RENFREW COUNTY DISTRICT SCHOOL BOARD Information and Communication Technology Plan for 2013 to 2016 (Sept. 4, 2013) 1
Table of Contents Introduction: Expand, Enhance and Promote the use of Technology to Improve Communication, Collaboration, Engagement and Efficiencies in the system ICT Achievements Considerations Direction 2013-2016 ICT Initiatives (table) Classroom Based Technology School Based Technology System Based Technology Capacity Building Appendix A: School Effectiveness Framework B: NETs for Students (ISTE) C: Great to Excellent: Launching the Next Stage of Ontario s Education Agenda D: OPSBA E: Nine Themes to Digital Citizenship F: Glossary References...3...4...5...7...11...12...13...15...20...22...22...24...26...27...28...31...33 2
Expand, Enhance and Promote the use of Technology to Improve Communication, Collaboration, Engagement and Efficiencies in the system Where have we come from? RCDSB Director of Education Roger Clarke uses Apple s Facetime to videoconference with Palmer Rapids Public School s award-winning Destination Imagination team. In 2010, the Renfrew County District School Board (RCDSB) engaged in an ambitious plan to further develop its Information Technology (IT) infrastructure and vision for technology use. The goal was to create a reliable and stable backbone for the system which would allow for improved access to resources and to further the board s goal of developing a robust and modern learning and working environment. As a system, we have worked hard to implement that plan and have a great deal to be proud of. 3
Some of these achievements include: Above, 2013 RCDSB Booster Program students calculate a math problem at Killaloe Public School on one of 379 SMARTBoards in RCDSB classrooms. Below, the ADHS Learning Commons is a popular spot for students. 1. High Speed Wan and Wireless: The increase in bandwidth and implementation of wireless access to every school and board office building forms a crucial part of the backbone upon which all other technology implementation rests. 2. AP 141, the RCDSB s administrative procedure guiding technology use has been transformed to eliminate some of the barriers that conflicted with emerging technology use, creating a more open, enabling environment. 3. Enabling Bring Your Own Device (BYOD) has allowed both staff and students to use personal devices at work and in the classroom. 4. The installation of additional SMARTBoards (increasing our rate of deployment from 40 per cent to 78 per cent of active classrooms) allows more students the opportunity to be engaged with interactive, technology within the classroom. Training for each teacher was also included. 5. The establishment of the Instructional Technology Leader and the Information Communication Technology (ICT) Steering committee has helped to ensure IT and Curriculum priorities are aligned and a common vision established. 6. The creation of a data warehouse Skopus to assist staff in using data to better inform decisions around student learning. 7. The development of a new Website for the RCDSB and all 31 schools which are easier for staff to maintain and allow the board staff and educators to communicate and share information with the public in a modern and professional format. 8. The RCDSB have begun to distribute Mobile Devices like ipads and Netbooks/Mini Notebooks to schools so that learning and technology use can take place right at the student s desk allowing for differentiation and customized programming as well as easier access to resources like the ministry s blended learning tool D2L. 9. Transitioning RCDSB secondary school libraries to Learning Commons to provide comfortable, engaging work environments for students while also facilitating access to alternative teaching tools such as elearning. 10. Opening access to Cloud Technologies such as Google Docs for Education, allowing staff and students to collaborate in new and more efficient ways. 4
Of course, new initiatives require training and support if they are to be effective and successful. Through collaborative projects such as ipossibilities (which provides support to special education staff), Lunch and Learns, SMARTBoard training and a variety of pilot projects (mobile netbook carts, ipads in the classroom, secondary school learning commons) we have worked with staff and students to assist them in adopting new technologies into their daily practice. A Learning Commons mobile cart which can hold and charge 30 Notebook computers. What do we need to consider? During the 2012-2013 school year, the ICT Steering committee conducted stakeholder feedback sessions with all members of the school community: teachers, managers, parents, students, board staff, other school boards and school administrators. These sessions provided the committee with invaluable information about the current and future needs of the system and formed the basis of the plan to follow. In his book Stratosphere, Michael Fullan (2013), comments on factors that must be in place for technology implementation to be successful in school systems. He states technology needs to be: 1 Irresistibly engaging for students and teachers; 2 Elegantly efficient and easy to use; 3 Technologically ubiquitous 24/7; 4 and steeped in real-life problem solving. (Fullan, 2013 p.4) Fullan also highlights the necessity for three important factors to work together, namely technology, pedagogy and change management. He states these factors need to work together if education systems are to reach the Stratosphere, the term he uses to describe high level implementation (Fullan, 2013). Other organizations also provide some direction and vision for the use of technology in school boards. The Ontario Ministry of Education (MOE), in its School Effectiveness Framework (SEF, 2010) document (see Appendix A) also highlights the need for students to have access to and use technologies to support and document their learning. 5
