This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
1. Learning and Teaching in the
21st Century
T. D’Amico, 2013
K-12 District
Transformation
2. Learning Goals
By the end of this presentation you
should have a better understanding of:
• One district’s change process
• The connection between pedagogy,
technology, and change knowledge
• The important role of leadership in the
change process
3. Looking back… 3 years ago
Where
do
we
start
Information
Technology Silo
Overhead projectors – minimal LCDs
Small number of Interactive
Whiteboards – various brands
Desktop computer in each class
Some wireless spots in some classes
Lock down philosophy (Filter/Block)
No central repository for information
Slow and unreliable network
No help desk or tracking of issues
Students with special needs –
withdrawn to use locked down
laptops
Information Technology Silo
Technology ?
4. Systemic Review in 2010
•
The world has
changed and there
is no turning back
Adults actively keeping technology out of
the school system
No
Cell
Phones
No
BYOD
5. Fear and Caution or
Curiosity and Exploration
Which approach
reflects your District?
7. The world has changed!
•
How
many
Internet
users
are there
world
wide?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
8. The world has changed!
•
How
many
emails
are sent
each
day?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
9. The world has changed!
•
How
many
Google
searches
occur
every
day?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
10. The world has changed!
•
How many
users are
there on
Facebook
and on
YouTube?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
11. The world has changed!
•
How many
“likes” are
given on
Facebook
each day?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
12. The world has changed!
•
How many
YouTube
views take
place each
day?
Source:
http://www.techi.com/2013/05
/in-an-internet-day/
13. The world has changed!
•
Do you have a moral obligation to
ensure that every student, in every
class, in every school has access to
the learning opportunities and
resources that are accessible on the
Internet?
15. Our Initial Steps…
Where
do
we go
next?
21st
Century
Learning
School
Board
Key Components
•Need for change
•Technology Tipping Point
•Core Priorities
•Governance
•Devices and Applications
•Learning Environment
•Instructional Practice
•Higher Order Thinking Skills
•Catholicism
•Professional Development
•Equity
•Business Management
20. WiFi has had a major impact
on Equity
Infrastructure decisions have an impact on Technology
and Pedagogy – System Impacts (Change Knowledge)
21. Excellent Resource
Social Media
1. Its Potential for Schools
2. School Safety
3. School Management
4. Enhancing Learning
5. Future Trends
Practical examples and
advice, along with links to
support materials and resources
22. Social Media
June 2012 – hired a
community engagement
and multimedia specialist
Who uses Social Media:
- teachers
- students
- administrators
- trustees
- superintendents
- support staff
- parents
… Who doesn’t?
Social Media
Active Use in the OCSB
24. Wireless = Accessibility
100% increase in 1 year Key Points
• On a typical day we have
over 28,000 unique
devices connecting to our
wireless network
• iPad access has had a
400% increase in 1 year
• iPod Touch remains the
most popular device
25. A different Generation
of Learners
Is this the Smartest or the Dumbest Generation?
Click here to view
27. Ontario is doing well… why
change?
In Ontario – Technology has
not played much of a role to
this point, which could explain
why top-end higher
order skills have
not moved
much
(pg. 3)
29. Are students Compliant or
Engaged?
Engagement is always about
relationship with a person,
situation, or activity (pg. 7)
Karen Hume
District and school leaders need to
ensure that all necessary conditions
are in place to support the kinds of
technology use that can make a real
difference in student engagement
and achievement. (pg. 186)
30. 4 Criteria to integrate
technology and pedagogy:
•
1.
Pg. 4
Irresistibly
engaging
31. 4 Criteria to integrate
technology and pedagogy:
•
2.
Pg. 4
Elegantly
efficient and
easy to use
32. 4 Criteria to integrate
technology and pedagogy:
•
3.
Pg. 4
Technologically
ubiquitous
24/7
33. 4 Criteria to integrate
technology and pedagogy:
•
4.
