It’s a Digital World

1. It’s a Digital World NJDOE Office of Educational Technology Laurence Cocco, Director Sue Sullivan Joseph Seaman Susan Pancoast Sandy O’Neil Christopher Cox Linda Carmona-Bell

2. The world around us…

3. 3 http://www.fastcompany.com/3053911/hit-the-ground-running/five-business-trends-to-watch-in-2016-no-matter-how-or-where-you-work

4. 5. GENERATION Z COMES INTO FOCUS “As one observer writes, summing up recent research, "These are kids who grew up in a post-9/11 world, during a recession, and during a time in which 1 in 4 American children lived in poverty." All that will have a major impact on Gen-Zers' prospects and approach to realizing them. The fact is that for independent workers, tomorrow's entry-level employees, entrepreneurs, growing startups, and establish corporations, sustainable growth and innovation are never one-time things. It takes a deep emotional, systemic, and cultural stake in the changing climate—which starts, of course, with an understanding of it.”

5. https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-studentshttps://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students

6. “The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive, according to the World Economic Forum report New Vision for Education: Fostering Social and Emotional Learning Through Technology.

8. Another Forum report, The Future of Jobs, launched during the Annual Meeting 2016 in Davos, looked at the employment, skills and workforce strategy for the future. The report asked chief human resources and strategy officers from leading global employers what the current shifts mean, specifically for employment, skills and recruitment across industries and geographies.

10. Business wants “…students today must be equipped with skills that enable them to handle the radically different and constantly changing, technology driven, bewildering and exciting working world of the 21st century.” Teaching the Digital Generation: No More Cookie Cutter High Schools by Frank Kelly, Ted McCain and Ian Jukes, 2009 p. 17 10

11. Mobile technology access to school materials and assignments Virtual Laboratory Simulations Students Virtual interaction with classmates Visualizations of real-time data from remote sensors Supplemental content Parents Teachers Lifelong “Digital Portfolio” The Future of Cyberlearning: A vision of the year 2015… Home School

12. What’s the fuss? “The new digital world is having a profound impact on modern students. They actually think differently than older people who did not grow up in the digital environment. Educators must adapt their approaches to instruction and the organization of their schools to address this new reality if they hope to engage students in learning today and into the future.” Teaching the Digital Generation: No More Cookie Cutter High Schools by Frank Kelly, Ted McCain and Ian Jukes, 2009 p. 5 12

13. Are the students in your district prepared for the future?

14. http://tech.ed.gov/netp/

15. ACCESS

16. “Digital disconnect” STILL EXISTS!The gap between how today’s students learn and how they live!

17. How do we address these issues?

18. If a child can't learn the way we teach, maybe we should teach the way they learn. - Ignacio Estrada 18

19. We Must Also Change The Paradigm… http://www.edutopia.org/tech-integration A special program is not required; it requires instructors to relinquish their role as 'sage on the stage' and become the 'guide on the side.'

20. Technology is uniquely positioned to transform learning, foster critical thinking, creativity and innovation, and to prepare students to thrive in the global economy. 20

21. Pockets of Excellence is okay. However,school-wide digital learning will not happen without planning &Planning for success takes time.

22. Every Student Succeeds Act (ESSA) NOTE: The Office of Educational expects to require a completed and reviewed technology plan for any grants offered.

23. Technology Planning for Digital Learning • “You plan for success or are willing to take less.”-Sue • Federal government no longer mandates technology plans. • New Tech Plan guidance offers a greater degree of flexibility. • Technology Planning Guidance http://www.state.nj.us/education/techno/localtech/tpdl/

24. TO GET TO DIGITAL LEARNING, YOU NEED… STAKEHOLDER DISCUSSIONS INTERNAL: Administrators (Business Administrator, School Leaders) Curriculum and Instruction Educational Technology Assistive Technology Information Technology TO CREATE DISTRICT VISION AND A PLAN!

25. Section 1: Transforming Education with Technology Note: This section emphasizes: Reasons why it is necessary to use technology in education effectively. Multiple resources available to plan for digital learning! Technology Plan is not required, but is recommended!

26. SECTION 2: TECHNOLOGY PLANNING FOR DIGITAL LEARNING PROCESS (2016-2019) Note: This section emphasizes: The overarching outcome of this planning process is to be a REFLECTIVE tool on how districts can SYSTEMICALLY transform instruction through EFFECTIVE implementation of digital learning. Multiple resources in document to support stakeholders in their efforts.

27. Givens Note: This section also emphasizes: The Office of Educational Technology’s expectation on where districts should be right now!

28. All the components that support a Digital Learning Environment.

29. Section 2: …Process – About this Site There are two parts to Technology Planning for Digital Learning: District Level & School Level.  Each part has guided questions in one of two categories: Basic Expectations which is an emerging digital learning environment and Expansion Considerations which are found in a digital learning environment. The questions are intended as guidance in creating or enhancing digital learning in all schools.  The submitted Technology Plan for Digital Learning (developed in section four of this document) should provide an overview of the focus and work by the district over the next three years.  It is expected that the submitted Technology Plan for Digital Learning (developed in section four of this document) will reflect responses to the questions from the Basic Expectation sections, as a minimum.  Districts are encouraged to provide a wider view of their district by including their responses to the Expansion Considerations questions, if applicable.  All Basic questions are found in Appendix B. The district could consider identifying specific schools to focus efforts for effective digital learning over the next three years (September 2016-June 2019) and expanding to the remaining schools after 2019 if unable to do so during 2016-2019. The district could use one or more of the sample planning templates in Appendix D, E or F (or any other format) to illustrate the overview of the three-year Technology Plan for Digital Learning.

