Ready...Fire...Aim! Toward meaningful technology standards for educators and students
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations fo...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Peck, Kyle L. [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1998 |
|---|
| Schlagwörter: |
|---|
| Anmerkung: |
© Springer 1998 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Tech trends for leaders in education and training - Springer US, 1985, 43(1998), 2 vom: März, Seite 47-53 |
|---|---|
| Übergeordnetes Werk: |
volume:43 ; year:1998 ; number:2 ; month:03 ; pages:47-53 |
| Links: |
|---|
| DOI / URN: |
10.1007/BF02818176 |
|---|
| Katalog-ID: |
OLC208696157X |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | OLC208696157X | ||
| 003 | DE-627 | ||
| 005 | 20230401100328.0 | ||
| 007 | tu | ||
| 008 | 230302s1998 xx ||||| 00| ||eng c | ||
| 024 | 7 | |a 10.1007/BF02818176 |2 doi | |
| 035 | |a (DE-627)OLC208696157X | ||
| 035 | |a (DE-He213)BF02818176-p | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 370 |q VZ |
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Peck, Kyle L. |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| 264 | 1 | |c 1998 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
| 338 | |a Band |b nc |2 rdacarrier | ||
| 500 | |a © Springer 1998 | ||
| 520 | |a Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. | ||
| 650 | 4 | |a Teacher Preparation | |
| 650 | 4 | |a Student Learning Activity | |
| 650 | 4 | |a National Educational Technology Standard | |
| 650 | 4 | |a TECHTRENDS March | |
| 650 | 4 | |a School Library Media Program | |
| 773 | 0 | 8 | |i Enthalten in |t Tech trends for leaders in education and training |d Springer US, 1985 |g 43(1998), 2 vom: März, Seite 47-53 |w (DE-627)130415758 |w (DE-600)626199-1 |w (DE-576)9130415756 |x 8756-3894 |7 nnns |
| 773 | 1 | 8 | |g volume:43 |g year:1998 |g number:2 |g month:03 |g pages:47-53 |
| 856 | 4 | 1 | |u https://doi.org/10.1007/BF02818176 |z lizenzpflichtig |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_OLC | ||
| 912 | |a SSG-OLC-BIF | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4310 | ||
| 912 | |a GBV_ILN_4314 | ||
| 951 | |a AR | ||
| 952 | |d 43 |j 1998 |e 2 |c 03 |h 47-53 | ||
| author_variant |
k l p kl klp |
|---|---|
| matchkey_str |
article:87563894:1998----::edframoadennflehooytnadfr |
| hierarchy_sort_str |
1998 |
| publishDate |
1998 |
| allfields |
10.1007/BF02818176 doi (DE-627)OLC208696157X (DE-He213)BF02818176-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Peck, Kyle L. verfasserin aut Ready...Fire...Aim! Toward meaningful technology standards for educators and students 1998 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 1998 Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program Enthalten in Tech trends for leaders in education and training Springer US, 1985 43(1998), 2 vom: März, Seite 47-53 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:43 year:1998 number:2 month:03 pages:47-53 https://doi.org/10.1007/BF02818176 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 AR 43 1998 2 03 47-53 |
| spelling |
10.1007/BF02818176 doi (DE-627)OLC208696157X (DE-He213)BF02818176-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Peck, Kyle L. verfasserin aut Ready...Fire...Aim! Toward meaningful technology standards for educators and students 1998 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 1998 Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program Enthalten in Tech trends for leaders in education and training Springer US, 1985 43(1998), 2 vom: März, Seite 47-53 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:43 year:1998 number:2 month:03 pages:47-53 https://doi.org/10.1007/BF02818176 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 AR 43 1998 2 03 47-53 |
| allfields_unstemmed |
10.1007/BF02818176 doi (DE-627)OLC208696157X (DE-He213)BF02818176-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Peck, Kyle L. verfasserin aut Ready...Fire...Aim! Toward meaningful technology standards for educators and students 1998 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 1998 Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program Enthalten in Tech trends for leaders in education and training Springer US, 1985 43(1998), 2 vom: März, Seite 47-53 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:43 year:1998 number:2 month:03 pages:47-53 https://doi.org/10.1007/BF02818176 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 AR 43 1998 2 03 47-53 |
| allfieldsGer |
10.1007/BF02818176 doi (DE-627)OLC208696157X (DE-He213)BF02818176-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Peck, Kyle L. verfasserin aut Ready...Fire...Aim! Toward meaningful technology standards for educators and students 1998 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 1998 Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program Enthalten in Tech trends for leaders in education and training Springer US, 1985 43(1998), 2 vom: März, Seite 47-53 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:43 year:1998 number:2 month:03 pages:47-53 https://doi.org/10.1007/BF02818176 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 AR 43 1998 2 03 47-53 |
| allfieldsSound |
10.1007/BF02818176 doi (DE-627)OLC208696157X (DE-He213)BF02818176-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Peck, Kyle L. verfasserin aut Ready...Fire...Aim! Toward meaningful technology standards for educators and students 1998 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 1998 Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program Enthalten in Tech trends for leaders in education and training Springer US, 1985 43(1998), 2 vom: März, Seite 47-53 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:43 year:1998 number:2 month:03 pages:47-53 https://doi.org/10.1007/BF02818176 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 AR 43 1998 2 03 47-53 |
| language |
English |
| source |
Enthalten in Tech trends for leaders in education and training 43(1998), 2 vom: März, Seite 47-53 volume:43 year:1998 number:2 month:03 pages:47-53 |
| sourceStr |
Enthalten in Tech trends for leaders in education and training 43(1998), 2 vom: März, Seite 47-53 volume:43 year:1998 number:2 month:03 pages:47-53 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program |
| dewey-raw |
370 |
| isfreeaccess_bool |
false |
| container_title |
Tech trends for leaders in education and training |
| authorswithroles_txt_mv |
Peck, Kyle L. @@aut@@ |
| publishDateDaySort_date |
1998-03-01T00:00:00Z |
| hierarchy_top_id |
130415758 |
| dewey-sort |
3370 |
| id |