Pg. 4
Steeped in
real-life
problem solving
34. Think Back to the last
decade of teaching…
2000 - 2010
Irresistibly
engaging
35. Think Back to the last
decade of teaching…
2000 - 2010
Elegantly
efficient
and easy
to use
36. Think Back to the last
decade of teaching…
2000 - 2010
Technologically
ubiquitous
24/7
37. Think Back to the last
decade of teaching…
2000 - 2010
Steeped in
real-life
problem
solving
38. 1. Irresistibly engaging
2. Elegantly efficient and easy to use
3. Technologically ubiquitous - 24/7
4. Steeped in real-life problem solving
How does your Board measure using this
criteria?
40. How does your community view
today’s learners?
• Dumbest
generation
Spoiled
generation
Self-centered
Me
generation
Cheaters
41. Discussion Time
Perspectives of Education Community?
Parents? Teachers? Trustees? Administration? Board staff?
Are today’s students the
Dumbest Generation?
42. Chapter Three: Pedagogy and
Change
•
Stratosphere will make the lives of
both students and teachers
exciting (pg. 17)
Create conditions for deep
engagement of both students and
teachers (pg. 30)
43. •
1.Doing less telling – allowing students to
research the answers
2.Connecting what is taught with the real-world
outcomes
3.Distinguish between Skills and Tools
4.Treat students as learning partners
5.Allow students to use their own tools for
learning (Smartphones) (pg. 31/32)
Mark Prensky, “The Reformers are Leaving our Schools in the 20th Century”, 2012 –
pg. 16
Prensky – 10 measures that impact learning
44. •
Mark Prensky, “The Reformers are Leaving our Schools in the 20th Century”, 2012 –
pg. 16
Prensky – 10 measures that impact learning
6. Use more peer to peer teaching
7. Allow more choice for students
8. Allow students to be the primary users of
classroom technology
9. Share success via short videos posted online
10.Connect students with the world via tools like
Skype (pg. 31/32)
45. •
How do you rate your Board ?
1. Doing less telling – allowing students to research the
answers
2. Connecting what is taught with the real-world outcomes
3. Distinguish between Skills and Tools
4. Treat students as learning partners
5. Allow students to use their own tools for learning (Smart
Phones)
6. Use more peer to peer teaching
7. Allow more choice for students
8. Allow students to be the primary users of classroom
technology
9. Share success via short videos posted online
10.Connect students with the world via tools like Skype
Level 2 ?
Level 3 ?
Level 4 ?
46. Chapter 4 – Digital
Disappointments
•
1.
The organizational support for the
use of technology in schools is
badly underdeveloped…
-Availability of digital media
-Shared vision
-School culture
-Technical support
-Leadership
-Assessment systems (pg. 37)
47. Chapter 4…
Links the work of Hattie to Stratosphere
-High yield practices rely on the influence of
student peers, feedback, transparent learning
intentions, success criteria, and adjustments
of instruction
-The teacher is the change agent who helps
students learn how to learn and how to
monitor their own learning (pg. 48)
- We need to get our pedagogy and our
technology straight
Changes
in
Pedagogy
Technology Change
Knowledge
55. One of our first mistakes
Laptop Program
• Focus wasn’t on teaching
and learning
•Focus was on buying and
implementing devices
• PD was focused on
using devices
59. Superintendents:
Change Knowledge
•
“Motion Leadership –
leadership that causes
positive movement
forward for individuals,
organizations, and
entire systems”
- pg. 66
---------
-“Our challenge is to
combine the best of
change knowledge with the
best of technology and
pedagogy” – pg. 70
Normal to fear change
“Pedagogy and technology
provide the directional vision;
change knowledge helps us
achieve it, learning while we
go - pg. 66
60. Learning Walk Observations
•
Be careful of
20th century
teaching
practice using
21st Century
tools
Posting notes on a
SmartBoard for students to
copy on their iPads
Electronic worksheets with
math problems completed
in a computer lab
61. Student Success Visits
and District Reviews
•
Be careful of
20th century
teaching
practice using
21st Century
tools
Assignments such as creating a
PowerPoint presentation to
highlight the main features of
France
“Khan Academy is a great 20th
century pedagogue using 21st
century technology… improved
the delivery system of the old
way”. (pg. 38)
62. Are you asking the
right questions?
