Challenges and 21 - o.b5z.neto.b5z.net/i/u/10063916/h/cass magazine/casb_fall_08.pdf ·...

The official magazine for the College of Alberta School Superintendents

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4 Fall 2008 • The CASS Connection

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The CASS ConnectionThe official magazine for the College of

Alberta School SuperintendentsFall 2008

Published for:The College of Alberta School

Superintendents#1200, 9925 – 109 Street

Edmonton AB T5K 2J8Phone: (780) 451-7106

Fax: (780) 482-5659Email: [email protected]

www.cass.ab.ca

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©2008 Matrix Group Inc. All rights reserved. Contents

may not be reproduced by any means, in whole or in part,

without the prior written permission of the publisher. The

opinions expressed in this publication are not necessarily

those of Matrix Group Inc.

Messages: Message from the Minister of Education, Dave Hancock Message from the CASS President, Paulette Hanna

Focus On...The 21st Century Learner: A Conversation About 21st Century Learning Today’s Students: Reconciling Their Technological “Reality” With Their School’s Rules New Technologies in Support of the 21st Century Learner in a Small Regional Education Authority Addressing the Needs of the 21st Century Student in GYRD My smmr hols wr CWOT. Yours?—Educating the Digital Generation

Network Building and the New Literacy

Health and Wellness: Creating a Healthy Work Environment

Looking at Assessment: Finding Our Way: Connecting Assessment and Reporting Accountability Pillar Clearinghouse

Get to Know CASS: About CASS Calendar of Events

Buyer’s Guide

ON THE COVER: This issue The CASS Connection

looks at the 21st Century learner and how schools,

teachers, students and parents are adapting and thriving in this

technological age.

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The College of Alberta School Superintendents 5

The official magazine for the College of Alberta School Superintendents

the Fall 2008

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Challenges and Changes toSupport the

Century21st

CASSCONNECTION

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A s Minister of Education, I am

pleased to extend my thanks to

all school superintendents for the

smooth, successful start to the 2008/2009

school year.

The highest priority of the education sys-

tem is the success of each student, which

results from the hard work and commitment

of many education stakeholders. The College

of Alberta School Superintendents (CASS) is

essential to ensuring Alberta’s education sys-

tem is flexible and anticipates student needs.

Education continues to develop a cur-

riculum that meets the needs of the 21st

The Honourable Dave Hancock | Minister of Education

century learner. Diversity of student needs

and abilities, new and emerging occupa-

tions and careers, shifts in family struc-

tures, research into how students learn,

and increased use of technology have all

impacted teaching and learning.

By supporting student-centered learn-

ing in and between classrooms, homes,

communities and beyond, we are providing

opportunities for learners to work at their

own pace and customize their learning.

With the continued support of CASS

and other education stakeholder organ-

izations, Education will continue to help

all students find their passion and achieve

their potential.

I appreciate the dedication and leader-

ship of Alberta’s school superintendents in

helping to improve, promote and champion

education by making important decisions at

the local level.

I look forward to continuing to work

with CASS members to improve stu-

dent achievement, share research and

develop strategies based on best practices

to ensure Alberta’s K-12 system remains

highly recognized, nationally and inter-

nationally. n

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Paulette HannaPresidentCollege of Alberta Superintendents

that identifies four key areas for action.

The first key action area is “Leadership

Development”. The positive leadership

initiative, Moving and Improving: Build-

ing System Leadership Capacity, under

the direction of Rick Morrow, is the key

strategy to achieving this outcome. This

initiative is an opportunity for school sys-

tem leaders to collaborate and to develop

a uniquely Alberta Framework for Success

to improve student learning.

This project has moved from the

design phase into the implementation

phase. Pilot projects will operate in ten

school jurisdictions, to validate and

further develop the Framework for Suc-

cess. Information about the pilots will be

shared with all senior education leaders.

You can look forward to participating

in a Research Symposium led by CASS

in cooperation with the University of

Alberta, the University of Calgary, the

University of Lethbridge, and Campus

Saint Jean in November 2008. CASS

is also planning a Leadership Academy

for June 2009 to share information,

W e are off to a great start of

another school year and I am

honoured to have the oppor-

tunity to serve as President of the College

of Alberta School Superintendents for the

2008/2009 term. I look forward to working

with the executive and the membership to

achieve the CASS vision of “leadership excel-

lence for world-class public education”.

This is an exciting time in education

as we meet the challenges and change

to support the 21st Century learner.

As the professional voice of system

education leaders, CASS is providing

expertise, advocacy and advice that is

improving, promoting and championing

public education. With four years of

collective bargaining peace ahead of

us, we have an opportunity to focus on

enhancing opportunities for each child

to enjoy learning success and to make

daily progress toward achieving his or

his life potential. The stage is set to col-

laborate with our educational partners,

Alberta School Board Association, Asso-

ciation of School Business Officials of

Alberta, Alberta School Councils’ Asso-

ciation, Alberta Teachers Association,

and Alberta Education on a number of

significant joint ventures that will bene-

fit all students.

In June 2008, the CASS Executive

developed a Three Year Strategic Plan

This is an exciting time in education as we meet the challenges and

change to support the 21st century learner. As the professional voice

of system education leaders, CASS is providing expertise, advocacy and

advice that is improving, promoting and championing public education.

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in CASS as well as the government it

is imperative that CASS build under-

standing and support among the mem-

bership, stakeholders, the Minister of

Education, and the Deputy Minister of

Education.

Even though at the present time

CASS is not legislated as a professional

organization, members will model a

professional learning organization by

implementing the CASS Professional

Standards of Practice once they have

final approval at the Issues Forum in

November 2008.

The third key action area of the

strategic plan is to re-examine the

structure and operation of CASS. The

CASS structure must be aligned with

the organizational priorities. A method

for rapid and complete communication

must be established to relate emergent

issues to the membership. The by-laws

and committee structures need to be

reviewed to determine if they support

CASS in achieving its vision of “leader-

ship excellence for world class public edu-

cation”. All symposia and forums must

reflect CASS priorities.

The fourth key action area is, “Con-

tinue Relationships”. CASS must build

and nurture strong, productive rela-

tionships with stakeholders, and educa-

tional partners. When developing these

relationships CASS priorities must be

identified and applied to the partnership

and provincial, national, and even inter-

national opportunities to work together

should be considered.

CASS needs to build productive

internal relationships. It is necessary to

explore ways to increase CASS member-

ship and engagement. It is through the

Zone structure that CASS is so strong. I

encourage all members to find the time

to attend your Zone meetings as well as

the provincial CASS events offered to

support excellence in school jurisdiction

leadership.

We have an exciting year ahead. I

am looking forward to working with

you and collectively meet the challenges

and change necessary to support the 21st

Century learner. n

combine the research and to affirm

improvement practices.

Leadership development will also be

achieved as CASS continues to exemplify a

learning organization. CASS will continue

to enhance leadership capacity by continu-

ing to host events such as the Issues Forum,

Human Resource Symposium, Spring Con-

ference, Start Right, Leading for Learning,

Curriculum Symposium, Special Education

Symposium and other learning opportun-

ities that are presented for CASS to con-

sider.

10 Winter 2008 • The CASS Connection

The second key action area is “CASS

as a Professional Organization”. The

CASS executive continues to focus its

efforts on gaining professional status,

thereby increasing our accountability to

our Boards and the public. Much work

on this venture has been completed in

the past and great momentum has been

gained. Changes in the government and

the Ministry of Education have caused

the executive to regroup and develop a

new action plan to move this important

initiative forward. With new members

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R ocky View School Division

(RVSD) is a medium-sized div-

ision with about 16,000 stu-

dents, in Alberta Canada. Over the past

year, we have aggressively embarked upon

a voyage towards 21st Century teaching in

a 21st Century learning environment.

The impetus for this direction comes

from multiple fronts—stakeholder feed-

back, current theory and practice, the

introduction of new technologies in the

schools, and a belief that in order to best

serve our students, this direction is abso-

lutely necessary.

However, upon embarking, we found

that there were, and are, many questions

that need to be answered. For example:

How can an entire school division move •

along the path to 21st Century learning?

What are 21• st Century skills?

How should these skills be taught?•

What teaching approaches and meth-•

odologies are consistent with 21st

Century learning?

What does a 21• st Century classroom

look like?

This article is a “snap-shot” view of

only some aspects of this journey. The

picture is incomplete; it is simply a cur-

rent summary of a complex process, with

the hope that you learn something from

what we have, and are, going through.

The article offers a somewhat unique

perspective by combining the views of

myself, a Senior Executive, and Barry

Allen, our field-based resident expert.

He is one who, through “embedded

coaching”, facilitates classroom teachers’

expansion of their instructional reper-

toire to effectively unleash the power of

technology. We’ll take a “big-picture”

view first, then, in order to communicate

the process of supporting teachers in

their classrooms, we move to a conversa-

tional mode.

The divisional planning processRocky View School Division is man-

dated by the government to produce a

“rolling” three-year Educational Plan.

The norm for these plans is the produc-

tion of a document stating divisional

goals and outcomes, generated from pri-

orities derived from Alberta Education’s

standardized assessment measures. Last

year a decision was made to develop our

three-year Education Plan based upon,

By David Peat, Ph. D. & Barry Allen, B. , B.Sc (HK), B. Ed., (Apple Distinguished Educator)

A Conversation

About

Century Learning

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professional development. A conversa-

tion between Barry and myself addressing

these issues and recorded as a pod-cast,

is summarized in the next section. The

process of “embedded coaching” used by

Barry and the team is one of the means

used to support teachers as they move

their instruction into the 21st Century.

Describe the 21st Century Learning Model? Why was it developed?

Improved learning for each pupil is the

central point. In the initial planning day

with teachers, a goal is established for the

day, keeping in mind this central focus.

The blue ring (Figure 1) is important,

since it shows the three main educational

approaches for planning: Understanding

by Design (Wiggins & McTighe, 2005);

accommodation, Universal Design for

Learning; (Rose & Meyer, 2002, Tom-

linson & McTighe, 2006); and enhan-

cing assessment, Assessment for Learning

(Davies, 2000). These three approaches

interact with one another; Understanding

by Design guides the planning process;

Universal Design for Learning ensures that

accommodations are planned for and put

into place to allow for all learners, and

Assessment for Learning is how teachers

check that understanding is in place and

speaks of a significant positive relation-

ship between district leadership and stu-

dent achievement when there is col-

laborative goal setting with all relevant

stakeholders leading to non-negotiable

goals for achievement and instruction,

and when these goals are then aligned

throughout a district. In line with

this thinking, RVSD’s The Three-Year

Educational Plan will be implemented at

all levels throughout the division, with

strategies to support the implementation

of each goal generated by all divisional

departments, with school staff’s discuss-

ing, then infusing strategies for imple-

menting the three-year plan within their

own School Education Plan, and finally

with teachers aligning their personal pro-

fessional development goals to the plan.

21st Century learners and classroomsIn order to move schools and class-

rooms towards an education system pre-

paring students for the 21st century, more

is needed than just an understanding of

the skills necessary for both students and

teachers. This knowledge needs to be

coupled with an understanding of what

21st Century learners are and a vision of

what 21st Century classrooms should look

coupled with targeted, on-going teacher

in addition to Alberta Education’s assess-

ments, stakeholder and staff perspec-

tives about what they view as the ideal

educational system for the 21st Century.

