appear to provide any additional information that was not already known within the GPPSS.

Transcription

1 Integration of Instructional Technology in the Grosse Pointe Public School System Executive Summary In the Grosse Pointe Public School System, we are at a pivotal tipping where we must set the platform for preparing students for the educational environments of 21 st century learning. Our students were born in a digital world where access to resources and information has been and will continue to be just a click away. We must begin now to establish the essential components to effectively design the classroom and the educational settings to best meet the evolving student learner and the standards of quality instructional practices. In March of 2012, representatives from a Plante Moran study presented to the GPPSS Board of Education their findings in an audit of current instructional and operational technology and their assessment of technology structure and design. In brief summary, their findings were: The district is hampered with aging technology; There is inadequate bandwidth across the district and there is a digital gap that exist within the district; There is a need for a clear vision and direction that is effectively concise and understood amongst the stakeholders across the district with a coordinated and aligned plan for positive change. Although, the summary document shared by Plante Moran did address the areas of concern. The report did not appear to provide any additional information that was not already known within the GPPSS. In order to move forward with clear intent and direction for changes and upgrades in the technology within GPPSS, the GPPSS Board of Education adopted a Resolution for Technology Related Information Items at the Board meeting in May, There were 5 critical areas that must be addressed per the resolution as presented and sponsored by Board Members Mr. Brendan Walsh and Ms. Lois Valente. The critical areas were: Wide Area Network and Bandwidth PC Refresh and Desktop Computing Alternatives Wireless LAN and Wi-Fi Microsoft vs. Alternatives Application, Web Platform, and Other Related Concerns Per review of these identified item areas, a common thread of limited maximum capacity for bandwidth across the district exists that confines the capacity to perform the necessary operations of educational programming and performance both inside and outside of the classroom. Also, as presented in the Board Resolution, there are significant financial operational implications for the district and the taxpayers.

2 Integration of Instructional Technology in the Grosse Pointe Public School System Executive Summary As the GPPSS works on determining the necessary improvements in our WAN (Wide Area Network), our Bandwidth, our Aging Desktop Computers, and our Wireless Equipment and Installation, the GPPSS should also maintain a focus on the necessary and appropriate digital devices that provide ALL students with the necessary access to learning and resources that will enhance their education. We must move forward in an additional discussion on how to provide the most appropriate, cost-efficient, and integrated instructional technology tools for our educators, students, and parents. In preparation for a rapidly changing educational landscape in how we teach/instruct students, how we assess students (Smarter Balanced Assessment, NWEA) and evaluate teachers, and how we establish curriculum standards (Common Core), we need to begin and expedite the preparation for these changes in a systematic manner that will lead us toward a more efficient and a richer/deeper quality of education for ALL students in the GPPSS. The time is now to begin the dialogue of transformation and redesign of instructional practices that best fit the needs of our students who are digital natives and ensure their success as 21 st century learners. The first stage of this dialogue includes an understanding and commitment to the Student Learner Profile that helps define the skills necessary for our students to be successful. As administrators and educators in GPPSS, we have been collaborating and obtaining feedback on the components of the Student Learner Profile from staff in each school. We have also worked to align the profile with the Continuous Improvement Plan of GPPSS and the Long-Term Targets. Our success can be found in students who exhibit the profile of being a: Knowledgeable and Continuous Learner Motivated, Inspired, and Persistent Learner Creator and Contributor Effective and Collaborative Communicator Critical Thinker and Problem Solver Global Citizen of Character In our work to apply this characteristic profile for ALL students in the GPPSS and to determine where the Digital Age fits in with these necessary skill traits, we must establish a clear vision for our instructional technology for today, tomorrow, and beyond. An alignment of instructional technology goals for the GPPSS can put forth the foundation for educational expectations, goals, and objectives.

3 Integration of Instructional Technology in the Grosse Pointe Public School System Executive Summary At the forefront, our technology plan must be about student learning. When many districts across the country discuss the need for instructional technology in their schools, the focus and direction tends to immediately go to the tools and the learner platform that they will adopt. Before a learner platform is agreed upon, the most important discussion should be on the learning and how we may best meet the needs of our students where the instructional technology is a facilitator of information, resources, collaboration, and project-based outcomes. In 2010, the U.S. Department of Education produced a public document entitled, Transforming American Education: Learning Powered by Technology. This public document provides a basis for establishing areas of focus within the school district and shares a model to be considered for goal-setting and related objectives. From this document, there are 5 Focus Areas with corresponding objectives. They are: Learning: Engage and Empower Assessment: Measuring What Matters Teaching: Prepare and Connect Infrastructure: Access and Enable Productivity: Redesign and Transform Applying the knowledge and assessment of where we have been and where we are now with our utilization of instructional technology in the GPPSS, it is critical that we enhance and accelerate the discussion of the educational, financial, and operational needs of the district. In moving forward, there are three (3) groups that would need to come together with specific tasks and directives. The three (3) groups are: GPPSS Board of Education Technology Steering Committee External Professional Consultants Teacher Technology Learner Task Force From this triangulation of committee interest and conclusion, a shared document with the common vision of the actions and necessary steps to move us forward with our technology is imperative. From a financial resource perspective, we are limited in our general funds to offset the costs associated with potential proposed infrastructure and programming changes. The recommendations from these groups will need to include a plan for how to achieve the goals of the GPPSS and how to obtain the necessary support from the Grosse Pointe Public Schools community in regard to the associated cost of these initiatives.

