Learning Technology BluePrint for Change - Review


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This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.

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Learning Technology BluePrint for Change - Review

  1. 1. = 21st Century Learning Committee Information Technology Solutions Blueprint for Change – Progress Review May 2012 Towards 2020 Connecting with our Students Stewardship of Success for Students Success for Staff Resources VISION Our vision is one where all staff and students in the Ottawa Catholic School Board have the skills they need to excel in the 21st century. We will achieve21st Century student success by meeting the diverse needs of 21st century learners. Teaching Learning The Need for Change Today’s students are different from the students that our system was created to educate. The new digital learners are immersed in technology and they expect to use digital tools as part of their educational experience. Brain based research provides “As we enter the new evidence that today’s generation of students are “wired” differently than age, the future won’t previous generations. Instructional strategies are evolving to reflect the just happen. It will needs of 21st century learners. The question we need to ask is not about be created – and what equipment to purchase or install, but rather what skills do our students primarily by them.” need to succeed. The class of 2020 is currently sitting in our primary classrooms. These students will graduate from a learning environment and Don Tapscott “Grown Up Digital” culture that espouses 21st century skill sets and tools. In order to create a learning environment that engages our students, we are in the process of: updating our infrastructure, introducing new tools, creating professional digital learning communities, building leadership capacity, and removing procedural barriers (see appendix for a list of information technology initiatives). Information Communication Technology (ICT) Tipping Point Technology is now reaching the point where it is available almost everywhere. The cost of technology is rapidly decreasing while the processing power is increasing. Convergence between a variety of devices and the Internet is becoming common place. A recent Media Technology Monitor (MTM) survey examined the media habits and technology usage of Canadians. The survey found that household penetration of broadband services continues to grow year after year. Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 1
  2. 2. The significance for our schools is that more and more students have access to rich media resources when they are outside of school. Weekly Internet usage by Canadians has tripled since 2007. According to Internet World Stats, there were 361 million Internet users in the year 2000; there are now There are over 3 over 2 billion users accessing over 1 trillion unique URLs. billion searches on Google every day! Worldwide there are over 3 billion searches on Google every day! YouTube launched in 2005 and now there are over 3 billion YouTube videos are watched daily. According to Pingdom.com, there are over 294 billion emails sent per day with this number expected to hit over 507 billion by the year 2013. Blog Pulse indicates that there are over 152 million blogs available on the Internet. There are over 37.4 trillion page views on Facebook each year. There are over 5 billion cell phone connections worldwide. The increasing prevalence of Smart Phones is creating opportunities for learning both in and out of school. The iPhone came out in 2007. There are now over 650,000 apps available for various “i-devices”, many of them educational, and many of them free. Apple has had over 10 billion apps downloaded. The Gartner group predicts 185 billion app downloads for all devices by the year 2014. Milestones Implication• Wireless Ubiquitous access to technology cannot (and should not) be stopped. OCSB staff needs• Bring your own to be prepared to leverage technology to engage students and increase student success. device (BYOD) Leaders in the OCSB need to model the use of new technologies and their positive• Leadership benefits to both staff and students. Core Priorities Technology within the Ottawa Catholic School Board will be viewed as Success for Students a tool to support research based instructional strategies. The core Success for Staff priorities of student success, success for staff, and stewardship of Stewardship of Resources resources, within a Catholic framework will be enhanced by digital learning opportunities. Instructional practice should change with the proper use of technology. Implication Interdepartmental planning and communication are essential to ensure that stewardship of resources is being achieved. Initiatives that are not supporting our Board core priorities Milestones should be challenged and resources allocated to other areas. Departmental budgets• Learning in the 21st Century, now part of should include provisions to prioritize 21st century teaching and learning. The provision of Board Priorities infrastructure and tools will not result in improved student success without the alignment of• New Digital curriculum resources, instructional practices (inquiry based, student-centered, Resources Budget differentiated instruction), and professional learning. line, ↓textbook funds Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 2• New Innovative Fund