This decision resulted in a year-long,

extensive process of seeking stakeholder

input through a series of structured focus

groups.

All the stakeholders’ focus groups

clearly identified the need for preparing

students for the 21st Century, and spoke

about the need for students to be techno-

logically literate. This led to the develop-

ment of a Three Year Educational Plan,

2008-2011 (RVSD, 2008) containing

Goals, Outcomes and Outcome Measures

clearly related to this identified need. It

was also decided that if the goals and

outcomes were to be met, it was neces-

sary to include all staff and students as

learners, with the goals applying equally

to everyone. Many of the goals, outcomes

and strategies refer specifically to “21st

Century Learners” (RVSD, 2008).

It is difficult to design outcomes

and strategies around goals that are ill

defined. It is apparent that a concrete,

explicit conceptualization of the 21st

Century skills needs to be articulated

throughout the division. To guide this

process at this point, we find that the

most comprehensive source of informa-

tion about 21st Century Skills is pro-

vided by the Metiri Group (Lemke et al,

2008), through work commissioned by

the North Central Regional Educational

Laboratory (NCREL). The information

provided is ideal for our purposes; it

provides a common understanding of

what enGauge 21st Century Skills and acts,

“as a platform for the shifts in school

policy and practices necessary to give our

students the education they require in a

knowledge-based, global society (preface,

Lemke et al, 2008)”. Not only are 21st

Century skills clearly articulated based

upon an integration of research, but a

Continua of Progress characterizes what

each skill would look like in practice and

provides teachers with clear criteria by

which to gauge students’ progress.

Waters and Marzano’s paper, School

District Leadership that Works (2006), Figure 1.

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pivotal, because the project’s focus is on

improving learning for all students. The

embedded coaching team has members

from three central office branches—tech-

nology, support services and instruction;

this models for the schools and teachers

that all the resources of the division are

working jointly towards improving learn-

ing for all students.

Describe the process used in the classroom with teachers to facilitate their becoming adept in the skills required for 21st Century teaching

The first step is establishing key under-

standings about the teacher’s subject area.

The process begins by talking to teachers

about Understanding by Design, the fact

that we need to begin with the end in

mind. I ask them, “what is it that you

really want the students to understand?”

Tied in with this is the notion of clear

targets; in order to help them see what

it means to begin with the end in mind,

they are shown some samples of previous-

ly built units of study that incorporate all

of the features being talked about. Then

we start the planning process by identify-

ing key understandings—“what is it that

students really need to understand from

the Program of Study ? What matters

most?” This does two things. It makes

the teachers think in depth about their

subject matter and it also refers them

back to their Program of Studies that the

school system is mandated to uncover.

I prefer the term “uncover”, referring

to the inquiry stance that this process is

Therefore, in generating the model, it

became really important to show how

the various topics fit together. The outer

ring informs the three key approaches,

with the focus being improved learning

for each student.

This model accounts for the need of

teachers to apply new knowledge on a

long-term basis. It allows the teachers to

continuous use the knowledge learned as

they improve learning for each student. It

is a model for internalizing; if you don’t

use it, you lose it. It is important that

not only teachers but also administrators

internalize new knowledge through its

application; the model should guide the

way administrators work with their staff

in designing professional development at

the school level.

Divisional perspective If schools and teachers are expected

to improve their instructional practice

in order to support 21st Century learn-

ing, they need a clear model of what

this looks like. It is important that the

model be one that can be consistently

implemented throughout the division.

Certain schools can be emphasizing in

their professional development differ-

ing aspects of the outer ring, but the

efforts of all schools is towards improv-

ing learning for each student. Their

individual school emphasis reinforces the

middle blue ring, which is the on-going

work taking place in the classroom. This

year, in RVSD, through the One-on-One

Mobile Computing project, this has been

that learning is enhanced through con-

tinuous feedback.

The outer ring is an informing ring

for the three key approaches of the blue

inner ring. The factors shown are cur-

rent, strong, research-based pedagogical

approaches. All of the informing fac-

tors help to reinforce that what is most

important is the teaching methodol-

ogy; technology is used to support and

enhance the teaching. A good example of

this perspective is Mindtools (Jonassen,

D. 2000)—engaging pupils in critical,

creative and complex thinking while

using technology, rather than technology

being an activity on the side. The same

applies to assessment. When technologies

are used in assessment processes, we want

them to be used to produce a photo-

album for assessment—multiple pieces—

a portfolio, rather than a snapshot. The

depth of knowledge and experience con-

cerning the methodologies of the outer

ring enhances the use of the approaches

of the inner ring.

One of the reasons that this diagram

was developed goes back at least 10 years.

Over that time, teachers have voiced

a concern that every year a new topic

is tackled in professional development;

one year it is multiple intelligences, next

year metacognitive instruction—now

we’re doing collaborative learning, next

cooperative learning, now it is the critical

thinking era. There seems to be neither

rhyme nor reason to the various topics

chosen, nor time for in-depth applica-

tion before the next topic is introduced.

The 21st Century classroom should be a context that is enquiry stacked and project-based—where teams of people are working together, then coming apart to work individually. Teams work collaboratively online and face-to face, the environment is rich in technology, with access on a “24/7” basis.

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It seems that key understandings should go across multiple curricula. How do you take this into account?

It is not very long that units of inquiry

move across subject areas. Teachers begin

to see that in order for students to arrive

at key understandings, content from

other subject areas needs to be woven

into their units.

Once we’ve mapped out the lists of

questions and understandings, there is a

check concerning whether or not they are

consistent with outcomes in the Program

of Studies. Often we find end up looking

at multiple Programmes of Studies and

map in the outcomes that we are “uncov-

ering” in our unit of study.

The next step is looking at how

we are going to assess students. How

will students show or demonstrate their

knowledge of the key understandings?

Assessment evidence is tied to a learn-

ing plan. The learning plan is an overall

guide to the unit, identifying milestones

along the way. This is when Universal

Design for Learning and Assessment for

Learning practices are explicitly brought

to the forefront of the conversations.

This is where we start taking a look at

multiple ways of learning and multiple

forms of representation. How do we give

every student a fair chance at showing

that they understand? Multiple literacies

are considered; as we build assessment

evidence, multiple forms of representa-

tion are encouraged (e.g., oral literacies,

written literacies, visual literacies). The

perspective emphasized is that every-

one—all students—should be given the

opportunity to display success.

Further triangulation is needed

for assessment—not just products are

taken into account—as well, evidence

of learning is also gathered during mul-

tiple conversations and observations.

Conversations, providing the student

with descriptive feedback, are a major

understandings of the content necessary

in order to discuss these issues? The

essential questions are then mapped out

(e.g. discussed and shown on the wall

with the LCD projector) with the key

understandings. Guiding questions for

the teachers are, “are these essential ques-

tions targeting the key understandings?

Are there essential questions for each of

the key understandings?” This process

guides the teachers to see that the student

investigations or enquiries based around

essential questions lead to the students’

to arriving at key understandings. The

questions are posted on the wall, as well.

They are global, open-ended and are

arguable (e.g., what about this?).

This process of arriving at key under-

standings and essential questions about

the subject matter is a major task and

takes about half a day. At the end of the

process, there is a base set of about three

key understandings and about three or

four essential questions. Remember that

the students will use these essential ques-

tions to drive their classroom enquiry.

They will edit or pose other essential

questions as they work through their own

enquiries. One of the key student goals is

that the students themselves will be able

to develop questions in the classroom.

As you do this, how do you take into account the developmental level of the students?

The understandings are written in

kid friendly language and posted in the

room. It will be a kid friendly version of

the understandings, but in order for the

students to actually develop an under-

standing, it will involve their engaging

in discussions, projects, research and so

on. In other words, the understandings

are pegged at a level above the student’s

current understanding; if not, why would

we engage in this process? At this point,

there isn’t a lot of concern about accom-

modating a range of learners; the empha-

sis is on the subject matter. Later in the

process, working with the students, our

expectations of the students related to the

understandings are tailored to a range of

learners—using Universal Design.

meant to facilitate, rather than “cover”,

which is a more static and content-driven

perspective. This process takes a long

time, at least half a day.

Part of the process involves model-

ing 21st Century learning by setting

up an LCD projector connected to a

laptop, and working with a small team,

no more than six at a time, preferably

four. It must be a collaborative team that

will continue the conversation, with life,

afterwards. The school team members

are ideally teachers who are working on

a common topic (e.g., all grade 4 social

studies teachers and the resource room

teacher). Those from the division also

work as a team and as well as myself from

the technology branch, there is a person

with a strong knowledge base in assistive

technology and students with special

needs from the student support branch

and one curriculum specialist, from the

instruction branch. The role of this div-

isional team is to bring the process to the

table, not impose subject matter.

We project the Program of Studies

on the screen, provide the participants

with a planning framework, explicitly

called, ‘key understandings’ to begin the

discussion. I act as the recorder; I capture

their sayings. It’s like ‘brainstorming’—

nothing is wrong—we put it all down,

then edit together. What is a “key under-

standing” for this subject matter? Most

of the time it is the teachers that are

throwing ideas out; they begin to see the

difference between content information

versus understanding about what matters

in the subject area. Once the key under-

standings are established, we move on

to the second step, generating essential

questions. Throughout this process, the

teachers are honoured—it is their unit of

study, they are the subject experts—the

divisional team acts to support and guide

the process.

Essential questions are those that will

drive the exploration of the subject mat-

ter. Are there questions of debate in

the field that the experts are arguing

about? Are there issues in the news that

are related to the subject matter? In

order to discuss these issues, are there

Websiteswww.elearning papers.eu

www.metiri.com

www.readingmadeeasy.ca/accessibilitysuite.php

www.rockyview.ab.ca

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component of this inquiry approach.

These conversations, in terms of the

standard of the work, the quality, can

be provided by the teacher, but are also

encouraged to take place peer-to-peer.

Students engaging in these day-by-day,

moment-by-moment conversations leads

to an exponential increase in the feedback

received by them about their understand-

ings (Davies, 2004).

Observations are also crucial to class-

room assessment. It is important that

teachers take the time to observe what

is happening in the classroom, to write

down their anecdotes, to see the evidence

in another light, not just the product

mode. Observations add richness and

depth to information gathered through

conversations and products.

This conversation with the teachers

about acceptable assessment evidence

is also a rather lengthy one. Teachers

begin to see that assessment is a process

of building evidence over a period of

time; it is a process of checkpoints along

the way of the inquiry process. We

want to ensure that they students have

success by providing constant feedback

along the way, not just waiting to the

end for the product submission or the

test result. Assessing their understand-

ings through the development of a ser-

ies of authentic tasks is now discussed.

Critical, creative and complex think-

ing is embedded in these tasks; they

are designed so that they will neces-

sitate the students addressing the key

understandings and essential questions.

Technology provides the tools used in

Classrooms are blended environments where teachers pro-vide lessons on topics, where students explore and gather information through viewing and/or listening to devices, then take the time to reflect and analyze information, fi-nally coming to the stage where they have discussion and debate around their positions.

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increases conversations, access and shar-

ing. In other words, students are provid-

ed with publishing environments, where

the power of learning is given back to the

students and the students themselves add

to the subject knowledge base.

