Driving Innovation in Public Education
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Driving Innovation in Public Education

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Check out cultureofyes.ca for more information. These slides are for the symposium Targeting Technology for Maximum Student Benefit, presented by the Centre for the Study of Educational Leadership ...

Check out cultureofyes.ca for more information. These slides are for the symposium Targeting Technology for Maximum Student Benefit, presented by the Centre for the Study of Educational Leadership and Policy at Simon Fraser University.

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  • Full Name Full Name Comment goes here.
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  • Inspiring slideshow!
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  • Chris, I really like your vision for the 5 year plan. I think starting at elementary school and working up makes sense. Digital literacy and personalized learning will become the norm for those students and carry them into their secondary and post secondary (if they choose) lives.
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  • Chris, I love slide 47. I couldn't agree more. Learning - at all levels should be the driver of Education at all levels.
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  • Tobetter prepare students for the future there will be more emphasis on key competencies like:
  • . . . With the world outside of school
  • We can’t wait for the decisions of others – it is go time . . . now
  • Your budget is one-third of what you would require to do all that you feel would be effective
  • All the necessary infrastructure is in place
  • Do old things better
  • If I'd have asked my customers what they wanted, they would have told me "A faster horse.” – Henry Ford
  • Expense, effort, risk
  • Result:Everyone benefitsThe “state-of-the-art” progresses and changesIncrease in [number] and diversity of learners (also financial goal of SD . . .)
  • It is access to the benefits of a digitized world that is the greater goal. For our students to thrive in this world, they need to have ACCESS and DIRECTION.
  • To be clear, one-to-one computing is not the solution to any challenge – it may, though, be part of the answer to going forward.
  • If we think by placing an Internet appliance in a student’s hands alone will create a more creative, innovative, or more intelligent student, we are missing the point. Like the paper and pen of the last generation, it is the “oxygen” to breathe in a digital world.
  • Won’t this further divide our students (and teachers) into haves and have-nots?Given that it is unlikely any grand plan will come together to support all students and staff with technology, implementation will be incremental.
  • If we believe technology is crucial for students moving forward, we need to find a way for all students to have a base level of access.
  • Teachers and schools are not going anywhere (sense of community/social-emotional learning)
  • All efforts need to be learning efforts. The goal is to increase personalized learning that improves engagement, relevancy and achievement. The technology is there to SUPPORT this goal.
  • Complex problems often have a simple solution
  • External inventions will continue to dramatically impact what we do, and we have no control over it!
  • Start at Grades 4–7 (maybe 6-8 if a middle model) – spill both ways over time – the “sweet spot” extends from 4 – 10 depending on your school organization
  • Teachers need to have the technology in their hands early on to become comfortable with it BEFORE students are using it on a regular basis. There is also a lot of work to be done to support teachers in adopting pedagogy in this “new” classroom environment.
  • There will be teachers who continue to push the boundaries, who will do amazing and edgy stuff – teachers always have and always will. This should be encouraged, but it is not the base expectation.
  • Develop a personally owned devices strategy that addresses equity. Simply encouraging students to bring their own devices is not enough, or an effective strategy. The strategy must be purposeful, supported and unified for both TEACHERS and STUDENTS.
  • Focus on a web environment / space for learning / personalization that allows a common structure that changes the norm of how we do business
  • Have high expectations for leadership with your administrators and librarians
  • Make our learning leaders our digital learning leaders
  • Find your “simple thing” that changes the norm – it could be:1.    Digital writing2.    Digital content3.    PortfolioNote all 3 fit into the content, learning, assessment triangle. Need to find the one sticky piece to expand learning.
  • Link technology to physical activity and the arts – it is not just about language arts – integrate, integrate, integrate!  (High Tech High examples)
  • Absolutely, bring what you have, but that strategy is far from perfect. Much can be done with a smartphone, but I am not convinced it is the best device for learning. Small laptop . . . iPads . . . Ultrabooks.
  • It will need to be supported for both teachers and students, and framed around an inquiry-based approachStudent ownershipTeachers as guides in learning (explain this!!!)
  • Distributive learning – we want all classes to be blended classes / others are experts – get out of competing – let a few do it well for the students who need it  - focus on what we will do for all students
  • Not allow technology to solely report to the business side of the organization
  • Slate crazy (iPads) – doesn’t lend itself to creation and participation – more (at least so far) about consuming information – we want to create creators
  • Be careful of drill and kill and the shiny new thing syndromeFocus on good teaching and learning. If the technology isn’t good learning, don’t use it!  i.e. Kahn academy.
  • Something for everyone – focus on some students, in some schools – nice to say you have an IWB in every class – but to what end?
  • More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!Digital content will increase / devices will get cheaper
  • Tension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!
  • Digital content will increase / devices will get cheaper
  • More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!Digital content will increase / devices will get cheaper
  • Moving from a space to a plan – how will we manage personalized learning in the digital space?Use the Khan Academy map of an individual plan – layered into assessment and demonstrations

