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This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
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Understanding Transformation and Linking Technology to Student LearningTherese Jilek, Director of Technology & Instruction Hartland-Lakeside School District
Agenda
3 Evidence of Learning
Recap
2 Continuum of Learning
1 Vision, Research and Process
Key Message
To have a technological connection between the district, school, classroom, and personal level.
To understand and know the stages that teachers experience as they bring technology into their classroom and move toward transformation.
To establish evidence are artifacts that articulate student learning through technology.
Technology is about people, not technology.
Vision: Learning through Technology
Learn more about Ruben Puentedura and the SAMR Model at
http://www.hippasus.com/rrpweblog/archives/2012/08/14/SAMR_SixExemplars.pdf
https://itunes.apple.com/itunes-u/as-we-may-teach-educational/id380294705?mt=10
http://www.youtube.com/watch?v=NemBarqD6qA&feature=relmfu
Research
Universal Design for Learning Personalized Learning
There are three main reasons for using technology
First Goal: Meet individual learning needs
Third Goal: Connect globally
Second Goal: Increase rigor by gaining more access to information
21st Century Skills Framework, video
Common Core State Standards - Rapidly changing world market Horizon Report
Questions for You
Think of how you use technology personally.
How do you use it in your work?
What implications does this have for how we teach the use of technology in schools??
There’s not a star in heaven that we can't reach
if we're trying
yeah, we're breaking free
(breaking free)
we're running
uhhh climbing
to get to that place to be all that we can be
now's the time
(now's the time)
so we're breaking free
ohhh we're breaking free
ohhhhh...
you know the world can see us in a way that's different from who we... Are
“Breaking Free” High School Musical 1
In today’s world anyone can…
Become an author
Report news
Produce and share their original songs
We encourage our students to “break free” from the system. Students…
Run real businesses
Connect globally with scientists and experts
Impact the world - Kiva
Examples of “Breaking Free”
Changing the Culture
2009-2010
Problems are creative solutions in disguise.If people are to take risks, they have to achieve some level of independence.
2008-2009
To find Hakuna Matata, you must look beyond what you see.If people are to take risks, they cannot be afraid to “break something.”
2007-2008
We’re all in this together. Breaking FreeIf people are to take risks, there needs to be a culture that allows people to learn at different paces.
2010-2011
“Clean House”Letting go of something from the past allows space for something new.
Positive
Constructive Participation in the District Learning Community
Ownership
Demonstration of growth and movement toward transformational instructional practices (includes building skills and knowledge)
Collaboration
Collaboration for professional growth of knowledge (reflection, continual growth and on-going follow up on use with students)
Motivation is a key.
Conditional: There is a commitment to change.
Conditional: There is a commitment to change.
We learn
together.
We encourage
each other
to grow.
Change means
becoming
a learner
From traditional to transformational
Staff Participation in Grant Process
About 75% of staff have technology grants.
From Beginning in 2007 through 2012
Time
Validate where teachers are on the continuum
Guide and move them toward transformation
https://vimeo.com/54707645
Stage 2:
Personal
• How will using it affect me?
• The user has definite plans to begin using the innovation.
Stage 0: Awareness
• I am not concerned about it.
• The user has no interest, is taking no action.
Stage 1:
Informational
• I would like to know more about it.
• The user is taking the initiative to learn more about the innovation.
Stage 5: Collaboration
• How can I relate what I am doing to what others are doing?
• The user is making deliberate efforts to coordinate with others in using the innovation.
Stage 3: Management
• I seem to be spending all my time getting materials ready.
• The user is making changes to better organize use of the innovation.
Stage 4: Consequence
• How is it affecting my learners? How can I refine it to have more impact?
• The user is making few or no changes and has an established pattern of use.
• The user is making changes to increase outcomes.
Transformation • How can I affect the system?
Stage 6: Refocusing
• I have some ideas that would work even better.
• The user is seeking more effective alternatives to the established use of the innovation.
Transformation • My classroom is different. I am different.