Foundational to student’s accessing

the curriculum in a 21st Century class-

room is the ability to read. There are

some students, due to either a disability

and/or a lack of opportunity to learn,

who do not read at a level commensur-

ate with their peers, at a level where

have begun to use multiple, yet linked

plone sites which allow the creation of

blogs, wikkis, on-line conversations, the

co-creation of position papers, photo

sharing with discussions, teachers post-

ing images with questions and video clips

that are current, relevant and connected

to topics of curriculum. This allows cur-

ricula to be continuously current. Stu-

dents can go home and reflect on these

images, continue debates or conversa-

tions that began in school, on-line. Pro-

viding these tools enriches classrooms,

this enquiry process.

What would you envision the 21st Century classroom to look like in terms of its organization, the way it operates and current technology in order to support 21st Century learning?

There is a major issue emerging—

students are more and more experiencing

a disconnect between what they are learn-

ing informally outside the classroom as

compared to the formal learning taking

place in school. “For younger people,

there is a danger that they will increas-

ingly see school as a turn-off, irrelevant

to their identities and to their lives (Att-

well, 2007).”

We need to move our schools away

from a teacher-centric model to a learner-

centric model, where students are con-

tributors to a process that guides their

learning within the context of the Pro-

gram of Studies. This process can be

facilitated through some of the strategies

detailed by Anne Davies (2004; Davies,

A. & Busick, K, 2007), for example,

teachers’ observations, records, inter-

actions and reflections, the co-creation

of rubrics¹ and standards, the use of peer

assessment and multiple ways of pre-

senting learning artifacts.

The 21st Century classroom should

be a context that is enquiry stacked and

project-based—where teams of people

are working together, then coming apart

to work individually. Teams work col-

laboratively online and face-to face, the

environment is rich in technology, with

access on a “24/7” basis. The classroom

on-line workspace mirrors the tools of

social networks out in the world, yet

is secure. There is the provision of on-

going opportunities for students to have

conversations and debates, with intense

access to multiple sources of information.

There are tools to support sharing images

and posting presentations on-line; the

audiences to whom these products are

shared is broad. In short, students are

engaged in meaningful conversations that

add knowledge to their fields of enquiry.

In Rocky View School Division we

CASB Fall 08.indd 19 10/16/08 9:15:21 PM


oral, written or in visual format.

Summary Moving school divisions, schools and

classrooms towards policies and practices

that support 21st Century learning and

skills is no small feat; it is a challenge

for educators likely to last most of this

century! It is hoped that some of the

information and perspectives from this

article will be beneficial as we all journey

together, striving to prepare our students

for an uncertain and complex future. n

Note1 Rubric: A set of criteria or stan-

dards that the students have a conversation

around, with the teacher showing “what is

excellence”; a description of what it looks

like when it is done well; a standard to reach;

placed in web-site for self-evaluation.

move in or out of these spaces, listening

to documents, or downloading audio or

video versions to be loaded onto their

ipods or other media devices for continu-

ous access.

Classrooms are structured with major

tasks that students are working through;

these tasks include knowledge gathering

through the internet, knowledge building

under the guidance of a teacher, for example

through a “mini-lesson” about a particularly

difficult concept that the student needs to

learn. Classrooms are blended environ-

ments where teachers provide lessons on

topics, where students explore and gather

information through viewing and/or listen-

ing to devices, then take the time to reflect

and analyze information, finally coming to

the stage where they have discussion and

debate around their positions. There are

multiple means to access information and

multiple ways to present it back, such as

they are able to access grade-level textual

material.

Describe how a 21st Century learning environment allows a wider range of involvement for those students who have learning difficulties

Through classroom accessing of plone,

spaces on-line allow the placement of

Podcasts for students’ listening. As well,

tools are in the hands of teachers so that

they can easily transform written docu-

ments to oral versions. Both of these

approaches make it easy for students with

literacy difficulties to access information.

As well, tools are placed in the hands of

students that allow them to easily listen

to and manipulate digital text (Access-

ibility Suite, 2008). Classrooms that we

are gradually developing have technology

infused into them with students having

access to laptops or studio spaces. They

Investment in technology increased In spring 2008 the Alberta government invested over $55 million to broaden technology

initiatives in schools across the province. “Today’s students live in an interconnected world.

They are digitally literate and technology is part of their daily life,” said Education Minister

Dave Hancock. “Through these investments in innovative technologies, Alberta’s teachers are

empowering today’s learners and improving student success in high school.”

Budget 2008 included $18.5 million in new funding in each of the next three years to

support the further integration of technology in Alberta classrooms. This funding is on top

of the $36 million in ongoing funding included in the budget for enhancing and supporting

videoconferencing and online resources.

An additional government grant of $700,000 was allocated to the 2Learn.Ca Education

Society for the Video Conferencing Regional Leads Network (VC RLN) to support the edu-

cational system by developing the skills and human capacity required for the successful implementation of videoconferencing and associated

SuperNet applications.

“The Network provides Alberta’s teachers with the opportunity to take exceptional ideas about using technology for learning, and convert

those ideas into effective practice,” said John Hogarth, Executive Director for the 2Learn.ca Education Society. “We have seen exciting transfor-

mations in curriculum delivery and truly enhanced learning opportunities for students.”

The VC RLN is also a sponsor of the Video Conference for Hope, a student fundraising activity that was held during Education Week 2008,

involving 15 schools across Alberta. Students used videoconferencing technology to raise funds to build a school for street children in Nicaragua,

while learning the values of global citizenship.

The 21st Century classroom should be a context that is enquiry stacked and project based—where teams of people are working together, then coming apart to work individually.

CASB Fall 08.indd 20 10/16/08 9:15:21 PM


ReferencesAccessibility Suite (2008). Premier Assistive Technology. Retrieved Feb-

ruary 23, 2008 from www.readingmadeeasy.ca/AccessibilitySuite.php

Attwell, G. (2007). Personal Learning Environments – the future of

eLearning? eLearning Papers, 2, no.1. 9 pages. Retrieved February 12, 2008

from www.elearning papers.eu

Davies, A. (2004). Making Classroom Assessment Work. Courtney, BC:

Connections Publishing.

Davies, A. (2004). Finding Proof of Learning in a One-to-One Computing

Classroom. Courtney, BC: Connections Publishing.

Davies, A. & Busick, K. (2007). Classroom Assessment -What’s Working

in High Schools: Book Two. Courtney, BC: Connections Publishing.

Jonassen, D.H. (2000). Computers as Mindtools for Schools: Engaging

Critical Thinking. Columbus, OH: Prentice-Hall.

Lemke, C., Coughlin, E., Thadan, V. & Maratin, C. (2008). EnGauge

21st. Century Skills: Literacy in the Digital Age. Lost Angeles, CA: Metiri

Group. Retrieved January, 2008 from www.metiri.com.

Rocky View School Division (2008). Three-Year Educational Plan

(2008-2011). http://rockyview.ab.ca.

Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age,

Universal Design for Learning. Alexandria, VA: Association for Supervision

and Curriculum Development.

Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruc-

tion + Understanding by Design: Connecting Content and Kids. Alexandria,

VA: Association for Supervision and Curriculum Development.

Waters, J. & Marzano, R. (2006). School District Leadership that Works:

The Effect of Superintendent Leadership on Student Achievement – A Working

Paper. Denver, CO. Mid-continent Research for Education and Learning

(McREL).

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.).

Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2007). Schooling by design: Mission, actions

and achievement. Alexandria, VA: Association for Supervision and Cur-

riculum Development.

CASB Fall 08.indd 21 10/16/08 9:15:22 PM


A great deal has been said and

written about the “21st Century

learner” over the past 18 months.

One of the common themes emerging

from this discourse is that students today

are different from students 15, 10 or even

5 years ago. Much of this difference lies in

the area of technology, and more specific-

ally, communication technology. It is not

uncommon to see students as young as ten

years old with cell phones, or sitting in the

library or gathering area with their own

laptop computer or some other handheld

electronic device.

In 2001, Marc Prensky used the terms

“digital natives” and “digital immigrants”

when describing the differences between the

students of today, those who have grown

up in the digital world, and those of us

who have found ourselves surrounded by

an astounding amount of technology that

seemingly changes daily. The 21st Century

learner is a digital native, and there is no

debating they are different.

Students today have grown up with

24/7 access to broadband Internet, and this

access is not just from home and school, but

from the coffee shops they visit as well as

the phones they carry with

them wherever they go. Stu-

dents today text each other

constantly, “poke” each

other on Facebook, and

post videos on YouTube

with the greatest of ease.

Students today study online,

usually with several friends,

located great distances apart.

They share files, collaborate

on projects, and they do

this while listening to music

they have downloaded from

the Internet. Increasingly,

students today can

also do all of

t h i s

while watching each other through their

web-camera enabled laptop computers.

Students today routinely register for events

and/or classes online, they take online

courses, and they can access their personal

folders and files from almost any computer

in the world. They shop online, they bank

online, they apply for jobs online, and they

even keep up with their favourite television

shows with a combination PVR at home

and downloading commercial-free episodes

from CBC, CTV or iTunes, among others.

This does not even begin to touch the

multitude of podcasts available to download

to their MP3 players automatically each

evening.

In 2005 a research report entitled,

“Young Canadians in a Wired World –

Phase II” was published, which was the most

comprehensive and wide-ranging study of

its kind in Canada. The study looked at

the online behaviours and attitudes of more

than 5,200 students from Grades 4 to 11,

in French- and English-language schools,

in every province and territory. In that

study we learned that of the 5,200 students

surveyed:

44.1 per cent have their own MP3 •

players;

42.3 per cent have their own cell phones;•

42.2 per cent have web cams on their •

computers; and

These statistics do not include access to •

technology shared with other members

of the family.

What does all of this tell us? Students

today are different, they truly are digital

natives, and the natives are having an

increasingly more difficult time reconciling

their “reality” with their schools. While

students are connected in a multitude of

By Ron Eberts, Assistant Superintendent, Information Technology Services, Red Deer Public Schools

Today’s Students: Reconciling Their Technological “Reality” With Their School’s Rules

CASB Fall 08.indd 22 10/16/08 9:15:23 PM


to access web sites such as Facebook, You-

Tube, and Second Life, based on group

membership. For example teachers, or stu-

dents at the high schools, have greater access

to particular web sites than would middle

school or elementary school students.

Through the development of this

learning environment the opportunity

to move towards a 1:1 student-to-com-

puting device ratio is enabled within Red

Deer Public. The financial limitations

preventing the jurisdiction from provid-

ing computers to all students is circum-

vented by allowing them to bring their

own. Students that do not have their own

computing devices still have access to

those available at the schools. A network

for the 21st Century learner is enabled!

The research strongly indicates that

through the effective use of technology

for instruction, student engagement in

learning increases. It stands to reason that

an interested and more engaged student

is more likely to learn and achieve suc-

cess. Furthermore, a learning environ-

ment that is both authentic and relevant

to the student is also more likely to lead

to greater student learning and achieve-

ment. Red Deer Public Schools is just

beginning our journey towards a new

learning environment and there are many

challenges and opportunities ahead as we

move forward with this initiative. While

we, the digital immigrants, may never

truly understand the digital natives, the

fact that we have acknowledged that our

students are different, and we have taken

the first steps in trying to create a learn-

ing environment that they find relevant

and meaningful, means that we are head-

ing in the right direction. n

devices on the network in a safe and secure

manner, while still allowing those devices to

access the necessary resources for learning.