  3. 3. Governance Several Board policies and procedures may have unintentionally restricted students and staff from accessing digital resources over our secure network (for example, blocking teacher and student access to YouTube, not allowing personal devices on the network). The OCSB will strive to find a balance between safety/security and access to resources. Milestones Procedures will be created that will be flexible in nature to allow for changing technologies• Personal devices to be readily implemented within the system. allowed on network• YouTube unblocked Implication at Principal’s request A Board policy has been released to clarify how staff can use emerging technologies such• Staff laptops can be taken home as social media for instructional purposes. The implementation of a wireless environment• Many staff are throughout the Board will coincide with school practices that allow student use of devices blogging and using to connect to the Internet for academic purposes. Teachers will be encouraged to teach social media students the appropriate use of social media and safe online activity. Restrictions blocking teacher access to the Internet will be relaxed with more emphasis on classroom SEA equipment is management. Staff will have more flexibility in bringing Board devices home to continue now being used at their learning by accessing just-in-time online learning modules. school and home Capacity Building and Teacher Preparation The new cohort of teachers will enter our system with an understanding of the required changes in instructional practice in order to relate to today’s digital Simply inserting learners. Problem solving, or inquiry learning, with the teacher technology into facilitating individualized student learning will continued to be classrooms and emphasized. Differentiated instruction through the use of a variety of schools without technologies and tools should be a standard component of all teacher considering how the preparation programs. contexts for learning need to change, will OCSB leaders from all generations need to model the effective use of likely fail. information technology skills with the goal of achieving student Allan Collins success. Implication Milestones Board staff will continue to contribute to provincial dialogue around the re-design of • Input provided teacher education programs, principal qualification programs, and supervisory officer to SOQP and qualification programs. A focus on 21st century learning and teaching skills should PQP courses • 21st Century become embedded as tools for achieving student and staff success. Board mentorship, Learning now part of Leadership Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 3 training
  4. 4. leadership training, and new teacher induction programs will include 21st Century teaching and learning support. Standards of basic technology competency should be shared with teachers and administrators. These standards can then be used as objectives within personal learning plans. The International Society for Technology in Education (ISTE) has created a series of National Educational Technology Standards (NETS). These NETS shall form the basis for our competency references and benchmarks. Milestones • Some Principals The OCSB Leadership Journey should include technological competencies that promote have received the use of digital tools for learning opportunities. Central staff will continue to use digital copies of NETS tools as a means of modeling to other leaders in the system. as part of ISTE memberships The Catholic Leadership Framework provides a reference for Vice-Principals, Principals, • Leadership training includes and Supervisory Officers to set direction and priorities. Leaders should receive support digital tools and training in the use of digital tools to ensure that they can model 21st century skills. Devices and Applications ... powerful software The focus should not be on any particular device or application. Teachers and hardware often and students will focus on transferable skill sets as opposed to skills get used in limited related to learning a particular application. Personalized learning will ways to simply continue to be a goal in each learning environment. maintain rather than transform prevailing Software and computer devices will continue to change at a rapid pace. instructional practices The OCSB infrastructure should be flexible enough to leverage advances Clayton Christensen in technology. As a starting point, teachers and students need access to a wireless environment with high speed bandwidth. Teachers should have a laptop or other device that will allow them to personalize their learning and instruction. Teachers and students should have access to an LCD projector and an interactive whiteboard for display, interaction, and engagement purposes. Other devices for student and staff access such as netbooks, document cameras, response systems, teacher voice amplification systems, tablets, iPods, iPads, etc. may Milestones supplement core resources. The continued differentiation of instructional practice should• Bandwidth supplement the use of these resources in order to maximize the impact on learning. increased• Wireless installed Implication• 80% of classes re- The OCSB infrastructure should be in place in order to leverage the digital resources that tooled with are available to students. This includes a balance between textbooks and digital LCD/SmartBoard resources once access and reliable connectivity is no longer an issue.• Tablets in most schools Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 4
  5. 5. Learning Environment The traditional classroom will continue to adapt as the main learning environment for most students; however, digital tools of the day should expand the learning Perhaps above all other environment to a more global perspective. Within the changing aspects of Web classroom, students will participate in learning activities through a utilization, the power variety of media. Students will learn the skills to work with partners in of choice is what sets the Web of Learning class and with others who may not be physically apart from other forms Where possible (recognizing Ministry guidelines), time constraints should of learning. be removed from traditional credit based instruction at the high school level. The amount of time that a student should spend in any one Curtis J. Bonk class or required to complete a “course” should change. Differentiated instruction and individualized learning should lead to anytime learning. Students should have