This document provides an overview of technology planning and instructional planning. It discusses how the world has changed and become more digital, unpredictable, and unforgiving to the unskilled. It emphasizes shifting from single source to crowd sourcing information and from testing to assessing proficiency. The document outlines basic principles of planning that engage and empower learners. It argues that the challenges of transitioning to a new instructional model are worth addressing inequities in the current system. Moving beyond just purchasing devices, the focus should be on using technology as an instructional tool to develop critical lifelong skills.

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

3. Mission
To prepare
EVERY student
for learning, life,
and work
in the 21st century.

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.

5. Less
paper,
more
pixels.

6. Less about
what device
you have,
more
about what
you do with it.

7. Less single
source,
more
crowd
source.

8. In ONE
Generation…
From going out of
your way to
communicate - to
going out of your
way not to.

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.

10. Less
just in case,
more
just in time.

11. Disruptive
Questions
What would an “open
phone test” look like?
What happens when
everyone can get
anything from
anywhere?

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)

13. Less
about testing,
more about
proficiency.

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

16. Goals for
Learning
Assessment
& Data
Professional
Support
Professional
Evaluation
Curriculum &
Communication
Teaching &
Instruction
Resource
Deployment
Leadership
Focus

17. Systemic
Predictable
Controllable
Common
Causes
Random
Unpredictable
Beyond Control
Special
Causes
Common and Special Causes
One of Deming’s most significant insights.
Mission Driven
Decision Making
In-Context
Problem Solving

18. Job ONE
is getting
to
1:1

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?

22. Until everyone can
have the same
thing, no one can
have anything.
Equitably deficient.

23. A device gap
is less
objectionable
than an
access gap.

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

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.

29. Student Data
Driving
Instructional
Practices &
Decision
Making
Instruction
Driving
Improved
Measures
Professional
Practice
Driving
Improved
Measures
Systems
Driving
Improved
Measures
Adult Data
Driving
Professional
Learning &
Decision
Making
Organizational
Data
Driving
Systems
Decision
Making
Teachers
As
Student
Coaches
Data
Supporting
Reflective
Practice
Data
Supporting
Reflective
Practice
Data
Supporting
Reflective
Practice
Administrators
As
Instructional
Coaches
District
Staff
As
Administrator
Coaches