After an exhaustive evaluation process

Red Deer Public Schools partnered with

Bell Canada (www.bell.ca) and Enterasys

Secure Networks (www.enterasys.com) to

implement such a network. Over the course

of the 2007-2008 school year I.T. staff was

trained on the technical specifications and

configuration of the equipment; eighteen

schools and the Central Services building

had its network equipment replaced (wired

and wireless); and several weeks of creating,

testing, and deploying policies to the new

equipment took place. Countless hours

of planning, testing, and implementing

complex networking configurations have

resulted in seamless access to information

and resources for technology-users.

Students, staff or guest presenters/lec-

turers can bring their personally-owned

Wi-Fi or Ethernet-enabled devices and

connect to the district network with

“guest” access. This allows users access to

the World Wide Web without any poten-

tial negative consequences to district-

owned technology resources. Through

the Red Deer Public Schools Learning

Portal (Portal.rdpsd.ab.ca) students or

staff can access district-specific resources,

such as files located on local servers, or

internal applications or resources, such

as our learning management software.

Any teacher-created resources, such as

podcasts or video clips, can be accessed

through a remote desktop session, or

through direct access to shared folders

made available by the teachers.

Technology has been implemented

that allows Windows-based computers

ways, they are continually being asked

to “unplug” from each other when they

come to school. They are often denied

access to collaborative websites such as

Facebook or YouTube; they are often

denied access to communication devices,

such as personally-owned computers or

cellular phones, in class; and they are often

denied opportunities to share and collabor-

ate in virtual environments like Second Life.

Fortunately, for the students of today,

education is changing. The rise of many 1:1

student-to-computer initiatives in Alberta,

and elsewhere, is one example of how

education is beginning to catch up with

today’s students. The problem, however,

with 1:1 laptop initiatives is the great cost to

implement them. Even with a moderately

priced laptop computer, at $900, it could

potentially cost over $600,000 for a school

jurisdiction like Red Deer Public Schools to

equip each grade 9 student in the district. If

consideration was given to equip every high

school student in Red Deer Public, that cost

would jump to over $2.8 million!

Given the reality that such a very large

number of students already own comput-

ing devices of some sort, Red Deer Public

Schools decided to move in a slightly dif-

ferent direction. Rather than attempt to

provide a district-owned computing device

to every student, creating an environment

in which students could bring in their

personally-owned devices was proposed. In

June, 2007, the district issued a Request

for Proposal to see if it might be possible

to partner with a networking vendor to

implement a network infrastructure that

would both allow the high level of stability,

reliability and access that students and staff

enjoyed already, but also allow “foreign”

While students are connected in a multitude of ways, they are continually being asked to “unplug” from each other when they come to school. They are often denied access to collaborative websites such as Facebook or YouTube; they are often denied access to communication devices, such as personally-owned computers or cellular phones, in class; and they are often denied opportunities to share and collaborate in virtual environments like Second Life.

CASB Fall 08.indd 23 10/16/08 9:15:23 PM

CASB Fall 08.indd 24 10/16/08 9:15:24 PM

CASB Fall 08.indd 25 10/16/08 9:15:25 PM


For the Conseil scolaire catholique et franco-

phone du Sud de l’Alberta (CSCFSA), it is really

important to provide all the necessary tools to its

students, including new communication tech-

nologies, so as to help them become independent

learners, attain their full potential, and thus be

counted among Alberta’s and Canada’s future

leaders.

Pour le Conseil scolaire catholique et franco-

phone du Sud de l’Alberta (CSCFSA), il est très

important de fournir tous les outils nécessaires, y

inclus les nouvelles technologies, à ses étudiants

afin que ceux-ci puissent devenir des appren-

ants autonomes, développer leur plein potentiel

et s’inscrire parmi les futurs leaders de l’Alberta

comme du Canada.

T he adventure started in 2007-2008,

when CSCFSA received funding

from Alberta Education for the 1:1

mobile computing project. CSCFSA was the

only Francophone school district selected to

participate in this project sponsored by Alberta

Education. The 1:1 mobile computing project

promotes a teaching and learning environment

in which every teacher and student is provided

with a wireless laptop for continuous use in

school and at home. All Grade 6 students will

participate in the three year Emerge 1:1 Wire-

less Learning Project as well as their teachers.

The theme of CSCFSA’s initiative is

“Equity of Opportunity to Attain 21st Cen-

tury Skills in Francophone Learning Com-

munities”. Sixty-seven students, four teach-

ers, four schools and three administrators are

involved in this project. An expected result of

initiating the Grade 6 students to mobile com-

puting is the improvement of French language

competencies in the classroom, at home and

in the community. Students are given 24/7

access to technology and parent involvement

and support plays a key role. The 1:1 mobile

computing project aims to meet three main

objectives of the school board: develop in

students a sense of pride and identity to the

French language and Francophone culture,

improve their reading ability in French and

support the acquisition of 21st century skills.

It also compliments the district’s Cycle 3 AISI

project on using assessment for learning.

Alberta Education issued a Call for Propos-

als from Alberta school jurisdictions interested

in research-based one-to-one wireless learning

initiatives that supported specific educational

in a Small Regional Education Authority

LEFT: Initially, the students got acquainted with their new learning tool on an individual basis.

ABOVE: Within weeks, students moved towards working with a partner.

LEFT: By the end of the school year, students were engaged in collaborative learning.

New Technologies in Support of the21st Century Learner

CASB Fall 08.indd 26 10/16/08 9:15:26 PM


CSCFSA received funding from Skills Canada

Alberta in partnership with the Government

of Alberta, to enhance the CTS program at the

senior high level. The funds received are being

used to develop a CTS graphic art option

and a robotics program option. By provid-

ing new and exciting CTS courses at École

Sainte-Marguerite-Bourgeoys, it is anticipated

that a greater number of students will choose

to remain at the school after the completion

of their Grade 9 education and thus assisting

CSCFSA in attaining its goal of moving

towards equivalency in CTS for Francophone

Learning Communities.

The Conseil scolaire catholique et franco-

phone du Sud de l’Alberta sees the introduc-

tion of new technologies in the classroom

as a key component in meeting the challen-

ges of offering a well rounded education to

Francophone students who strive to master the

French language, contribute to the develop-

ment of their Francophone culture, while at

the same time acquiring an excellent know-

ledge of English language and preparing not

only to be proud and productive citizens of

Alberta, but also to be prepared for the 21st

Century workforce. n

In 2009-2010, 1:1 learning will involve •

students in Grade 6, Grade 7, Grade 8,

Grade 10 and Grade 11.

By 2010-2011, 1:1 learning will be pro-•

vided to all students from Grade 6 to

Grade 12.

CSCFSA opted for a dual grade per year •

implementation approach to ensure that

the Grade 12 students will have access to

1:1 wireless learning by the fall of 2010.

With Alberta Education’s Emerge Wireless

Learning Project, CSCFSA has access to a wide

variety of training and support for the teachers

involved in the project as well their school

administrators and the district’s Technology in

Education Consultant. With the experience of

the first year and the various workshops, par-

ticipants are now able to share their knowledge

with colleagues. Two Grade six teachers and

our Technology in Education Consultant will

present at the A.T.A.’s annual conference of

the Conseil français, in November 2008.

In keeping with the initiative of imple-

menting of the use of new communication

technologies in the classroom, CSCFSA

will broaden its CTS (Career and Technol-

ogy Studies) options at the secondary level.

goals within Grades 4 to 12. As a result, 20

school jurisdictions are part of the Emerge

1:1 Wireless Learning project, involving over

2,000 students using laptops as part of a

research project. The project also involves 200

teachers at 49 schools across the province.

Alberta’s 1:1 Wireless Learning Project was

initiated in response to a growing trend toward

one-to-one mobile computing. In addition, a

Community of Practice was formed in which

CSCFSA is an active member. The purpose

of the Community of Practice is to share

knowledge and practices, find solutions, build

innovations and build and share their collect-

ive intelligence through the process of initiat-

ing, implementing and researching mobile

computing over the next three years. The goals

of the Community of Practice are to:

Support a research-based, one-to-one •

mobile computing community of practice;

Further investigate the potential educa-•

tional benefits of one-to-one mobile com-

puting;

Identify technical merits and innovative •

practices in one-to-one mobile comput-

ing;

Share expertise, experience and lessons •

learned related to one-to-one mobile com-

puting; and

Inform and support one-to-one mobile •

computing implementations within

Alberta’s learning system.

As CSCFSA is a small school district, all

of the schools and the grade six students are

involved in this project. This facilitates the

sharing of a common vision throughout the

school district.

After twelve months of participation in the

project, students appear more confident and

comfortable in using computers as a learning

tool all the while developing critical thinking

skills, a main focus of the new provincial social

studies program of studies.

During the course of the first year of the 1:1

wireless learning project, CSCFSA studied the

option of implementing 1:1 wireless learning

at the secondary level. In May 2008, the Board

authorized a three year project starting in the fall

of 2008 which will lead to a full implementa-

tion of 1:1 wireless learning environment for the

grades 6 to 12 students by the fall of 2010:

In 2008-2009, 1:1 learning will involve stu-•

dents in Grade 6, Grade 7 and Grade 10.

CASB Fall 08.indd 27 10/16/08 9:15:27 PM

CASB Fall 08.indd 28 10/16/08 9:15:30 PM

CASB Fall 08.indd 29 10/16/08 9:15:32 PM


A s contemporary educators we are

all aware of the challenges that

teachers and administrators face

in addressing the diverse learning needs

of today’s student. Mainstream educators

are often frustrated with the dichotomy of

the need to respond to learners within the

confines of a world of logistical and assess-

ment realities. So how does a pragmatic

school division move towards excellence

and equity for all students?

To answer this question, we must first

acknowledge that students and parents hold

the expectation that the school system will

address the diverse learning needs of the stu-

dent, and will enable the student to explore

and develop a wide array of knowledge,

skills and attributes during their kindergart-

en to Grade 12 education. If we, as school

systems are to meet and exceed these expect-

ations, it takes significant innovation on

the part of teachers. In Grande Yellowhead

Regional Division (GYRD) success in meet-

ing these student needs is achieved through

the creation of innovative support positions

and a somewhat unique partnership.

Innovation in student program develop-

ment and implementation began a number

of years ago when GYRD embarked on a

journey to move the system from good to

great. Key to this journey was recognizing

that improvement needed to go beyond aca-

demic success. The division needed to offer

students a broad program of studies where

success was measured by student enrolment

and student satisfaction in addition to the

Alberta Education Accountability Pillars.

Offering a broad program of studies,

that is deemed to be effective and successful,

required an understanding of the 21st Cen-

tury student learner’s interests, and also the

knowledge and skills these students would

require for the future. Being a rural and

sparsely populated school division in excess

of 350 km across also meant developing

programs that enabled all GYRD students

to access these courses to enable afford-

ability.

Today, GYRD students actively partici-

pate in a wide array of courses, programs

and curriculum enhancement opportun-

ities through video-conference. During the

2007-2008 school year, GYRD offered

32 course offerings in a semester or full

year timetable; 168 curriculum/program

enhancement activities with connections to

groups such as the Royal Tyrell Museum

in Drumheller, the Puppetry Art Centre in

Atlanta, Georgia, the Royal Botanical Gar-

dens in Hamilton, Ontario, the Alaska Sea

Life Centre, Rock N Roll Hall of Fame in

Cleveland, Ohio, the St. Louis Zoo and to

many other educational partners; and, addi-

tional collaborative projects with partners

across North America.

