Technology Planning for Adult Education: All the Pieces of the Puzzle

Transcription

1 Technology Planning for Adult Education: All the Pieces of the Puzzle COABE 2004 John Fleischman, OTAN, Marian Thacher, OTAN,

2 OTAN activities are funded by contract #2000 of the Federal P.L., , Section 223, from the Adult Education Office, Secondary, Postsecondary, and Adult Leadership Division, California Department of Education. However, the content does not necessarily reflect the position of that department or the U.S. Department of Education OTAN Mather Blvd. P.O. Box Sacramento, CA UPS/FedEx: Missile Way, Mather (916)

3 AGENDA Technology Planning for Adult Education: All the Pieces of the Puzzle The Purpose of Technology Planning What California Adult Ed is doing The Biggest Challenges The Planning Process John Fleischman Marian Thacher 2 Your Expectations Who are you? What are you hoping to learn? Why Plan? What can technology planning do for you? 3 Why Plan? Instructional Technology Why?? Students need technology! Federal funding encourages the use of technology Planning creates positive change You re in it for the long haul Save time and $$$ Measure progress Helps secure future funding 5 6

4 Students with Computer at Home Students with Internet at Home ESL Students Who Have A Computer at Home ESL Students Who Have Internet at Home 80% 70% 70% 60% 60% 50% 50% 40% 40% Stockton Redlands Stockton Redlands 30% 30% 20% 20% 10% 10% 0% 0% Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 7 Level 1 Level 2 Level 3 Level 4 Level 5 Level % 70% 60% 50% Stockton Computer at Home Pre and Post Stockton ESL Students Who Have A Computer At Home The Process in California 40% Pre Post 30% 20% 10% 0% Level 9 The History Technology Plan for CA Adult Education Begun in 1997 Approved in 2001 Inclusion of Technology Plan as an EL/Civics deliverable Begun in 2002 Focus group to develop process Online submission form created Statewide training workshops, webcasts, audioconferences, field colleagues 11 9 Priorities of the CAETP Resources Access Instructional Resources Assessment Student Information Systems Distance Learning Distributed Learning Professional Development Communication 12

5 CA Adult Ed Tech Plan CA Agencies with a Tech Plan California Adult Education Technology Plan Vision Statement: California adult education will address the changes to society brought on by technology that is inherent to the lifelong learning process. Policy Resources CA Adult Education Technology Plan EL Civ WIA Grant New This Yr Percent of Agencies with a Plan % Total Tech Plans All Agencies 515 What are the biggest challenges for agencies? 15 Statewide Surveys Adult School Barriers Conducted in 1995 and 1998 Major barrier was NOT money for hardware - - it was understanding how to integrate technology into instruction Additional concerns: Tech support Planning Time 17 Rating Adult School 98 Adult School 02 $$ for Hardware $$ for Software Staff Dev. Time to Plan Lack of Info Tech Support 18

6 CBO Barriers CBO 98 CBO 02 What s the planning process? $$ for $$ for Staff Dev. Hardware Software Time to Plan Lack of Info Tech Support Staff Development Plan Continuous improvement 8. Tech Plan Evaluation Continual evaluation and revision 1. Form Planning Team Who are the key Stakeholders? Adult Education Technology Plan 2. Vision Statement What will technology do for your program? 3. Current Status 1. Hardware Inventory 2. Computer skills inventory Public Tech Plan Form Click here to set up an account Choose Sign-in ID and Password 6. Financial Considerations How to pay for equipment, training and upgrades 5. Goals & Objectives Make objectives measurable 4. Prioritize Needs Planning Team Sample Planning Team How many 2 or 3? 7 or 8? Who All stakeholders 23 24

7 Vision Statement What is it? Sample Vision Statement A compelling vision of how your program will look in the future Related to your mission statement Focused on instruction, or your mission, not on technology Driven by client needs Easy to understand Vision Statement Rubric No vision statement, or doesn t match defined scope of plan. Statement is in draft form, still being 1 developed, evidence of only 1 or 2 participants in creating it. Statement is broad and 2 comprehensive, deals with learning outcomes, not just technology. Needs Assessment Hardware Software Staff Skills Part of the Hardware Survey Mac vs. PC Percent of PCs vs Macs % PCs Macs 89% 29 30