Indicators
Training - Skills development, knowledge gainingExploration of many toolsAdapts current instruction to technologyBegins to view self as learner with studentsOvercomes obstacles and moves through frustrationQuestions self and instructional practice and uses of technology - conflicted
New instructional practices have replaced prior onesUse of higher order thinking skills Involves students in instructional designConnects and participates globallyStudent personalization of their digital spaceOwnership of learning is by the studentThe focus of conversation is learning, not the toolsViews students as unique learnersTeacher is inspired and feels confidentTeacher adapts to problems and figures out solutions with others independentlyChange in thinking and instructional practice
Barbara’s Story
Year 3Cart of 20 MacBooks for classroom – needed her own set Found evidence that global connections increased vocabulary and higher order thinking questions over time
Grant Proposal
Cart of 20 MacBooks to share with 2 other teachers Global projects, digital storytelling, fostering independent learning at an early age
Year 1/2 Excited to have access when neededFrustrated with teaching students how to use…Allowed students to experiment and make movies
Year 4/5
How Does Your Garden Grow Global ProjectDistrict and Global Leadership1:1 iPad – personalized learning
Amy’s Story
Year 3 Let go of earlier practices and began trying to figure out independent learning
Grant Proposal
Laptop cart of 20 MacBooksExtensive development of online learning, global participation with community involvement fostering independent learning practices
Year 2 Learned everything about MoodleLearned everything about SMARTBoard, starting presenting
Year 4Matrix of learning opportunitiesThe biggest change was within herself – facilitator of student learning
Ann’s Story
Year 3 Risk taking increased – joined Facebook
Grant Proposal
Laptop cart of 20 MacBooks to be shared with other teacherEnduring understanding, wants to change and need to change process, more student directed, students have to find information, take research to next level to present to other students, make sure learning in meaningful
Year 2 Summer courses – from high anxiety to comfort with being a learner
Year 4 1:1 iPadFigured out how to create and share Educreations videos for group
Evidence
Explain how technology makes student learning better or how you could not do this without the technology.
Identify the content area(s) or target(s) or skill(s) that will be impacted by your instruction with technology.
An analysis of the impact that using technology had on student learning. In other words, describe and provide the data that shows a positive impact on student achievement using examples from your collection of evidence.
What you ask for is important.
Example of Evidence: Kara
Analysis
Independence increased Achievement goals were reached
Learning
Reach individualized goals in writing Foster independence Increase student engagement
Rationale
Students who struggle with writing show their learning in other ways because their learning wasn’t stunted by the laborious task of writing.
Technology: Write Out Loud, StoryMaker, Font Size, Voice Recorder App
Goal: Technology can be used to meet diverse learning needs. It provides the opportunity for students to design and express their learning in different ways.
Artifact
Teacher Reflection using VoiceThread
Independence, creativity, motivation and achievement increase when a technology tool is matched to a student’s writing needs and exposes them to a variety of writing experiences.
Video Montage
Data Collection
Example of Evidence: Andrea
Analysis
Student surveys indicated that digital communication does have an effect on a student’s sense of belonging. Breakdown in community results when there are differences in access.
Learning
Increase student achievement by fostering a sense of belonging within the digital space
Rationale
Builds relationships beyond the classroom
Goal: Technology opens the world to each person. Making global connections and building relationships enhance and extend learning.
Technology: Edmodo, Facetime, iMessages
Artifact
iBook
Fostering a sense of belonging through the use of online communication tools such as Edmodo has a positive impact when all students have access and are included.
Student Surveys, Usage Analytics
Data Collection
Example of Evidence: Julia
Analysis
“I think the kids realized that just because students may live in other states, it doesn’t mean that they are different, they are actually quite the same.”
Learning
Compare and contrast different things about Wisconsin through research.
Rationale
Faster results to research queries
Learn more through talking and listening to people from outside of the state.
Goal: Technology opens the world to each person. Making global connections and building relationships enhance and extend learning.
Technology: Skype, ePals, Global Projects, Student Surveys
Student confidence, ownership over their learning and leadership increase when student actively plan and participate in Skype experiences with other children and experts from around the world.
Video, Student Reflections, Writing samples
Data Collection
Artifact
DVD
Key Message
To have a technological connection between the district, school, classroom, and personal level Grant Process, Support from district and School Board Professional development consistent across the district
To understand and know the stages that teachers experience as they bring technology into their classroom and move toward transformation Recognition that it’s ok to be where you are, but with a need to move Administrative support for teacher leadership and collaboration
To establish evidence are artifacts that articulate student learning through technology. Need for accountability as resources are allocated Demonstration of benefits of applying technology
Technology is about people, not technology.
Technology
Transforming learning through technology is like baking a layered cake.
Homemade is best! It’s messy. It’s not easy. You need patience. But in the end, it’s worth
the wait!
Questions?
Therese Jilek, Director of Technology & Instruction, tjilek@hartlake.org
Dr. Glenn Schilling, Superintendent, gschilling@hartlake.org
Hartland-Lakeside School District, www.hartlake.org
?
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