Digital access at wvss – our story
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Digital access at wvss – our story

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Digital access at wvss – our story Digital access at wvss – our story Presentation Transcript

  • Digital Access at WVSS: Our Story - Impacting learning and instruction -
  • What we hear from students “Learning becomes more interesting when you have more learning options”
  • In most classrooms Our students regularly use their devices as a basic tool i.e. calculator
  • Our Readiness       5 year conversation Many individual and group efforts Motivated staff Lots of staff-led ProD Library support We have never said no to an idea
  • In most classrooms Students use their devices to go broader and deeper with their learning
  • What we hear from LSP    Digital access will level the learning playing field for our students Will support many IEP accommodations Our students are more engaged in a digital environment where they are typically more successful
  • In most classrooms Students use their devices in a responsible way
  • What we see in classrooms         Robust interactive teacher web presence Increased communication with students and parents Podcasts Flipped Classroom Edmodo Drop Box Noodle Tools ELMO projectors
  • In most classrooms Students can walk away from their devices when needed in order to engage in different ways
  • What we hear from students “broadens the bank of knowledge” “gives teachers more options” “Google Translate in French class is helpful” “currently varies from classroom to classroom”
  • Our current situation  Our department heads unanimously decided that WVSS should be a “tech friendly” school for September 2014  Our feeder school students are already having this experience, and we should support the continuation  It is the logical next step for us and our students
  • In most classrooms Students choose the right tool for the right job, without being told
  • What we hear from ELL  Formative Assessment advantages  Language instruction has a visual component that technology can increase engagement  Appetite to explore new possibilities
  • In our library Students selfregulate their behaviour, and usage of their devices
  • Teachers’ biggest concern?  Q: What does appropriate use look like and how will we support and address it?  A: We will develop common language that is aligned with our feeder schools and good practice
  • In our cafeteria Students collaborate anywhere, anytime, as their needs arise
  • Shifting our thinking    From “controlling” student use to “managing” or “facilitating” it From “device” to “digital access” A device is no different from a pencil; if we want our students to focus elsewhere, we ask them to put their “pencils” down . . .
  • Questions we have    Will the infrastructure support our vision? How will we respond to the “implementation dip”? How will we best support staff and students as we explore and develop new learning and instructional opportunities?
  • Our next steps    Continue the conversation to have every voice heard and every fear addressed and supported Leaning on department heads to be curricular leaders in this regard Using staff committee to shape our common language and understanding
  • And we worry that smartphones will make us antisocial . . . c. 1952
  • And now for something completely different . . . Monty Python will never get old . . .