A presentation prepared for the Adobe DER Study tour in august, 2011

1. Transforming
schools
everywhere

2. Digital
Educa8on
Revolu8on
NSW
–
Resources

3. ADOBE
-­‐
Snr
Director
Enterprise
Sales

4. Deputy
Director
General
–
School
–
Office
of
Schools

5. Digital
Educa8on
Revolu8on
>>
NSW
–
Program
Director

6. Transforming
teaching
and
learning
through
technology

8. § 1:1
laptop
program
Years
9
to
12
students
§ 26,000
teacher
laptops
over
4
years
from
T4L
§ Approx.
65,000
student
laptops
each
year.
Total
276,000
over
4
years
§ Includes
10%
pool
of
laptops
for
new
enrolments,
wai8ng
while
being
repaired
and
aXer
2
year
warranty
period.
§ Budget
for
student
laptops
is
$33
million
per
annum
§ Flexible
funding
&
disability
provisions
(larger
laptops,
access
soXware=
$200,000
per
annum
§ Locked
down.
Low
cost
of
ownership.
§ Significant
ITD
costs
for
Standard
Opera8ng
Environment,
Security,
Help
Desk
§ SoXware
–
MicrosoX,
Adobe,
Bluecoat
$3
million
per
annum

9. § 802.11n
network
with
over
22,000
Access
Points
§ 483
high
and
central
schools
§ 75
Schools
for
Specific
Purposes
§ DIP
server
at
each
high
and
central
school
§ IBM
maintenance
costs
$1.4
–
2.9
million
per
annum
(could
be
as
high
as
$4.5M)
§ Broadband
costs
$4
million
per
annum

10. § 10
Regional
Managers
§ 47
Regional
Technology
Support
Officers
§ 461
Technology
Support
Officers.
Clerk
General
Scale
§ 50
ICT
Cadets
(5
per
region)
§ Contracts
to
30
June
2012
§ $36
million
per
annum
staff
costs.
§ $1.8
million
per
annum
regional
expenditure
(cars,
travel,
consumables)
§ ITD
costs
for
18
staff
to
manage
central
infrastructure.
$2.3
million
per
annum

11. § State,
Regional
and
School
level
§ Working
closely
with
SPC
§ State
–
CLIC
resources,
TaLe,
PLLDD,
Peer
Coaching,
Ac8on
Learning,
Digital
Ci8zenship
$1
million
per
annum
§ Regional
–
Support
Officers
$2.5
million
per
annum
§ School
–
PL
funding
$4
million
per
annum

12. Digital
Educa8on
Revolu8on
>>
NSW
–
Chief
Educa8on
Officer

13. RESEARCH
INFORMING
DER
NSW
Bruce
Stavert
DERNSW
Chief
Educa8on
Officer

14. Literature
Reviews
2008
hip://bit.ly/litrev2008
2010
hip://bit.ly/litrev2010

15. PechaKucha
• 20
slides
• 20
seconds
each
• Total
6
minutes
40
seconds
• No
text
on
slides

17. Digital Education Revolution
NSW
One-to-One Computers in Schools
2010 Literature Review

19. 21st
Century
Learning

26. Levels
of
Level
Category
Technology
6
Refinement
Implementa8on
5
Expansion
IntegraBon
and
Inquiry
(LoTI
Scale)
4B
Integra8on
(rou8ne)
4A
Integra8on
(mechanical)
3
Infusion
2
Explora8on
1
Awareness
0
Non-­‐use

34. SUM

36. POLICIES

37. Process
• Developed
by
experienced
high
school
principal
• ConsultaBon
on
draGs
(NSWSPC
Digital
RevoluBon
Task
Force,
ITD,
School
PorPolio)

38. Why?
• Saved
each
school
enormous
amount
of
Bme
• Ensured
uniform
policies
throughout
the
state

39. Policies
-­‐
hip://bit.ly/DERpolicies
Digital
EducaBon
RevoluBon
-­‐
NSW
Policy
– Overarching
document
ImplementaBon
Procedures

