4 Professionally speaking... I believe that technology: Changes the way we work Requires the learning of new skill sets Causes changes in organizational structures Shifts control of learning to the individual Alters education from knowledge transfer to the process of knowledge attainment (Learning to learn, not learning to know) Can be a catalyst to change pedagogy Measuring Quality: Randy LaBonte
Leadership & Technology My thinking has been influenced by: Doctoral research on leadership in K-12 in technology-enhanced learning situations Consulting work with the BC Ministry of Education Facilitation of standards Follow up research on technology grants Policy and practice consultation with DL schools Measuring Quality: Randy LaBonte 5
About the Room… Where From US? From Canada?? International? Who K-12 Educator? Post-secondary Faculty? Administration / Government? Others?? Measuring Quality: Randy LaBonte 6
21st Century learners need technological tools and approaches that reflect their habits Oblinger & Oblinger, 2004; Dede, 2005; Siemens, 2008; Evans, et al., 2008 The use of tools and technologies familiar to learners may foster higher levels of engagement (blogs, wikis, social networking, podcasts, video streaming, and multi-user virtual environments) National Survey of Student Engagement, 2007, pp.7-8 21st Century Learning 12 Measuring Quality: Randy LaBonte
Technology & 21st Century Learning If technology is the answer, what is the question? The paradox of technology enhanced education is that technology changes very rapidly and human beings very slowly. It would seem to make sense for proponents of e‑learning to begin with the students. Bates & Poole, 2003, p. xiii 13 Measuring Quality: Randy LaBonte
Measuring Quality: Randy LaBonte 14 It’s About Pedagogy… Technology is often viewed as pedagogically neutral (Moll, 2001) Yet the organization of learning and engagement of learners through educational technology is essential to pedagogy (Bednar, Cunningham, Duffy, & Perry, 1992; Gayol & Schied, 1997)
April 20, 2006 MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? 15 How has technology impacted your pedagogy?
How has the Web 2.0 shift? 16 Measuring Quality: Randy LaBonte
Distributed learning in BC will be a quality, dynamic and engaging learning environment that all students in the province can access.
And the promise… “What is exciting and encouraging [is that] with appropriate instructional leadership... technology can be an effective catalyst for educational reform.” Creighton, 2003 18 Measuring Quality: Randy LaBonte
While quality is difficult to define, its importance is universally appreciated (Garvin 1988).
Quality's economical importance comes from its perceived ability to lower costs, improve employee commitment, and ensure continuous improvement within a dynamic environment (Dawson&Palmer 1995).
Its pedagogical meaning focuses at enhancing the process of learning and the interaction between the learner and the learning environment.
19 Measuring Quality: Randy LaBonte
Defining Quality Quality: “the non-inferiority, superiority, or usefulness of something” – the perception of the degree to which a product or service meets the customer's expectations. Quality has no specific meaning unless related to a specific function and/or object. Quality is a perceptual, conditional and somewhat subjective attribute. http://en.wikipedia.org/wiki/Quality
"Measures of learning--and of quality--are elusive and often controversial ..." Oblinger, Barone, Hawkins, 2001, p. 19 20 Measuring Quality: Randy LaBonte
Analysis of 400,000 students in 3000 schools found the most important predictor of quality was the teacher Teacher effect on student achievement was both additive and cumulative Rice (2003) The quality of a student’s teacher is the most important determinant of learning after family background. Hanushek (1992) Achieving Quality 21 Measuring Quality: Randy LaBonte
“High quality interaction with learning materials, interaction between teachers and learners and interaction among learners, are all essential for effective learning.” Bates, A.W. (2006), p.222 Quality and Interaction... 22 Measuring Quality: Randy LaBonte
How do we know any learning is occurring?? 23 Measuring Quality: Randy LaBonte
Two lenses for measuring Measuring Quality: Randy LaBonte
Compliance Models in BC Legislation Policy DLAgreements AchievementData DLStandards DLAudits 26 Measuring Quality: Randy LaBonte
DL policies and agreement Focus on quality – DL Standards articulate quality learning in a DL environment Focus on engagement – no funding without active learning Focus on achievement – continuous enrolment and Ministry data collections Focus on transparency – clear flow of Ministry funding with no money directly paid to parents 27 Measuring Quality: Randy LaBonte
Measuring Quality: Randy LaBonte 28 How do we know there is quality learning taking place? How would we recognize it in distributed learning?
Quality Review Model Student Success (engagement, achievement & satisfaction) External Review -Observing, Validating, & Recommending Emerging Practice -Sharing & Applying New Strategies Implementing Quality Instructional & Leadership Practices Internal Review (part of school planning process) DL Standards Research Data 29 Measuring Quality: Randy LaBonte
Research-based 30 Transformational leadership theory describes leadership practices and behaviours within DL schools. (Leithwood and Duke , 1999; Silins & Mulford, 2002; Leithwood, 2005) Measuring Quality: Randy LaBonte
Leadership for Achievement (Mulford, 2008) Community / School / Home / Socio-Economic Status Transformational Leadership Admin Team Leadership Academic Self-Concept Principal Leadership O L Academic Achievement TW Partici-pation Engage-ment Teacher Leadership 31 Measuring Quality: Randy LaBonte
Research-based 32 Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework is the foundation for instructional practice Measuring Quality: Randy LaBonte
DL Quality Review Process Internal review by DL educators
Instructional/leadership review models for reflection on DL Standards supporting school planning processes
Collection and monitoring of data to shape DL practice
External Review (select DL school sites)
Initial meeting(s) with school staff and district staff
Review of DL achievement data, satisfaction info, etc.
Observation/discussion with instructional, support and admin staff
Sharing observations – external team and district/school staff
Post site review meeting (observations and data analysis, areas of strength /improvement)