8 Computer Platforms Windows Versions in Use 2003 Internet Connections, 98 and 03 Inernet Connections in 1998 LAN 38% Modem 47% 27% % Windows 95/98/00 Windows XP ISDN Dial-Up Internet Connections in % Modem 4% Cable or DSL 19% LAN 77% Technology in the Classroom Increased Use Percent of Agencies Using Various Technologies in the Classroom in 2003 Classroom Use of 2 Technologies over 5 Years Wireless Computer Connections Laptops Smartboard Mobile computer lab* Portable Keybord Device (AlphaSmart, etc.)* LCD projector for computer* Digital camera LCD projector Digital camera Digital Video Camera 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% Making Connections Sample Staff Skills Request from an agency re interactive whiteboards Agencies using interactive whiteboards - 22 Agencies planning to use them

9 Staff Skills by Region Determining Needs The overall goal is better instruction The needs may fall into 4 areas 1. North coast 2. Northeast 3. Capitol 4. Bay Area 7. Central Valley 8. Costa del Sur 9. Southern 10. Rims Staff Development Equipment, Connectivity Materials, Software Technical Support 5. South Bay 11a. LA area 6. Delta Sierra 11b. LAUSD Goals Objectives Goals are broad statements of what is to be achieved by the end of the plan. They are based on the needs you identified in the previous two sections. Goal Example: Develop a mentoring system in which teachers and students can mentor each other in technology skills. Objectives are specific, measurable statements of what is to be accomplished. Must include either a percentage or a number, and an expected completion date or time. Objective Example: Identify at least 10 instructors interested in sharing skills and ideas by December, Examples of Goal and Objectives Budget Total Cost of Ownership Equipment Technical Support Training Replacement Costs 41 42

10 What you have to do Answer 3 questions 1. How are you planning for technical support? 2. How are you planning to pay for staff training? 3. How will you replace existing technology on a planned schedule? TCO - Total Cost of Ownership Networking Staff development Hardware and software upgrades Cost of Connectivity Modem Not! DSL or Cable w/router for small agencies T1 or greater for large agencies Cost of Staff Development MOST critical item in your tech budget DOE recommends - 30% of budget Business spends the same on training as they do on hardware Subs? Stipends? Explore alternatives $1500 per person per year for training is not unreasonable Replacement Costs Budget Question Example What is the life expectancy of a computer? 3 to 5 years Buy vs. Lease Beware of donations Cost of upgrading may be more than cost of a new computer 47 48

11 Staff Development Plan Using technology in the classroom is hard! Skills development takes time The best equipment is a waste of money if nobody s using it What Does Staff Development Include? Workshops Small Groups One- on- One Mentoring Team Teaching/Modeling Projects Curriculum Integration Support Online Support Materials Sample Staff Development Plan Evaluating the Plan 51 How will you know if your technology plan is working? How will you know when your goals have been achieved? How will you know how much technology is actually being used in the classroom and elsewhere? How will you evaluate the effectiveness of the technology used? How will you decide that it s time to revisit and revise your plan? 52 Brainstorm Strategies Strategies What are some ways you might evaluate your plan? 53 Conduct regular needs assessment Collect data on staff progress Have system to assess student and teacher progress Use mentors to engage teachers in the evaluation of classroom practices Identify a person who will monitor and report on site implementation of the plan Identify a core team to be responsible for reviewing the plan and budget at regular intervals 54

12 Sample Evaluation Plan Lessons Learned 55 What have we learned? Make the planning process simple, but effective Have mentors available Some people need to be walked through Some agencies took this and ran with it What have we learned? Online submission form was popular Alternative training models were very popular Lots of follow-up needed Plan for 5 years, not one What are other states doing? THANK YOU!!! John Fleischman jfleischman@scoe.net (916) Marian Thacher mthacher@otan.us (916)

13 Technology Planning for California Adult Education Programs CA Dept of Education, Adult Education Office Technology Planning Requirement Beginning in , California adult education agencies receiving EL Civics funding have been required to create a technology plan. This requirement has been continued through , and 267 agencies have submitted technology plans. This number includes K12 adult schools, community colleges, community-based organizations, libraries, correctional facilities and other agencies. The planning process is facilitated by an online submission form that includes: The Planning Team Vision Statement Current Status (hardware, networking and staff skills) Needs, Goals and Objectives Funding Considerations Staff Development Plan Evaluation Technology Planning, Training, and Support Extensive training has been provided to agencies via workshops, Web casts, and audio conferences. In addition, agencies that requested assistance were referred to technology planning field colleagues. The field colleagues are experienced adult educators from various parts of the state who have extensive experience with technology. Through this process, California adult education has made significant progress in planning for, purchasing, and making good use of advances in technology. Data Resulting from the Technology Planning Requirement Data collected through technology planning permits tracking statewide progress in strategic areas. For example, a survey conducted in 1998 shows that only 38% of agency Internet connections were LANs. In contrast, that number rose to 63% in LAN 38% Inernet Connections in 1998 Modem 47% Internet Connections in 2002 Modem 13% ISDN Dial- Up 15% LAN 63% Cable or DSL 24%

