Title of Session

Type of Session:  Roundtable Discussion

Abstract
Roundtable discussion on exemplary Information and Communication Technology applications by SCDEs and other educational agencies designed to expand opportunities for shared policy-making, leadership, professional and resource development, and problem-solving.
 

David L. Stoloff, Ph.D.,  Professor and Department Chair, Education Department Eastern Connecticut State University 83 Windham Street, Webb Hall Room 129 Willimantic, CT 06226 tel. no. (860) 465 - 5501  fax. no. (860) 465 - 4538 email:  stoloffd@easternct.edu

Nada Mach, Ph.D.,  Coordinator, Secondary Alternative Credential Program California State University, Dominguez Hills Teacher Education Department 1000 East Victoria Street Carson, CA 90747 tel. no. (310) 243-3915 email: nmach@DHVX20.CSUDH.EDU

A. Statement of the Problem
How will technology and distance learning change the nature of shared leadership in teacher education?"  What are the implications on online teacher education coursework and programs on curriculum development and implementation?  How have educators collaborated to develop and share curricular items, assessment information, and cooperative projects across districts?  What are the benefits and the concerns raised by the uses of Information and Communication Technology in teacher education?

 B.  Literature Review
Britain's Department for Education and Employment (DfEE) in early 1998 expanded on the research on Information Technology (IT) by publishing a set of criteria for infusing Information and Communication Technology (ICT) in Initial Teacher Training.  Cox (1999) notes that IT is a required subject in the National Curriculum in Britain, while ICT is the application of IT across the curriculum.

As reported by Pachler (1999), the DfEE stated that "ICT is more than a teaching tool.  Its potential for improving the quality and standards of pupils' education is significant.  Equally, its potential is considerable for supporting teachers, both in their everyday classroom role, for example for reducing the time occupied by the administration associated with it, and in their continuing training and development."
There are numerous models of attempts to empower educators to share the responsibilities of educational policy-making, curriculum development, teacher training, and leadership throughout Europe.  Preston (1999) outlines the UK's government's commitment to the establishment of the National Grid for Learning, the development of the internet for professional communications. Davis (1999) describes an Internet-based research center that is located within the United Kingdom's Virtual Teacher Center.  Smith (1999) catalogs opportunities for the applications of ICT in primary grades.  Williams (1999) suggests way to enhancing future design and delivery of self- and staff-development. Tearle (1999) outlines the European Commission's goals for its T3 (Telematics for Teacher Training) projects which "is to work with teacher trainers across Europe to support them using ICT in order to enhance their own professional development and the learning of their student teachers."

In North America, there are also examples of ICT applications for educational leadership.  The Alliance for Community Technology, http://www.communitytechnology.org/index.html , a strategic, online partnership between the University of Michigan and W.K. Kellogg Foundation, has as its mission "to help people help themselves through the practical application of knowledge and resources to improve their quality of life and that of future generations" (ACT, 2000).  The Connecticut NASA Education Collaborative, http://g3.tmsc.org/cnec/index2.htm , is a collective partnership among leading state educational institutions, informal education science centers, mathematics, science & technology teacher organizations, and the Connecticut state department of education designed to share resources and develop curriculum and policy to improve science, mathematics and technology K-16 education (CNEC, 2000).  Teachers.net (2000), http://www.teachers.net/ , provide tools and resources for national collaborations in chat rooms and virtual meetings and for lesson planning, curriculum development, and professional development information.   Apple Learning Interchange (2000), http://ali.apple.com/ , is an online learning resource for teaching, learning, research and collaboration. The Center for Collaborative Research in Education at the University of California, Irvine, hosts the California Learning Interchange at http://www.gse.uci.edu/cli/
 which links educators, researchers and community members with the goal of creating deep understanding of educational problems in the school context and to encourage evidence-based reasoning to solve these problems.

 Stoloff (2000) outlines three university-funded projects over three years that built at first on curriculum development - the creation of electronic textbooks, annotated bookmark lists of resources on a specific topic.  The project in its second year evolved into the development and assessment of online curricular units and a discussion of needed school reform to allow for these changes in curriculum delivery.  In its third year, a virtual community of educators was developed for sharing curriculum, joint research projects, and grant proposals on a statewide basis.

C. Contributions
This roundtable will serve to continue an ongoing discussion on the use of the technology and distance learning for enhancing teacher education, collaborative educational projects not limited in space and time, and for sharing responsibility for educational policy development and leadership.   Information gathered from the other participants at the roundtable and during ongoing research on the topic of ICT applications for empowerment will be developed into a webpage.  Participants at the roundtable will also be invited to form a list-serv, a mail group, on the topic of using ICT in teacher education and educational policy-making.

 D. Conclusions
This study will result in an overview of exemplary uses of the World Wide Web for expanding the shared responsibilities of all educators to define policy and develop consensual leadership.  This study will also be submitted to ERIC, developed into a readily available website, and be expanded for submission to the Journal of Teacher Education and educational technology journals.
 
 

A. Learner/Participant Outcomes
During this roundtable, participants will compare exemplary practices in the use of Information and Communication Technology for empowering educators for decision-making, problem-solving within a professional development group, and sharing of best practices.  Participants will share their own experiences with the development and applications of Web-based information and suggest additional exemplary websites and practices in this area.  Other topics for discussion will include potential trends in the use of the WWW by SCDEs and other educational organizations and ways that technology-using teacher educators might more effectively network on this and other topics.
 

Methods
Paper copies of this study’s Web page, with links to exemplary projects that have served as a setting for educators to share responsibilities for educational policy development and decision-making, for expanding consensual leadership in teacher education, and for curriculum and resource development, will be shared.  Participants will be asked to describe their experiences in developing and using Web-based information, with a particular focus on how networking has empowered them in policy development and leadership.   Names and e-mail addresses will be collected to initiate increased networking among colleagues interested in the potential of the Information and Communication Technology for sharing the responsibility for educational leadership and policy development.