Minnetonka s 1:1 ipad Program APPLE DISTINGUISHED PROGRAM APPLICATION

Transcription

1 Minnetonka s 1:1 ipad Program APPLE DISTINGUISHED PROGRAM APPLICATION

2 A PPLE D ISTINGUISHED P ROGRAM A PPLICATION Minnetonka s 1:1 ipad Program Location Minnetonka High School, Minnetonka, Minnesota (Map) Minnetonka District Website Introduction Minnetonka ipad Program Website The changing landscape of the world s information for the digital generation requires students to have a different skill set than was required just a decade ago. Students must embrace problem solving, critical thinking, communication and technological literacy. Future graduates need to be able to quickly find, synthesize and communicate information collaborating with colleagues, not just within their organization, but within a global community of colleagues and customers. To that end, Minnetonka Public Schools launched a 1:1 pilot in September 2011 using the Apple ipad with half of the ninth grade students (approximately 340 out of 750) at the High School to create a seamless and dynamic 24/7 educational experience. The pilot used digital curriculum materials, student collaboration tools and individualized instruction in math, language arts and science all with the goal of enhancing student learning. Minnetonka s 1:1 ipad Program Overview The goals of the ipad program were to: Enhance and accelerate learning Leverage existing and emerging technology for individualizing instruction Promote collaboration, increasing student engagement Strengthen 21st century skills necessary for future success After a successful pilot, the second half of the freshmen class received ipads in January At the beginning of the school year, all 1,500 freshmen and sophomore students as well as all teachers have an ipad.

3 1 Shared Leadership Visionary Leadership V ISIONARY L EADERSHIP 1. Shared Leadership School leaders take collective ownership of the initiative. 2. Individual Leadership A credible and inspirational thought leader sets and articulates the vision. 3. Community Engagement Broad community sponsorship supports the institution s initiatives. Minnetonka School District s pursuit of a 1:1 digital learning model with 24/7 access for students and teachers is an innovation supported at all levels. The Minnetonka School Board envisions technology as an accelerator of learning. Dedicated technology funding has supported that vision since Minnetonka High School leaders share ownership of the ipad pilot. Directly involved in planning, parent meetings and teacher expectations, the MHS leadership team partnered with teachers and district staff to support professional development, scheduling, implementation logistics, and student/parent communication. The ipad pilot team, led by an assistant superintendent, included directors for technology, instructional technology, and communications alongside school media specialists, instructional technology coaches and teachers. Weekly meetings and a virtual collaboration site addressed planning, troubleshooting, and pilot evaluation. This team guided the pilot, then guided the project to scale. With an eye to the future, the high school administration allocated discretionary site-funds to give the entire 2

4 faculty ipads in the fall This endorsement allowed professional development to begin one to two years ahead of schedule. Running the pilot as a controlled experiment enhanced buy-in from all stakeholders. This systematic approach created benchmarks for success and channels for honest feedback. As a pilot, the goal was to learn fast, adjust accordingly, and establish processes for full-scale implementation. The success of the pilot thus far is evidence of shared leadership. With their vision for technology as an accelerator for learning, effective implementation has raised student achievement by every measure: Average ACT scores increased from 23.1 in 2003 to 25.3 in 2012; college enrollment increased from 74 to 92 percent; and current student achievement at every grade level is the highest in District history. In 2002, SMART Boards were a technology gateway, but they were teachercentric. In 2011, ipads in the hands of all ninth grade students created a shift to studentcentric integration, essential for 21st century learning. Individual Leadership Minnetonka is fortunate to have two credible and inspirational, student-centered thought leaders in educational technology: the superintendent and executive director for technology. Recognized for his visionary leadership for technology by AASA (2005), Educational Research and Development Institute (ERDI) (2007), National School Boards Association (NSBA) Technology Salute District (2008), and Minnesota Superintendent of the Year in 2009, Dr. Dennis Peterson has consistently inspired our staff to use technology to benefit students. Likewise, Dr. Julie Carter is a respected educator and technology director, responsive to student and teacher needs and nationally recognized by the NSBA Technology Leadership Network and Tech & Learning (2010). Community Engagement Our community embraces leading edge technology. Forty-five percent of parents use an iphone daily. At home, 50 percent of students (K-12) use an ipad/tablet daily; 69 percent use a laptop daily. Ninety-four percent of ipad pilot parents believe technology is very import to student learning. (Source: 2012 Minnetonka School District parent survey) Minnetonka voters have twice approved dedicated instructional technology funding, in effect through Beyond District funded priorities, every elementary PTA and the Minnetonka Foundation have purchased classroom sets of ipads for schools, doubling the District s investment in ios devices. 3