42. Laptop
Incident
Report
– For
broken
or
stolen
laptops
Student
disabiliBes
procedures
+
parent/carer
consent
forms
and
specific
ICT
requirement
Laptop
User
Charter
– Student
rights
and
responsibiliBes
(pto)

43. Laptop
User
Charter
Ownership
-­‐student
must
bring
the
laptop
fully
charged
to
school
every
day.
(Chargers
leX
at
home).
-­‐school
retains
ownership
of
the
laptop
un8l
the
student
completes
year
12.
Then
ownership
student.
-­‐
all
material
on
the
laptop
is
subject
to
review
by
school
staff.
If
there
is
a
police
request,
NSW
DEC
will
provide
access
to
student
laptop
and
personal
network
holdings.
-­‐
if
the
student
leaves
school
prior
to
comple8ng
year
12
or
moves
to
a
nongovernment
school,
interstate
or
overseas,
the
laptop
must
be
returned
to
the
school.

44. Laptop
User
Charter
(cont)
• Damage
and
loss
• Subs8tu8on
of
equipment
• Standards
of
laptop
care
expected
• Acceptable
use
(covered
by
DEC
Policy:
Online
Communica6on
Services:
Acceptable
Usage
for
School
Students
• Privacy
and
confiden8ality
• Intellectual
property
rights
• Misuse
and
breaches
of
acceptable
use
policy
• What
students
must
report
Covered
by
and
interac8ve
resource
“My
laptop
rules”:
hip://bit.ly/mylaptoprules

45. EVALUATION
of
DER
NSW

46. EvaluaBon
Reference
Group:
– wide
membership
– directed
the
evaluaBon
External
evaluator
– Dr
Sarah
Howard
UoW
– 2010Baseline
survey
and
case
studies
–
year
9
and
teachers
Re-­‐surveyed
aGer
one
year

47. Digital
Ci8zenship

48. “Children
and
young
people
need
to
be
empowered
to
keep
themselves
safe
–
this
isn’t
just
about
a
top-­‐down
approach.
Children
will
be
children
-­‐
pushing
boundaries
and
taking
risks.
At
a
public
swimming
pool
we
have
gates,
have
lifeguards
and
shallow
ends,
but
we
also
teach
children
how
to
swim.”
-­‐
Dr
Tanya
Byron

49. Why
digital
ci8zenship?
• Emerging
as
a
worldwide
concern
• Social
networking
is
part
of
everyday
life
• Cyberbullying
and
other
online
risks
• Also
empowering
• Schools
have
a
role
in
educa8ng
students
on
safe,
ethical
and
responsible
online
behaviours
good
real
world
ci8zens

50. Interna8onal
and
Australian
Approaches
• Budd:e
Australian
Department
of
Broadband,
Communica8on
and
the
Digital
Economy
• CYBER(SMART:)
Australian
Communica8ons
and
Media
Authority
• Think
You
Know
Australian
Federal
Police
and
MicrosoX
Australia
• Safer
internet
European
Union

51.
• Think
You
Know
Australian
Federal
Police
and
MicrosoX
Australia
• NETSAFE
New
Zealand
cyber
safety
resource
kit
and
cyberci6zenship
grid
• MyBytes
by
MicrosoX
• Digizen.org
UK
• Dr
Mike
Ribble
in
the
USA

52. Domains
and
Themes

53. Trial
and
Evalua8on
• CLI
produced
teaching
resources:
hip://www.digitalci8zenship.nsw.edu.au/
• Trialled
in
5
schools
end
of
2010
• Students
given
access
to
SN
sites
when
off
school
premises
• Site
hits:
Facebook
75.9%
YouTube
19.9%

