Reading Public Schools

Educational Technology Presentation

Presentation

Difference between educational technology and technology education

Why Educational Technology? State of Educational Technology in Reading Future Planning Questions

Differences between Ed Tech and Tech Ed

Educational Technology Not a discipline The use of technology as a

“tool” to enhance the teaching and learning process across all subject areas

Multimedia Hardware and software Locate, evaluate, and collect

information Telecommunications Web environments Collaborate Process data ICT (Information,

Communications, Technology)

Technology Education Distinct Discipline Provides students with

processes, knowledge and skills needed to solve problems and extend human potential in a technological society

Designing, constructing, problem solving, using and evaluating products and services to satisfy human and environmental needs.

Examples: CAD, Engineering, Environet

Why Technology?

Source: http://thefischbowl.blogspot.com/

Karl FischDirector of TechnologyArapahoe High SchoolLittleton, Colorado

Rising Expectations

Increased performance and workplace innovation spur economic growth and economic growth is the key to national and individual prosperity

20th Century 21st Century

1 – 2 Jobs 10 – 15 Jobs

FlexibilityAnd

Adaptability

Life Long

Learning

Mastery ofOne Field

SubjectMatterMastery

# ofJobs

JobRequirement

Teaching Model

Old System New System

Workplace Organization

HierarchicalFunction/SpecializedRigid

FlatNetworks of Cross-functional teamsFlexible

Job Design NarrowDo one jobRepetitive, Standardized

BroadMany jobsMultiple responsibilities

Employee Skills Specialized Cross-Skilled

Workforce Management

Control Systems Self Management

Communications Top DownNeed to Know

Widely DiffusedBig Picture

Decision Making Chain of Command Decentralized

Direction Fixed Operating Procedures

Constant Change & Adjustment

Worker Autonomy Low High

Employee Knowledge

Narrow Broad

The World is Flattening…

How to adapt in a flat world…

“Every young American today would be wise to think of himself or herself as competing against every young Chinese, Indian, and Brazilian…In Globalization 3.0, individuals have to think globally to thrive or at least to survive. This requires not only a new level of technical skills but also a certain mental flexibility, self-motivation, and psychological mobility.”

Thomas Friedman

The World is Flat (2007)

From Agricultural Age to Conceptual Age

Agricultural Age(Farmers)

18th Century

Industrial Age(Factory Workers)

19th Century

Information Age(Knowledge Workers)

20th Century

Conceptual Age(Creators)

21st Century

Source: Dan Pink

A Whole New Mind (2007)

A Whole New Mind is Needed

L-Directed Thinking: Left Hemisphere of the Brain-Sequential, Literal, Functional, Textual, Analytical

R-Directed Thinking: Right Hemisphere of the Brain-Simultaneous, Metaphorical, Aesthetic, Contextual, Synthetic

What essential aptitudes will we need in a conceptual age?

Design Story Symphony Empathy Play Meaning

Source: A Whole New Mind (Pink, 2006)

“Today, the defining skills of the previous era-the left brain capabilities that powered the Information Age-are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous-the right brain qualities of inventiveness, empathy, joyfulness, and meaning-increasingly will determine who flourishes and who flounders.”

Daniel PinkA Whole New Mind (2007)

Partnership for 21st Century Skills

National Educational Technology Standards for Students: The Next GenerationSource: International Society for Technology in Education (ISTE)

Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving and

Decision Making Digital Citizenship Technology Operations and Concepts

What do these skills look like in the classroom?

Source: ISTE

Grade PreK-21. Illustrate and communicate original ideas and stories using

digital tools and media-rich resources. 2. Identify, research, and collect data on an environmental

issue using digital resources and propose a developmentally appropriate solution.

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.

What do these skills look like in the classroom?

Source: ISTE

Grades 3-51. Produce a media-rich digital story about a significant

local event based on first-person interviews.

2. Use digital-imaging technology to modify or create works of art for use in a digital presentation.

3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher.

4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources.

What do these skills look like in the classroom?