Driving Innovation in Public Education Driving Innovation in Public Education Presentation Transcript

  • CHRIS KENNEDY Superintendent of Schools / CEO, West Vancouver School DistrictOwn It, Guide It, Engage With ItDriving innovation in public education Targeting Technology for Maximum Student Benefit February 9, 2012
  • Why?
  • SELF-RELIANCE
  • CRITICAL THINKING
  • INQUIRY
  • CREATIVITY
  • PROBLEM-SOLVING
  • INNOVATION
  • TEAMWORK
  • COLLABORATION
  • CROSS-CULTURAL
  • TECHNOLOGICALLITERACY
  • CONNECT
  • ACROSSTOPIC AREAS
  • Credit: Scott McLeod – danngerouslyirrelevent.orgOur kids have tasted the honey
  • Whatcould be
  • DO OLD THINGSBETTER
  • “Students today depend toomuch upon ink. They don’t knowhow to use a pen knife tosharpen a pencil. Pen and ink willnever replace the pencil.”National Association of Teachers, 1907
  • DO NEW THINGSYOU COULDN’TDO AT ALL
  • “If I’d asked mycustomers what theywanted, they wouldhave told me ‘A fasterhorse.’” Henry Ford
  • 5 obstaclesNo needNo moneyNo hurryNo desireNo trust
  • People prefer things that are easy to think about
  • Know what teachers want
  • Can I change?
  • Everyone benefits
  • Thegoal
  • It’s not technology
  • Relevant, connected, unlimitedWhat many want for their children is thebenefits of digital learning
  • Create a newnorm for how teachers andstudents learn
  • Can’t scale and sustainwithout technology
  • TOOLS matter, because tools impact the way youinteract. You don’t need to use every tool, but every toolyou use you must use well – Seth Godin
  • AccessDirection
  • What does this mean?Moving to one-to-one opportunities
  • What aboutequity?
  • Technology can help overcomebarriers of access andgeography
  • GOAL: Learning Personalizedpowered by learning fortechnology every student
  • Assumptions forthe next 5 years
  • Learning, not technology, is the driver
  • Good writingstill matters. . . and it maybe moreimportantthan ever
  • Personalization Digital literacyWe need to narrow the framework
  • What wewould do
  • This is not apilot project
  •  Assessment for Learning  Professional Development Staff Collaboration Technology to support learningSupport teachers
  • Teachers will always push the boundaries
  • Develop a personally-owned devicesstrategy
  • For all students,on any device, from anywhere
  • Communication and collaborationAt home and at school
  • Teachers help students manage the learningTasks, homework, assignments
  • Personalized web spacesDon’t want social tool – kids want to stay focused
  • Key Staff Contacts Teacher- Librarians Administrators“Just-in-time” solution
  • • Personallyowneddevices• Opensystem
  • 1/3 OWNED1/3 LEASED1/3 PROVIDED
  • What weWOULDN’T do
  • Something for everyone
  • TRENDS
  • • Will make it easier Teachers for students... • Will make it easier Schools for teachers... • Will make it easier Districts for schools... • Will make it easierGovernments for districts... To be FLEXIBLE
  • NEXTCHALLENGE
  • PERSONALIZED=XIDIVIDUALIZED
  • What a5 year mapmight look like
  • YEAR 1 Introduce “new norms” Invest in for students admins and and teachers / Learning librarians Find the teams for “simple thing” Gr. 4-7 that expands Grades teachers opportunities 4-7 for all learners
  • YEAR 2Inquiry period—conversations are rich,questions are more important than answers Investigate, build conversations, develop capacity for “what does great learning Targeted look like at Gr. 8-10” innovative initiatives Investigate apps at Primary
  • YEAR 3New norms at Grade 8 level Link elementary work to Gr. 8; establish new norms at Gr. 8 and implement what was discussed in Year 2
  • YEAR 4New norms at Grade 9 level Extend work to Grade 9
  • YEAR 5District-wide K-12 plan Every class is a blended class District-wide K-12 digital learning plan (NOT about the technology)
  • Luke: I can’t believe itYoda: That is why you fail
  • Where you can find me: ckennedy@sd45.bc.ca 604-202-4379 @chrkennedy Chris Kennedy cultureofyes.cawww.sd45.bc.ca