access to the resources they need in order to meet content expectations as opposed to timeline expectations. Students should have input into the speed and pace of their own learning. Milestones• D.I. focus for instruction Students should have increased choice in the instructional model that best suits their• Credit Recovery learning style. Options should include: face to face learning, hybrid or blended learning opportunities that combine online learning and face to face learning, and virtual learning. Implication The Board will develop a secure and stable online learning portal for staff and studentMinimal change in access. The online learning portal shall serve as an object repository that allows the sharing of resources. The selected platform should be easy for staff to use and flexiblecourse timelines oroptions for delivery enough to allow for varied levels of staff use (example, virtual learning, blended learning, credit recovery). Instructional Practices - Higher Order Thinking Skills Teachers are changing from a focus on providing facts to a new focus on higher order thinking skills. Assessment strategies that focus on memorization and recall are Milestones changing to new assessment strategies that focus on higher order thinking skills such as • Blackboard Learning Portal evaluating and creating. Electronic response systems are being used to provide continued immediate feedback and to inform instruction. Student use of digital tools such as social development media will provide them with the opportunity to engage in higher order thinking skills. • BlackBoard There should be a cross-curricular focus on 21st century learning skills including: includes Object communication and collaboration (both with students inside and out of the school), Repository creativity, problem solving, and critical thinking. • Single Sign-On to be completed by year-end Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 5
  6. 6. Teachers should continue to challenge beliefs and strategies that have been based on a left-brain (logical and analytical) society to one that recognizes and assesses right-brain (creativity and problem solving) activities. Bloom’s revised Taxonomy of Thinking Skills clearly demonstrates the required evolution in instruction and assessment. Higher Order Thinking Skills Research indicates that digital learners Milestones are not motivated by a teacher standing• Increased focus at the front of a classroom lecturing and on higher order Creating requiring students to copy notes. thinking skills as Evaluating Fortunately this practice is no longer the identified in many school SIPs Analyzing norm in the Ottawa Catholic School• Increased use of Board. The majority of digital learners Digital Resources Applying are visual learners who are “wired” for and use of Understanding video and audio engagement. multimedia Remembering• Increased use of In an environment where information OERB resources, Lower Order Thinking Skills and facts are readily available, teachers Discovery Education, and have an important role to play in helping Learn 360 students challenge, question, and create, based on the myriad of information available to them.Greater changes have Implication taken place in OCSB staff should continue to support teachers as they transition away from traditionalelementary classes as skills to higher order thinking and 21st century learning skills. The introduction of the compared to high school classes but technological tools without changes in instructional practice will not result in significant changes are in gains in student achievement or engagement. The Student Success Department is progress supporting teachers with resources to reflect revised curriculum. These resources should continue to be aligned with 21st century teaching and learning skills (Information media and technology skills, learning and innovation skills, life and career skills, core subjects and 21st century themes). http://www.21stcenturyskills.org/documents/P21_Framework.pdf Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 6
  7. 7. Catholicism In an age where information is readily available, it has become increasingly important for teachers to guide students towards value based judgments. Students and staff have the ability to create and add to the wealth of positive information available on the World Wide Web. Milestones • Increased focus on curriculum The Catholic Graduate Expectations will have integration for an increasingly important place in the healthy preparation of our students. The Catholic relationships and Graduate Expectations are inherently higher Internet Safety order, focused on communication, within Religious collaboration, creativity, and lifelong learning. studies courses The OCSB is well positioned to play an important role in developing comprehensive digital citizens. Safety within digital environments, Cyberbullying prevention, and healthy relationships are all components of Need to ensureconsistent delivery of the Religious and Family Life courses. Teachers will continue to create learning Internet safety and activities that require students to apply value based judgments and to critically analyzeCyberbullying topics and validate facts and arguments. early in each year Professional Development – Generation Gaps As a Board, we need to recognize that the majority of decision makers currently come from those who would be considered baby boomers and some who would be considered generation X. The students that we serve are generation Y, generation Z, and those students who were born in 2010 and later are being referred to as generation alpha. Our teaching staff is comprised of individuals from a variety of generations. Job embedded training and in-service opportunities should be differentiated for our staff in a Milestones manner similar to the differentiated instruction that we provide to our students. Decision • Variety of makers should recognize the generational differences when making decisions. training including: face to face, in-school, in- A new phase of digital professional learning communities is being initiated to provide class, online, just-in-time delivery to our new generation of teaching staff. The focus will shift away recorded from text based instruction and move to media rich environments where staff can refine tutorials, Adobe their instructional practices both in the classroom and in the new global classroom that Connect sessions, extends beyond traditional classroom walls. Saturday sessions, Summer sessions Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 7