Source: ISTE

Grades 6-81. Describe and illustrate a content-related concept or process

using a model, simulation, or concept-mapping software. 2. Create original animations or videos documenting school,

community, or local events.3. Gather data, examine patterns, and apply information for

decision making using digital tools and resources. 4. Participate in a cooperative learning project in an online

learning community. 5. Evaluate digital resources to determine the credibility

of the author and publisher and the timeliness and accuracy of the content.

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping

What do these skills look like in the classroom?

Source: ISTE

Grades 9-121. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content.

2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries.

3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness.

4. Employ curriculum-specific simulations to practice critical-thinking processes.

5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions.

What additional tools will we use to teach these skills?

Read/Write Web Weblogs or Blogs Wikis RSS (Rich Site Summary) Social Bookmarking Online Photo Galleries Audio/Video Casting (i.e. Podcasts) Online Courses Google Applications

Massachusetts Recommended K-12 Technology Literacy Standards

Massachusetts Recommended K-12 Technology Literacy Standards

Incorporate ICT Literacy Skills from Partnership for 21st

Century Skills ISTE National Standards

Provide a set a guidelines for schools Link to the Curriculum Frameworks Goal is to integrate them into the curriculum Will be incorporated in 2008-2011

Technology Plan

Massachusetts Technology Literacy Standards

Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.

Include proficiency in basic productivity tools such as word processing, spreadsheet, database, electronic research, email, and applications for presentations and graphics;

Include conceptual understandings of the nature and operation of technology systems; and

Includes learning and adapting to new and emerging technology tools.

Massachusetts Technology Literacy Standards

Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. Relates to social, ethical, and human issues. It promotes positive attitudes

toward the uses of technology, as well as responsible use of information. This standard also includes recognition of technology’s impact on civic participation, the democratic process, and the environment.

Aims to ensure that students understand general rules for safe Internet practices, including how to protect their personal information on the Internet.

Is designed to help students develop an awareness of the personal image that they convey through information they post on the Internet.

Aims to ensure that students understand federal and state laws regarding computer crimes.

Supports students in exhibiting leadership for digital citizenship

Massachusetts Technology Literacy Standards

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision-making, communication, collaboration, creativity and innovation. Focuses on applying a wide range of technology tools to student

learning and everyday life. Aims to ensure that students will be able to use technology to process

and analyze information. Supports students in using technology to enhance critical thinking,

problem solving and decision making. Is designed to help students develop skills for effective technology-

based communication. Includes the use of technology to explore and create new ideas,

identify trends, and forecast possibilities. Aims to provide students with an awareness of how technology is used

in the real world.

State of Educational Technology in Reading

Technology Purchases and Upgrades

2006-08 Technology HardwarePurchases and Upgrades

School Upgrade/PurchaseDistrict WAN

Servers

Switches

Computers

Parker Computers

SMART Boards

COW

Document Cameras

RMHS Computers

SMART Boards

Computer Labs

Coolidge COW

Document Cameras

Writers

Computers

2006-08 Technology HardwarePurchases and Upgrades

School Upgrade/PurchaseBirch Meadow SMART Boards

Computers

Barrows Computers

SMART Boards

Killam Computers

SMART Boards

Eaton COW

SMART Boards

Computers

Wood End SMART Boards

Computers

Infrastructure, Management and Communications Purchases and Upgrades (2006-08)

WAN Upgraded servers and switches in all schools Begin implementation of wireless areas in

each school Edline School Dude MUNIS Financial Software

Curriculum and InstructionPurchases and Upgrades (2006-08)

High School Computer Based

Laboratories Environet MIDI Graphics Language Lab CAD Business

Microsoft Office Applications

Virtual High School

SMART Boards Study Island United Streaming Scantron Lexia Geometry Sketchpad Odyssey Read Naturally Online Textbooks Document Cameras Flip Video Cameras Classroom Performance

Systems Writers

Future Purchases and Upgrades (Pending Funding)

Computers SMART Boards Increase wireless capability in district COWS Educational Software Applications Connect Ed

Professional Development

Professional Development (2006-08) Communication and Management

Email/Voice mail Shared Folders/Networks Edline Grade Quick SNAP (Nurses) Lab Scheduler Administrator’s Plus MASS One Accounts and Student Accounts