54. Knowledge
Outcomes
Over
70%
of
students
agreed
or
strongly
agreed
that,
as
a
result
of
the
lessons,
they
know
more
about:
• the
need
for
on-­‐line
security
(77%)
• how
to
be
more
secure
online
(72%)
•
how
to
make
passwords
more
secure
(76%)
• the
potenBal
benefits
of
social
networking,
chatrooms
and
file
sharing
sites
(75%)
• steps
to
take
before
joining
such
sites
(73%)
• how
to
use
security
seengs
on
social
network
sites
(73%)
• cyber
bullying
and
harassment
(71%)

55. Between
60%
and
70%
of
respondents
agreed
or
strongly
agreed
that,
as
a
result
of
the
lessons,
they
know
more
about:
• the
need
to
build
a
posiBve
digital
footprint
(68%)
• neBquege
(63%)
• social
media
markeBng
(68%)

56. Behavioural
Outcomes
Between
60%
and
80%
agreed
or
strongly
agreed
that,
as
a
result
of
the
lessons,
they
would
be
more
careful
about:
– neBquege
– their
digital
footprint.

57. Over
80%
of
students
agreed
or
strongly
agreed
that,
as
a
result
of
the
lessons,
they
will
be
more
careful
about:
• On-­‐line
security
(86%)
• Password
security
(88%)
• Security
seeng
on
social
network
sites
(90%)
• Using
chat
rooms
(81%)
• Giving
personal
informaBon
(88%)

58. Students
Comments
• “It
did
help
me
with
online
banking
safety.”
• “When
I
went
home
aRer
the
lessons,
I
did
check
my
Facebook
seSngs
to
see
what
they
were
and
I
did
change
some
things.”
• “It
made
me
change
all
my
passwords!”
• “I
think
I
was
already
safe,
but
I
think
everyone
checked
because
they
were
more
aware.”
• “I
am
now
more
careful
with
the
things
I
write/
comments.”

59. One
parent
commented
that:
• “I
use
Facebook
etc
and
aRer
my
daughter
had
done
the
Digital
CiVzenship
lessons,
she
came
home
and
asked
me
about
my
seSngs.
She
told
me
“that
everyone
in
the
world
could
access
my
informaVon”,
so
she
changed
all
my
privacy
seSngs
for
me.
I
thought
that
was
very
good.”

60. Digital
Educa8on
Revolu8on
>>
NSW
–
TSO
Project
Manager

61. NSW
DEPARTMENT
OF
EDUCATION
AND
TRAINING
Digital
EducaBon
RevoluBon
–
NSW
Technology
Support
Model
August
2011
61

62. • How
do
you
support
250,000
laptops?
1. Consulta8on
and
Modelling
2. Delivery
3. Challenges
4. Building
the
team
5. Where
are
we
now?
Digital
Efor Learningevolu8on
–
NSW
Laptops duca8on
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May
2009
62