Set a standard of excellence and best practices in learning, teaching, and leading with technology in education. ISTE, 2012 Students need to be able to use these tools to communicate and collaborate in creative and engaging ways and to develop the higher order thinking skills needed for solving complex and challenging problems (SEF, 2010). We live in a complex technical society in which globalization has become a major theme. The International Society for Technology in Education (ISTE) publishes what it considers to be the skills students require to be successful in this rapidly changing environment (see Appendix B). These skills or NETS (National Educational Technology Standards), set a standard of excellence and best practices in learning, teaching, and leading with technology in education. (ISTE, 2012) These skills include: Creativity and innovation; Communication and collaboration; Research and information fluency; Critical thinking, problem solving and decision making; Digital citizenship; Technology operations and concepts. (ISTE, 2007) Fullan (2013), has also identified a group of six Cs as what he refers to as key qualities which are necessary for the development of the whole student. He argues that these qualities will help to build leadership skills and a new entrepreneurial spirit in students. These six Cs include: character education; citizenship; communication; critical thinking and problem solving skills; collaboration; and creativity and imagination. A description of each quality can be found in Appendix C (A description of the Ontario Public School Boards Association (OPSBA, 2013) vision is also available in Appendix D). The Six C s: Key Qualities Necessary to Develop the Whole Student. Fullan, 2013 6
The MOE, ISTE, and Fullan all highlight the importance of teaching students about responsible technology use. Mike Ribble (2013) has defined Digital Citizenship as, the norms of appropriate, responsible behaviour with regard to technology use. He highlights nine themes of Digital Citizenship (Appendix E) ranging from digital access and literacy to rights, responsibility and security. There appears to be a great deal of agreement on the skills and competencies that students require and that must become the focus of learning in the 21st Century. It is important we consider all of the aforementioned items as we consider how to best serve the needs of students and staff within the RCDSB. If people are involved in meaningful work, and if they feel capable, they become more motivated and ready for the next challenges. Fullan, 2013 Student achievement lies at the heart of everything the RCDSB does in education and capacity building is one of the important mechanisms for achieving it. When we work with educators and students to help them understand how to use technology and then, more importantly, how to use it to support and engage in their learning, we know there is a higher degree of adoption and more effective implementation is taking place. Capacity Building is about how we change the teaching and learning cycle: teachers begin to partner with students around learning as opposed to being distributors of content. Fullan (2013), makes the point that solutions we use to build capacity for teachers and students must be linked. What s good for students must also be good for teachers. He goes on to state if people are involved in meaningful work, and if they feel capable, and if they are helped to make even small progress, they become more motivated and ready for the next challenges. (Fullan, 2013 p.22) Where Do We Need To Go? Technology can help us to complete tasks faster and more efficiently. It can also help us to achieve things beyond our ability, things we would not be able to achieve without it. Building the capacity of staff and students to use technology is important as a first step. Developing good pedagogy is vital if technology is to help us to achieve beyond our potential. Technology use needs to be driven by good pedagogy and so it is also important to consider the role that technology can play in the assessment of students, collection of evidence and communication of student achievement both internally and with parents. 7
Queen Elizabeth PS Grade 3-4 teacher Anne Lefebvre uses ipads as instructional tools during a 2012 ipad pilot project. Changes in the field of technology happen rapidly and our ability to adapt to these changes is crucial. To be successful, both our approach to the types of equipment we use and to the implementation of the contents of this plan must maintain an element of flexibility so we can adapt to changing situations and the emergence of new ideas, technologies and situations. This is one reason the concept of mobility becomes important. Mobility (mobile devices) allows for flexibility and potentially increases access to and use of technology. It allows the integration of technology to take place right in the classroom, at the student s desk as opposed to in a lab located elsewhere in the school. Teachers can manage resources by using a whole cart if needed or by only using a few devices to support the students that require it encouraging differentiated instruction and inclusion. However, devices change quickly. We need the flexibility to find the best tool to use at the right time. In