Is this the right
question?
What is the computer to
student ratio in our school?
63. Are you asking the
right questions?
How many iPads do I have
in my class?
Is this the right
question?
64. Are you asking the
right questions?
Do you show digital movies
from YouTube?
Is this the right
question?
65. Are you asking the
right questions?
How many SmartBoards do
we have in our school?
Is this the right
question?
66. What practices still need to
change at your Board ?
How does differentiated
instruction and
assessment fit with
technology at your
school?
Do you still use Scantron – automated marking?
Do you still have computer labs?
Do you use technology to automate correction of
mainly multiple choice questions?
70. Is your focus on the tool or on
skill acquisition?
•
Let’s
complement
the 3Rs with
the 4Cs as we
become 21st
Century
Leaders &
Learners
Critical Thinking
Communication
Collaboration
Creativity
71. Is your focus on the tool or on
skill acquisition?
•
How often do
activities focus on
remembering
(memorizing) vs.
Creating and
Evaluating?
73. What’s needed to change this
practice?
Pedagogy – Technology – Change Knowledge
74. Changing a school culture is more
complex than changing one class
Moving from what
students should
know… to what
students can do
We need to
move from…
This is true for Face to Face,
Blended, and Online Learning
75. 21st Century Learners
Traditional schools involved teachers
and textbooks delivering information to
students, and students reflecting that
information back.
To better serve their future, today’s
classrooms should facilitate teaching
and learning as a conversation – two-
way conversations between teachers
and learners, conversations between
learners and other learners,
conversations among teachers, and new
conversations between the classroom
and the home and between the school
and its community.
- David Warlick
Page 3
77. 21st Century Learning ≠ Computers
Pg. 59
“Electronic classroom tools such as PowerPoint
presentations, online videos, and high-tech
presentation equipment were still tied to the same
material in the same school environment.
Certainly these tools made education more
interesting and allowed for opportunities to
present content in new and different ways, but
they were still tied to static material presented in
a static learning environment.
Today’s learners need something more attuned
to their daily lifestyles – connected, and often
virtual. That’s where mobile learning comes into
play.”
78. Teaching Practice… it’s not about
the tools!
Pg. 95
“Stop Talking… and Start Doing!”
“Even though this research has been around for
decades, many educators continue to depend
completely on the “stand and deliver; sit and
learn” full-frontal lecture method. If we were to
be really honest with ourselves, we know
intuitively that this isn’t working”.
(2011 – Ian Jukes, Lee Crockett, Andrew Churches)
79. Brain based research…
“Children raised with the computer think
differently from the rest of us. They develop
hypertext minds. They leap around. It’s as
though their cognitive structures were parallel,
not sequential. Linear thought processes that
dominate educational systems now can actually
retard learning for brains developed through
game and web-surfing processes on the
computer”. (pg. 79)
…Digital Natives crave interactivity…So it
generally isn’t that Digital Natives can’t pay
attention, it’s that they choose not to. Pg. 81)
(2012 Marc Prensky – From Digital Natives to Digital
Wisdom)
80. 21st Century Learning ≠ Technology
Pg. 140
Simply inserting
technology into
classrooms and schools
without considering how
the contexts for learning
need to change, will likely
fail.
Allan Collins
82. Future Trends for Leaders…
1. It’s all about access
2. Tension between access and security continues
3. You can’t keep abreast of everything
4. Relations with IT Dept. are critical
5. Social media can extend learning
6. Stay out front, but not too far ahead
of your community
Pg. 210
(Williamson and Johnston, 2012)
83. Collaborative, a joint effort of industry stakeholders, school
officials and non-profit leaders to encourage collaboration across the
ecosystem, accelerate the development of digital textbooks
and improve the quality and penetration of digital learning
in K-12 public education.