  8. 8. It is important to recognize both traditional text based skills that many staff value and the digital audio and video based skills that many of The Net Generation, the biggest ever, is coming of our students and younger staff value. The achievement chart age. As they go to college (Knowledge / Understanding; Thinking / Inquiry; Communication, and begin jobs, Net and; Application / Making Connections) can be used as a framework Geners are beginning to to provide a focus as part of professional learning opportunities. The use remarkable digital four areas of the achievement chart apply regardless of the selected tools that give individuals medium. the power that in the past was reserved for the authorities. Contrary to statements that we are preparing students for jobs that don’t exist, we should recognize and validate that we are preparing Don Tapscott students for both jobs that do exist today and providing our students with skills for jobs that are yet to be invented. Implication The OCSB should expand its current online delivery model to include opportunities for staff to learn and develop 21st century skills. Staff should have opportunities to learn digital skills that will assist them in engaging their students. Recognition of the varying needs of different generations of teachers is important in providing a variety of learning opportunities including just-in-time delivery of resources in rich media formats. The The Dept. has not development of personalized portals, anywhere access, combined with access tobeen able to keep up with the help desk digital devices will support success for staff. tickets resulting in long waits for Help desk tools will be developed and support will become available in a timely manner. As digital tools become key components in achieving our Board coreinstalls and issues to be resolved priorities, it is important that the tools are maintained and supported so that staff can focus on the instructional strategies and not on the technology. Libraries and Equity of Access Today a vast collection of resource materials is available online in a digital format. The model of collecting information and securing it in a central location is changing. Milestones Libraries will evolve into Learning Commons. Learning Commons do not need to • Transition of occupy the same footprint as libraries. The Learning Commons will become a central Library to Learning gathering location for students and staff to continue learning whether that is text Commons in 37 based, or rich media based. Access to online information and spaces for collaborative schools and creative work should be central to the media center. Library staff will model web • Increased 2.0 search and collaboration skills in a welcoming, energy-rich environment. training for library staff Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 8
  9. 9. Traditional library staff are refining their skills to become adept at navigating the rich digital resources available on the Internet. Library staff will serve as The librarian, or digital literacy coaches to support staff and students. Access to digital Cybrarian, may collections need to be extended beyond the traditional school day. have the most to Ideally, evening and weekend access to digital tools should be made gain from this open available in the Learning Commons to bridge the digital divide for those learning world: who do not have the tools in their home. witness e-books, online portals, open access journals, and Implication online video to Allowing students to bring their own devices to school will provide accompany many increased access for those students who do not have their own device publications. (example – if a class has access to 5 devices, and 10 students bring in their own device, then the 5 school devices can be shared with those Curtis J. Bonk who do not have their own).This synergy will provide good stewardship of resources. The Board practice of replacing older devices needs to be supplemented with additional devices being introduced into the system. The move to virtualization and web based applications will allow less powerful and older devices to serve educational purposes. Learning for all Milestones Investments will be made in technology that provides students with curriculum • BYOD has modification and accommodations for individualized or personalized learning. Following resulted in more the principles outlined in Learning for All, the use of information communication technology devices in all will aim to be provided in an inclusive setting. Technologies that facilitate learning will be schools made available to students in system classes. Language based applications will be used • Netbooks are to support ELL and ESL learners. available to take home in many schools Implication Interdepartmental cooperation will ensure that stewardship of resources is focused on equality of opportunity for all students in our system. Resources should be allocated inInvestment inadditional devices order to provide digital tools to assist with modifications and accommodations to meetfor ESL and ELL special needs in the system. Staff should stay current with research in the area oflearners assistive technologies to take advantage of advances in this area. Staff should receive job embedded learning opportunities in order to provide support to language learners including ELL and ESL learners. Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 9