4 Grosse Pointe Public School System Introducing TECHNOLOGY FOR TODAY, TOMORROW, AND BEYOND 1

5 2

6 Bloom s Taxonomy and Technology 3

7 Objectives for Tonight s Presentation 1. Establishing a Discussion on the Current Use of Technology in our Classrooms 2. Identifying Future Trends and Needs in the Development of a Sound and Effective Infrastructure, Quality Professional Development Program for Educators, and Solid and Efficient Use of Technology in the Classroom 4

8 International Society for Technology in Education (ISTE) Standards for Students Where do We Stand with Our Students in GPPSS? 5

9 STEPS TOWARD SUCCESS The Student Learner Profile Mission, Vision, and Goals for Technology Learning in a Digital Age A Foundation of Educational Excellence and Learning Through Technology 6

10 The Key Traits of the Student Learner Profile Capturing the Learning Styles and Needs of ALL Students 7

11 Knowledgeable and Continuous Learner Motivated, Inspired, and Persistent Learner Creators and Contributors Effective and Collaborative Communicators Critical Thinkers and Problem Solvers Global Citizens of Character Student Learner Profile 8

12 MISSION, VISION, AND GOALS FOR TECHNOLOGY LEARNING, ASSESSMENT, TEACHING, INFRASTRUCTURE, AND PRODUCTIVITY 9

13 Learning: Engage and Empower Instructional Technology Goals and Objectives Assessment: Measuring What Matters Teaching: Prepare and Connect Infrastructure: Access and Enable Productivity: Redesign and Transform 10

14 Engage and Empower All Learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Learning 11

15 Assessment Measuring What Matters The GPPSS will leverage the power of student data information and assessments to continuously improve consistent instructional practices that align with common core standards and Universal Design for Learning practices. 12

16 Teaching Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for ALL learners. 13

17 Infrastructure Access and Enable ALL students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 14

18 Productivity Redesign and Transform The GPPSS at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. 15

19 LEARNING IN A DIGITAL AGE Providing Students with the Necessary Tools for Success Today, Tomorrow, and Beyond 16

20 Learning in a Globally Digital Age Providing Immediate Access to the World Establishing a Project Based Learning Environment Learning through Effective Exploration and Research Continuous and Accurate Up-to- Date Information ks-textbooks/ Alignment with Common Core Standards Electronic Textbook and Material Access 24/7 Interactive/Engaged/Collaborative Learning Environments Active Student Directed Learning 17

21 Supporting our Digitally Native Students in our Classrooms, Buildings, and Community 18

22 Let s begin our Journey to Transform and Empower our Students Learning through Technology NEXT STEPS 19

23 Collaboration Establish agppss Board of Education Technology Steering Committee THAT WILL: Work with Central Office Administration to Review the Impact on Policy and Administrative Procedures associated with Integration of Technology both Within and Outside of the school setting; Review and Provide Input on Proposals for Improvement of District Technology Infrastructure that Serves the District Now and In the Future; Review Cost Analysis and Funding Sources for Implementation; Technology And Learning Establish District Goals that Reflect and Support the Implementation of a Visionary Technology Plan that Meets the Needs of ALL Students; Coordinate with Central Office Administration a Schedule of Town Hall Meetings and Key Stakeholders within the Community to Establish a Shared Understanding of Instructional Technology Needs for the District 20

24 Collaboration Partnering with External Consultants on Infrastructure Needs and Cost Analysis THAT WILL: Provide Sound, Experienced, and Professional Expertise in the Field of Education to Identify and Enhance the Core Needs of the District; Assist in the Necessary Modifications of Any Plans that Fit Within the Unique Physical Structures and Spaces within the District; Technology And Learning Effectively Analyze and Recommend the Most Cost Efficient Tools to Support the Instructional Needs of the Classroom; Align with the Future Needs of Students and Educators in the District regarding Student/Staff Resource Access, Student Assessment, and Collaborative Interaction and Communication Across the District. 21

