1. What is Next?
Where Technology Planning Ends
and Instructional Planning Begins
January 7th, 2015
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa
2. Contact Information
Jonathan P. Costa, Sr.
Director, School/Program Services
EDUCATION CONNECTION
costa@educationconnection.org
860-567-0863
To view slides:
www.slideshare.net/jpcostasr
Look for – “EASTCONN Tech Council”
Book Web Page:
www.digitallearningforallnow.com
4. Our world has changed…
1. It is digital, flat, open
and pluralistic.
2.It is unpredictable and
volatile.
3.It is increasingly
unforgiving to those
who are unskilled.
9. Shifting from Single Source to Crowd Source
Old School
“Read the part of
Chapter 6 on the
Boston Massacre and
be prepared to answer
questions.”
New School
1. Team One find 5 historical
narratives by different authors
2. Team Two find 5 primary source
documents from the trial
3. Team Three find 5 British history
references and opinions
4. Team Four find 5
contemporaneous editorials.
12. Align Your Systems With Your Goals for Learning
Type of
Assessment
Required
Subject Area
Responsibilities
Everyone’s
Responsibility
Content
(Declarative)
Facts
Content Skills
(Procedural)
Discrete Skills
CC/21st Cent. Skills
(Contextual)
Applied Understandings
Type of
Knowledge
Desired
Type of
Instruction
Required
Lecture, video,
films, assigned
readings and
memory activities.
Classroom or textbook
problems, experiments,
discussions, practice and
repetition.
Complex projects,
real time explorations,
authentic and relevant
skill applications.
Amount of
Time
Required
Discrete units,
spiraled and
predictable.
Ongoing, systemic and
without a finite
or predictable end.
Discrete units,
spiraled and
predictable.
Recall & recognition
based quizzes, tests,
and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists,
analytic rubrics,
or other agreed upon
skill standards
(AP/SB/CAPT/Exams)
Holistic and,
analytic rubrics,
or other agreed upon
standards of rigor
(Portfolios, Exhibitions, SB)
14. Basic Principles of Planning
Engage and Empower – bring digital tools to
every learner so they can find their own voice.
Prepare and Connect – use internet
connectivity to help connect every student
and teacher to resources that support their
goals.
Access and Enable – ensure that the
infrastructure of the district can support all of
these strategies.
15. No Surprises - We Know How This Works
1
Rethink
Reengineer
Retrofit
19. Essential Questions
Which worries you more….
Continuing to perpetuate an analogue instructional model
that is out of alignment with appropriate preparation for
the real world.
- or –
Managing the numerous challenges that come with a
transition to a new model of provisioning instruction in
public schools.
20. Essential Questions
Which is more likely….
Your district will finally devote enough resources to buy
every student an electronic device of their choosing…
- or –
You decide that the problems and inconveniences of the
initial move are worth the aggravation of making the
switch to a BYOD based 1:1 instructional model
21. Why/Why Not BYOD?
In support of…
• How else will you get to 1:1?
• Brings additional assets into the
district.
• Allows for increased
personalization.
• Moves the focus away from device
choice and shifts it to device use.
• A growing sense of inevitability.
Wariness of…
• Reduced control.
• Old provisioning methods do not
apply.
• Some instructional inconvenience.
• Just another thing to manage in
the midst of a million others.
• INCREASED inequity in non 1:1
applications.
• Other?
24. Moving Beyond Purchasing
Getting them is just the
first step….
• Digital tools for learning
are above all, an
instructional magnifier.
• Big gaps in instructional
quality, if unattended,
will get bigger.
25. The More You DO, The More You Learn
Passive
Superficial
Active Involvement
Engaged & Empowered
26. Moving Beyond Purchasing
A visionary policy
transition from analogue
to digital…
• Credits/proficiency
• Attendance
• Materials
• Acceptable use
27.
28. Critical Life Long Skills
CC ELA
21st CSCC Math
E1/M3/21 - Demonstrate independence in reading complex texts
or viewing media and writing, speaking or producing content
about them.
E2/21 - Build a strong base of knowledge through content rich
texts or other appropriate sources of information.
E3/E6/M5/21 – Use digital tools to obtain, evaluate, synthesize,
and report findings/information clearly and effectively in
response to a variety of tasks and purposes.
M3/E4 - Construct and engage in viable arguments based on
evidence and critique reasoning of others.
E1/E3/E5/21 - Read, write, produce and speak grounded in
evidence for a variety of purposes and audiences.
M1/M2/M8/21 - Make sense of problems and persevere in
solving them.
E7/21 - Come to understand other perspectives & cultures
through reading, listening, and collaborations
M7/21 - Demonstrate innovation, flexibility and adaptability in
thinking patterns, work habits, and working/learning conditions.
M4/E7/21 - Value and demonstrate personal responsibility,
character, cultural understanding, and ethical behavior.
This is the defining challenge of our times in public school.
With that accomplished, all else is possible.
Without it, your future is your print-based past.
The only solution then is to wait – wait until that day when we can afford to buy every student the same device.
Is it really more equitable to say that no one has access to technology until everyone can have the same thing?
It’s not about the device, its about what we do with it.
The only solution then is to wait – wait until that day when we can afford to buy every student the same device.
Is it really more equitable to say that no one has access to technology until everyone can have the same thing?
It’s not about the device, its about what we do with it.
The only solution then is to wait – wait until that day when we can afford to buy every student the same device.
Is it really more equitable to say that no one has access to technology until everyone can have the same thing?
It’s not about the device, its about what we do with it.
The only solution then is to wait – wait until that day when we can afford to buy every student the same device.
Is it really more equitable to say that no one has access to technology until everyone can have the same thing?
It’s not about the device, its about what we do with it.