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This document discusses the need for digital learning for all students now. It argues that the future of learning and work is digital, so limited access to digital tools and online learning equals limited mastery. It advocates getting every student a digital device through BYOD programs and leveraging open educational resources to increase access. The document emphasizes aligning educational systems, instruction, assessments and data with goals for 21st century learning like communication, collaboration, and developing higher-order thinking skills.
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- 1. Digital Learning For All,Now Southington Public Schools Jonathan P. Costa, Sr.
- 2. The Evolution ofEducational Reform © EC 2012 Focus Learning Goals Assessment Protocols Accountability Teacher Prep Curriculum Testing Tools Student Abilities Instructional Focus Inputs/Outputs Universal Access Locally Determined Rank and Sort No News is Good News Get A Degree Table of Contents Pencil & Paper Grouped & Labeled Teacher Dependent Ready for K 59.9 to leave Universal Proficiency State by State Tests for ALL Label Failing Schools Certifications & BEST State Standards & Frameworks Pencil & Paper With Performance Tasks Integrated (N=40) Standards Aligned Need for Pre-School Skill Demonstrations Universal Measures 46 State Consortia (Math, LA, Science) Smarter Balance (IPI) for All Ranking Every District, School and Teacher Certifications, TEAM, and SEED Multi-State Unified Standards Digital With Performance Tasks Integrated & Scrutinized (N=20) Common Core Aligned And Digitally Supported Pre-K and Full-K Standards Demonstrations & Tests Areas of Before 1986 NCLB 2001 PA12-116 2012
- 3. SB 24/CT Reform Shiftingthe focus to student performance. NEASC Ensure a focus on 21st Century Skills. Many school mandates, but just... ...one Mission. Ensuring all students are challenged and successful by acquiring the skills knowledge needed for 21st century success. Pursued through one pathway and one plan. CCSS & 21st Century Skills/Content Goals Universal & Common Assessments Rigorous and Aligned Instruction with High Engagement Progress Monitoring CCSS/SBAC Rigorous content and adaptive online assessment. Process Focus Content Focus Process & Content
- 4. The Mission To prepare EVERYstudent for learning, life, and work in the 21st century. © Corwin Press - 2011
- 5. Truth # 1 Thefuture of learning and work is digital. © Corwin Press - 2011
- 6. “Work will bedominated by fast- moving, geographically diverse, free- agent teams of workers connected via socially mediating technologies.” Fred Stutzman, Carnegie Mellon “The replacement of memorization by analysis will be the biggest boon to society since the coming of mass literacy.” Paul Jones, UNC- Chapel Hill “There is no doubt that brains are being rewired.” Danah Boyd, Microsoft Research
- 7. They Are Wired Differently ByAge 21… 1. 20,000 hours of video games. 2. 250,000 emails/text messages (BTW - my son sent 4,450 texts in June of 2009). 3. 10,000 hours on the phone. 4. 10,000 hours watching TV. 5. 250,000 commercial messages. © Corwin Press - 2011
- 8. In Less Than AGeneration… • From isolation to communication as the norm. • From going out of your way to communicate to going out of your way not to. © Corwin Press - 2011
- 9. Connect to a brave new world. © CorwinPress - 2011
- 10. Truth # 2 Limitedaccess equals limited mastery. © Corwin Press - 2011
- 11. Common Sense © CorwinPress - 2011
- 12. Truth # 3 Every printedpage is a waste. © Corwin Press - 2011
- 13. Think About Waste Decisions thatkeep the center of gravity in your learning system grounded in print, are counter to your educational mission. © Corwin Press - 2011
- 14. Get to 1:1 What couldyou do if everyone had a digital device? © Corwin Press - 2011
- 15. The Resource Equation BYOD plus OpenSource plus Digital Materials equals Digital Learning for All © Corwin Press - 2011
- 16. Let students use their own stuff. BYOD © CorwinPress - 2011
- 17. Leveraging a Community Asset Severalalready have them. Many more would get them. Some cannot or will not. Most districts can finance the gap. © Corwin Press - 2011
- 18. All agree thebiggest benefit has been the shift from talking about which device to talking about what they will do with the devices. BYOD - Crowd Sourcing in Practice © Corwin Press - 2011