63.
Consulta8on
and
Modelling
Digital
Efor Learningevolu8on
–
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2009
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64. • What
happened
next?
• Consulta8on
with
NSW
SPC,
Regional
ITMs
and
Schools
to
define
a
support
model
• TSO
Staffing
models
were
presented
to
the
Program
Control
Board
(PCB)
and
a
compromise
model
was
selected
• The
PCB
promoted
the
need
for
as
many
full
8me
TSOs
in
schools
as
possible
• The
PCB
understood
the
need
for
a
Regional
Support
Structure
for
the
TSOs
• The
line
management
of
the
TSOs
will
be
by
the
school
Principal
Digital
Efor Learningevolu8on
–
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65. • What
was
agreed?
• Each
High
and
Central
school
with
more
than
100
Year
9
to
12
students
should
receive
one
full
8me
TSO
• If
a
High
or
Central
school
has
more
than
800
students
in
years
9
to
12
they
would
be
en8tled
to
addi8onal
TSOs
• If
a
High
or
Central
school
has
less
than
100
students
in
years
9
to
12
then
they
would
be
en8tled
to
a
part
8me
(or
share
of
a)
TSO
• SSPs
who
decide
to
take
10
or
more
laptops
would
be
en8tled
to
a
part
8me
(or
share
of
a)
TSO
• If
a
SSP
chooses
to
receive
less
than
10
laptops
then
support
would
be
provided
by
the
Regional
Support
Staff
or
by
a
neighbouring
TSO
Digital
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66. • What
was
the
model?
School
Regional
IT
Principal
DERNSW
Regional
Manager
DERNSW
Regional
TSOs
School
based
Part
Time
or
TSO
travelling
TSOs
Digital
Efor Learningevolu8on
–
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67. • How
many?
Clerk GS SSP
(FTE) (Exc. Clerk DER R DER R
Region
Additional)
T-TSOs
GS
TSOs
Mgr
Cadets
Hunter/Central Coast
53
0.4
0.8
5
1
5
Illawarra and South
40
0.4
0.8
East
4
1
5
New England
18
4.4
0
4
1
5
North Coast
43
1.6
0.8
4
1
5
Northern Sydney
40
0.4
0.4
4
1
5
Riverina
26
6.4
0.4
5
1
5
South Western Sydney
68
0
1.6
6
1
5
Sydney
51
0
1.2
5
1
5
Western NSW
32
9.2
0.4
5
1
5
Western Sydney
52
0.8
1.2
5
1
5
Grand Total
423
23.6
7.6
47
10
50
Digital
Efor Learningevolu8on
–
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68.
Delivery
Digital
Efor Learningevolu8on
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69. • Recruitment
1.
Recruitment
of
the
DER-­‐NSW
Regional
Managers
2. Recruitment
of
DER-­‐NSW
Regional
TSOs
3. Recruitment
for
Phase
1
school
based
TSOs
(423)
4. Recruitment
for
Phase
2
school
based
TSOs
and
Travel
TSOs
5. Recruitment
of
Cadets
(10
yr
1,
40
yr
2
and
3)
6. Gap
filling
Digital
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70. • 2009
Time
Line
•
Early
May
–
Regional
posi8ons
offered
as
Career
Development
Opportuni8es
• Early
June
–
Phase
1
TSO
posi8ons
adver8sed
• Late
June
–
Gap
filling
for
any
Regional
Posi8ons
not
filled
• July
–
Selec8on
and
Interviewing
of
Phase
1
TSOs
• August
–
Phase
1
TSOs
take
up
post
and
Gap
filling
recruitment
• August
–
Phase
2
TSOs
posi8ons
adver8sed
• September
–
Selec8on
and
Interviewing
of
Phase
2
TSOs
• October
–
Phase
2
(and
gap
filling)
TSOs
take
up
post
Digital
Efor Learningevolu8on
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2009
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71. • Phase
1
Recruitment
•
L
argest
recruitment
every
undertaken
by
the
department
in
the
8meframe
• Adverts
in
82
Regional
newspapers
• TAFE
colleges
engaged.
• Flyers
and
posters
printed
A
total
of
3,988
applicaBons
received
for
423
posiBons
Digital
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72. • Challenges
Digital
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73. • Challenges
Digital
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74. • Other
important
factors
The
following
