1. Digital
Access at
WVSS: Our
Story
- Impacting learning
and instruction -

2. What we hear from students
“Learning becomes
more interesting when
you have more learning
options”

3. In most classrooms
Our
students
regularly
use their
devices as
a basic
tool i.e.
calculator

4. 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

5. In most classrooms
Students use
their devices
to go
broader and
deeper with
their
learning

6. 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

7. In most classrooms
Students
use their
devices in a
responsible
way

8. 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

9. In most classrooms
Students
can walk
away from
their devices
when
needed in
order to
engage in
different
ways

10. 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”

11. 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

12. In most classrooms
Students
choose the
right tool for
the right job,
without
being told

13. What we hear from ELL

Formative Assessment advantages

Language instruction has a visual
component that technology can
increase engagement

Appetite to explore new possibilities

14. In our library
Students
selfregulate
their
behaviour,
and usage
of their
devices

15. 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

16. In our cafeteria
Students
collaborate
anywhere,
anytime, as
their needs
arise

17. 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 . . .

18. 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?

19. 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

20. And we worry that
smartphones will make us antisocial . . .
c. 1952

21. And now for something
completely different . . .
Monty
Python will
never get
old . . .