Safety IS 100 and 700 Online Courses (Emergency

Preparedness Grant) Internet Safety Parent Workshops on Internet Safety

Curriculum and InstructionProfessional Development (2006-08)

SMART Board Training SMART Board User

Group Lab Applications Video, Digital, and

Document Cameras Edline “Techno-Mondays”

MASS One Wikis Excel Inspiration

Scantron United Streaming Intel “Teach to the Future”

Course Test Wiz VHS Online Courses Sharing Workshops Intel Teach to the Future TAH Grant

Web Quests Digital Photography

Educational Technology Plan

Components

Correlation to School Improvement Process Hardware Inventory Data Other District Technology Data

Use of Technology Professional Development Staffing

Action Plan Massachusetts School Technology and

Readiness (STAR) Chart

Correlation to School Improvement Process

Mission Blue Ribbon Standard 5

Technology Integration NEASC Standards

Instruction School Resources for Learning

School Improvement Plans TAP Standards

Planning and Preparation for Learning Delivery of Instruction Monitoring, Assessment and Follow-Up Family and Community Outreach

District Improvement Plan (15 subgoals) Safety Plans (1d) Data Collecting (2d) Data Analysis (3a, 7d) Communication of Data (3b) Blue Ribbon Process (3d) Instruction (5a) Virtual High School (5c) Curriculum Mapping (6a) Benchmark assessments (7a) Technology Committee (8a) Parent Communication-Edline (8b) IT Direct (8c, 10a) Implementation of Tech Plan (8d) Financial Management System (9b) Energy Conservation (10g) Teacher Recruitment (11a) TAP (11c)

Hardware Inventory Comparison (2004-5 and 2006-07)

Hardware 2004-05 2006-07

Total Number of Computers

616 1139

Type A (High-End) 219 846

Type B (Average) 281 151

Type C (Low End) 116 142

Student to Computer Ratio

23 to 1 5 to 1

Reading Public Schools Instructional Hardware Inventory Comparison (2004-05 and 2006-07)Average per School

Elementary Middle High Category 04-05 06-07 04-05 06-07 04-05 06-07

Student to Computer Ratio

(Type A/B)

88:1 8:1 28:1 5:1 15:1 3:1

Number of Labs

1 1 2 5 6 11

COW 0 .2 0 1 2 2

SMART Boards

.5 10 4 16 10 79

LCD Projectors

3 8 3 23 8 82

Percentage Use of Technology by Professional StaffFor Lesson Planning, Communications, Administrative Tasks

(2004-2005) and (2006-07)

0

10

20

30

40

50

60

70

80

90

100

Every Day 1x/week 1x/month Rarely

State Recomm.Percentage

2004-05

2006-07

Source: Reading Technology Assessment Survey (June, 2006)

Use of Technology by Professional Staffwith students for research, multimedia, data interpretation, and

instruction(2004-05 and 2006-07)

0

10

20

30

40

50

60

70

80

90

100

Every Day 1x/week 1x/month Rarely

State Recomm.Percentage

2004-05

2006-07

Source: Reading Technology Assessment Survey (June, 2006)

Percentage of RPS Teachers who are at each level as defined by the Massachusetts Technology Self Assessment Tool

(2004-05 and 2006/07)

0102030405060708090

100

Advanced

Proficient

Dev. Tech

Early Tech

State Recomm.Percentage

2004-05

2006-07

Source: Reading Technology Assessment Survey (June, 2006)

Percentage of Grade 4, 8, and 12 Students Who Have Mastered All or Nearly All Of the Massachusetts K-12

Instructional Technology Standards

0102030405060708090

100

Grade 4

Grade 8

Grade 12

State Recomm.Percentage

2004-05

2006-07

Other Technology DataData Reading Public

SchoolsState

RecommendationPercentage of Schools with an acceptable use policy for students and

staff

100% 100%

Percentage of schools that have an internet

filter

100% 100%

Percentage of schools that maintain websites

100% 100%

Percentage of Schools that allow students to use computers before

or after school

75% 100%

StaffingAll Numbers Are Approximate BreakdownsType RPS Ratio State Rec.

