Connected Education Whitepaper UK English

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Four strategies to help transform education in a connected world …

Four strategies to help transform education in a connected world
Policymakers have a vital leadership role to play in transforming education. Our newly released Connected Education whitepaper examines the four building blocks of success, and considers how policymakers can improve opportunities and results for students by incorporating them into education legislation and funding.
To learn more about Dell’s vision for education, visit www.dell.co.uk/schools

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  • 1. Connected education Four strategies for transforming education in a connected world
  • 2. Connected education rents, Community and P Pa e cted olic ym nn ake Co Con nected School rs strator and Admini Tec ec ted hn nn olo Co ected Classroom gis C onn t ted Teach nnec er Co n nected Studen Co t 21st Century Global Resources College & Career & Infrastructure Readiness Professional Development & Professional Learning Data & Accountability Communities Four Building Blocks of Educational Success 1 Increase access to global resources with a robust infrastructure Page 5 2 Develop 21st century college and career readiness Page 6 3 Foster strong professional development and support Page 7 professional learning communities All stakeholders have a role to play in creating a robust educational system that links the four building blocks to every aspect of the learning environment. 4 Ensure effective use of data and accountability Page 8 3
  • 3. Connected education The Four Building Blocks Four strategies for transforming education in a connected world 1 Increase access to global resources with a robust infrastructure We live in a connected world where technology empowers people to connect with one another … opens What’s possible? Students, teachers, parents and administrators deserve fast and ready access to the rich array up access to knowledge, information and tools … and inspires people to actively participate in their community. of global resources available across 195 countries. From digital books and news sources to multimedia presentations These principles of technology empowerment through connectivity can and should transform the entire learning of information, global resources include learning content, as well as interactive educational spaces for connecting environment by strengthening the bonds of human relationships, supporting the quest for knowledge and fostering and collaborating. These resources contribute to improved learning and expanded horizons and they foster global active participation in learning. awareness and understanding. These are the kinds of outcomes that prepare students for colleges and careers. Policymakers have a vital leadership role to play in transforming education. They can improve opportunities Dell connected learning for school and results for students by incorporating four building blocks of success into education legislation and funding. Technologists more efficient Four Building Blocks of Educational Success Parents more informed 1 Increase access to global resources with a robust infrastructure 2 Develop 21st century college and career readiness Teachers more interactive 3 Foster strong professional development and support professional Students learning communities more engaged 4 Ensure effective use of data and accountability Administrators more successful Community more aware These building blocks offer a substantive and relevant framework around which all education stakeholders can collaborate in meaningful ways. Like educators and policymakers, at Dell we know that technology alone is not enough to transform education. What’s needed to achieve the vision? Participating fully in this connected world requires a robust infrastructure that is accessible, affordable and ubiquitous. Students and educators cannot fully benefit from sophisticated global Instead, it’s what we do with technology that matters. That’s why for more than 25 years, Dell has been a global resources available without a reliable technology infrastructure that supports the backbone for connecting students, partner with schools to create an entire learning environment that connects people throughout the system and parents, community members and educators to these resources. supports them in building the relationships, knowledge and skills that contribute to student achievement. In this environment, every student can easily communicate and collaborate with other students, thus making learning a shared endeavor for which all are mutually responsible. Example: The city-state of Singapore has been highly effective in wiring its nation, including schools and homes. Over 80% of households have access to at least one computer1, but more important, among households with school Equally important, every student can connect to people in every other constituency in the educational system, -attending children, the rate is 94%. including teachers, classrooms, administrators, technologists, schools, parents, the community, and policymakers. These connections help enable students to plan their learning, get different perspectives, monitor their progress, ask for and receive timely support, and share their successes. Therefore, students become full and engaged partners in their own learning. Policymaker roles These same dynamic connections apply to Policymakers have a key role to play in making this vision a reality. everyone else in the system as well, so that Specifically, policymakers can: teachers, administrators and parents can communicate and collaborate easily with their • Support high-speed broadband deployment and adoption so that every student, peers and with all other stakeholders. These school, library, parent and community member can have online access connections make it easier for the adults in the education system to learn, grow and • Allocate dedicated funding for IT in education that will enable school districts work together—and to support students. to use funds on IT-related products, services and infrastructure • E nsure that textbook funding may be used for e-textbooks and digital content, which are interactive and can be instantly updated 4 5