Expanded student program options

include video-conference courses such as

second language offerings in Cree, German,

Japanese, French and Spanish. Various CTS

modules are provided with courses focusing

on global issues which include visits to the

Mustard Seed organization and Habitat for

Humanity in Edmonton. An example of a

high interest and innovative course offered

within GYRD is Species at Risk. This new

three credit course offered in the spring of

2008 by videoconference involved research-

ers and wildlife management experts from

across Canada and Alaska speaking about

the work they do related to a specific spe-

cies at risk. For the 2008-2009 school year,

the wildlife sessions will be expanding into

a more international perspective with pro-

grams on gorillas in the Congo and lemurs

in Madagascar.

Enabling this innovative and unique

program is the GYRD funded video-con-

ference coordinator position. Dr Gordon

Booth, in this role, supports GYRD teach-

ers across the division in engaging students

in innovative learning opportunities. Since

its earliest beginnings in the 2000-2001

Addressing the Needs

Students at Grande Yellowhead Regional Division participate in innovate learning programs that promote the 21st Century learner.

By James Bartram, Dr. Gordon Booth and Dr. Dean Lindquist

of the 21st Century Student in GYRD

CASB Fall 08.indd 30 10/16/08 9:15:34 PM


have built capacity in key areas such

as curriculum development, information

technology, relationship building and

collaboration. This enables our system

to meet the diverse learning needs of

students. Students are learning within

an environment that supports a healthy

dichotomy of traditional classroom and

hands-on experiential learning. Innova-

tive programs and partnerships will con-

tinue to grow and evolve as our school

system strives to meet the diverse learn-

ing needs of the 21st Century learner. n

Key to building these successful pro-

grams for the 21st Century learner, teach-

ers are encouraged to take on leader-

ship roles in addressing student needs,

being innovative and entrepreneurial

in program development. Our division

has invested in positions to support the

teacher in the classroom, and placed

great confidence in the professional judg-

ment of those involved. Many of these

innovative programs have been estab-

lished through the hard work of staff over

an extended period of time. Teachers

school year with 2 courses, the program has

increased exponentially through the col-

laborative work between the coordinator,

principals and teachers.

Complementing the wide variety of

programs and curriculum enhancement

opportunities is a formal partnership

with Jasper National Park that provides

a number of high interest, high skill pro-

grams for students. James Bartram is the

GYRD teacher seconded by Parks Can-

ada to lead the development and imple-

mentation of a wide range of innovative

high school programs. From GIS and

GPS to backcountry travel, avalanche

safety and water navigation the programs

are grounded in the integrated delivery

of the Parks Canada mandate, to pro-

mote protection, experience and educa-

tion. The collaboration between Jasper

National Park and GYRD is highly bene-

ficial to all. Youth gain access to a wide

range of authentic expertise and facilities,

while Parks Canada has an opportunity

to assist students on their journey from

recreation, through personal develop-

ment towards active ambassadorship.

The programs facilitated by both Gor-

don Booth and James Bartram offer

whole class experience and curriculum

linked enhancement. A blending of not

only technologically mediated and face-

to-face instruction, but also a blending of

learning models and a blending of activ-

ities which cater to the different learning

styles, create programs which set students

up for success.

The answer for Grande Yellowhead

Regional Division successfully meeting

the needs of the 21st Century student

learner lies in a form of conceptual

pluralism. Core subjects are delivered in

GYRD schools in time-honoured fashion

and with a good deal of success. They

effectively prepare students for their

examinations and life beyond graduation.

At the same time, a broad range of virtual

and out of classroom programs supple-

ments this core. By reflecting the divers-

ity of the region, interests of students

and developing programs that validate

students individual skill sets, students are

empowered.

CASB Fall 08.indd 31 10/16/08 9:15:36 PM


CASB Fall 08.indd 32 10/16/08 9:15:37 PM


CASB Fall 08.indd 33 10/16/08 9:15:38 PM

T oday’s kids are dramatically differ-

ent from the way we were when we

were kids. I’m not talking about their

clothing, hairstyles, the body parts that they

pierce, tattoo, and expose, or even their music.

What makes today’s kids different is that they

are part of Instant Messenger generation.

For example, recently a 13 year-old girl

submitted an essay, which began: “My smmr

hols wr CWOT. B4, we ud 2go2 NY 2C my

bro, his GF & thr 3 :- kds FTF. ILNY, it’s a

gr8plc.”

Translation: “My summer holidays were a

complete waste of time. Before, we used to go

to New York to see my brother, his girlfriend

and their three screaming kids face-to-face. I

love New York, it’s a great place.”

Today’s students have grown up with video

games, cell phones, pagers, computers, the

Internet, and other digital wonders that define

their world. For them there has never been a

time when these technologies haven’t existed.

They are what Marc Prensky, a designer of

software games, calls “digital natives.”

Digital natives process and interact with

information, and communicate in fundamen-

tally different ways than previous generations

before them. Take Instant Messaging (IM), a

former of live conversation via computer that

can resemble the telephone party line of yester-

day. More than 19 billion instant messages are

sent everyday in the U.S. alone, a significant

portion of them by teenagers. As a result,

we’re seeing the emergence of rapidly evolving

hybrid write-speak language based on words

and pictures. Using just a few key strokes,

complex messages are rapidly composed, sent,

and instantly responded to from wherever:

bus, movie theatre, bedroom, classroom or

even the exam hall.

Meanwhile, many of us who

grew up in a relatively low-tech

world can’t comprehend this gen-

eration’s fascination with game

playing, instant messaging, blog-

ging and surfing the Web. That’s

because we’re DSL: We speak Digital

as a Second Language.

But there’s far more to this story that

meets the eye. Current research suggests that

the brains of the digital generation are different

physically and chemically. And they continue

to change.

Conventional thinking has been that each

of us, by age three, develop a fixed number

of brain cells, which then die off, one by one.

People have also believe that, regardless of race,

culture, and experience, we used our brains to

think in basically in the same way, using the

same neural pathways to process information.

However, over the past five years, neuro-

biological research shows that the brain con-

stantly reorganizes itself structurally through-

out life based on input and intensity. This

reorganization is called neuroplasticity—the

brain literally and continuously restructures

neural pathways.

But brains just don’t change by themselves.

They require sustained stimulation and focus

over long periods of time: several hours a

day, seven days a week. Learning to read and

write required just that: several hours a day,

seven days a week. Similarly, watching TV for

extended periods of time repro-

grammed our brains.

What does

several hours

Digital natives process and interact with information, and communicate in funda-mentally different ways than previous generations before them. Take Instant Messaging (IM), a former of live conver-sation via computer that can resemble the telephone party line of yesterday. More than 19 billion instant messages are sent everyday in the U.S. alone, a significant portion of them by teenagers.

My smmr hols wr CWOT. Yours?

—Educating the Digital GenerationBy Ian Jukes

CASB Fall 08.indd 34 10/16/08 9:15:39 PM


a day, seven days a week remind you of?

This is increasingly what’s been happening to

digital kids’ brains since the arrival of Pong

in 1974. Today, video games, computers,

cell phone, and a multitude of other digital

devices facilitate hypertext, interactivity, net-

working, random access, and multi-tasking.

These experiences are literally rewiring kids’

brains so they probably process information

differently that we do.

A new field of study known as neuro-

biology has emerged in the past few years.

This is the digital analysis of brain processes

using imaging scanners to digitally analyze the

brain’s thinking patterns at the molecular level.

If we were to take an electronic scan of our

brains and compare them to those of our kids’

brains, we would find that they use fundamen-

tally different neural pathways to process the

same information that we do.

This may explain why digital kids process

information differently from us digital immi-

grants, and it helps explain why they act the

way they do. It may also help to explain the

fundamental difference between our genera-

tion and theirs. Yet sadly, almost none of what

we have learned about how the brain functions

is being applied to learning or instruction.

The reality today is that increasingly high-

stakes testing and accountability are driving

education. We simply cannot pretend this

isn’t the case. How can we deal with the gap

between the issues of accountability, and what

the research tells us, while at the same time

addressing the growing dissonance between

digital kids learning and our DSL instructional

styles?

This isn’t about creating some far out

vision for learning in the future. Conversely

it’s not about continuing to fixate on the

past, on the back-to-basics mentality that

reflects yesterday’s world. As profession-

als we must continue to address the issues

of accountability on one hand, and the

abilities and preferences of digital learners

on the other. Therefore we must be fully

cognizant of the implications of not only

what is being taught, but also how it should

be taught. n

For a much lengthier examination of this

issue download The New Digital Landscape from

http://ianjukes.com.

CASB Fall 08.indd 35 10/16/08 9:15:40 PM


A recent article in The Wall Street

Journal paints an amazing picture

of a new world of technology that

is already upon us. It seems that IBM, still

one of the largest and most respected com-

panies in the world, has embraced a whole

slew of new social Web applications in a big,

big way. The company hosts over 26,000

weblogs that are published by employees,

has created over 20,000 wiki spaces for

internal collaboration, and has programmed

its own social bookmarking system (a la

delicious.com) to collect and share all of

the relevant and interesting resources that

people in the company find. And if that’s

not enough, the article notes that over

400,000 full and part-time employees at

IBM participate in “Blue Pages”, an internal

social networking site akin to MySpace, on

a regular basis.

In short, Big Blue is now IBM 2.0. Con-

trast that to most educational institutions

in North America, and the differences are

stark. In most schools, blogs are banned,

wikis are scorned and social networks are

taboo. And while some classrooms and

teachers have begun to dabble in the uses

of Web 2.0 (or Read/Write Web) tools, it’s

almost impossible to find systemic imple-

mentations for students and their teachers

that compares to the portrait above.

For that reason, and a variety of others,

I believe this is an incredibly challenging

moment to be an educator. As it stands,

most of us are locked in a system that

prepares students for a world that has long

since passed instead of a future that is

already here. And while the world continues

to change rapidly around us, our ability to

react to those changes is stymied by age

old beliefs about what education should

be, increasingly irrelevant expectations and

mandatory assessments, and our own lack

of understanding as to how these tools and

these technologies fundamentally change

the way we learn.

In this world, we can learn in spaces and

places that look, feel and act nothing like

our traditional classrooms—places where

we interact with people who are as passion-

ate as we are (if not more) about whatever

it is we want to learn; places where learning

is the focus, not tasks, not assignments, not

grades; places where we form communities

and relationships in deeply meaningful

ways, even though we may never meet other

members face to face. And the tools that we

use, the blogs and wikis and RSS feeds, are

not only ways to make our thoughts and

ideas transparent to the world and to collab-

orate freely with others. They are the tools

of network building, which for all intents

and purposes, is the learning literacy of the

21st Century.

The connections that this “new” Web

provides can be powerful on many differ-

ent levels, and—besides business—many of

our traditional institutions are feeling the

transformative effects. Take journalism and

media as one example.

Anyone with a cell phone camera can

now begin to report on the events of the

world well before the traditional journalist

even knows what has occurred. And the

music industry is going through a huge per-

iod of disruption as the file sharing capabil-

ities of the Internet render once lucrative

production and distribution practices irrel-

evant. Or, look at politics, where in the US

the “YouTube Campaign” is underway.

And if that’s not enough to convince you,

By Will Richardson

Network Building and the New Literacy

CASB Fall 08.indd 36 10/16/08 9:15:41 PM


questions like, “who can I trust?” “what

defines expertise?” “where can I find teach-

ers?” “how do I build a learning network?”

“who can I collaborate with?” And “what

does community mean?” The ways in which

they are able to answer these and other

crucial questions related to building learn-

ing environments online represent a new,

important literacy.

