www.earnperhit.com/essay => Professional academic writing www.Lucky-Bet.site => Bet on Sports - 50% Deposit Bonus www.Lucky-Bet.site/casino => Online Casino - 5000$ Welcome Bonus www.Lucky-Bet.site/lotto247 => Lotto247 - Win Big, Live Free www.Lucky-Bet.site/eurobet => Best European Bookmaker Data Driven Learning and the iPad Richard Harrold, Principal, ACS Cobham International School, UK Fusion 2012, the NWEA summer conference in Portland, Oregon ACS Cobham International School was one of the first schools to accompany its iPads implementation with a formal study of the effect on iPads in the affective and academic domains. This session will show how MAP data contributed to the study's conclusions and will provide participants with a tool to gauge the effectiveness of mobile technology in general and the iPad in particular. Using Engagement theory as a guide, ACS Cobham has completed a mixed methods study that will be of interest to schools exploring the potential of mobile devices to enhance both learning and affective domain behaviors. Educators keen to see how data driven goal setting can come alive for the iGeneration should attend. Learning outcome - How can the effect of mobile technology be objectively measured - How can I make goal setting relevant to iGeneration students Audience: - New data user - Experienced data user - Advanced data user - District leadership - Curriculum and Instruction ACS Schools combines three international schools on the outskirts of London, UK and one school in Doha, Qatar. The combined total of students is around 3,000. The three UK schools have been administering MAP since 2009. We use DesCartes and instructional resources across the district to guide instructional planning. Last year we began using NWEA Science tests for the first time. Our team includes our Assistant Head of School, the assistant principals from the Lower and Middle Schools, the assistant academic dean, a member of our IT support staff and three classroom teachers (one from each of the three divisions of the school using MAP).

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Data-driven learning and the iPad
What is the opposite of data-driven?
All improvement requires change
Change is our constant companion
People like change
Data-driven schools can be the crucible from which improvement
emerges in ways that are different from the ways it tends to
happen in schools that pay little or no attention to the data they
generate.
School Strong traditions of funding education research
image
Test
scores
History of using assessment formatively
Data
Strong historical reliance on standardised testing
Standards-based curricula
Uneasy relationship between central government and
Curriculum
Non- teaching unions
academic
improvement
programmes
To understand God's thoughts we must
UK Inspection Framework (2012)
study statistics, for these are the measure
of His purpose
The quality of teaching and learning
Pupils’ achievement
Behaviour and safety
Florence Nightingale
The effectiveness of the school’s leadership
and management
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OECD and CERI (2008)
Bambi Betts - four types of data (2003)
Schooling for Tomorrow (draft document)
demographic data
data about school processes
learning data
perception data
Bush Cameron (2012)
Four desirable traits of the 2020 learner
- Pepperdine University, CA
problem solving in teams
Marks, McPhee, Cremin, Laxton,
innovation
Sneider Marks (2011)
- Cedars School of Excellence, UK
systems thinking
perseverance
Bebell, Dorris Muir (2012)
- Auburn School District, MN
Bebell, Dorris Muir (2012) Bebell, Dorris Muir (2012)
Auburn, MN
Auburn, MN
Too many innovative programs don't prioritize their own
research, and even if they collect observations and stories
later, they don't make the effort to do a randomized
control trial, like we did. We wanted to make sure we
could objectively examine the contribution of the iPads.
- Dr. Mike Muir, Auburn School Department's Multiple
Pathways Leader
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Data for consideration
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We did not find a single case in the literature where
student learning increased but had not been a
central goal.
Joyce, Wolf and Calhoun
The Self-Renewing School (1993).
1. Teacher knowledge (incl. triangulation and
steering the process of turning RIT scores and
DesCartes statements into meaningful interventions)
2. Student commitment – the “buy in”
3. Clear timetable - including criteria for success
and regular conferencing.
Innovative practices at ACS inspired by Project i
Innovative practices at ACS inspired by Project i
Innovative practices at ACS inspired by Project i
Increasingly, the leadership needed for systemic change is
coming from young people. Often ignored as leaders,
teenagers and young adults have a strong stake in the future,
perhaps the strongest. They are also the least invested in the
past, giving them a distinctive ability to see the flaws in
current mental modes and institution patterns and the
courage to create something new. When young people
develop basic leadership and collaborative learning skills, they
can be a formidable force for change.
Peter M. Senge, The Fifth Discipline (2006).
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Risa Harrold
Central thesis
(aged 7)
2023: High School Graduation
iPads provide a genuine and intriguing unknown in an
area of education that appears to be one we have a moral
2027: Graduate from college
imperative to explore.
2070: Retirement?
January 1st, 2101: 95 years old!
The move to iPads is a significant enough investment on
the part of schools to demand the most rigorous
consideration possible of its cost/benefit balance.
Data-driven schools using MAP have a ready-to-hand
model for this, and an invaluable resource in the form of a
faculty used to and adept at understanding what
observation data is telling us and is not telling us.
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