  • 4. 2 Develop 21st century higher education and career readiness 3 Foster strong professional development and support professional learning communities What’s possible? All students require an education that prepares them for their next step in life—whether it is university or a career. They must be prepared for success in school and workplaces that expect people to collaborate, turn information into knowledge and develop solutions to problems. Students need to master both academic content and the skills that are What’s possible? In the 21st Century, the ability to use information to create knowledge is key. And also quickly valued in both higher education and the workplace. As a company, Dell knows how important it is for every Dell employee evolving. To keep pace, constant education and professional learning are necessary. Just as a doctor or a lawyer to think critically, collaborate and create. Indeed, every potential new Dell employee is specifically evaluated based on keeps up with current developments, so too do our educators need to constantly develop. these types of criteria in the interview process. These are pre-requisite skills for every member of the 21st century workforce today. This kind of knowledge and literacy is also increasingly important for people to engage in daily life in the 21st In an effective professional development environment, educators are empowered to connect to one another and century, but these basic 21st century survival skills are not yet emphasised in schools. to resources that support inquiry, inspiration and instruction. In a connected world, these relationships and resources can extend far beyond classrooms, schools and districts, giving educators efficient ways to access expertise and What’s needed to achieve the vision? Dell believes that 21st century college, career and life readiness skills information from around the world. must be infused into a connected learning environment in which people can build the relationships, knowledge and skills for success. Dell understands that innovation depends on investing in professional development for every employee of For nearly a decade, Dell has been our company—the Dell team. Worldwide, we invest a member of the Partnership for 21st in our employees so that they have the skills they need Century Skills (P21), joining with upwards to be successful, keep up with changes and contribute of 40 leading educational and business r nin g and Innovation S k il to best practices and continuous improvement. School L ea ls member organisations to promote rigor employees – teachers, administrators, and technologists and relevance in student outcomes, – should have the same support available. In ll s fo chno ki along with educational support systems rm n d 21 s t C e nt u r rS Te ts a yT at i o g y S k je c What’s needed to achieve the vision? re e he that are aligned to include both core on ub Ca ,M l S m subjects and 21st century interdisciplinary To become highly effective educators, teachers need nd re es e di a Co L i fe a themes. Core subjects include: English, a continuous learning and improvement environment , an d ills reading or language arts; mathematics; and a culture of teamwork and collaboration. science; history; geography; government Teachers—and the administrators and technologists St a n d a rd s a n d A s s e s s m e n t s and civics; economics; world languages; who support them—must be at the top of their game and the arts. For our industry, a focus on C u r r i c u lu m a n d In s t r u c t i o n to improve student achievement. Educators need science, technology, engineering, and professional development to keep their content P ro f e s s i o n a l D e v e l o p m e n t mathematics (STEM) subjects, is critical. knowledge, pedagogical strategies and technology skills up to date. Professional learning communities are forums for social learning and collaboration that educators find Lear ning Env ironments especially powerful. In these communities of practice, teams of educators can work collectively on shared challenges, The 21st century such as identifying student needs, differentiating instruction and examining student work. interdiciplinary themes include: Example: In Sweden, e-learning for educators has become a priority. The country has engaged in a system • global awareness • financial, economic, business and entrepreneurial literacy of teacher ICT training, and tracks professional achievement in the area. The needs identified include: • health literacy • environmental literacy 1) understanding technology – basic information about technology use etc; 2) school improvement – learning organisation, flexible methods, etc.; In the current economic environment, the long-term international competitive differentiator is workforce skills. To this end, students need to be proficient in ICT literacy, critical thinking, problem solving, collaboration, effective 3) efficiency – organisational and efficiency benefits; and digital communication, creation and use of multimedia documents, and data analysis and interpretation. 4) legal and ethical issues of ICT use. The programme incorporates web based applications. After the initial pilot launch, the first phase of the programme trained over 1000 educators2. The programme has continued Example: The State of West Virginia is a leader in implementing a 21st century learning plan. The plan, Global 21, in new iterations as technology and teacher training needs change. was jointly developed by the West Virginia Department of Education and the Board of Education. Its mission is “to develop self-directed, motivated learners who demonstrate the skills and knowledge that are fundamental to becoming successful adults in the digital world.” As such, the state has incorporated rigorous 21st century skills and technology tools into their curriculum. In support of this effort, West Virginia educators developed Teach 21, a comprehensive Web site that assists teachers in planning and delivering effective 21st century skills instruction. Policymaker roles Policymakers can improve teacher quality by: • Supporting programmes that provide educators with opportunities for professional development • Ensuring access to professional learning communities • E nsuring funding is allocated for educator ICT training to improve readiness for adoption of ICT facilitation in the classroom 6 7
