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Forward in Excellence

Forward in Excellence. Somers Central School District. Why an update for the 21 st Century Classroom?. Focus for Today. Establish purpose behind SCSD Personalized Learning Device (PLD) Initiative –Connecting to the Vision Explore some basic information about today’s generation of learners

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Forward in Excellence

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  1. Forward in Excellence Somers Central School District

  2. Why an update for the 21st Century Classroom?

  3. Focus for Today • Establish purpose behind SCSD Personalized Learning Device (PLD) Initiative –Connecting to the Vision • Explore some basic information about today’s generation of learners • Identify support for students, staff, and parents • Review Milestone Timeline

  4. Shared Vision

  5. 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.

  6. Today’s classroom “…wherever there is the potential for instruction and learning to take place”.

  7. PLD Goals • Utilize research based instructional practices via technology to engage the “Net Generation” • Leverage the PLD as an essential tool to assist students in developing 21st Century Skills- Consume, Collaborate, and Create • Prepare students to be responsible and ethical digital citizens

  8. From the Research on a PLD for Each Student: 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)

  9. From the Research on a PLD for Each Student: 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)

  10. Who is the Net Generation? Tomorrow’s Knowledge Leaders What do they want from learning? • relevant • able to make a difference • experiential • collaborative • infused with technology

  11. How do our students learn? • Think • Pair • Share

  12. Net Generation Learning Styles Intuitive 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/

  13. Preparing Teachers PLD Orientation PLD Trainings • PLD Handbook • PLD Care • Appropriate and Responsible Technology Choices • 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)

  14. Preparing Students

  15. Preparing Parents/Guardians Required Additional Support • Acceptable Use Booklets • Parent Signs off • Net Cetera Materials • Parent Boot Camp • Parent Orientations with PTA • PLD Blog and Support Site

  16. Milestone Timeline

  17. 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.

  18. 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://www.jtla.org. 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

  19. References continued High 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://ejournals.bc.edu/ojs/index.php/jtla/article/view/1607/ 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

  20. 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

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