are
all
essen8al
to
the
success
of
the
DER-­‐NSW
Technology
Support
Model.
• Opera8onal
Support
Guide
• Resource
Management
U8lity
• Incident
and
Problem
Flows
• Central
guidance
and
instruc8on
–
delivery
of
standards
Digital
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75. • Where
we
were
at
the
end
of
2009…
• State-­‐wide
team
established
• Some
vacancies
• Full
complement
of
DER-­‐NSW
Regional
teams
• Team
fully
inducted
• 89,000
laptops
in
schools
• Published
version
1
of
the
OSG
• First
draX
of
RMU
and
Incident
Flows
Digital
Efor Learningevolu8on
–
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76.
2010
Digital
Efor Learningevolu8on
–
NSW
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77. Building
the
team…
• Bi-­‐weekly
VC
mee8ngs
• Bi-­‐monthly
face
to
face
mee8ngs
• A
real
state-­‐wide
team
• A
diverse
range
of
skills
• Full
engagement
and
commitment
• On-­‐board
and
commiied
Digital
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78. DER-­‐NSW
Regional
Managers
• Support
schools
like
never
before
• Significant
improvement
in
rela8onships
with
Principals
and
Schools
• Guidance
and
support
has
been
recognised
“the
DER
Regional
team
must
be
sustained”
Digital
Efor Learningevolu8on
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79. DER-­‐NSW
Regional
Managers
• TSO
Performance
Reviews
• Holiday
training
and
induc8on
• Interface
between
Regional
IT
and
schools
• Decision
making
group
moving
forward
Digital
Efor Learningevolu8on
–
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80. DER-­‐NSW
Regional
TSOs
Digital
Efor Learningevolu8on
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81. School
based
TSOs
• Created
a
network
across
NSW
• All
working
towards
the
same
goal
• Helped
bridge
the
gap
between
Regional
IT
and
schools
• Provides
an
IT
support
services
for
schools
(many
for
the
first
8me)
• Resource
for
teachers
and
students
• Respected
members
of
school
staff
Digital
Efor Learningevolu8on
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82. Key
resources
• TSOs
talk
laptops
• The
DIF
Forum
• Sharing
of
Good
Prac8ce
Intranet
Site
Digital
Efor Learningevolu8on
–
NSW
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2009
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83. So…
Where
are
we
now?
•
A
commiied
state-­‐wide
team
• Every
school
with
support
• A
dedicated
and
valued
Regional
Support
Structure
• Communica8on
strategy
in
place
and
working
well
• Governance
groups
setup
and
ready
to
go
• Development
groups
mee8ng
and
progressing
• Huge
number
of
lessons
learnt
Digital
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84. The
TSO
Structure
is
so
much
more
than
TSOs
•
Locked
down
build
• Common
Infrastructure
• Common
Posi8on
Descrip8on
• Dedicated
Regional
support
team
• The
OSG
• State-­‐wide
training
• The
Forum
• TSO
Dashboard
• And
TSO
Console
in
the
future……..
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85. The
TSOP
Review
• Survey
of
all
involved:
– TSOs,
Principals,
RTSOs,
RMs,
RITMs
• Ini8al
results
show:
– 93%
of
Principals
Strongly
Agree
or
Agree
the
appointment
of
a
school-­‐based
TSO
was
the
best
solu8on
– 97%
of
Principals
Agree
or
Strongly
Agree
the
employment
of
the
TSO
has
made
the
DER-­‐NSW
Program
successful.
– 92%
of
TSOs
strongly
agree
or
agree
that
they
are
a
valued
member
of
staff.
– 88%
of
TSOs
stated
they
spend
between
70
–
100%
of
their
8me
on
DER-­‐NSW
related
tasks
with
41%
providing
‘occasional’
support
to
neighbouring
schools.
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86.
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87. Digital
Educa8on
Revolu8on
>>
NSW
–
Professional
Learning
and
Curriculum
Support
Team