14 Technology Being Used Agencies indicated which types of equipment, other than computers, were used in instruction. The type of equipment has evolved rapidly from year to year. Below is a chart showing how many agencies in California are using various types of technology. Percent of Agencies Using Various Technologies in the Classroom in 2003 Wireless Computer Connections Laptops Smartboard Mobile computer lab* Portable Keybord Device (AlphaSmart, etc.)* LCD projector for computer* Digital camera Digital Video Camera 0% 20% 40% 60% 80% 100% This second chart compares the use of two types of technology, digital cameras and LCD projectors, over five years. (LCD projectors were only projection panels that were placed on top of regular overhead projectors in 1998.) Classroom Use of 2 Technologies over 5 Years Digital camera LCD projector % 20% 40% 60% 80% 100% Staff Skills As part of the ongoing needs assessment, agencies require instructors, administrators, and support staff to complete a self-assessment of their computer skills. The results have allowed the state to compare skills across regions, and to compare previous years to the current year. For example, on a scale of 0 (no experience) to 4 (expert), here is how staff rated themselves on using in 2002, separated by regions. We can see that in region 2, the mountainous, rural northeast region, staff persons are more comfortable with than in region 11b, Los Angeles, a highly urban region. 2

15 9 Priorities of the California Adult Education Technology Plan Define a baseline of technology resources available to adult education instructors and learners, regardless of program area, that facilitates teaching and learning regardless of location. 2. Create a technology rich environment in adult education in which learning can take place anytime, anywhere, and be oriented toward the goals and capabilities of the learner (access). 3. Make quality technology-based instructional resources available and accessible to meet the varied needs of adult learners and providers. 4. Make available a set of technology-based assessment tools across a range of adult education programs that addresses issues of placement and progress in achieving learning goals. 5. Have a student information system across a range of adult education programs that addresses issues of tracking, reporting, and academic progress, is accessible to administrators and learners, and is efficient to maintain. 6. Use technology to support learning activities and resources at any time, any place, any pace, and emphasizing person-to-person interaction (distance learning). 7. Incorporate distributed learning strategies into adult education programs. 8. Provide adult educators with the necessary skills and time to integrate technology into instructional and management activities (professional development). 9. Enable adult education providers and learners to use information technologies to collaborate, exchange information, and explore new learning environments (communication). Complete plan available at

16 1. Planning Team No team, plan mandated by one person. 2. Vision Statement No vision statement, or doesn t match defined scope of plan. 3. Current Status No evidence of hardware inventory or staff needs assessment. Technology Plan Evaluation Rubric 0 does not pass 1 needs improvement 2 complete One or two individuals developed the plan, and significant groups of stakeholders appear to be left out. Vision statement is in a draft form, still in the process of being developed. Evidence of only 1 or 2 participants in creating it. Not all surveys completed. 4. Prioritized Needs No needs indicated. Stated needs are vague and/or not prioritized. 5. Goals and Objectives 6. Funding Considerations Goals and objectives are either not stated or very unclear and not measurable. No response to funding questions. Goals are equipment-based instead of based on learning outcomes. Objectives not linked to goals. Goals or objectives not measurable or attainable. Answers not adequately considered or not directly related to the questions. 7. Staff Development No professional development plan. Some training planned, but not based on needs assessment, or some elements missing. 8. Evaluation Plan No evaluation strategies indicated Some teachers and/or administrators assess progress on their own, but evaluation plan is not well developed, and no reference to goals and objectives. Evidence that all stakeholders helped develop the plan. The statement is broad and comprehensive, but does not contain specific goals and objectives. It deals with learning outcomes, not technology. Complete and detailed information on existing hardware, infrastructure and staff skills. Needs are clearly delineated and clearly based on the assessment of current status. Goals are broad and comprehensive and address teaching and learning needs. Objectives are clear and measurable and define how the goals will be met. Comprehensive responses to budget questions submitted. Professional development is regularly scheduled, covers a variety of topics, meets the needs of classified and certificated staff at all levels, and is based on the needs assessment. A variety of approaches are used. Detailed evaluation plan with appropriate activities and timeline, clearly related to goals and objectives. Adapted from: 1. Technology Connections for School Improvement, Planner s Handbook, U.S. Dept. of Ed., and North Central Regional Educational Laboratory, Mcnabb, Valdez, Nowakowski and Hawkes, Technology Analysis Planning Rubric from the Technology Use Plan Primer by Peter H.R. Sibley and Chip Kimball (TechPlkanAnalysis.pdf from Compaq)