5 2 Student Learning Innovative Learning and Teaching I NNOVATIVE L EARNING AND T EACHING 1. Student Learning Learning is a personal experience for every student. 2. Instructional Practices Faculty are master learners who expertly guide their students through difficult and complex tasks. 3. Curriculum Design Innovative and rigorous curriculum is designed to leverage technology. Formative assessments (pre-tests) and soliciting feedback are two significant factors in personalizing student learning. The ipad has helped teachers do both, more often and more efficiently. For example, students use Schoology discussions and Google Forms during class to explore and discuss themes in the The Hound of the Baskervilles and To Kill a Mockingbird. The ipads 24/7 access allows students to Student Engagement, Collaboration, and Classroom Community reflect and contribute after thoughtful consideration of ideas, long after a 57-minute class discussion. Online, every student offers ideas to the class, not just the eager participants. The teacher can respond with differentiated prompts or Socratic questions designed inspire higher level thinking. Each student ipad has art and drawing apps installed, as well as imovie, allowing students to express individual learning like never before. Students may use recording apps like ShowMe to record audio and video to demonstrate their knowledge or reteach concepts to one another. Students also use the ipad camera to record scientific experiments and illustrate processes. 4

6 With the Internet now at their fingertips, students are researching information on a daily basis. Students look up terms and further investigate content. With immediacy of facts, more students feel the confidence to contribute to the discussion. Social studies classes have found the ipad to be a wonderful tool to bring current events and information about topics directly into discussions. Curriculum Design Working with Pads has changed the role of student and teacher. With this new technology, teachers are guides and learners along with their students. As teachers learn, they are cognizant of the ways the technology will be most effective in the context of the classroom. Master teachers incorporate technology in an orderly, logical, and intuitive way, much like the ipad itself. In 2002, Minnetonka installed its first SMART Boards and began digitizing the curriculum. Unlike some 1:1 ipad implementations, Minnetonka does not rely solely on thirdparty apps to teach content; Minnetonka teachers use Minnetonka s digitized curriculum. Teachers continue to post course notes and assignments, which students can download to their ipad, add their own notes, complete assignments and return work to teachers via the ipad Minnetonka s e-learning Platform through Google Apps and Schoology. For example, responding to challenging English texts is a difficult task for students, but lessons are designed to stretch their thinking. With collaborative resources, students are more likely to consider possible interpretations more easily than when completing their homework in isolation. With the internet at their fingertips, GoogleDocs, Schoology, and various ipad apps provide limitless opportunities for students to share their ideas with classmates, obtain immediate feedback from the teacher or peers, and with that feedback, make the material their own. In science, students use ipad tools to collect data during experiments, which move outside of the laboratory and into their homes or community to collect data. Videos or photos of experiments are easily captured on the ipad to document the scientific process. Math students are investigating functions and formulas more thoroughly now that they can manipulate graphs with their fingers to resize graphs, analyze slopes of lines, and change angles within shapes. Teachers notice higher grades, which they attribute to better understanding of problems and more critical analysis with the ipad tools. Instructional Practices 5

7 3 Ongoing Professional Learning ONGOING PROFESSIONAL LEARNING Relevant and Timely Professional Development Faculty engage in a cycle of inquiry that promotes reflection, experimentation, and sharing. Relevant and Timely Professional Development Minnetonka s instructional technology professional development plan includes face-to-face teacher training beginning in July and continues throughout the school year an equivalent of seven full days of professional development for first year ipad teachers. In-person time focuses on advanced ipad functionality, creating formative assessments, maximizing Schoology features, creating collaborative activities in Google Docs, further investigation of educational applications and sharing best practices in classroom management. Teachers also engage in an online Schoology course for ipad teachers, which modeled the collaboration expected among students. ipad resources, videos, links, and discussion boards through Schoology support 24/7 learning access for staff and provide a platform for reflection and sharing. 6