  10. 10. Communication Technology Parental involvement in education has proven to result in increased student success. Emerging technologies may be used to supplement traditional communication tools. Investments may be made to provide a communication channel that is differentiated for each family (example, email, text message, voice message, etc.). New technologies should also be used to offer messages in a variety of languages to respect our Milestones increasingly diverse community. Technologies will be explored and used to improve • New student student safety and security. information system is being Implication implemented – Investments should be made to provide improved communication. The development of a includes a parent parental portal should complement the development of a teacher portal. Static website portal delivery of information should evolve into interactive web 2.0 and 3.0 technologies along • Introduction of with mobile access to school and Board information. Google Apps is a move to web 20 tools Business and Management Applications New technologies are allowing for easier access to personal data such as payroll and other human resources information. As access increases it is important that safeguards, contingency planning, and disaster recovery plans are put in place. Privacy of personal information must be maintained and communicated across the system. The design of new learning spaces and schools should take into account current research on 21st century learning. Introducing digital tools along with flexible learning spaces will result in the greatest impact on student learning. Milestones • 21st Century Implication Learning Staff should receive training on the proper storage and access to data. committee is Disaster recovery systems must be put into place as non-electronic means to accomplish involved in new business tasks are eliminated. Electronic tools should be seen as mission critical as they school design contribute to key priorities and, as such, should be kept online with minimal disruption. • Off-site Disaster Recovery Site is being developed Interdepartmental collaboration will contribute to the development of holistic and comprehensive plans to ensure that each area of the Board is focusing on student success regardless of job function.More staff trainingin the area of privacyof information isneeded Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 10
  11. 11. SummaryThe Ottawa Catholic School Board is a successful school Board in Ontario with a clearfocus on student and staff success. We will continue to innovate and adapt to reflect thechanging needs of 21st Century learners. We recognize that we are no longer preparingstudents for the world that we grew up in; we are preparing them to be contributing digitalcitizens in a new 21st Century environment.21st century learning needs to move away from a focus on equipment and technology andinstead focus on our priorities: success for students, success for staff, and stewardship ofresources, all within a Catholic framework.Digital tools and individualized learning paths will enable us to continue to be a successfulCatholic School Board. As we transition through the second decade of the 21st Century,we will implement the necessary changes to ensure that our students are well prepared tobe contributing digital citizens when they graduate.Key Resources for creating a 21st Century Learning/Teaching EnvironmentTechnology for Learning: A Guidebook for Changehttp://www.k12blueprint.com/k12/blueprint/The Mile Guide – Milestones for Improving Learning and Educationhttp://www.p21.org/documents/MILE_Guide_091101.pdf21st Century Fluency Serieshttp://www.21stcenturyfluency.comInternational Society for Technology in Education (ISTE)http://www.iste.org/AM/Template.cfm?Section=NETSThe Partnership for 21st Century Learninghttp://www.21stcenturyskills.org/Vision: K-20 – Software and Information Industry Associationhttp://www.siia.net/visionk20/pages/progress.html Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 11
  12. 12. Appendix 1: Creating a 21st Century Learning Environment Wireless Network Board and Infra- structure Political Priorities Context and Vision Shared Social Funding Media and and Inter- Increased department Commun- support ications Governance Learning - Support -Commons Student Policies andTransition Success - Procedures Personalized Learning Digital Leadership Resources Support and Ease and of Access Training Building SmartBoards Capacity - and LCD Focus Groups, projectors modelling, Laptops Pilot In-service Projects and Tools Devices for for Student Teachers Use Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 12
  13. 13. Appendix 2 - Initiative Snapshot Wireless Board Portal –– Increased Reliable learning increased bandwidth and network – core environment at communications redundancy to switches, all Board Sites with parents and process rich storage, backups to support between staff – media including Cloud BYOD multimodal and connections architecture multilingual Increased Communications Reliable Network Wireless Bandwidth eLearning – Creation of a Change in Decreased Blended data warehouse policies and reliance on Learning – all to allow all users practice – allow computer labs students exposed easy access to a social media, and increased to blended or data dashboard and allow use of Mobile online learning student use of devices Mobile devices Blended Learning Data Warehouse Remove Barriers Internet Devices Re-tool our Build Capacity – Google Apps – classrooms and Improved job embedded efficiencies – increased use of libraries - learning, leaders web based Interactive workflow, modeling use of integrated applications and White Boards, ICT, online, cloud computing LCD projectors, systems and PLCs Single-Sign-On digital resources Web Apps Re-tool classrooms Build Capacity Improved workflowNote: This is only a sampling of major department initiatives. Toward 2020 – OCSB Learning Technology Blueprint for Change (May 2012 Update/Review) Page 13