Stratosphere, Fullan (2013) uses Steve Jobs and Apple as a successful model for innovation and describes Steve Jobs belief that innovation must focus on the customer not the device. In the RCDSB s case, what do students and staff need? Tablets may be more appropriate to one task while a Netbook may be better for another. The right tool for the job is an important point to consider and our system must retain the flexibility to accommodate this. Continuing to support Bring Your Own Device (BYOD) is an important component of this as it allows individuals the ability to decide for themselves what the right tool is and to use it accordingly. Students will still need the guidance of encouraging and experienced teachers to support them in using the technology in the classroom. Universal or ubiquitous access to technology and technology solutions that are simple to use, efficient and available regardless of operating system or browser are important considerations to consider when deploying technology to the system. Anywhere, anytime access for students and staff to the tools they use has become an expectation. We must continue to work towards virtualizing our applications (making applications available for streaming over the Internet), for example, access for students to OSAPAC applications or for staff to systems like BAS or Trillium. In addition, we must continue to explore using the possibilities of Cloud solutions and other software available over the Internet as more software becomes available as web apps all the time (in some cases it is free). 8
For example, Google Docs for Education, which not only provides access to services like email and calendars but also access to collaboration tools for word processing and spreadsheets. Another advantage of using web services is that the maintenance of the system lies with the provider, allowing our staff to focus on other priorities. Technology can also be incredibly engaging as evidenced by the proliferation of social networking. As of December 2012, Facebook (2013) reported that they had more than a billion active monthly users. As we expand into clouds and the use of social networks and begin to adopt a more open approach to technology use, it is also important to think about security and privacy. Our system needs to be open to innovation, creativity and change while maintaining a safe online environment for students that also ensures the protection of data. While technology plays a role in creating a safe environment through the use of things like Internet filters, these solutions are not foolproof or sufficient. Students need to be taught to use technology appropriately and to be good digital citizens as defined by Ribble (2013). Likewise, while technology can help us to secure private data, staff need to be coached on safe data access, use and storage. Capacity building, flexibility, universal access, security and efficiency are important concepts to be considered in technology decisions. Technology can be an enabler that assists us in achieving our goals. To ensure we are meeting these goals it is important we consider the notion of system change. To be effective, strategic planning between the IT Department, Program Department and Business Departments must take place to align initiatives and priorities and to ensure that plans for capacity building are established. 9
What do we need to do? We have identified some areas of need and for the purpose of clarity, have defined them below. Capacity Building: Michael Fullan (2013, p.68) describes capacity building as the knowledge, skills and dispositions of individuals and groups relative to the ability to do something to a high standard. In the RCDSB s case, the process of engaging and helping staff and students to develop not just technology skills but an understanding of how to use technology responsibly and effectively to achieve a desired outcome. Classroom based technologies: Classroom based technology is technology that traditionally would remain in the classroom and that students and teachers access to facilitate and augment learning. Examples could include: SMARTBoards, computers, laptops, netbooks, document cameras, webcams, ipads, etc. RCDSB teachers across the county took part in SMARTBoard training similar to the above workshop which was held at MVDHS in April, 2012. School based technologies: School based technology is technology that would normally be considered as a whole school resource. Examples include: mobile labs, netbooks, ipads, etc. System based technologies: System based technology is technology that is used across the system. Examples include: financial systems, student information systems, library systems, etc. 10
2013-2016 ICT Initiatives Refer to reference number for corresponding text in following pages Technology Initiative Reference No. Classroom Based Timeline SMARTBoards 1 Year 1 School Based Learning Commons 2 Year 1 Mobile Labs 3 Year 1,2 Netbook Project @ RCI/RCIS & MCS 3 Year 1,2,3 System Based Library System (Sec.) 5 Year 2 ereaders for Library System (Sec.) 5 Year 2 with new library system Elem Library System (Elem.) 5 Year 2 ereaders for Library System (Elem.) 5 Year 2 with new library system Electronic Grade Book (Sec.) 6 Year 1 Electronic Grade Book (Elem.) 6 Year 1 Parent Portal - (Sec.) 7 Year 3 Parent Portal (Elem.) 7 Year 3 Collaboration System 8 Year 1,2 IT Customer Service 9 Year 2 ecommerce 10 Year 2 Infrastructure 11 Year 1,2,3 Application Virtualization 12 Year 1,2 Video Conferencing 13 Year 1 Document Management 14 Year 1,2,3 Technology for School Administrators 15 Year 2 Internet Bandwidth 16 Year 1,2,3 Technology Capacity Building IT Leader 17 Year 1,2,3 2 Information and Communications Technology (ICT) Coaches 18 Year 1,2,3 Innovation Projects 19 Year 2,3 Beachburg PS Students Alex Bromley and Hailey Bolt interact with students in Indianapolis through Skype. The Grade 6, 7 and 8 Beachburg students spoke and shared classes with students in Australia and Los Angeles as well in 2012. 11