8 Teachers were reminded they can t implement everything the first day, first week, or even in the first months. They are asked to experience the tools as a learner first and to model best instructional practices integrating one-to-one technology as a master teacher, instead of just focusing on the device itself. The ipad implementation team set monthly goals, starting with formative assessments in September and adding a new educational instructional strategy each month. About one-third of the instructional time with ipad pilot teachers focuses on classroom management, just as the research suggests it should. Teachers discuss the need to set up class expectations and routines to help students make the best use of the tool. This included instruction and discussion with students about listening, focusing and staying on task. Teachers also discussed proximity as they work with students, taking advantage of technology tools like Apple TV and Splashtop HD, which allow teachers to move around the classroom freely. The R.A.T. technology model (replace, amplify, transform learning) provided the framework for training. Teachers are encouraged to take lessons to the next level, amplifying the use of technology and transforming their instruction. Time is also scheduled for teachers to observe colleagues during their work day, watching others teach with a focus on how technology is integrated. During year one of the pilot, instructional technology coaches scheduled time in each ipad teacher s classroom at least once a week, directly observing instruction, assessing future learning needs and assisting teachers as needed. As the pilot moved into year two, the resources from year one provided a knowledge bank for teachers who were added to the project. The professional development model is continuing for both new first year ipad teachers and continuing ipad teachers, as their lessons advance to higher levels of transformation. Introductory sessions are also required for all high school faculty who received the ipads through site discretionary funds. All high school teachers are now enrolled in the Schoology collaboration course, and teachers continue to experiment and reflect on successes and learnings. 7

9 4 Quantitative Compelling Evidence of Success C OMPELLING E VIDENCE OF S UCCESS 1. Quantitative Data is routinely collected and analyzed to inform progress and success. 2. Qualitative Narrative, reflective, or anecdotal evidence is collected and shared. Assessment and evaluation have been two critical components of the ipad project. Conducting a controlled experiment with half the freshmen class in a pilot group and half in the control group allowed quantitative measurement. The impact on student achievement looked at three comparisons: controlgroup to ipad pilot group (per course and per specific assessments), 2011 pilot cohort to 2010 non-pilot cohort (per course and per specific assessments), and individual student performance 2010 to 2011 by curricular area. In the aggregate Q1 grade data, there were fewer D's and F's in core courses (English, math and science) for students in the ipad pilot versus the control Real-Time Formative Assessment and group. The most Student Achievement compelling data showed higher student achievement among the ipad pilot group for 14 of 16 ipad pilot teachers, when the teacher taught the same course during the same semester with both ipad sections and non-ipad control group sections. More detailed results are available on our website, including a School Board Presentation December 7, 2011 and Board Presentation May 3,

10 Teachers also tracked frequency of formative assessments (practice problems and quizzes), which increased during the ipad pilot. Research is clear that with frequent formative assessments, teachers are better able to gauge student learning, reteach or individualize the material if needed, and move on if everyone understands. With the ipad, online formative assessments allow teachers to efficiently administer and grade assessments, allowing more timely instructional interventions. ipad home, they have 24/7 access to texts, homework and teachers notes, replacing all papers they previously stuffed in multiple binders and folders. In addition, their assignments and due dates are pushed directly to their ipad calendar, ensuring all students know when things are due. Qualitative Using ipads also keeps students more engaged and inspires collaboration among students and teachers. Seventyseven percent of students in the pilot Student/Teacher and Parent/Teacher reported that they Communication collaborate daily with others in school using technology, resulting in a strong sense of community driving further knowledge and understanding. Quarterly surveys of ipad pilot students and parents gathered quantitative and qualitative data on how students used the ipads for collaboration and communication, student organization and their learning experience as a whole. Tracking late and missing assignment data showed that in most ipad courses, students have fewer missing assignments. Students attribute this to better organization with all of their files in one place. Students complete and submit homework and do research on Increased Organizational Skill and one device. When Efficiency in Minnetonka students take the Likewise, students report reading and recall are more efficient. Highlighting texts and making notes in the margins on the ipad aids studying (practices prohibited in schoolowned books). On the ipad students simply review their summary notes or easily search for a term to aid recall. Finally, a student advisory group and Google forms have facilitated ongoing qualitative feedback. From app requests to lesson design, students are actively engaged in enhancing their own learning 9