While there is no question that our

students will need to be able to read skill-

fully and write clearly, they must now also

become self-editors in terms of how they

consume the information around them.

While we used to be able to hand a student

a text and have a fair amount of confidence

in the information it held, more and more

of what we and our children read has

not been edited in the traditional sense.

Wikipedia, the encyclopedia that anyone

can contribute to and “edit”, is a great

example of how the information landscape

is changing. And when we read blogs and

other self-published sites, we are in fact

the editors who, in many cases, are able to

comment back to the authors with our own

corrections and additions. So we must help

our students become skeptical readers and

efficient editors, ones who can draw upon

and skills they will need to succeed? Those

who are more adept at quickly re-tooling,

at unlearning and learning anew, will be

the ones who flourish and adapt. And even

more, they will need to be able to constantly

find and learn to use the newest tools and

technologies to support their personal learn-

ing practice.

And in that environment, our students

need to be selfstarters, people who seize the

initiative and put their ideas into action.

Thomas Friedman, author of the best-

selling

The World is Flat, which chronicles

many of the changes that are occurring

around the globe due to these technological

shifts, says, “This is a world where if you

are not doing it, someone else will.” When

the competition for ideas is global, we need

to help students learn how to initiate and

lead projects of their own design, and to

take control of their own learning in the

process.

We also need to help our students

become self-selectors in terms of build-

ing their own personal, learning networks

and preparing them for a much more col-

laborative, open world. We need to give

them guidance and experience in answering

take a look at some of the “sermon sharing”

sites coming online. Religion 2.0?

School models are not changing, how-

ever. Whereas learning can now occur

24/7/365, our children attend school at

scheduled times and days. Whereas content

can be found everywhere, our students still

study from traditional texts and resources.

While our students can now do meaning-

ful work with real purposes for real audi-

ences, too often their work simply hangs

on classroom or hallway walls. And while

there’s no doubt they will need to be skilled

at global collaboration, the classrooms in

which they work are still defined by four

physical walls.

The reality is, however, that our students

are beginning to learn in new ways without

us. If they have a connection, they know

they can begin to build their own networks

around whatever they are passionate about.

Just look at MySpace or FanFiction.net.

They know that answers to their questions

are at their fingertips. Learning doesn’t stop

at the end of the school day or school year.

It continues, on demand. And they know

that there are many potential teachers out

there just waiting to be found.

Our challenge as educators right now is

to begin to reenvision our classrooms and

our practice in order to help our students

leverage these new connections and net-

works and, to put it bluntly, to stay relevant

in their learning lives.

And this requires thinking deeply about

the types of skills and literacies that 21st

century learners will need in order to be as

successful as they can be. Certainly, basic

skills like reading and writing will continue

to be important, though even those liter-

acies change when considering hypertext

environments. But more and more, the

skills that our students need to take with

them are those that will provide a strong

foundation for their own lifelong learn-

ing, ones that help them navigate a much

more complex and changing landscape of

information.

In a world where estimates are that our

current students will have changed jobs over

a dozen times by the time they reach the age

of 38, is there any doubt that they will have

to be self-learners in terms of the knowledge

As it stands, most of us are locked in a sys-tem that prepares students for a world that has long since passed instead of a future that is already here. And while the world continues to change rapidly around us, our ability to react to those changes is stymied by age old beliefs about what education should be, increasingly irrelevant expecta-tions and mandatory assessments, and our own lack of understanding as to how these tools and these technologies fundamentally change the way we learn.

CASB Fall 08.indd 37 10/16/08 9:15:41 PM


creating our own, personalized toolboxes

that can best support our efforts.

In addition, our students will need

to be self-publishers as they begin to use

the content they create to grow their own

personal learning networks. By sharing

their ideas in blogs, their bookmarks

in Del.icio.us, and the other content

they create on wiki or multimedia sites,

the Web allows them to build powerful

online portfolios of work. And more

importantly, that published work makes

them “findable” by other potential teach-

ers or collaborators. So our students must

understand the basic tools of publishing

and the ethics that go along with them,

and they must learn the basic skills of

communicating clearly. At the same time,

they must become self-protectors in order

to keep themselves safe from the perils of

the Internet.

Unfortunately, there are predators

“out there”, and, ultimately, some of our

students will put themselves at risk.

So we must make sure that they

are aware of those dangers, and that

they have the skills to deal with those

dangers should they appear. To simply

block “problem” sites like MySpace and

Wikipedia, for example, does nothing to

prepare them for the realities they will

face when they leave us.

Finally, we have to assist our students

to be self-regulators and to seek balance

in their uses of technology. We will soon

live in a world that is ubiquitously con-

nected, and the pressures to stay online

will only grow. It’s important that we

help our students understand the bene-

fits of powering down their connections

as well.

Navigating this very different learning

landscape requires us to rethink much of

what we currently ask of our students.

And, it requires that we rethink our cur-

riculum in systemic ways. Incorporating

these ideas and literacies must begin from

the earliest grades. It must simply become

a part of the way we do business in our

schools. And, it requires that we, as edu-

cators, be able to model effective learning

and network building for our students

at every turn. Our children must see us

must develop our own “folksonomies”

which we use to keep track of the content

we find. Folksonomies are characterized

by tags or keywords that we assign to

each photo or article or website as we save

it. And when we do save it, we save it to

various online content repositories like

Flickr for photos or YouTube for video

so that other people who are interested or

passionate about that topic might be able

to find it for themselves. And with the

wide variety of technologies available to

support that process, we must be adept at

information from a variety of sources, vet

those sources for accuracy, and synthesize

the information they find for relevance and,

ultimately, learning.

In this “new” world, when they do find

relevant and trustworthy information, our

students must be self-organizers who are able

to effectively sort and archive it for future

use. The problem is that the traditional

taxonomies that have helped organize our

information (namely the Dewey Decimal

System) aren’t nearly as effective in a digital

environment. So, instead of taxonomies, we

CASB Fall 08.indd 38 10/16/08 9:15:42 PM


continually learning, editing, organizing,

publishing and understanding the value

of all of that in our own practice. If we

don’t appreciate these changes and these

possibilities in our own learning, it will

be difficult for us to understand the shift-

ing pedagogies that are required to lever-

age their potentials for our students.

The list of reasons that we can cite for

not making these changes is long, and

many of the reasons are legitimate.

Many of our schools still do not have

the infrastructure to provide regular Web

access to our students, and many of our

children still don’t have access from

home. Ultimately, we must answer to

the measures of standardized tests, and

therefore we choose to stick to a cur-

riculum that is itself already tested. It’s

not uncommon for principals and super-

intendents to have little or no experience

with these technologies and therefore

be hesitant to support a teacher’s use of

them in the classroom. In many cases,

parents have been led to fear social

technologies instead of embrace them.

Finally, our own time to learn is limited.

But at the end of the day, I think

it’s incumbent upon us to make the

time, however possible, to rethink our

own learning practice as it relates to the

future of our students. There is little

doubt at this point that the work they

do will be in digital formats and require

an understanding of hypertext, that they

will be required to collaborate in deeply

meaningful ways, that they will have to

be able to find relevant information from

personally vetted resources, and that they

will depend on sophisticated networks of

learners and teachers to inform much of

what they do. And we need to understand

that for ourselves as well. n

Will Richardson blogs at Weblogg-

ed.com and is the author of Blogs,

Wikis, Podcasts and Other Powerful

Web Tools for Classrooms from Corwin

Press. For 21 years, he was an educator

in a New Jersey high school, 18 years as

a classroom English teacher and three

years as a technology supervisor. He can

be reached at [email protected].

We will soon live in a world that is ubiquitously connected, and the pressures to stay online will only grow. It’s important that we help our students understand the benefits of powering down their connections as well.

CASB Fall 08.indd 39 10/16/08 9:15:43 PM


Computers for Schools (CFS) is a

national, federal government-led initia-

tive that operates in cooperation with all

provinces and territories, the private and

volunteer sectors. CFS collects, repairs

and refurbishes donated surplus comput-

ers from government and private sector

sources and distributes them to schools,

public libraries and not-for-profit learning

organizations throughout Canada.

CFS was co-founded in 1993 by In-

dustry Canada and the TelecomPioneers,

the largest industry-related volunteer

organization in the world. The “delivery

agencies” for the CFS program in each

province are independent non-profit or-

ganizations. In Alberta that organization

is the Alberta Computers for Schools

Association. The Association’s Board of

Directors comprises representatives of

Alberta Energy, the Association of Pro-

fessional Engineers, Geologists and Geo-

physicists of Alberta (APEGGA), the

Alberta School Boards Association, the

College of Alberta School Superinten-

dents (CASS), Dell Canada, Microsoft

Canada, the Northern Alberta Institute

of Technology (NAIT), Stantec Corpora-

tion, TELUS Corporation, TELUS Com-

munity Ambassadors, Service Alberta,

and the Treaty Seven Tribal Council. The

Chair of the Alberta CFS Board is Ross

Plecash, P.Eng. (representing APEGGA),

and the Executive Director is Lucien Vil-

leneuve.

There are five computer refurbishing/dis-

tribution centres in Alberta:

In Calgary

Ernest Manning High School: a full-time

operation supervisd by Ron McWhinnie and

Harvey Northfield.

E-mail: [email protected]

Elbow Park TELUS exchange: a part-time

operation of Calgary’s Telus Community

Ambassadors Volunteers


In Edmonton

CFS Edmonton: a full-time operation su-

pervised by Rodger Stayer and Hal Martin


In Lethbridge

Lethbridge Community Network: super-

vised by Jim Campbell


In Brocket

Piikani Nation Secondary School: a pilot

project supervised by Ula Shirt


Alberta Computers for Schools dis-

tributes approximately 14,000 computers

annually. As of October 2008 they have

distributed over 111,000 computers since

the Alberta program began in 1994. All

equipment is provided free of charge with

two exceptions: schools are requested to

make transportation arrangements; and

“others” are charged $10 per Windows

operating system.

For more information go to www.cfsal-

berta.ca.

Computers for Schools available in Alberta

CASB Fall 08.indd 40 10/16/08 9:15:43 PM


Your Industry is Our SpecIaltY

to find out how Matrix can help your association create

an eye-catching magazine like this

one, call (866) 999-1299.

Facebook factsWhether you’re a user or not, there’s no

escaping the popularity of online networking

site, Facebook. But, did you know:

• The original founder of Facebook and CEO

is 24 year old Mark Zuckerburg. Mark and

3 of his roommates created Facebook while

attending Harvard University and launched

the site on February 4, 2004 from their college

dorm room. Forbes Magazine named Mark

“the world’s youngest self-made billionaire”

being worth an estimated $1.5 billion due to

his creation of the popular website.

• Facebook signs up around 100,000 new

members per day.

• FacebookwasstartedinFebruary2004.

• In the beginning, the membership was

restricted to students of Harvard Univer-

sity. It was subsequently expanded to other

Boston area schools, Stanford, and all Ivy

League schools within two months.

• Thewebsitehas31Millionactiveusers.

• Thecompanyalreadyrejecteda$975mil-

lion offer for the site.

• PeterThiel,aboardmemberofFacebook,

indicated that Facebook’s internal valuation

is around $8 billion based on their pro-

jected revenues of $1 billion by 2015.