84. State Educational Technology Directors Association (SETDA) is the principal
association serving, supporting, and representing US state and territorial
educational technology leadership
85. Edweb - A
community of
educators who are
using social
networking to
share information,
create resources,
and create online
communities of
practice to
improve teaching
and learning
Free Webinars
Expand your
Professional Learning Networks
92. Teacher’s Matter Most!
“ I had a lot of great teachers,
and they were great because
they knew how to personalize
learning for all of their students,
not because they stuck us in
front of a computer screen”
Krista Moroder, (Learning and Leading with Technology ISTE, April 2013, pg.40)
A presentation shared with OCSOA region two – May 2013. The focus is to look at the role of leadership and system change along with the impact of technology and pedagogy for increased student achievement.
Look back on where we were as a Board 3 years ago – similar to many Boards
Our process began 3 years ago with a systemic review of the department and the technological needs of our schools and an environmental scan of what was happening in the community.We realized that while the world around us had changed drastically, it was “us” adults that were creating conditions to keep technology out of our schools
What is your mode of operation – one of fear and caution or one of curiosity and exploration?We were focused on safety and security and working out of Fear “What if something went wrong” as opposed to a focus on innovation and encouraging creativity
Trivia time
Trivia
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Trivia
Discuss this quote – reflect on our role
Mention that the tasks seemed huge, but we began with some basic first steps
We now annually review our planning document, Towards 2020 – Connecting with Our Students
Our view was to provide multiple entry points for all staff in order to have system change, as opposed to a linear “step” approach to district transformation
We realized that if the leaders of the Board did not take intentional actions then nothing would change
We kept our focus on three key priorities:Success for StudentsSuccess for StaffStewardship of ResourcesBut – we added Learning in the 21st Century as a support and framework for all that we are doing
Social media as a key communication channel – relationships and communication are key and that the framework for change must also be part of the discussion, not separate from it. If we want teachers and students to be involved in social learning then we need to create a framework that allows them to do thisMention that this is one Board’s sample of a social media policy to encourage students and staff to use online technologies for social learningAs leaders if we don’t create the conditions to allow for social learning, we shouldn’t expect it to happen automatically
WiFi impact – outline the importance of the IT department working with curriculum hand in hand to find a balance between lockdown and access, between filtering and the impact on learningIf it is a key component then it must work otherwise it now impacts learning
I wish I had this book 2 years ago – it covers all of the questions that we had, and includes excellent resources and samples
Examples of our use of social mediaOur student trustees – facebook, youtube, twitter, - We hired a social media specialist last year-
Some examples – Twitter in the system – just a few of the hundreds of examples that could be used
Go through stats from the Ottawa Catholic School Board (37,000 students) and mention that we need to go deeper since access does not equate with learning so we need to think about how we interpret the data
How do you view today’s generation of learners?Mention that this is an older clip but it is a good one for anyone who hasn’t seen it since it shows both perspectives about today’s youthNeed to base assumptions about the new generation based on research Play clip first with the negative notations from Tapscott and then stop the clipAsk why we would bother introducing technology if it is so bad for kids… don’t take answers, then play the remaining clip that shows that the research does not support that view
On Page 1 of his book Michael Fullan explains that the title is in reference to three key forces: Technology, Pedagogy, and Change knowledge do not necessarily seek each other outHe also explains that the Stratosphere is meant to imply, mystery, intrigue, and unknowns, since research on the brain may change how we approach learning in the future.
If Ontario is doing so well why are we worried about making more changes with technology?One area where we need to continue to improve is on higher order thinking skills
Say This:The Canadian Education Association surveyed over 67,000 grade 5 to 12 students in Canadian schools and they foundDo This:Click to advance to next points on the slideSay This:While 82% of grade 5 students reported that they were engaged in their learning, by grade 11 only 41% reported that they are engaged in their learning. The number increases slightly by grade 12, probably because of the focus on getting into College or University.Do This:Click to advance to the next slideNote:If you are asked specific questions about the study, you can direct the staff member to visit the Canadian Education Association web site and search for the study called “What did you do in school today”.