30. SECTION 2: … PROCESS-Submission Process Note: This section emphasizes: Checklist for Reviewers is in Appendix A. Stakeholder Form Use any desired format Naming convention if submitting form to county office of education for review.

31. Sample Stakeholders • Superintendent •  Principal •  Board Member • Technology Coordinator •  Curriculum Director/curriculum committee member •  Teacher •  Special Education Teacher •  Library Media Specialist •  Guidance •   Parent •  Student •  Community Member •  Business Sector Representative* •  Other Titles…?

32. SECTION 3: GUIDING QUESTIONS FOR PLANNING Note: This section emphasizes: There are two parts to Technology Planning for Digital Learning: District Level & School Level.   Each part has guided questions in one of two categories: Basic Expectations which is an emerging digital learning environment (minimum) and Expansion Considerations which are found in a digital learning environment.

33. SECTION 4: BUILDING THE TECHNOLOGY PLAN FOR DIGITAL LEARNING DISTRICT What is the district's vision for digital learning over the next three years?Indicate the last date the NJTRAx Technology Readiness system was updated for the district: If applicable, indicate the date the Future Ready District Level summary report was generated (include a copy of the district report with the Plan submission):

34. SECTION 4: BUILDING THE TECHNOLOGY PLAN FOR DIGITAL LEARNING SCHOOL If applicable, include a copy of the Digital Learning Survey summary report with the Plan submission for each identified school. Name the identified school(s) that will be the focus for digital learning transformation over the next three years and the corresponding date(s) NJTRAx Technology Readiness system was updated for each school. What are the current effective learning models in the school?  Please provide the total number of classrooms, and learning models used (see definitions – for example: blended, 1 to 1, personal learning environments (PLEs), Massive Open Online Courses (MOOCs), and the flipped classroom. A sample list of learning models used in a digital learning environment is found in Appendix H.  

35. Please complete all five sections A through E for each identified school. A. Goals/objectives/strategies  - considerations when developing the goals,  objectives and strategies (examples are provided)

36. THREE-YEAR GOALS: • The goals must be clear to the reviewer – no unknown or unclear terms or phrases. • Goals should be linked to the results of the identified needs or gaps. • There may be MORE needs than goals, or MORE goals than needs, because there does not have to be an equal number. However, the goals that are listed must correlate to at least one identified need.

37. Example: The needs assessment results show a need for: Professional development of teachers and administrators in understanding and implementing the Standard 8 Assessment Toolkit across all content areas. • Goal: All instructional staff and administrators will attend professional development by October 31, 2016 to learn and demonstrate an understanding of how to use the tools and resources in the Standard 8 Assessment toolkit. • Goal: All instructional staff will be supported (through PLC scheduled time, in school and outside resources) to vertically and horizontally collaborate in implementing the Standard 8 Assessment Toolkit resources across grade spans.

38. Example: • The needs assessment results show a need for: Instructional staff to integrate educational technology as an integral component of their instructional process. • Goal: Networking capacity will be increased, procured and installed with all necessary filtering, by September 30, 2017 to fully support all students, teachers and administrators using the Internet for robust activities simultaneously without interruption or delay. • Goal: PLCs and staff meetings will include teacher mini-workshops that will focus specifically on strategies on how to transparently infuse educational technology throughout a lesson. (Examples: content-based examples infusing technology under the UDL framework, exploring various resources for use in instruction, etc.)

39. Why Professional Development? • How do we teach these digital kids? • First, instruction must shift from a predominately lecture format to one that focuses more on discovery learning. • Second, teachers must make a significant shift away from text-based learning materials. • Third, provide students with access to various technologies and information that can be navigated randomly. • Fourth, allow students to network and collaborate with each other and with experts from around the world on an ad hoc basis.

40. Please complete all five sections A through E for each identified school. A. Goals/objectives/strategies B. Indicators to evaluate the Completion and Success of Goal(s) and Objective(s) -considerations when developing the indicators  C. Action Plan – considerations when developing the Action Plan D. Reflect and Adjust –considerations when reflecting on progress of the implementation   E. Budget - considerations when developing the budget 

41. Dialogue is needed with everyone about the identified needs – teachers, curriculum directors, librarians/ media specialists, information technologists, assistive technologists, educational technologists, students, etc.…

42. Resources & Research are included in the guidance document!

43. Appendix A

44. If possible, we suggest posting the approved technology plan for digital learning on your web site.

45. Infrastructure, Teaching and Learning needs assessment, investigation and identification • Resources:; NJTRAx Digital NJTRAx technology readiness Learning Surveys, etc. • Three-year Action Plan with indicators including the following cyclical process: • Requires equitable access in adopted technology based instructional models • Pedagogy-UDL-TPCK-SAMR • Professional Learning Coaching • Evaluate Indicators • Reflect & Adjust

46. Effective technology integration within all content areas for digital learning requires… resources to support all students in obtaining 21st century skills. 46 46

47. Digital Learning New Jersey (DLNJ)Overview of Resources • Future Ready Schools - New Jersey Recognition Program • NJTRAx Digital Learning • PARCC Technology Readiness • New Jersey’s Digital Readiness Tool (NJ’s school-based tool) • Standard 8 • CADS • Resources • Standard 8 Assessment Toolkit (S8AT) • Technology Planning for Digital Learning Guidance

48. Future Ready Schools NATIONAL TOOL

49. NJTRAx Digital Learning (DL) 8 Future Ready Gears

50. NJTRAX Technology Readiness At least one person in the district has access to the Readiness Tools