Classroom Based Technologies 1. Classroom Based Technologies Computers/ SMARTBoards Background: In 2011, the RCDSB standardized on SMARTBoards to realize efficiencies in operations and training. The RCDSB currently has 78 per cent (379) of its approximately 484 active classrooms outfitted with SMARTBoards. Interactive White Board technologies have been shown to impact on engagement and creativity. They can be used to enhance collaboration as a SMARTBoard can become a window into the world via technologies like Skype to connect with others anywhere in the world. They are also a powerful demonstration and presentation tool. Each SMARTBoard is also equipped with a computer which can be used by teachers and students for a variety of purposes. Action: Fund the deployment of SMARTBoards to the remaining active classrooms in the RCDSB. Continue to build capacity for teachers and students to integrate use of SMART technology in service of quality teaching and learning and to monitor effectiveness on student learning. Ensure funds are set aside to renew and replace old or defective equipment. SMARTBoard instructor Matt Hashizume gives RCDSB teachers a workshop on using the SMARTBoard to its potential during training sessions held April, 2012. 12
School Based Technologies 2. Learning Commons ADHS students get comfortable on the school s new furniture while using Notebook laptops signed out from the librarian - part of the 2012 Learning Commons pilot project. Background: In 2012, the RCDSB funded a pilot project to assist secondary schools in transforming their libraries from the traditional library model to a learning commons model. Four of the seven secondary schools participated in the pilot which was intended to create comfortable, interactive work spaces that encourage collaboration and centralize technology for student use. Each school was provided with a cart of mobile devices and funding for furniture. Response from the pilot has been overwhelmingly positive with schools reporting a much higher degree of traffic in libraries. This model also supports elearning as students can access technology to use through the school library. Action: Expand Learning Commons to the remaining three Secondary Schools. 3. Mobile Labs Background: The RCDSB has traditionally employed fixed computer labs with desktop computers as the main means for students to access technology in schools. Recent improvements and investments in infrastructure (WAN speed, WIFI) have created the possibility for mobile, anytime, anywhere, access to technology as well as allowing staff and students to use personal devices. The ability to use a mobile lab in its entirety or by splitting up the carts between classes will help to increase the overall time devices are used. Mobility also supports teachers in planning differentiated lessons targeted at supporting student needs as they can access technology for those students in the class who require support. This model also supports blended and elearning as students can work on a device in any room. In pilots conducted in the 2011-2012 and 2012-2013 school year, schools reported this deployment model was preferred to fixed computer labs. 13
Action: Provide mobile devices to schools except in the following circumstances: machines connected to SMARTBoards; and machines required for specialized purposes (ex. communications technology classes). Beachburg PS Principal (now Champlain Discovery PS) Michelle Belsher poses with one of 10 new ipads delivered to Beachburg PS for the 2012-2013 school year. The ipads were used as assistive technology to help students access the curriculum. The secondary Desktop allocation ratio is 4:1 and Elementary Desktop is 6:1 with a six-year refresh. Standardize the ratio at 6:1 for both panels (secondary reduction can be offset by BYOD and the addition of mobile devices to learning commons) and transition from a computer lab model to a mobile lab model with a four-year refresh on mobile devices. Devise and implement a method for effectively managing IOS devices which assists users by standardizing the set-up while allowing them to manage apps according to their needs and within the framework of the Apple Volume Purchase plan. System Based Technologies 5. Library System Background: Secondary schools are currently using Library World Silver. This system allows for the cataloguing of resources but lacks the features of more modern library systems (ability to maintain ebook collections, remote access of the system for users to sign out books and research, integration with Trillium, etc). The system is no longer supported by the vendor and has become outdated. The system does not allow for the centralization of the database or for schools to share materials. The system does not allow for the inclusion of ebooks. Elementary schools do not currently have a common library system to manage resources. Some schools are using electronic systems but there is no consistency. Many elementary schools rely on volunteers to manage library resources. Some schools do not have libraries, they allocate resources to classrooms. Action: Replace the aging secondary school library system with an updated systems for all schools (secondary and elementary) that will not only allow for the ability to catalogue materials but provides access to digital 14