Say This:The Canadian Education Association surveyed over 67,000 grade 5 to 12 students in Canadian schools and they foundDo This:Click to advance to next points on the slideSay This:While 82% of grade 5 students reported that they were engaged in their learning, by grade 11 only 41% reported that they are engaged in their learning. The number increases slightly by grade 12, probably because of the focus on getting into College or University.Do This:Click to advance to the next slideNote:If you are asked specific questions about the study, you can direct the staff member to visit the Canadian Education Association web site and search for the study called “What did you do in school today”.
Say this:Karen Hume in her book “Tuned Out” explains that there is a difference between Engagement and CompliantIn some classes, students are quiet and doing the work, but as educators do we know if they are just being compliant or are they engaged in the learning process?Do this:Advance to the next slide
Mention that page 4 outlines 4 Criteria to think about when it comes to technology having an impact on teaching and learning
2nd Criteria to think about when it comes to technology having an impact on teaching and learning
3rd Criteria to think about when it comes to technology having an impact on teaching and learning
4th Criteria to think about when it comes to technology having an impact on teaching and learning
Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
Discussion timeGive groups time to think and discuss their own school or Board and how they are doing on these 4 criteria today
How do you view today’s generation of learners?Ask for a show of hands if the audience feels that some teachers or parents take this view as represented by these two photosEven if we don’t agree with this perception we must recognize that some people do have this view and unless we start to create a culture to address these perceptions we will have difficulty achieving our goals of having the technology impact student achievementNeed to base assumptions about the new generation based on research
How do you view today’s generation of learners?Not everyone will see the Internet as full of danger, but some will see the Internet as having a negative impact on learning.Need to base assumptions about the new generation based on research
Discussion at tables regarding the different perspectives in their school and how they think about today’s generation of students
Outline the key concepts from Chapter 3We are seeing that technology is not only a positive impact on student learning it is also a positive impact on teacher practice, regardless of the age of the teacher, many veteran teachers have become re-energized as they continue to learn and teach with new technologies
Mention that Fullan in his book makes reference to Prensky’s essay, “The Reformers are leaving our schools in the 20th Century” and that this is in reference to the USA; and the strategies that politicians are trying to change educationIndicate agreement with his 10 measures that impact learning- Review each of the 10 measures and focus on pedagogy
Indicate agreement with his 10 measures that impact learning- Review each of the 10 measures and focus on pedagogy
Activity:At tables, ask groups to rate their own school or Board based on levels 2 – 3 or 4 and the 10 measures outlined by Prensky
Mention that chapter 4 is about more disappointments and some of the conditions that are not present in schools or Boards to help teachers and students meet with successThese are the areas that Superintendents, Directors of Education, Coordinators, Principals, Vice-Principals, and other leaders in the system can have a major impact on teachers and student learning
Review the work of Hattie- Indicate that we need to take into context that some of his meta studies that show that technology had no impact are precisely because the focus was on the device and not on changes in pedagogy – for example, if we had a study on using computers to impact math achievement and the practice was to bring a class to the lab to work on electronic math worksheets, we would not see a huge correlation on student achievement
Review the CoSN steps for setting up mobile learning in your district, but outline that we have to be careful to not see the implementation of devices as impacting learning, this is one component but it is not the key focus on learning or teaching
Review this step
Review this step
Review this step
Review this step
Review this step
Review this step
Mention one of key mistakes early on was focusing on equipment and having a laptop plan = we now realize that the focus needed to be on learning and teaching and not on devices
Mention this is an organization (U.S.) created by Ken Kay who was the lead for Partnership for 21st Century Learning (P21) the group that pushed the 4Cs. He has now created an organization for Superintendents and Directors.