25 Collaboration Identify and Coordinate a Teacher Technology Learner Task Force THAT WILL: Identify Appropriate Hardware and Software Needs that Enhances the Flow of Instructional Practice and Activities for ALL Students; Identify, Model, and Assist ALL Teachers to Incorporate the ISTE Standards and Performance Indicators for Teachers; Collaborate and Develop with the Administration a Professional Development Plan that Provides Differentiated Support to ALL Educators in the District; Technology And Learning Identify Funding Sources that Enhance Applications and Programs Throughout the District. 22

26 Grosse Pointe Public School System Introducing A PROPOSED 2013 TECHNOLOGY BOND 23

27 2013 TECHNOLOGY BOND POINTS TO CONSIDER History of Past and Current Taxation in the Community; Specific List of Infrastructure, Hardware, Software, and Training Needs in the District with Associated Costs; Establish Alignment with our Technology Plan and Our District Goals; Develop a 2013 Technology Bond Program Frequently Asked Questions Document; 24

28 2013 TECHNOLOGY BOND POINTS TO CONSIDER Identify ALL Stakeholder Groups in the GPPSS Community; Accurately Identify the Technology Needs for Each School Building and Share the Information with the Community; Develop a 2013 Technology Bond Communication Plan and Timeline; and, Provide Consistent and Specific Information about the 2013 Technology Bond Across the District and through Social Media. 25

29 QUESTIONS, COMMENTS, DISCUSSION 26

30 Engage and Empower All Learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Learning 27

31 Engage and Empower: Objectives 1.1 Revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21 st century expertise and the power of technology to improve learning. 1.2 Develop and implement learning strategies and practices that use technology to engage and challenge all different types of learners. Learning 1.3 Develop and enhance learning that makes technology available to all learners at anytime, at any pace, and at anywhere. 1.4 Advance the student s connection and understanding of STEM (science, technology, engineering, and mathematics) learning through more engaging and relevant resources by the use of technology. Reference: U.S. Department of Education, Office of Educational Technology, Transforming American Education: Learning Powered by Technology, Washington, D.C., 2010 The report is in the public domain. Authorization to reproduce this report in whole or in part is granted. 28

32 Assessment Measuring What Matters The GPPSS will leverage the power of student data information and assessments to continuously improve consistent instructional practices that align with common core standards and Universal Design for Learning practices. 29

33 Measuring What Matters: Objectives Assessment 2.1 Effectively implement and analyze quality assessment measures that give students, educators, parents, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. 2.2 Build the capacity of GPPSS educators to understand and use technology to improve assessment materials and processes for both formative and summative uses. 2.3 Explore assessment technology resources that provide simulations, collaborative learning environments, virtual and global connections, and visual tutorials that engage and motivate learners while providing assessment feedback on skill acquisition and status. 2.4 Develop and explore how Universal Design for Learning can enable the best accommodations for all students to ensure that we are assessing what we intend to measure to validate the effects and results of the applied accommodations. 2.5 Comply with policies that regulate and enable a model of assessment that assists in determining the effectiveness of curriculum through the ongoing gathering and sharing of data on student learning. 30

34 Teaching Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for ALL learners. 31

35 Teaching Prepare and Connect: Objectives 3.1 Expand opportunities for educators to have access to technology-based content, resources, and tools where and when they need them. 3.2 Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools and within and across global learning environments. 3.3 Use technology to provide all learners with online access to effective teaching and learning opportunities. 3.4 Provide professional development with learning experiences powered by technology to increase their digital literacy and enable the educator to create compelling assignments for students that improve learning, assessment, and instructional practices. 3.5 Enhance the professional learning communities across the district in direct analysis and discussion of the use of technology resources to enhance and improve learning for all students. 32

36 Infrastructure Access and Enable ALL students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 33

37 Access and Enable: Objectives Infrastructure 4.1 Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school. 4.2 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school. 4.3 Support the development and use of open educational resources to promote innovative and creative opportunities for all learners and accelerate the adoption of new open technology-based learning tools and courses for students and members of our GPPSS community. 4.4 Establishing a GPPSS infrastructure and capacity for evolving learning opportunities and setting the foundation for trained educators in effective use of technology-based instruction. 34

38 Productivity Redesign and Transform The GPPSS at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. 35

39 Redesign and Transform: Objectives Productivity 5.1 Develop and adopt a common standard of educator practice and evaluation that includes technology use in a meaningful and productive way. 5.2 Support the reframing of the educational and learning environments to center around a demonstration of competencies and project-based learning instead of around seat time planning. 5.3 Develop useful metrics for the educational use of technology. 5.4 Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress seamlessly through the GPPSS and emerge prepared for college and careers. 5.5 Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. 36