resources like ebooks and etexts and is searchable from both within and outside of the RCDSB. Secondary School Technicians manage the electronic resources of feeder schools. ereaders for school libraries. 6. Electronic Grade Book Background: Keeping up to date records of student achievement is an obvious requirement but much of this information is not stored electronically. Information not stored in electronic format cannot be aggregated for analysis and is not easily shared nor can it be backed-up in case of loss. Some student data (report card marks, CASI, PM and PRIME) are currently stored electronically but there is currently no way to collect classroom assessment information electronically. In addition, the Program Department s ongoing commitment to implementing the policy requirements of Growing Success, and the evidence based strategy of Assessment for Learning will be further supported through the use of an online data collection tool. Action: Purchase and implement an electronic Grade Book allowing teachers to enter and collect student achievement data in one central location. 7. Parent Portal Background: We live in an age where people expect up-to-date, instant information and we know communication with parents is key to student success and to building public confidence. The board does not currently have a parent portal that would allow parents to log in to check their student s attendance, or marks and to communicate electronically with teachers. In addition, the MOE in the School Effectiveness Framework (2010, 6.4) states learning opportunities, resources and supports are provided to help parents support student learning, and have productive parent-teacher-student conversations. An electronic system would help to support the board in this commitment. 15
Action: Purchase and implement a parent portal with the intent of improving and facilitating the sharing of information between teachers and parents. 8. Collaboration System Background: The RCDSB currently uses First Class as its email collaboration system. There are annual costs associated with the system which would become prohibitive if the board was to extend it s use to students. While the system provides services like email and calendars, it does not offer the collaboration tools or other services. In addition, outside service providers like Google or Microsoft can provide 24/7 service and support which would expand upon what the RCDSB is able to offer. Action: Migrate from First Class to a cloud based system like Google Docs for Education or Microsoft s Office 365 for Education to take advantage of cloud based educational offerings (email, calendars, docs). Offer cloud based services to all board employees and students. 9. IT Customer Service Background: Currently, users need to contact the help desk for all technology related issues. At times, the number of contacts to the helpdesk can be excessive. There is not an efficient method for updating users on the status of help desk tickets which can lead to frustration on the part of users as they wait for resolutions. Action: Implement Help Desk Self Service, a module of the Heat Help Desk system that allows users to submit and check on the status of their own service tickets. 10. ecommerce Background: Online/web transactions from computers and mobile devices 16
have become a standard and expected method of completing financial transactions. Schools currently collect considerable amounts of cash per year which creates accountability and record keeping challenges. It is also inefficient when compared to the anytime, anywhere nature of online financial transactions. Action: Purchase a Web Commerce tool to allow parents to pay fees by using web based transactions. This would also eliminate the need for students to have to carry money to school and for schools to have to be responsible for dealing with large quantities of cash. 11. Infrastructure Background: Recent improvements have been made to ensure the integrity of board systems in the event of emergencies or power failures. Battery back-up now exists. There is no contingency that would allow the system to continue to operate without electricity in the event a power fail lasts longer than the battery back-up. Action: Purchase a generator to allow for the integrity and operation of RCDSB systems to be maintained in situations involving extended outages. 12. Anytime Anywhere Online Access to Board supported software and data (Application Virtualization) The RCDSB s new website provides greater access to board applications for staff. Background: The RCDSB currently uses a number of systems to conduct its business functions (Trillium, BASS, Employee Portal). While some of these systems are available from outside of the the board network, others are not. OSAPAC, ministry licensed software for classroom use, is also is only currently available to students while at school. Action: Work towards the goal of making board applications available to staff and students over the Internet. 17
