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

?