  • 5. 4 Ensure effective use of data and accountability Conclusion What’s possible? Effective use of data is critical to innovation and transformation in education. Without transparent In 2020, today’s secondary school students will complete their final data, it is impossible for educational stakeholders to make wise choices and deploy limited resources to the best advantage. Dell has built a winning culture and a successful global business with a relentless focus on data and year exams and prepare for the next step. Will they be ready for college accountability. We use cutting-edge metrics to assess our progress and improve our processes. We are fine-tuned and careers? Will they be prepared to live and work, collaborate to our customers’ needs. These business practices benefit our company and our customers and can benefit the education system as well. and compete in the connected world? Policymakers at all levels of government should ensure that the answer to these questions is “yes, absolutely.” What’s needed to achieve the vision? Data empowers every education stakeholder to play a more active and Today’s secondary school students, and students who follow them, will be living and working in a world that is even purposeful role in improving student outcomes. Students who have consistent access to data on their progress will more connected than it is today. They must be prepared to thrive in colleges and workplaces that expect productive understand first-hand—and immediately—what they need to work on. Parents can better support students at home. collaboration, innovative use of knowledge and active engagement. Teachers and administrators can more easily recognise student achievement gaps and provide targeted interventions to help students overcome weaknesses. Administrators and the communities can make informed plans and decisions We can achieve the ambitious goals for education—and enhance competitiveness—only if we take focused and on instructional programmes, tools and resources for classrooms. Data also ensures accountability. sustained action. Four key building blocks of educational success are access to global resources with a robust infrastructure, 21st century college and career readiness, professional development and professional learning Example: The City of New York has undertaken an extensive effort to collaborate and integrate all available student communities, and effective use of data and accountability. data and pull together a comprehensive “performance management” programme. With the new tools, and intensive training on how to use them, New York City’s performance management culture is now so ingrained that 66,000 Policymakers are encouraged to support all education stakeholders in cultivating the connections that build human (about three-quarters of all) New York teachers have used the system to focus in on student issues and accelerate relationships and the connections that provide access to knowledge, information and tools. We stand ready to assist student learning. Since the introduction of the new tools, the pace of improvement in student outcomes has policymakers in achieving this vision for transforming the entire learning environment. increased citywide. Policymaker roles Policymakers have set an ambitious new goal for education: Policymakers can help education stakeholders make more effective use of data and hold schools Preparing all students to be college and career ready when they finish secondary accountable by: school. Students cannot achieve this outcome unless we unleash the capacity • P rioritising the development of comprehensive data systems that track individual students’ of every stakeholder to create a Connected Education approach, which will progress from junior school to higher education to foster continuous improvement and transform the entire education environment. By focusing on the four building personalise learning blocks of success: • I ntegrating data analysis and use into educators’ professional development to help ensure educators know how to access, analyse, and use data effectively • tudents can be active participants in and champions of their own learning. S They can collaborate with peers and teachers and make more effective and creative • Implementing balanced accountability systems use of the array of knowledge, information and tools inside and outside of school • eachers can access and collaborate with their peers globally to create stimulating T content and environments that motivate and engage all students in learning during and beyond the school day • arents can be informed advocates and partners in their children’s education P by gaining clear insights into their progress • Administrators can improve management and productivity, address student needs, act as instructional leaders and make the most of scarce budgetary resources • Technologists can free up resources from IT maintenance tasks and focus on supporting teachers in improving educational outcomes • he Community can be more informed and involved in supporting the education T of future citizens, employees and leaders. Community members can more easily contribute their expertise to administrator, teacher and student learning • olicymakers can have better access to data to focus their support and investments P in education around four timely and relevant strategies that are aligned to new aspirations and requirements for student achievement 8
  • 6. Notes
  • 7. To learn more about Dell’s vision for education, visit www.dell.co.uk/schools 1. http://www.ida.gov.sg/doc/Publications/Publications_Level3/20090218183328/HH2008ES.pdf 2. “Leadership” “Competence Development- ICT for School Leaders in Sweden” by Peter Karlberg. 10 August 2005. www.xpolora.org. Dell Corporation Limited, Reg. No. 02081369, Dell House, The Boulevard, Cain Road, Bracknell, Berkshire RG12 1LF.