13. Video Conferencing Background: Currently, Skype and Adobe Connect are available to staff for the purpose of video conferencing. While useful, each of these solutions can sometimes suffer from inconsistent sound and image issues. RCDSB trustees and senior administration Skype with Queen Elizabeth Public School teacher Jen Wroe s Grade 3 students. Action: Implement a solution that will provide a reliable and consistent service and links with other available services on the market, whether they be traditional video conferencing solutions or consumer systems like Skype. Create conference areas in board buildings and schools equipped with video equipment and identify meetings that can be effectively delivered in that format. 14. Document Management Background: During the winter of 2013, RCDSB staff formed a committee to draft an RFP for a document management system in an effort to streamline business practices. information retrieval is faster and easier for all stakeholders. access documents from anywhere through the web find documents with simple or advanced search post and update documents easily use permissions for appropriate access to documents Action: Determine the needs of the RCDSB and implement a system based on those requirements. 15. Technology for School Administrators Background: The RCDSB currently provides Principals and Vice-Principals with laptops to complete board business. Laptops are necessary as many board applications (BAS2000, Trillium) are only available on Windows based machines. 18
Action: Provide Principals and Vice-Principals with mobile technologies: to ensure that school administrators are able to complete their work in an efficient and effective manner (example: for the collection of evidence: observations, conversations and products in classroom visits or to enhance their ability to communicate) are able to model the use of current technologies understand the use of current technologies in the classroom. 16. Internet Bandwidth Background: In 2012 a new fibre optic based Wide Area Network was completed providing increased Internet bandwidth to elementary and secondary schools. Each elementary school received 100 Meg service and each secondary school 200 Meg service, aggregating back to a 200 Meg service to the Internet. This increase in service improved the speed of board systems and also enabled new opportunities for the classroom and offices, such as, board wide WiFi, video conferencing, the use of You- Tube, a Data Warehouse for student achievement data, and cloud based services such Google Docs for Education. Action: Monitor and purchase more bandwidth when required to ensure advancement of Internet/cloud/BYOD based opportunities for twenty-first century learning and business efficiencies in support of student learning. 19
Capacity Building Background: In 2011, the RCDSB hired an Instructional Technology leader to provide a strategic vision for technology use in the board and to facilitate the removal of barriers to technology use as well as supporting staff in the use of technology. Additionally, the Instructional Technology leader has worked to synergize the applications of technology with research based instructional strategies and pedagogical theories that will leverage desired and measurable outcomes for RCDSB students. The ICT Steering committee was also formed with the mandate of providing guidance in the implementation of the current ICT plan as well as strategic direction in the formation of the next ICT plan. In addition, many capacity-building initiatives were started: ipossibilities an ipad project which provides support to special education staff, lunch and learns, SMARTBoard training, Google pilots and a variety of pilot projects involving ipads, ipods and netbooks. Action: Invest in Capacity Building as the foundation for the technology plan by: 17. IT Leadership Maintain IT Leader Position and Steering Committee Provide guidance on implementation as well as future direction. Continue to champion and facilitate capacity building, to chair the ICT Steering Committee and to oversee effective implementation of the plan. Continue to work to align systems priorities with technology solutions. Also facilitate the development and integration of new systems. Continue to position technology in a co-dependent relationship with effective pedagogy as a driver for whole system reform. Further develop strategic alignment with Program and Business departments to ensure district priorities and goals are being achieved. Implement and monitor capacity building initiatives. 20
18. Capacity Building Hire two Information Communication Technology Coaches. Facilitate in building staff capacity with technology as well as new and existing board systems (for example: D2L, website, Skopus, Trillium, Cloud based Collaboration system, SMARTBoards). Provide budget for release time to work with staff. 19. Innovation Projects Make funds available to teachers so they can apply for funding for technology projects to encourage innovation and leadership. RCDSB Instrucional Leader Steve Blok works with Queen Elizabeth Public School Grade 3 and 4 students after 30 ipads were deployed at the school for the 2012-2013 school year. 21
Appendix A School Effectiveness Framework Indicator 4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies. At the school: Professional practice, lifelong learning and leadership are modelled through the effective use of digital tools and resources. Policies for the safe, legal and ethical use of digital information and technology are established, modelled and promoted. Students are connected and challenged beyond the world of the school using learning technologies. A global perspective is developed and presented in content areas where appropriate. Critical thinking, problem solving, communication and collaboration are emphasized. Collaboration, lifelong learning, inquiry, reflection and technology use are modelled. In the classroom: A personal and local perspective is cultivated so each student can make relevant links to the curriculum. Higher order thinking skills are taught and consistently integrated across disciplines. Students are taught to integrate, synthesize and apply content knowledge in novel situations. Assignments and assessments require students to engage in critical thinking, problem solving and analytical tasks. Students work with real world data, tools and experts. Instruction includes how to access resources, connect with others and create e-communities and learn about the ethical/legal issues surrounding access and use of information technologies. Students: Have access to and use technologies to support and document their learning.( e.g. digital cameras, film, web 2.0, podcasting, video, graphing technology, assistive software and interactive whiteboards). 22
