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Recent Leadership Summits

National Technology Leadership Summits

National Technology Leadership Summit IX
TPCK in the Context of Digital Video

The concept of technological pedagogical content knowledge recognizes the central role of content and pedagogy in uses of educational technology. This Summit took on the task of fleshing out the TPCK organizational framework in the context of digital video. Rather using video merely for the transmission of information, Summit participants considered innovative ways video can be used to enhance student learning of discrete concepts in the school curriculum. The Summit also addressed related issues of policy and practice.

National Technology Leadership Summit VIII
Open Educational Content

Open content refers to shared content that extends permission to others for modification, adaptation, and reuse. Thousands of educational resources are freely available on the Web. Yet, one of the chief barriers to using these resources is the difficulty of locating appropriate resources that address specific instructional objectives. Two NTLS working groups considered examples of Web strategies that are currently working well, as well as issues that need to be addressed.

Another Summit working group followed up on the recommendations of the previous Summit by considering ways to faciliate effective research on technology and its impact on student learning. A fourth working group continued its work on legislative and community advocacy for technology and teacher preparation.

National Technology Leadership Summit VII
Research, Evidence, and Advocacy

NTLS VII was held again in Washington, DC, and focused on developing a proactive approach to establishing a research agenda in educational technology. Participants worked in task forces to address the following topics:

• Key research questions in the core content disciplines.

• Acceptable evidence in educational technology research.

• Legislative advocacy for teacher preparation programs and educational technology.

National Technology Leadership Summit VI
Bridging the Last Mile

Participants in NTLS VI (September 2004) met at the Library of Congress in Washington, DC, to address strategies for increasing student access to technology learning tools. Strategies discussed included

• Whole class strategies, such as the use of computer projectors to facilitate student inquiry in classrooms with Internet connections.

• One-to-one computing strategies, placing a handheld or portable computer in the hands of every learner.
  

National Technology Leadership Summit V
Digital Images in the School Curriculum

At NTLS V in October 2003 educational leaders met at the National Gallery of Art in Washington, DC, to address the topic of digital images in the school curriculum. Participants included leaders from national teacher educator assocations, as well as representatives from Canon USA, Olympus USA, Texas Instruments, Key Curriculum Press, and the Software Information Industry Association. Recommendations developed at the Summit are published in the May 2004 issue of Learning and Leading With Technology, along with articles identifying innovative uses of digital images in the content areas of science, mathematics, social studies, and English.

National Technology Leadership Summit IV
Open Resources in Education

In November 2002 a group of educational leaders met in Bermuda for NTLS IV. The topic of open source software in education was selected as the issue for consideration at NTLS IV. The two dozen leaders participating in NTLS IV included presidents and representatives from national teacher educator associations, editors of educational technology journals, executives from the corporate world, and directors of educational foundations. These leaders were asked to consider how the benefits of open source software that have already proven invaluable in higher education and business might be extended to K-12 education. Proceedings of the Summit are published in Contemporary Issues in Technology and Teacher Education.

National Technology Leadership Summit 2002
Grand Challenges: Preparing for the Technological Tipping Point

The National Technology Leadership Summit was underwritten by the U.S. Department of Education through a PT3 Catalyst grant. Representatives from the Association for the Education of Teachers in Science, the Association of Mathematics Teacher Educators, the College and University Faculty Assembly of the National Council for the Social Studies, the Conference on English Education within the National Council of Teachers of English, the Society for Information Technology and Teacher Education, and the International Society for Technology in Education met in Charlottesville, Virginia, in March 2002. The task force developed seven conclusions pertaining to ubiquitous computing, which were published in the May 2002 issue of Learning and Leading With Technology.

National Technology Leadership Retreat II

The second National Technology Leadership Retreat (NTLR 2001) was held in March 2001 in Orlando, Florida, to continue the dialog between teacher educator associations and their related teacher associations. Thirteen organizations were represented at this retreat. In addition to various presidents, board members, and executive directors of teacher educator and teacher associations, participants included members of some associations' technology committees and the content area editors of the CITE Journal. Participants met in groups with colleagues from their content area to discuss issues and questions surrounding technology use in teacher preparation. They then collaborated with their teacher educator association leaders to propose action plans for bringing technology to the forefront as an issue in their organizations.

National Technology Leadership Retreat

The first National Technology Leadership Retreat was held in Reston, Virginia, on September 29-30, 2000. The objectives of the leadership retreats were: (1) review and discuss draft content area guidelines for the preparation of science, mathematics, English and social studies teachers that were developed by representatives from each teacher education association; and (2) to secure informal input and to plan formal mechanisms for feedback to extend and continue the dialog initiated at the retreat.