Mention that he has 7 steps to district transformation Although his steps are good, it is important to have multiple entry points for all staff so that you don’t have to wait for everyone to progress in a linear manner
Discuss this quote and the need to do things differently because our environment has changed
Outline the link between Chapter 5 and the change process and change knowledge
Give examples of poor practices that currently use technology and should not be considered as appropriate use of the tools
Discuss the lower order thinking activities of cut and paste and make a poster and the same lower order activity of cut and paste on PowerpointA much better assignment for using technology would be for the same teacher to ask the students to find 3 pre-made presentations on the Internet that outline the main tourist features of France, and then compare and contrast the three presentations in order to select the one that would be best suited to persuade our class to pick France as the location for a field trip if we had won $3,000 per student to travel anywhere in the world on a field trip.Mention that Khan Academy has some benefits but it is not taking advantage of all of the advances in technology- Khan Academy is basically recording of a lecture based instruction that students can watch over and over at their own pace. While this helps some students it may not help all students and it doesn’t currently take advantage of the many features of technology that could create a more engaging learning activity for students
Go through the various quotes and asking if we are looking at the correct questions
Go through the various quotes and asking if we are looking at the correct questions
Go through the various quotes and asking if we are looking at the correct questions
Go through the various quotes and asking if we are looking at the correct questions
Discussion activity at tablesLook at DI and Assessment and how does it fit with technologyAsk about some of the older assessment practices and is the problem the tool or the practice of multiple choice questions?
Mention the reason we changed to Gmail was not to save money, it was to change our focus from static communication, to one that focused on collaboration and communication along with creative problem solving and critical thinking – something that lends itself well to Google Apps for Education
Discuss the change from libraries to learning commons to go along with our system change and a focus on what a 21st Century learning space should look and sound like
New learning spaces – discuss that the conversation needs to be across the whole system, and not just the technology departmentThis is an example of the design for a new elementary school – the highlighted “POD” is a learning area outside of three classrooms. The area will have flexible furniture and a SmartBoard on the outside wall between the three classes. This recognizes that in a school learning takes place everywhere, not just inside a classroom. What is important is that the ideas and design come from an interdepartmental approach to learning, with input from planning and facilities, learning technologies, Curriculum, Special education, and so on, everyone should be aware of the changes that technology can have on learning
Need to focus on higher order thinking skills, not technology
Need to focus on higher order thinking skills, not technology
In the Ottawa Catholic School Board, our view has been that we focus on changes in teacher practice to have the biggest influence on student achievementYou’ll see from this slide that our belief is that by changing teacher practice we will have increased student engagement and this will result in increased student achievement. Technology can assist in this process, but it is not the driving force.
We need to realize that some practices won’t change unless we decide to make them change and we provide the conditions for success We also need to realize that sometimes direct instruction is the best approach, but it is the skill of the teacher to know which practice and which tool to use at the right time and for the right student
Move from passive recipients of facts to socially active in the creation of knowledgeReview the key areas mentioned in this report (as they appear on the slide)Mentioned that this is good teaching, whether it is face to face, online, or blended learning
Say this:This is a definition from page 3 of Leading 21st Century Schools - The change is from static memorization to more of a constructivist and inquiry based approach to education
Say this:This chart shows how we are looking for a balance from traditional approaches of teaching – on the left side of the chart, to new approaches on the right. We are not looking for solely the right hand side but a balanced approach.Reflect on your own teaching practice, where do you fall on the continuum – left side – right side, in between?
Mention that the device is going to keep changing, whether it is an iPad, or Google Glasses, or a wearable device that looks like a traditional watch - we need to focus on the use of the device and how it can provide access to the right resources, not a focus on the device
Outline this resource for planning to move away from traditional textbook to other multi-modal resources
Another resource to look at a plan to move to digital
Increase your PLN – suggest joining an EdWEB group of interest for free
Increase your PLNThe Agenda has a series that focuses on the changes in learning
Mention ScoopIT as a great site for networking and staying current with resources
Mention the impact of the Common Core on Ontario with the development of multi-modal resources for teachers and students like GoogruLearning.org
Mention the impact of the Common Core on Ontario with the development of multi-modal resources for teachers and students like Learn Zillion.com
3 Skinny notes to summarize the book
we are all part of the changes and we will provide support to staff and to students as we continue to transition to a 21st Century Learning and Teaching Environment
Review quote from Krista Moroder
Do this:we are all part of the changes as we continue to transition to a 21st Century Learning and Teaching Environment