88. Early
consulta8on
Secondary
Principals
Council
Surveys
of
teachers
and
leaders
The
Test
Drive
in
3
schools

89. a
focus
on
the
pedagogy,
not
soXware
training
maintaining
a
KLA
focus
mee8ng
individual
needs
taking
small,
achievable
steps
8me
for
learning

90. a
clear
shared
school
vision
professional
learning
plans
for
teaching
and
learning
and
school
structures
for
with
laptops
implementa8on
an
understanding
of
best
quality
curriculum
support
prac8ce
in
a
technology
and
materials
with
embedded
laptop
rich
environment
technology
learning
tools
regional
structures
and
professional
networks
and
programs
to
support
online
support
professional
learning

91. “The
focus
will
never
be
on
the
technology.
Rather
it’s
the
pedagogy
that
counts.
It’s
worth
keeping
in
mind
that
laptops
are
only
a
tool.
They’re
at
our
disposal
to
make
learning
easier,
and
more
enjoyable
and
meaningful
for
children.”
(Holmes,
2008)

92. Budget
to
Regions
• To
build
professional
learning
links
and
programs
Budget
to
Schools
• To
enable
schools
to
offer
flexible
structures
and
programs
Leader
and
teacher
• Curriculum
K-­‐12
Directorate
(CK-­‐12D)
professional
• Centre
for
Learning
Innova8on
(CLI),
TaLE
• Professional
Learning
and
Leadership
Development
Directorate
learning
programs
(PLLDD)
and
resources
• AGQTP,
Intel
Teach,
Macquarie
ICT
Centre

93. Funding
as
per
schools
in
region
Push
out
Posi8on
state
based
decisions
resources
autonomous
and
support
to
regions
Regional
Support
Implement
for
Structure
Doied
line
responsibility
sustainable
to
state
change
Plan
according
to
Touch
each
regional
school
needs

94. Clear
shared
vision
for
Futures
visioning
and
teaching
and
learning
empowering
of
all
to
with
laptops
lead
Professional
Learning
Flexible
needs
based
Plans,
structures
and
and
dynamic
evalua8on
Building
real
learning
Parent
and
community
and
consulta8on
partnerships
opportuni8es

95. Teachers
devise
student
centric
programs
of
learning
that
address
agreed
curriculum
standards
and
employ
contemporary
learning
resources
and
ac8vi8es
DER
Strategic
Plan
,
Canberra
What
support
do
teachers
need
to
achieve
this?

96. Integra8ng
ICT
into
teaching
Laptop
classroom
management
and
learning
Accessing
DER-­‐NSW
support
Digital
literacy
skills
material
Using
1
or
2
applica8ons
well
to
enhance
teaching
and
learning
and
build
on
these
skills

97. Ac8on
Learning
and
Research
Self-­‐paced
‘How
to’
learning
–
videos…
online
resources
Professional
Learning
Mentoring
eg
‘Step
by
step’
lesson
Strategies
teachers
and
students/
building
with
Peer
examples
Coaching
‘Expert’
/
early
adopters
Shadowing
leading
teams

98. The
Plant,
conquer
and
Tyranny
of
Distance,
divide
web
tools
Piggy
Back,
focussed
Elbow
to
elbow,
skills
listening
Champions,
creeping
Building
teams,
peer
lateralism
coaching
Ac8on
Learning,
Communi8es,
school
Lighthouse
visits
Project
Based
Learning,
Tools
and
Toolboxes
Differen8a8on

100. Master
Trainer
Peer
Coach
Facilitator
Peer
Coach
Teacher
Par8cipant

101. Liile
‘l’
leaders
Dense
and
sustainable
Uses
funding
well
Pedagogy
focus
Compliments
exis8ng
systems

102. Complexity:
• New
ICT
leadership
versus
old
ICT
leadership
• Communica8ons
• Distributed
leadership
• Change
management
• Variable
value
of
21st
Century
Learning

104. Campfire,
Watering
hole
and
the
Cave
hip://biancahewes.wordpress.com/2010/10/12/archetypal-­‐learning-­‐spaces/

108. A suite of on-line
learning
Two environments
• virtual world
• multi-media

109. Follow
the
journey
of
our
students
through
the
DER>>NSW
Program

110. Digital
Educa8on
Revolu8on
NSW
–
Evalua8on
-­‐
University
of
Wollongong

111. Follow
the
journey
of
our
students
through
the
DER>>NSW
Program

112. NSWDEC
Curriculum
and
Learning
Innova8on
Centre
Team

113. Digital
Educa8on
Revolu8on
NSW
–
Resources