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Forward in Excellence

Forward in Excellence. Somers Central School District. Why an update for the 21 st Century Classroom? . Purpose. Shared Vision . Our Focus- The Whole Child .

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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. Purpose

  4. Shared Vision

  5. 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.

  6. 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.

  7. 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.

  8. 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)

  9. PLD Goals

  10. 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)

  11. 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)

  12. 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

  13. How do our kids learn? • Think • Pair • Share

  14. 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/

  15. 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

  16. 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)

  17. Preparing Students

  18. 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

  19. Milestone Timeline

  20. Next Steps

  21. 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

  22. 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://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

  23. 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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