OLC208696157X |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC208696157X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401100328.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230302s1998 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/BF02818176</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC208696157X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)BF02818176-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Peck, Kyle L.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Ready...Fire...Aim! Toward meaningful technology standards for educators and students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1998</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer 1998</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher Preparation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student Learning Activity</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">National Educational Technology Standard</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">TECHTRENDS March</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">School Library Media Program</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Tech trends for leaders in education and training</subfield><subfield code="d">Springer US, 1985</subfield><subfield code="g">43(1998), 2 vom: März, Seite 47-53</subfield><subfield code="w">(DE-627)130415758</subfield><subfield code="w">(DE-600)626199-1</subfield><subfield code="w">(DE-576)9130415756</subfield><subfield code="x">8756-3894</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:43</subfield><subfield code="g">year:1998</subfield><subfield code="g">number:2</subfield><subfield code="g">month:03</subfield><subfield code="g">pages:47-53</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/BF02818176</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-BIF</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4310</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4314</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">43</subfield><subfield code="j">1998</subfield><subfield code="e">2</subfield><subfield code="c">03</subfield><subfield code="h">47-53</subfield></datafield></record></collection>
|
| author |
Peck, Kyle L. |
| spellingShingle |
Peck, Kyle L. ddc 370 ssgn 5,3 misc Teacher Preparation misc Student Learning Activity misc National Educational Technology Standard misc TECHTRENDS March misc School Library Media Program Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| authorStr |
Peck, Kyle L. |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)130415758 |
| format |
Article |
| dewey-ones |
370 - Education |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
OLC |
| remote_str |
false |
| illustrated |
Not Illustrated |
| issn |
8756-3894 |
| topic_title |
370 VZ 5,3 ssgn Ready...Fire...Aim! Toward meaningful technology standards for educators and students Teacher Preparation Student Learning Activity National Educational Technology Standard TECHTRENDS March School Library Media Program |
| topic |
ddc 370 ssgn 5,3 misc Teacher Preparation misc Student Learning Activity misc National Educational Technology Standard misc TECHTRENDS March misc School Library Media Program |
| topic_unstemmed |
ddc 370 ssgn 5,3 misc Teacher Preparation misc Student Learning Activity misc National Educational Technology Standard misc TECHTRENDS March misc School Library Media Program |
| topic_browse |
ddc 370 ssgn 5,3 misc Teacher Preparation misc Student Learning Activity misc National Educational Technology Standard misc TECHTRENDS March misc School Library Media Program |
| format_facet |
Aufsätze Gedruckte Aufsätze |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
nc |
| hierarchy_parent_title |
Tech trends for leaders in education and training |
| hierarchy_parent_id |
130415758 |
| dewey-tens |
370 - Education |
| hierarchy_top_title |
Tech trends for leaders in education and training |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 |
| title |
Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| ctrlnum |
(DE-627)OLC208696157X (DE-He213)BF02818176-p |
| title_full |
Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| author_sort |
Peck, Kyle L. |
| journal |
Tech trends for leaders in education and training |
| journalStr |
Tech trends for leaders in education and training |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
300 - Social sciences |
| recordtype |
marc |
| publishDateSort |
1998 |
| contenttype_str_mv |
txt |
| container_start_page |
47 |
| author_browse |
Peck, Kyle L. |
| container_volume |
43 |
| class |
370 VZ 5,3 ssgn |
| format_se |
Aufsätze |
| author-letter |
Peck, Kyle L. |
| doi_str_mv |
10.1007/BF02818176 |
| dewey-full |
370 |
| title_sort |
ready...fire...aim! toward meaningful technology standards for educators and students |
| title_auth |
Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| abstract |
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. © Springer 1998 |
| abstractGer |
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. © Springer 1998 |
| abstract_unstemmed |
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on. © Springer 1998 |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_60 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4314 |
| container_issue |
2 |
| title_short |
Ready...Fire...Aim! Toward meaningful technology standards for educators and students |
| url |
https://doi.org/10.1007/BF02818176 |
| remote_bool |
false |
| ppnlink |
130415758 |
| mediatype_str_mv |
n |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1007/BF02818176 |
| up_date |
2024-07-04T12:11:28.239Z |
| _version_ |
1803650427247394816 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC208696157X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401100328.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230302s1998 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/BF02818176</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC208696157X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)BF02818176-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Peck, Kyle L.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Ready...Fire...Aim! Toward meaningful technology standards for educators and students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1998</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer 1998</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher Preparation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student Learning Activity</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">National Educational Technology Standard</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">TECHTRENDS March</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">School Library Media Program</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Tech trends for leaders in education and training</subfield><subfield code="d">Springer US, 1985</subfield><subfield code="g">43(1998), 2 vom: März, Seite 47-53</subfield><subfield code="w">(DE-627)130415758</subfield><subfield code="w">(DE-600)626199-1</subfield><subfield code="w">(DE-576)9130415756</subfield><subfield code="x">8756-3894</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:43</subfield><subfield code="g">year:1998</subfield><subfield code="g">number:2</subfield><subfield code="g">month:03</subfield><subfield code="g">pages:47-53</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/BF02818176</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-BIF</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4310</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4314</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">43</subfield><subfield code="j">1998</subfield><subfield code="e">2</subfield><subfield code="c">03</subfield><subfield code="h">47-53</subfield></datafield></record></collection>
|
| score |
7.3987007 |