Learning to Change, Changing to Learn Lessons Learned From Around The World

1. Learning to Change, Changing to LearnLessons Learned From Around The World Dr. Sheryl Abshire - CoSN Chair of the Board CTO – Calcasieu Parish Public Schools Lake Charles, Louisiana AETA Summer Mini-Conference June 16, 2008

2. Mission • CoSN is the leading U.S. nonprofit voice in education technology leadership • Serving K-12 district technology leaders who use of technology strategically to improve teaching and learning Audience • School district level technology leaders, generically called Chief Technology Officers (CTOs)

3. Focus of this presentation • Research around effectiveness of technology in education • Defining the Critical & New Skills Needed by District Leaders

4. What is the impact of education technology around the world?

5. Asia Asia “The integration of ICT in the teaching of subjects has been weak.” UNESCO report of the South-East ICT Advocacy & Planning Workshop, Dec. 2003 examining use of technology in 30 countries in S.E. Asia

6. Europe “Most schools in most countries, however, are in the early phase of ICT adoption, characterised by patchy uncoordinated provision and use, some enhancement of the learning process, some development of e-learning, but no profound improvements in learning and teaching.” The ICT Impact Report: A Review of Studies of ICT Impact on Schools in Europe, Dec. 2006

7. Nordic Countries ICT has a positive impact on the schools’ overall target – improving the pupils’ learning. But the study also indicates that the potential of ICT is not being fully realised in all schools. The use of ICT as a tool for pedagogical development is not in focus and the impact of ICT on knowledge-sharing, communication and home/school cooperation is only moderate. E-learning Nordic 2006

8. United Kingdom Four-year study by Becta concludes: • Personalized learning through technology is key route to educational improvement • Having a high level of technology will dramatically improve performance, so long as there is the right support and enthusiasm to embrace it • Harnessing Technology Review 2007: Progress and impact of technology in education: Summary report – Becta, the U.K. government agency for technology in learning June 2007-- June 2007

9. United States Metiri Group examined all the U.S. research on impact of ed tech and reached two important conclusions: • Technology advocates largely over promised technology • With appropriate vision and adequate professional development, technology can be a powerful, transformative tool http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdfFall 2006

10. Half Full or Half Empty? U.S. Teachers • 63% of teachers say their technology skills are “somewhat advanced” or “advanced” • Yet most using technology for e-mail & Internet research, not to change teaching CDW-G Teachers Talk Tech Survey 2006 U.S. Students • Find the typical classroom doesn’t reflect the rich technology they enjoy outside of school • Express growing frustration that schools are “irrelevant” http://www.tomorrow.org/speakup/speakup_reports.html

11. Conclusion In most classrooms, technology/ICT is not integral to the overall educational mission It has been used at the margins rather than do something profoundly different/better

12. Same Experience In Business 1980s MIT economist Robert Solow concluded technology in most businesses had no or even negative impact on productivity He changed his conclusion in the 1990s after business reengineered its processes and used technology for transformation

13. Cluster Analysis in Nordic Countries

14. Conclusions from Research 1) Leadership & Vision matters. Technology in education is not an end in and of itself. And, the biggest impediment to effective technology is human. 2) Rethinking pedagogyis essential. Focus on what technology uniquely enables us to do around learning. If you do the above…technologyis transformative in education.

15. Key to Getting $ for Tech CoSN study of districts with flat/declining budgets vs. increasing budgets for technology. Critical factors: • Leadership/Vision • Community Engagement Digital Leadership Divide, CoSN, March 2004 http://www.cosn.org/resources/grunwald/index.cfm

16. Understanding “Third Wave” Challenges First Wave: Infrastructure • Wiring, outlets and networks • Computing devices, hardware and software • Bandwidth Essential, but just a starting point Second Wave: Supportive and Enabling Applications • Automate processes • Make education more effective and efficient • Improve access to content Essential, but don’t change traditional paradigms

17. Third Wave Transformative Applications Fully integrating technology into every aspect of education—standards, curriculum, pedagogy, professional development leadership, administration, communications, assessments Vital to improving student achievement and modernizing education

18. O.K. … so now what do I do? What are the “Essential Skills” of educators? Both those in charge of our educational system (Superintendents and other district leaders) And, those in charge of technology

19. Role of Superintendents & Other District Leaders How has the world has changed? How should education and our district change? What is MY Role? www.SuperintendentEmpower.org

20. Five Leadership Themes • Raise the bar with 21st century skills • Transform pedagogy with compelling learning environments • Support professional development and communities of practice Strengthen district leadership and communications Create balanced assessments