New+Paradigm+Intro

Structure: Q and A format - Howard will moderate, keeping track of time, posing prompt questions, and switching to new topics.

1) Overview - HL

2) Introductions: Self introduce, with key areas of expertise. Keep each to under ONE minute. (5)

3) Posed Q and A on Transformation of Pervasive Technologies Issues (10) - Curt Laying the foundation - rest of responses aimed at addressing strategies and best practices within the 3 areas below

4) Posed Q and A on Management Management &amp; Staffing Issues (10) - Denise 5) 1-2 audience follow-up questions (3)

6) Posed Q and A on Professional Development Issues (10) - Jill 7) 1-2 audience follow-up questions (3)

8) Posed Q and A on Student Learning Issues (10) - Antonio 9) 1-2 audience follow-up questions 3)

10) General Q and A (6 + )

From an earlier email just to help frame this. The key concept here is the "new paradigms" concept that I think we all have much to say about - focusing on issues that will attract the attention of school leaders and NOT necessarily tech directors. I think the key if for each of us to identify areas of strength, interest, and comfort in sharing. For example, Antonio, you can clearly talk about re-thinking the leadership role - re: the move from a "Tech Director" to a CIO concept. Perhaps in the broader sense, you can address "tech staffing structural changes" afoot in the field. Denise, you are a real expert/leader in infrastructure challenges as they relate to 20th century budget and security needs vs. 21st century budget and security needs. (Not sure what that all means - sounds interesting!) Curt and Jill, I'm less familiar with your work but I imagine you are right now thinking of something that fits. Jill, you have university experience as well as national tech leadership involvement with ISTE - maybe there is something there on national trends in "tech literacy" and how late 20th century notions are rapidly becoming irrelevant in the 21st. Curt, you can build on your work with the Principles of Good Practice in Technology, perhaps focusing on new realities of professional development? My passion is clearly about ubiquitous access and the challenges this brings to 20th century notions of "training" vs. 21st century realities of "the digital native." [HL]

[HL] The idea is that I will play the moderator and as such will keep the panel moving - helping to make sure everyone gets a fairly equal opportunity to contribute. What I propose is that I POSE questions to the panel - questions that we know are coming and we hash out here within the wiki. These questions will fall within the 4 main categories to the left (revisable, of course). My thought is NOT to wait until the end for Q&amp;A but instead invite audience questions at the end of each of our 4 QUICK mini-topics. I think people will appreciate this AND, as the moderator, I promise to keep this moving....

Start out by adding BRIEFLY in note form, what you'd like to contribute in this area. Include some **sample questions** you'd like to be asked as prompts.

[HL] I suggest that I start out, will quickly layout the overall hour-long plan, then move into introductions. Each of you will then self-introduce with the relevant basics, but also add the broad areas that you will be addressing, and your areas of expertise for follow-up questions. So, for example, I will say something like (in note form here) - Director of Technology at the Urban School of San Francisco, ISTE Board member, "la de da.." – expertise in ubiquitous laptop environments, fully integrated tech implementation throughout the curriculum, and a passion for "authentic doing" project such as www.tellingstories.org (I have to get that plug in everywhere)

[JB] from above: Jill, you have university experience as well as national tech leadership involvement with ISTE - maybe there is something there on national trends in "tech literacy" and how late 20th century notions are rapidly becoming irrelevant in the 21st. Points to make- I'll form them into good questions later: - veteran teachers are many times faster to adopt and integrate technology into the classroom effectively. Sometimes it is believed that only the newer, more technology native teachers are the ones that are going to drive this needed change in schools and that is simply not the case. - updated student standards (NETS) have kept the same expectations as they had when they were firsted developed, but they have added an increasing importance of the ability to think and develop creatively (technology tools easily allow for this more and more), experience and knowledge about how to communicate globally and an ability to learn/communicate effectively and appropriately in an online environment. - as students and families have many more options for their education, via distance learning, online learning opportunities, self study, etc. if school's don't adjust to meet their current needs, 'schools' as we know them now will continue to loose their 'customers'.