Technology Director

District-.3

(.1 Network Manager/.1 Assistant Superintendent/.1 H.S. IT Specialist)

District-.3 District-1.0

Instructional Technology

Specialist

Elementary-1.0

(.2 Library Media Specialist at each school)

Middle-1.2

(.2 Library Media/.4 IT Specialist at each school)

High-.5

(.3 Library Media/.2 IT Specialist)

Elementary-1.0 per 150 staff

Middle-1.0 per 83 staff

High-1.0 per 200 staff

1 per 60-120 staff

StaffingAll Numbers Are Approximate Breakdowns

Type RPS Ratio State Rec.

Network Administrator

District-.8 District-.8 District-1.0

Technical Support

Elementary-2.5 staff

(2.5 Technicians)

Middle-.8 staff

(.4 IT Specialist at each school)

*High-.8 staff

(.7 IT Specialist/.1 Network Manager)

Elementary-1 per 134 computers

Middle-1 per 409

High-1 per 596

1.0 per 200 computers

*Other High School Technical Support Includes

•Technical Duty for 1 Teacher per Department

•Summer Student Help

•Summer Technician Help

Professional DevelopmentComputer Replacement

Data Reading Public Schools State Recommendation

Percentage of Staff Who Have Had 45 Hours of

Formal Technology Professional Development Over the Last Three Years

30% 85%

Percentage of staff who have received any type of professional development over the past two years

70% N/A

Percentage of Staff who have taken online prof. development courses

10% N/A

Computer Replacement Cycle

Do Not Have 5 years

Reading Technology ProgressTool: Massachusetts School Technology and Readiness (STAR) Chart

Assessment Rubric of School District Technology Status

Measures 4 Areas Teaching and Learning Educator Preparation and

Development Administration and Support

Services Infrastructure for Technology

4 Levels of Progress Early Tech Developing Tech Proficient Tech Advanced Tech

Level 2004-05 2007-08

Early Tech 43% 0%

Developing

Tech

56% 52%

Dev/Prof.

Tech

0% 17%

Proficient

Tech

1% 22%

Prof/Adv 0% 9%

Advanced

Tech

0% 0%

Future Technology Planning

Based upon Massachusetts DOE Technology Plan Requirements

5 Benchmarks Commitment to Clear Vision and Mission

Statement Technology Integration Technology Professional Development Accessibility of Technology Infrastructure for Connectivity

Benchmark 1Commitment to Clear Vision and Mission

Technology Plan with Goals for 2008-2011 Technology Team Ongoing Evaluation and Assessment

Benchmark 2Technology Integration

Increase Teacher Use and Proficiency Levels of Technology to improve student learning

Staffing

Benchmark 3Technology Professional Development

Provide 45 hours of high quality technology professional development per teacher over three years

Assessment of Needs Collection of Data

Benchmark 4Accessibility of Technology

Students per instructional computer at elementary level

Develop a replacement cycle Increase wireless access Increase technical support Increase access to the internet outside the

school day

Benchmark 5Infrastructure for Connectivity

Develop and implement E-Learning Environments

Increase use of online courses by staff and students

Increase opportunities for virtual sharing, designing and collaboration

Increase communication with parents using technology

Essential ConditionsSource: ISTE (2007)

Shared Vision Implementation Planning Consistent and Adequate

Funding Equitable Access Skilled Personnel Ongoing Professional

Development Technical Support Curriculum Framework Student-Centered Learning Assessment and Evaluation Engaged Communities Support Policies Supportive External Context

Questions

Cost of SMART Board and COW SMART Board vs. COW Technology Self-Assessment Tool Virtual High School

“Our students are facing a much different workplace than the one we entered….Technology has transformed business and increased the complexity of the workplace. Competition for skilled jobs has increased greatly, and we need to help our students to become tech literate. Technology used properly in the classroom can engage and motivate students in a variety of ways.”

Cathy PoplinState Educational Technology DirectorArizona Department of Education

Final Thought

“There is nothing about the flat world-nothing that Americans cannot handle, as long as we roll up our sleeves, educate our young people the right way for these times, and tend to enrich the secrets of our sauce…a mix of institutions, laws, and cultural norms that produce a level of trust, innovation and collaboration…”

Thomas FriedmanThe World is Flat (2007)