Brains Breaking Bad: Leadership, Neuroscience, and Reforms that Suck.
John B. Nash, University of Kentucky
In the midst of our own best efforts to reform education our brain will often trick us into designing overly-technical, abstract reforms that, on paper, seem workable but, in practice, are doomed. Give me five minutes and I'll explain the neuroscience behind an epic conflict that takes place within our brain that leads to poor reform and how leveraging a unique human capability, limbic resonance, holds great promise for improving education reform designs.
Subject portals to teaching with technology.
Leslie Santee Siskin, New York University
Rhetoric of technology promises a revolution; realities remain, as Cuban (2001) described, “oversold and underused.” Massive investments organized around generic teachers and technologies enable teachers to enter grades online, email reports, download seemingly endless data. But rarely to teach, or to connect directly to what they teach. This session looks to ignite conversation about leadership, technology and teaching through the spark of content—subject-specific portals engaging teachers with new tools for their particular fields.
Can the Technology Standards Provide a Path Forward?
Jayson Richardson, University of Kentucky; Kevin Flora, University of Kentucky; Justin Bathon, University of Kentucky; Wayne D Lewis, University of Kentucky
In this session, we will focus on how we used the National Educational Technology Standards for Administrators (NETS-A) to analyze the current body of literature. This fast-paced presentation will engage educational leaders to understand the depth and breadth of the current body of literature as seen through a technology leadership lens. We conclude with advice on how leaders in the field of educational administration can better meet the technology leadership needs of the field.