11 5 Flexible Learning Environment FLEXIBLE LEARNING ENVIRONMENT 1. School Design and Facilities Facilities and schedules are designed to maximize learning opportunities that technology provides. 2. Information Technology (IT) IT infrastructure supports innovation in teaching and learning. School Design and Facilities The high school campus has full wireless coverage and density allowing students and staff to connect from anywhere at any time on the campus. With this strong infrastructure in place, students take advantage of learning opportunities while in the classroom, cafeteria, library, gymnasium or hallways. This fluid technology environment follows students throughout their day, rather than pulling students into a computer lab or wireless area for connectivity to learning. Cloud storage and an online learning management system further facilitate anytime, anywhere learning. Students collaborate on projects using Google apps for education beyond the traditional school day and interact with one another through online discussion boards, digital drop boxes and posts in the LMS system. 10

12 Information Technology (IT) The ipad project is supported by a strong team of technical and instructional experts. There is on-site support by our media staff. They provide a consistent presence and are equipped to handle all technical hardware and software needs, including the need for repairing, re-syncing and replacing student devices. The on-site support model allows for immediate response, offering a high level of service to students and staff. Spare hardware inventory is available onsite for repair issues, so a student is never without an ipad. Document storage to the cloud makes swapping devices for repair quick and easy, as all content is available via the Internet. Student ipad How Do I..? Schoology Discussion Board Students also serve as a great resource in assisting others with questions through an online course in our elearning environment. All students and teachers in the ipad pilot are enrolled in this course which serves as a central online knowledge base for users. Questions are often asked and answered by students, with little need for staff technical assistance. The online course provides 24/7 support. The ipads provide easy access to digital resources and content, both locally on the device and in the cloud. Access to local content assures that students and staff can continue work offline, when off-campus if no wireless is available. Content is stored in apps, ibooks, and textbooks that are available on the ipad. When the ipad is connected to the Internet, local content is backed up to the cloud to assure work is saved and accessible from any Internet connection. For students who do not have access to the Internet from home, the District provides filtered broadband access through Verizon so students and parents can connect from home. Although local content is available on the ipad, access to the Internet ensures the District s online elearning tool and student information system can be accessed to view grades, attendance, homework and other school and District information. Internet access also allows students to use Google Apps for education, an online set of tools for collaboration and communication, frequently used for projects and group work outside of the school day. 11

13 6 Contribution and Credits The school liaison and the following people are willing and able to address these areas. 1. Visionary Leadership Dr. Dennis Peterson, Superintendent Dr. Julie Carter, Executive Director of Technology CONTRIBUTION AND CREDITS List of people willing to address 5 areas of best practices. The administration and a majority of the faculty possess the ability and are willing to articulate how they use Apple products in alignment with the five best practices as it applies to our school s technology implementation program. School Liaison Dave Eisenmann Director of Instructional Technology & Media Services dave.eisenmann@minnetonka.k12.mn.us 2. Innovative Learning and Teaching Eric Schneider, Assistant Superintendent for Curriculum & Instruction eric.schneider@minnetonka.k12.mn.us Dave Eisenmann, Director of Instructional Technology & Media Services dave.eisenmann@minnetonka.k12.mn.us 3. Relevant and Timely Professional Development Dave Eisenmann, Director of Instructional Technology & Media Services dave.eisenmann@minnetonka.k12.mn.us 4. Compelling Evidence of Success Dave Adney, High School Principal dave.adney@minnetonka.k12.mn.us Dr. Julie Carter, Executive Director of Technology julie.carter@minnetonka.k12.mn.us 5. Flexible Learning Environment Dr. Julie Carter, Executive Director of Technology julie.carter@minnetonka.k12.mn.us 12