+

Forward in ExcellenceSomers Central School District

+ Why an update for the 21st Century Classroom?

+Purpose

Establish purpose behind SCSD Personalized Learning

Device (PLD) Initiative

Explore some basic information about today’s

generation of learners

Identify support for students, staff, and parents

Review Milestone Timeline

+Shared Vision

The vision for SCSD encompasses three fundamental areas, each an important component of reaching the Whole Child through Personalized Learning-• 21st Century Knowledge and Skills• Social-Emotional-Physical Wellness• Global Citizenship

+Our Focus- The Whole Child Education for today’s student goes well beyond reading and math. Test scores, while important, tell only part of a student’s story. Scores offer little insight into or understanding of achievement in important subjects like science and the arts, of a child’s connection to the school community, of preparation for civic engagement, or of the social and emotional health of the school and its students.

Change and innovation have become the status quo, and as a result, today’s students are preparing in school for jobs that have yet to be created. Unfortunately, too many of our schools, communities and systems are using models designed to prepared today’s young people for life in the middle of last century.

We commit to redefining what a successful learner is and how we measure success. We continue to put students first, so we will align resources to students’ needs, and advocate for a more balanced approach –

a Whole Child approach.

+Our Focus – Personalized Learning Because reaching all students depends on reaching each one.

Personalized learning begins with individual interests, enabling each student to become engaged in learning.

Students learn to set goals and measure success for themselves against common standards.

Adults within the school model and benefit from stronger professional and student relationships.

Students become self-directed learners who can use learning to manage their lives.

As students pursue increasingly independent pathways, parents and teachers become true guides and mentors in the learning experience.

And as students explore real options for their futures in the community, community members also become involved in the schools in meaningful ways.

+ Our ChallengeDescribed by the National Council of Teachers of English

Develop proficiency with the tools of technology.

Build relationships with others to pose and solve problems collaboratively and cross-culturally.

Design and share information for global communities to met a variety of purposes.

Manage, analyze, and synthesize multiple streams of simultaneous information.

Create, critique, and analyze, and evaluate multi-media texts.

Attend to the ethical responsibilities required by these complex environments.

+ From the Research: Student Outcomes

Increased efficiency in research skills (BE)

Increased technology efficacy and literacy (EM,GM)

Increased collaboration (BE)

Increased student engagement (BE,EM,NM)

Increased achievements -greater effect with higher technology use and access outside of school(BE,ML,MR,PR,TI)

Increased independence in learning (EM)

+PLD Goals

Increase students ability to collaborate Embrace the “Net Generation” and beyond Develop thinking skills for the 21st centuryIncrease return on our current investments

Increase engagement of students in 21st century learning

+ From the Research: Usage Recommendations

Daily use for: core subjects (PR)

online collaboration (PR)

Internet research (PR)

Weekly or more frequently use for formative assessments (PR)

Monthly use for virtual field trips (PR)

+From the Research: Change Process

Monthly time for teacher professional learning and collaboration through our PLC process. (PR)

We know the process to create more digital classrooms will take time. Change is a process and not an event. (EM)

Access to digital content is critical to the success of our PLD initiative. (EM)

+Who is the Net Generation?

Tomorrow’s Knowledge LeadersWhat do they want from learning?

relevant

able to make a difference

experiential

collaborative

infused with technology

+How do our kids learn?

Think

Pair

Share

+Net Generation Learning StylesIntuitive visual communicators ● Better able to integrate visual spatial skills

(possibly because of computer games) ● Learn better by discovery than being

told ● Can shift their attention easily from one thing to another ● Have a fast

response time and demand fast turnaround time as well ● Prefer to work in teams

● Achievement-oriented and like structure as opposed to ambiguity ● Like

interactivity and a rapid pace ● May need to encouraged to stop and reflect ●

More comfortable with visuals than with text ● Like to be involved in community

activities and believe they can make a difference, especially using science and

technology

Oblinger, D. G., & Oblinger, J. L. (2005). Educating the Net Generation available from www.educause.edu/educatingthenetgen/

+ What are employers looking for ?

Critical thinkers ● Creative leaders ● Ethical and have good work

habits ● Problem solvers/multi-taskers ● Innovative ● Effective

communicators: speak more than one language/possess excellent

oral and written communication skills ● Effective collaborators ●

Self-directed ● Information and media literate ● Globally aware

● Civically engaged ● Financially and economically literate

● Socially responsible

+Preparing Teachers

PLD Orientation PLD Handbook

PLD Care

Appropriate and Responsible Technology Choices

PLD Trainings Focusing on effective instructional

strategies (Marzano)

Digital Note taking (OneNote Training)

eContent Management (Schoolwires Website)

Social learning/collaboration (Nimbus)

Customized “just in time” training (Model Schools)

+Preparing Students

Digital Citizenship

•PLD training is covered when students pick up their device•Use expectations and opportunities

Device Usage

•“Care and feeding” of device•Windows 8 (Live Tiles and Desktop)•MySite (digital learning space)

Software •OneNote (digital notebook)•Nimbus (social learning space)•Curriculum software•Outlook (email/calendar)

+Preparing Parents/Guardians

Required Acceptable Use Booklets

Parent Signs off

Additional Support Net Cetera Materials

Parent Boot Camp

Parent Orientations with PTA

PLD Blog and Support Site

+Milestone Timeline

February-June

• Pilot with SMS/SHS students, staff, and parents

April• Provide staff with PLD Orientation

June

• Deploy devices to teachers that will receive devices next fall

August

• Train students and parents• Deploy devices (all 8th-10th graders)

+Next Steps

Pilot at SMS and SHS

• Accurately replicate entire PLD process• 6 teachers, 125 students, 50 Devices• Collect and analyze feedback

Work with PLD Core Team (staff, students and parents) to build out details of PLD deployment plan.

+References

Berkshire Wireless Learning Initiative (BE)

Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative Journal of Technology, Learning, and Assessment, 9(2).

http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1607/

Emerge One-to-One Laptop Learning Initiative: Final Report (EM)

Prepared by the Metiri Group and the University of Calgary for Alberta Education, School Technology Sector, 2010

http://www.education.alberta.ca/admin/technology/emerge-one-to-one.aspx

Great Maine Schools Project (GM)

Senator George J. Mitchell Scholarship Research Institute. (2004) One-to-One Laptops in a High School Environment, Piscataquis Community High School Study, FINAL REPORT

http://www.msad5.org/MSAD5%20tech06-09/pdfs/One-to-One_Laptops_Report.pdf

+References continuedHigh School Science (HS)

Drayton, B., Falk, J.K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools. Journal of Technology, Learning, and Assessment, 9(3).

http://www.jtla.org

Maine Learning Technology Initiative (ML)

Dr. David L. Silvernail (2009) Research and Evaluation of the Maine Learning Technology Initiative (MLTI) Laptop Program: Inputs on Student Achievement. Maine International Center for Digital Learning Center for Education Policy, Applied Research & Evaluation, University of Southern Maine

http://maine.gov/mlti/resources/MLTI_March_09.pdf

New Mexico Laptop Learning Initiative (NM)

Rutledge, D., Duran, J., & Carroll-Miranda, J. (2007). Three years of the New Mexico laptop learning initiative (NMLLI): Stumbling toward innovation. AACE Journal, 15(4), 339-366.

http://www.editlib.org/f/23576

+References Continued

Project RED (PR)

http://www.projectred.org/

Technology Immersion Model (TI)

Shapley, K.S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement. Journal of Technology, Learning, and Assessment, 9(4).

http://www.jtla.org