Integrate, synthesize and apply content knowledge in novel situations with growing independence. View challenges as opportunities to learn. Work effectively and respectfully with diverse teams. Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. www.edu.gov.on.ca/eng/literacynumeracy/framework_english.pdf 23
Appendix B NETs for students (ISTE) 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems Students apply digital tools to gather, evaluate and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 24
www.iste.org/ docs/pdfs/netss-standards. pdf?sfvrsn=2 NETS S 2007 International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education. 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies 25
Appendix C Great to Excellent: Launching the Next Stage of Ontario s Education Agenda Character education honesty, self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, personal health and well-being, career and life skills. Citizenship global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability. Communication communicate effectively orally, in writing and with a variety of digital tools; listening skills. Critical thinking and problem solving think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources. Collaboration work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others. Creativity and imagination economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action. - Fullen (2013) www.edu.gov.on.ca/eng/document/reports/fullan.html 26
Appendix D OPSBA The Ontario Public School Boards Association (OPSBA, 2013) has also recently released a position paper in which they outline their vision for teaching and learning in the digital age. OPSBA describes the skills that they believe student s need for success as: creativity and innovation; communication; critical thinking; and collaboration. 27
Appendix E Nine Themes to Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. Digital Access: Full electronic participation in society. Technology users need to be aware of and support electronic access for all to create a foundation for Digital Citizenship. Digital exclusion of any kind does not enhance the growth of users in an electronic society. All people should have fair access to technology no matter who they are. Places or organizations with limited connectivity need to be addressed as well. To become productive citizens, we need to be committed to equal digital access. 2. Digital Commerce: Electronic buying and selling of goods. Technology users need to understand a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller need to be aware of the issues associated with it. The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users. At the same time, an equal amount of goods and services which are in conflict with the laws or morals of some countries are surfacing (which might include activities such as illegal downloading, pornography, and gambling). Users need to learn about how to be effective consumers in a new digital economy. 3. Digital Communication: Electronic exchange of information. One of the significant changes within the digital revolution is a person s ability to communicate with other people. In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging). The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else. Now everyone has the opportunity to communicate and collaborate with anyone from anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication options. 28
4. Digital Literacy: Process of teaching and learning about technology and the use of technology. While schools have made great progress in the area of technology infusion, much remains to be done. A renewed focus must be made on what technologies must be taught as well as how it should be used. New technologies are finding their way into the work place that are not being used in schools (e.g., videoconferencing, online sharing spaces such as wikis). In addition, workers in many different occupations need immediate information (just-in-time information). This process requires sophisticated searching and processing skills (i.e., information literacy). Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere. Business, military and medicine are excellent examples of how technology is being used differently in the 21st century. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way these individuals need a high degree of information literacy skills. 5. Digital Etiquette: Electronic standards of conduct or procedure. Technology users often see this area as one of the most pressing problems when dealing with Digital Citizenship. We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct). Many people feel uncomfortable talking to others about their digital etiquette. Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society. 6. Digital Law: Electronic responsibility for actions and deeds Digital law deals with the ethics of technology within a society. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand stealing or causing damage to other people s work, identity, or property online is a crime. There are certain rules of society users need to be aware in an ethical society. These laws apply to anyone who works or plays online. Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone s identify or property is unethical. 29
