching focus on preparing teachers for the 21st century, appropriate uses of information technology, and leadership in a digital world. She has written eleven books and numerous articles on these subjects; the most recent is How 2, Web 2: How to for Educators. Schrum served on AERA’s Council, was editor of the Journal of Research on Technology in Education (JRTE) (2002-2012), and is a past-president of the International Society for Technology in Education (ISTE).

Levin, Barbara B.
Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for Teacher Education Quarterly for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers’ pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.

Lynne Schrum is a professor and director of teacher education in the College of Education and Human Development at George Mason University. Her research and teaching focus on appropriate uses of information technology, online and distance learning, and preparing teachers for the 21st century. She has written four books and numerous articles on these subjects; the most recent is New Tools, New Schools: Getting Started with Web 2.0. Schrum is currently on AERA’s Council, editor of the Journal of Research on Technology in Education (JRTE) (2002-2011), and is a past-president of the International Society for Technology in Education (ISTE). Barbara B. Levin is a professor in the Department of Curriculum and Instruction at the University of North Carolina at Greensboro (UNCG). Her research interests include studying teachers’ pedagogical beliefs and the development of teacher thinking across the career span, integrating technology into the K–16 curriculum, and using case-based pedagogies and problem-based learning in teacher education. Levin is an associate editor of Teacher Education Quarterly and has authored or coauthored numerous journal articles and three books, including Who Learns What From Cases and How? The Research Base on Teaching With Cases (1999), Energizing Teacher Education and Professional Development With Problem-Based Learning (2001), and Case Studies of Teacher Development: An In-Depth Look at How Thinking About Pedagogy Develops Over Time (2003). Levin completed a PhD in educational psychology at the University of California at Berkeley in 1993. Prior to that, she taught elementary school students and was a computer specialist for 17 years.