• Facebook has faced some controversy over

the past few years. It has been blocked

intermittently in several countries including

Syria and Iran. It has also been banned at

many places of work to increase productiv-

ity. Privacy has also been an issue, and it has

been compromised several times. It is also

facing several lawsuits from a number of

Zuckerberg’s former classmates, who claim

that Facebook had stolen their source code

and other intellectual property.

CASB Fall 08.indd 41 10/16/08 9:15:45 PM


CASB Fall 08.indd 42 10/16/08 9:15:46 PM


ASEBP is committed to working in part-

nership with the education sector in developing

and promoting resources that support indi-

viduals, groups and leaders in creating and

sustaining healthy people, healthy workplaces.

Working with the education sector has provid-

ed many learning’s that we are pleased to share

in our regular column of CASS Connection.

Taking the lead towards healthier livingA fundamental concept of Organiza-

tional Health is the reciprocal relationship

between the health of individuals and the

health of the work environment. The health

of an organization is dynamic and complex,

influenced by the integration of a number

of interconnected and complex variables

that either support or detract from health

as a whole. However, it is the individuals

within each school system that make an

organization unique and share the respon-

sibility for health.

Leaders are instrumental to the success

of any organization and exert a powerful

influence on the health and culture of the

workplace. Diverse and demanding expecta-

tions are typically placed on leaders to “make

things right” and create the best environ-

ment for everyone; leaders typically place

extremely high standards on themselves to

be their best and meet those expectations.

Given the ever changing, exciting and often

challenging day-to-day world of a leader,

health and well-being often takes a back

seat, sending ripples into other aspects of

their work and personal life. One senior

administrator describes this as, “as goes the

leader, so goes the school.”

Taking the time to pay attention to one’s

own health is challenging enough, yet lead-

ers are also responsible to help staff mem-

bers with their health issues. Three ASEBP

Apple-a-Day provides:

The latest health news and research, dir-•

ectly from the medical experts at the Mayo

Clinic, and links to Alberta and Canadian

health information customized by ASEBP

staff.

Reliable information, videos and slide •

shows about a variety of disease conditions,

treatment strategies and medications.

Opportunities to enrol in online health •

programs.

Tips on improving your health.•

Access to the Mayo Clinic Health Assess-•

ment.

Apple-a-Day log-on process

Log onto the ASEBP website (www.asebp.1.

ab.ca)

Click on the Apple-a-Day icon2.

Enter in your ASEBP ID number and 3.

personal password and click enter.

Apple-a-Day is just one program offered by ASEBP that helps keep educators healthy

resources designed to help both leaders and

employees maintain good health are:

• Apple-a-Day, a comprehensive online

health information resource.

• HealthAssessment,anonlinehealthques-

tionnaire that provides a snapshot of

health strengths and risks along with

ideas for action.

• Health Information Line, a tele-

phone and email resource for

individuals to discuss their specif-

ic health topics and questions.

Apple-a-DayApple-a-Day is a valuable

resource to support leaders with

their own health goals. It also pro-

vides a wide range of tools and resour-

ces to improve overall workplace health

and the health of individuals. The Apple-a-

Day website is a secure site hosted by the Mayo

Clinic that is exclusively available to Alberta

School Employee Benefit Plan (ASEBP) Cov-

ered Members and can be accessed 24/7 from

any computer with internet access.

Creating a Healthy Work Environment

Given the ever changing,

exciting and often challenging

day-to-day world of a leader,

health and well-being often

takes a back seat, sending

ripples into other aspects of

their work and personal life.

One senior administrator

describes this as, “as goes the

leader, so goes the school.”

CASB Fall 08.indd 43 10/16/08 9:15:47 PM


Knowing your biometric numbers is very

important to overall health. If left untreated or

improperly managed, imbalanced blood sugar

levels may lead to diabetes which can result in

a variety of complications such as heart, kidney

and eye diseases, and nerve damage. The first

step in preventing or delaying the onset of these

complications is recognizing the risk factors, as

well as signs and symptoms of diabetes. From a

heart health perspective, high blood pressure can

damage blood vessel walls causing scarring that

promotes the build-up of fatty plaque, which

can narrow and eventually block arteries. It also

strains the heart and eventually weakens it. Very

high blood pressure can cause blood vessels in

the brain to burst resulting in a stroke.

ASEBP health information lineASEBP’s health information line is

a confidential source of health informa-

tion that is available via phone or email

contact to all ASEBP Covered Members.

Its purpose is to assist Covered Members

with responding to health questions,

provide assistance with the completion of

the Health Assessment and any follow-up

questions related to this tool and help

Covered Members access health services

available in their communities. n

You can contact For Your Health: The

Health Information Line at (888) 431-5875 or

by email [email protected].

Your Health Summary Report, which is gen-

erated following the completion of the Health

Assessment, provides strategies and helpful links

to Mayo Clinic and ASEBP programs and tools

that you can use to make healthier choices. You

will receive messages to your personal email

account that will prompt you to return to your

health report for further review and planning on

how to reduce identified health risks. Follow-

ing the completion of the Health Assessment,

consider bringing your health report to your

primary healthcare provider for review and

discussion.

Depending on your Health Assessment

results, you may also qualify for the personal

lifestyle coaching service. Lifestyle coaching is

a confidential, voluntary telephone-based pro-

gram designed to provide you with support

and encouragement to help you make lifestyle

changes to reduce your identified health risks.

Working with your coach over the phone, you

will review your Health Summary Report, cre-

ate an action plan to address the health risks you

would like to focus on, and establish measurable

goals. Your coach will provide a variety of cop-

ing strategies to keep you motivated and will

contact you at mutually agreed upon intervals.

Rest assured that all personal health infor-

mation that you disclose on the Apple-a-Day

site, including information you provide when

completing the Health Assessment, is held by

the Mayo Clinic and not shared with your

employer.

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an online, interactive and comprehensive self-

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and assesses overall health status, medication

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nutrition and exercise, immunizations, smok-

ing, and readiness to change behaviours. Your

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BiometricsBlood Pressure: The pressure applied

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Blood Sugar: Is the concentration of

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CASB Fall 08.indd 44 10/16/08 9:15:48 PM


The Spring 2008 edition of The CASS

Connection featured a wide-array of articles

on assessment. Here we’ll delve into this

always-important topic once more with this

feature article from the St. Thomas Aquinas

Catholic School Division. If you’d like to read

more on assessment, go to www.cass.ab.ca

to download the Spring 2008 edition of the

magazine.

the current statues quo of our reporting.

Assessment is acknowledged to have many

different purposes and audiences. It assesses

what we teach and what we value. Forma-

tive assessment has the power to produce

improvements in both teaching and student

achievement but teachers need substantial

support and guidance to not only integrate

formative assessment into their practice but

also to report on student achievement.

We looked a questions such as: “how do

we show all this varied and thick assessment

products as one symbol without losing the

richness of our work?” “how do we use

report cards and interviews to keep the cycle

of learning ongoing?” “what do we do with

district reporting policies that are obviously

outdated but still in place?” “how can we

be our students’ coach, advisor, advocate

and judge?”

At Sacred Heart School in Wetaski-

win and Notre Dame and St. Benedict’s

School in Leduc the staff decided to try

student involved conferences at parent-

teacher nights using a portfolio approach.

Each school has added their own stamp to

the final process which continues to evolve.

The teachers along with the students collect

assessment pieces that demonstrate the rich-

ness of the students learning in their class.

The students practice their presentation of

the portfolios with each other thereby help-

ing them understand their own progress as

shown in their work. When assessment is

aligned with instruction, both students and

teachers benefit. Classroom based assess-

ment is closest to actual learning and to stu-

dents, therefore it is more likely to influence

instructional decisions and to engage stu-

dents in evaluation of their own work. Both

teachers and students become learners.

By Pius MacLean, Marilyn Kunitz, Linda Ellefson and Michael Marien, St. Thomas Aquinas Catho-lic School Division - Central Office Learning Team (COLT)

Finding Our Way: Connecting Assessment and Reporting

In much of Alberta, the focus on assess-

ment for learning (AFL) practices has led

to a mismatch between these practices

and traditional reporting systems. Teachers

are struggling with report cards and parent-

teacher interviews that do not easily mesh

with their AFL principles. This has made for

some interesting dilemmas and prompted

much debate on the subject.

Assessment used to be viewed as formal

tests, usually multiple choice given to stu-

dents several times a year. The purpose was

to obtain information on achievement that

could easily be reported to parents. How-

ever, such assessment had limited potential

to influence teaching and learning in a

positive way. It was something separate and

different from normal classroom life and it

often tested lower-level skills and concepts

rather than more complex enduring under-

standings. In addition, the information from

these traditional assessments was most often

reported as a number which was not useful

for determining what students knew or what

teachers needed to do to help them learn.

Other information gathered by teachers was

not considered valid assessment.

At St. Thomas Aquinas Roman Cath-

olic Separate School Division, we have

been using our Alberta Initiative for School

Improvement (AISI) projects to help focus

on this issue. We cover a vast area of central

Alberta that includes eight schools in Dray-

ton Valley, Leduc, Wetaskiwin, Ponoka and

Lacombe. In cycle three of AISI we have

used assessment for learning practices as one

of our key strategies to aid implementation

of our four projects.

As our teachers began to grow in their

knowledge and practice of AFL, schools

began to notice particular challenges with

CASB Fall 08.indd 45 10/16/08 9:15:49 PM


help produce goals for the students which

are developed cooperatively and outlined

actions for parents, students and teachers to

help the learner achieve them. The learning

team is focused on the future improvement

of student learning. Again, in the traditional

model the report card is a historical docu-

ment. As Guskey and Bailey (2001) point

out, “students generally view the grade as

the teachers summary judgment of their

work and accomplishments over a portion

of the school year.” (Page 18)

Again, from Thomas Guskey (2003),

“marks, scores and letter grades alone do

not provide students with the information

they need to improve their work nor does

it help teachers improve their instruc-

tion to respond to individual student

differences.” Report cards still exist and

efforts are ongoing to improve them. As

a teacher at student involved conferences,

it became apparent that less and less time

was being focused on the report card and

more emphasis was given to the portfolio.

Parents now have a better understanding

of their child’s performance and how to

This is a stark contrast to the traditional

report card which was often looked upon

by students and parents as a gift they

eagerly unwrapped, to find either joy or

despair, while having little understanding

of how the symbols they received got there

and less understanding of how to improve

them. The paradigm shift from teacher

centered interviews to student centered

interviews can be very worrisome for all par-

ties involved but the rewards for the change

are great. Assessment is not something that

teachers do to students; it is a collaborative

process involving students, teachers and

parents. “Everyone has a role to play if the

quality of students’ learning is to improve.”

(Page 9, Talk About Assessment, Thomp-

son, Nelson)

At Sacred Heart the percentage of par-

ents attending the conferences increased

from 20 per cent to over 80 per cent in a

year and a half. Many teachers reported

the pressure they felt to justify marks was

replaced with a focus on the students’

learning and a teamwork approach to help-

ing the learner improve. The conferences

The paradigm shift from teacher centered interviews to student centered interviews can be very worrisome for all parties involved but the rewards for the change are great. Assessment is not something that teachers do to students; it is a collaborative process involving students, teachers and parents.

CASB Fall 08.indd 46 10/16/08 9:15:49 PM


help in the learning. Previously many

parents wanted to help and be involved

but lacked the knowledge of how to do

that. As Hoover-Dempsey and Sandler,

(1997) reported, “parents are uncertain

of teacher’s specific expectations and

precisely what they can do at home to

help.”