7. Digital Rights & Responsibilities: Those freedoms extended to everyone in a digital world. Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world. With these rights also come responsibilities as well. Users must help define how the technology is to be used in an appropriate manner. In a digital society these two areas must work together for everyone to be productive. 8. Digital Health & Wellness: Physical and psychological wellbeing in a digital technology world. Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues needed to be addressed in a new technological world. Beyond the physical issues are those of the psychological issues becoming more prevalent such as Internet addiction. Users need to be taught the inherent dangers of technology. Digital Citizenship includes a culture where technology users are taught how to protect themselves through education and training. 9. Digital Security (self-protection): Electronic precautions to guarantee safety. In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community. It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. The same must be true for the digital security. We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm. www.digitalcitizenship.net/nine_elements.html 30
Appendix F Glossary Application Virtualization - the process of making board software and data available to users from outside of the board network. BAS - Business Accounting Software. BYOD - Bring Your Own Device. Allowing staff and students to bring personal devices into schools and connect to the RCDSB wireless network. CASI - a test given to students in grades 4-6 to help identify their reading and fluency levels. Cloud - applications or programs that are available over the Internet. These applications are located on the servers of other companies (ex. google). D2L - Desire to Learn, the Ministry of Education s elearning platform. First Class - the email, calendar and communication system currently use by the RCDSB. ICT - Information Communication Technology ISTE - International Society for Technology in Education Mobility - Electronic computing devices that are mobile. Ex. Smart Phones, ipads. MOE - Ministry of Education Ontario NETS - National Educational Technology Standards that have been developed by ISTE IOS - The operating system used on ipads, iphones and ipods OSAPAC - Ontario Software Acquisition Program Advisory Committee. The organization that advises the Ministry of Education on which software should be licensed for use in schools. PM - PM Benchmark is a test given to primary students to test their instructional and independent reading levels. 31
PRIME - Professional Resource Instruction for Mathematics Educators. A test used with students to help teachers understand a student s mathematical development. RCDSB - Renfrew County District School Board SEF - School Effectiveness Framework. The Ministry of Education s framework that forms the basis of the District Review process. The K-12 SEF identifies evidence-based indicators of successful practice in a number of components of effective schools. Skopus - the RCDSB s data warehouse application. Trillium - the RCDSB Student Management System. WAN - Wide area network. WIFI - Wireless local area network. 32
References Facebook. (2013). Newsroom. Retrieved March 17, 2013, from Facebook: www.newsroom.fb.com/key-facts Fullan, M. (2013). Great to Excellent: Launching the Next Stage of Ontario s Education Agenda. Retrieved March 19, 2013, from Ontario Ministry of Education: http://www.edu.gov. on.ca/eng/document/reports/fullan.html Fullan, M. (2013). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge. Toronto, Ontario: Pearson Canada Inc. International Society for Technology in Education. (2012). NETS. Retrieved January 29, 2013, from iste. International Society for Technology in Education: http://www.iste.org/standards 2011-2013 ICT Steering Committee Members Lisa Schimmens - Superintendent of Corporate Services Stephen Blok - Instructional Technology Leader Roger Chenier - Manager of Information Technology Brent McIntyre (2011-12) - Student Success Leader Katie Long (2012-13) - District elearning Contact David Priebe - Coordinator of IT Systems and Networks Jacqueline Poirier - Secondary Curriculum Leader Jodie Barrett - Principal of Special Services Jake Davies - Communications Officer International Society for Technology in Education. (2007). NETS for Students. Retrieved January 29, 2013, from iste. International Society for Technology in Education: http://www.iste. org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 Ontario Public School Boards Association. (2013, February). Technology in Teaching and Learning. Retrieved March 17, 2013, from Ontario Public School Boards Association: http://www.opsba.org/index.php?q=system/files/opsba_avisionforlearning.pdf Ontario Ministry of Education. (2010). School Effectiveness Framework. Retrieved January 29, 2013, from Ontario Ministry of Education: http://www.edu.gov.on.ca/eng/literacynumeracy/ Framework_english.pdf Ribble, M. Nine Themes of Digital Citizenship. (2013). Retrieved January 29, 2013, from Digital Citizenship: Using Technology Appropriately: http://digitalcitizenship.net/nine_elements.html 33