Typically in the traditional inter-

views parents were shown spreadsheets

of marks with the emphasis being on

the finality of the report. Work samples

as basic as tests were often not present.

This process gave parents little awareness

of how to help their children other than

generic comments such as, “they should

study harder, work harder, listen more,

or keep up the good work.” It’s no won-

der that some parents stopped attending

the interviews or treated then like a trip

to the dentist.

St. Augustine School in Ponoka and

Father Lacombe School in Lacombe as

well as St. Anthony School in Drayton

Valley tackled the issue of report cards

head on. They developed their own out-

come based report cards using the Alberta

program of studies. The teachers were

feeling handcuffed by report cards that

did not reflect the big ideas of their cur-

riculums. Items such as handwriting and

spelling were being interpreted by parents

as having the same value as categories

CASB Fall 08.indd 47 10/16/08 9:15:49 PM


schools and reviewing assessment policies

of various school authorities, a draft was

created. St. Thomas Aquinas is in the

process of approving this policy which

will help solidify assessment for learning

practices in our district. The next step

for the committee will be the creation of

a uniform report card that will reflect the

current AFL practices used by our teach-

ers. It is our hope that by building the

expertise of our teachers in AFL practices

the implementation of the new report

card will be smoother and meet with

more success.

Parent education is also extremely

important in bringing about successful

systemic change. St. Thomas Aquinas has

utilized school newsletters, parent advis-

ory council meetings, meet the teacher

nights, and ward meetings to help foster

incorporating assessment for learning

practices into report cards by separat-

ing behaviour reporting from academic

performance reporting. Factors such as

attendance, courtesy, neatness, cooper-

ation, attitude, and punctuality are still

important but are reported on separately

from the performance mark in a subject.

The teachers also decided that homework

would no longer formally count towards

report card marks since it was difficult to

know whose work was being evaluated

and what advantages each student had at

their disposal.

At district level, an assessment com-

mittee was formed to look at rewriting

the assessment policy and the creation

of a district wide report card. The assess-

ment policy became the center of focus

by the committee and after input from all

such as reading or writing. Reading and

writing themselves were huge generic

categories that teachers could not report

on accurately with a single symbol and

still give meaning to parents or students.

Their answer was to break these categor-

ies down using the learner outcomes

from the program of studies and report

on these essential understandings. This

assessment is authentic because it aims

to assess and align the actual learner

outcomes with the knowledge, skills and

strategies demonstrated by the student.

Assessment for learning strategies enhan-

ces student learning as teachers share

achievement targets with students, using

student-friendly language accompanied

by examples of exemplary student work.

The staff at Christ the King School

in Leduc addressed the need for

CASB Fall 08.indd 48 10/16/08 9:15:50 PM


both cooks and guests as we find our way

connecting assessment and reporting. n

St. Thomas Aquinas Roman (STAR)

Catholic Schools serve over 2,470 students

across west central Alberta in the commun-

ities of Beaumont, Drayton Valley, Lacombe,

Leduc, Ponoka and Wetaskiwin

assessment is not an end in itself, but the

beginning of a better learning relation-

ship for the teacher, the student and the

parent. The Latin root of the word assess-

ment—assidere—means “to sit beside.”

As partners in the assessment journey,

teacher and student with parents need

to sit beside one another unpacking and

understating the language of assessment

that informs learning.

Assessment for learning can contrib-

ute to the development of exemplary

teaching and effective schools. If assess-

ment of learning provides evidence of

achievement for public reporting, then

assessment for learning serves to help

students learn more. The critical distinc-

tion is between assessment to determine

the statues of learning and assessment to

promote greater learning.

“When the cook tastes the soup, that’s

formative; when the guest tastes the soup

that’s summative.” (R. Stake) We need

understanding of why our schools are

making changes. More still needs to

be done and the need for a thoughtful

parent education is undeniable. When

parents are informed and communicated

to frequently as part of the assessment

learning, they may well provide an addi-

tional source of support.

What we have to learn to do, we learn

by doing. The achievement gains associ-

ated with formative assessments have

been described as “among the largest ever

reported for educational institutions.”

The greatest value in formative assess-

ment lies in teachers and students mak-

ing use of results to improve real-time

teaching and learning every day. As we

continue to struggle with the dilemma

of assessment and reporting, our evolv-

ing work with AFL compels us to look

at assessment that builds the confidence,

motivation and learning potential that

resides within every student. Formative

ReferencesCooper, Damien (2007). Talk About

Assessment (Strategies and Tools to Improve

Learning). Thompson, Nelson.

Guskey, Thomas R, and Bailey, Jane M.

(2001). Developing Grading and Reporting Sys-

tems For Student Learning. Corwin Press, Inc.

Hoover-Dempsey, K.V. *& Sandler,

H.M. (1997). Why do parents become

involved in their child’s education? Review

Of Educational Research, 67(1), 3-42.

Stiggins R.J. 2002, Assessment Crisis: The

Absence of Assessment for Learning in Phi

Delta Kappa, Vol. 83, No. 10 pp. 758-765.

Parent education is also extremely important in bringing about successful systemic change. St. Thomas Aquinas has utilized school newsletters, parent advisory council meetings, meet the teacher nights, and ward meetings to help foster understanding of why our schools are making changes. More still needs to be done and the need for a thoughtful parent education is undeniable. When parents are informed and communicated to frequently as part of the assessment learning, they may well provide an additional source of support.

CASB Fall 08.indd 49 10/16/08 9:15:50 PM


CASB Fall 08.indd 50 10/16/08 9:15:51 PM


In 2006, Alberta Education imple-

mented an assessment tool called the

Accountability Pillar as an innova-

tive way of measuring performance. The

Accountability Pillar allows jurisdictions

and the province to assess successes and

identify opportunities for improvement,

while also providing students with the

best possible learning experiences.

In order to support school authorities

in their continuous improvement initia-

tives, the Accountability Pillar Clear-

inghouse (APCH) has been designed to

support school authorities to improve

results in these areas. The APCH is part

of a broader department effort to foster

continuous improvement in the Kinder-

garten to Grade 12 education system and

provide success for all students.

The APCH is an extranet site designed

and developed by Alberta Education in

consultation with school authorities. The

APCH provides school authorities with

an informative and credible database of

documents and links which will help

Alberta’s education system continue to

excel and build on its reputation as

among the best in the world. By housing

this information in one location, the site

serves as a communications vehicle to

further conversations among educators

(central office staff, school principals,

and Alberta Education staff) on leading

systemic and systematic changes that will

result in improved opportunities for stu-

dents and performance of students.

Support for continuous improvementThe main criterion for posting a

document or link on the site, in any of

the four categories, is its potential to

positively affect results in the Account-

ability Pillar.

The APCH site provides links to

documents or other websites in the fol-

lowing categories:

Selected synopses from the Alberta 1.

Initiative for School Improvement

(AISI) Jurisdictions have affirmed the

outstanding value of AISI in regards

to school and system improvement.

From the APCH, the user will be able

to link to certain synopses of AISI

projects selected for their potential to

positively impact AP results. Once the

user is in the AISI website, the user

can continue to navigate through it,

or return to the APCH.

Literature and research reviews2.

Alberta Education’s System Improve-

ment Group reviews and selects docu-

ments or links related to the AP meas-

ures and to system leadership which

will be uploaded to the APCH. Any

recommendations of documents or links

can be sent to an APCH Manager.

Handbooks and support resources3.

This category is populated with

resources to support central office

staff and school administrators in

their work. These resources can take

different forms, such as handbooks,

checklists, and links to related Alberta

Education resources.

Successful practices from Alberta 4.

School Authorities

This category is the one in which the

department’s Education and Program

Managers will be directly involved.

The goal of this category is to provide

a general overview of practices occur-

ring in Alberta school authorities.

These documents are not meant to

provide an in-depth report, but to

provide enough information to allow

school authorities to network with

each other in areas of interest. It is a

venue to facilitate the sharing of infor-

mation and possible collaboration. To

be a successful practice in Alberta, a

practice or integrated practices must

have evidence showing a positive and

significant impact in an Accountabil-

ity Pillar result.

Identifying successful practices in Alberta

At this time, there are three ways to

identify potential successful practices in

Alberta for inclusion in the APCH.

Through the Accountability Pillar 1.

measures summary reports: This pro-

cess is initiated by the APCH Man-

ager who will look at Alberta school

authorities’ Accountability Pillar

measures which have shown improve-

ment and/or significant improvement

over two years.

By Alberta Education staff initiat-2.

ing the process: In their day to day

work, Education and Program Man-

agers come across valuable work being

done by school authorities. After a

discussion with the APCH Manager,

the Program or Education Manager

would contact the school authority to

determine if the school authority can

provide evidence to support a strong

correlation between a strategically

implemented practice, and improved

Accountability Pillar results.

By a school authority initiating 3.

the process: In this case, a school

APCH contactsCarmen Somers, Education Manager,

Zone 5 Field Services Branch, by email at

[email protected] or by telephone

at (780) 415-2838

Lori Price-Wagner, Education Manager,

Zone 5 Field Services Branch, by email at

[email protected] or by telephone

at (780) 415-6571

David Woloshyn, Director, Zone 5 Field

Services Branch, by email at david.wolos-

[email protected] or by telephone at (780)

415-9312

Dial 310-0000 for toll-free access.

Accountability Pillar Clearinghouse

CASB Fall 08.indd 51 10/16/08 9:15:51 PM


authority would contact their liaison

Education Manager, or appropriate

Program Manager, for a preliminary

discussion about potential inclusion

on the APCH.

To ensure quality and consistency, all

Successful Practices in Alberta submis-

sions will be reviewed prior to uploading

to the website.

FeedbackThis initiative is still in its early stages

and your feedback will be of great value

as we continue to develop and populate

this website. As well as providing for-

malized feedback through the Annual

Education Results Reports (AERR) visits

and a Post Implementation Review which

will be done early in 2009, feedback can

be directed to the APCH contacts noted

below. Your feedback will be used to

refine and improve our efforts to enhance

student success. n

Please support our advertisers who help make this publication possible.

Go to www.cass.ab.ca for the latest:

Information on upcoming events.•CASS membership information.•CASS online directory.•CASS alumni directory.•A message board and chat room.•Career opportunities.•Committee information.•And much more!•

Check out the CASS Website!

www.cass.ab.ca is your link to the association and superintendents from across the province. Check it out today!

CASB Fall 08.indd 52 10/16/08 9:15:52 PM


CASS/ASBOA New Members OrientationDates: November 23 - 25, 2008Location: Delta City Centre Hotel, Edmonton, Alberta

CASS/AE Curriculum SymposiumDates: March 9-10, 2009Location: Capri Hotel, Red Deer, Alberta

CASS Pre-conference SeminarDates: April 22, 2009Location: Mayfield Inn and Suites Conference Centre, Edmonton, Alberta

CASS/AE Annual Conference and General MeetingDates: April 23-25, 2009Location: Mayfield Hotel and Suites Conference Centre, Edmonton, Alberta

CASS/AE Special Education SymposiumDates: May 7-8, 2009Location: Capri Hotel, Red Deer, Alberta

2009 Start Right ProgramDates: July 6-10, 2009Location: Olds College, Olds Alberta 2009 Leading for Learning ProgramDates: July 1-4, 2009Location: Olds College, Olds, Alberta

Calendar of Events!

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