- 19. BYOD Critical DecisionsFramework Engagement & Information Board Parents Staff Community Dialogue Infrastructure Capacity Security Wiring & Wireless Bandwidth Switches and Access Funding Hardware Issues Devices Support Lost & Damage Buffer Pool Charging Student Safety Filtering Monitoring Parent Options Permissions Training Software & Materials Inventory Value Decisions Migration Harvest & Organize Training © Corwin Press - 2011
- 20. Equity Concerns Until everyone can havethe same thing, no one can have anything. Equitably deficient. © Corwin Press - 2011
- 21. The Real Equity Problem Equitythrough denial supports the development of a digital achievement gap. © Corwin Press - 2011
- 22. Equity Equation A device gapis less objectionable than an access gap. © Corwin Press - 2011
- 23. Your Browser is an equalizer. © CorwinPress - 2011
- 24. The Cloud is a liberator. © CorwinPress - 2011
- 25. The Engagement Purchase Equation Degreeof Student Control times Flexibility & Adaptability divided by Per Unit Cost equals Best Value Choice © Corwin Press - 2011
- 26. Goals for Learning The commitmentyou have made to a small and focused number of essential skills and learning outcomes. © Corwin Press - 2011
- 27. Preparing Students Fora Knowledge Economy 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 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/CMT/CAPT/Exams) Holistic and, analytic rubrics, or other agreed upon standards of rigor (Portfolios, Exhibitions, Etc)
- 28. © JPC Sr.2012 Life School/Tests Work Common Core 25%
- 29.
- 30. © JPC Sr.2012 Life School/Tests Work Common Core & 21st Century Skills
- 31. Teaching & Instruction The alignmentof instructional practice with the articulated goals for learning. © Corwin Press - 2011
- 32. The Engagement & LearningEquation Degree of Student Control times Order of Conceptual Difficulty plus Content Fluency equals Instructional Value © Corwin Press - 2011
- 33. One Size Cannot PossiblyFit All © Corwin Press - 2011 In a world where we can customize everything from hamburgers to jeans, can we really expect one instructional approach or resource to work for every learner?
- 34. Assessment & Data How wellthe accountability systems align with the stated goals for learning and inform continuous improvement of teaching and performance. © Corwin Press - 2011
- 35. Assessment & Data Quality over Quantity © CorwinPress - 2011
- 36. Essential Engagement © Corwin Press- 2011 Measuring higher-order engagement is the indicator of success.
- 37. All Risks areNot Created Equal We will fail in our mission to give children the tools they need for the future if we forget the balance between protection and preparation. © Corwin Press - 2011
- 38. The Risk of DoingNothing A lack of adequate preparation is more of a systemic risk than any special- cause potential event. © Corwin Press - 2011
- 39. If your planis to wait until there are satisfactory answers to all of your questions before you start the process, you should be prepared to wait forever. New Beginnings at the End of an Endless Road Monique Crichlow-Moise © Corwin Press - 2011
- 40. Resource Information Jonathan P.Costa, Sr. Director, School/Program Services EDUCATION CONNECTION costa@educationconnection.org 860-567-0863 To view slides: www.slideshare.net/jpcostasr Southington Share Southington Follow Up Book Questions: info@digitallearningforallnow.com Book Web Page: www.digitallearningforallnow.com © Corwin Press - 2011
Editor's Notes
- #5 This is the defining challenge of our times in public school.
- #6 This inescapable truth sets the direction
- #10 This is the defining challenge of our times in public school.
- #11 Adequate preparation for a higher order thinking digital environment requires one-to-one access by staff and students.Not equipment competency here – we are talking about the ability to use devices in authentic environments to solve important problems through critical and creative thinking.
- #13 Continued investment in a print-based infrastructure and the lack of strategic transitional planning for a complete move to digital are ultimately counter-productiveboth educationally and fiscally.
- #15 With that accomplished, all else is possible.Without it, your future is your print-based past.
- #17 Crowd Source the HardwareThe print capacity model dictates that for everything we use we must provide a copy to ensure equity.What if we allowed students to use their own equipment and only provided for those who could not afford it?
- #18 Manydevices that get this job done cost little more than the graphing calculators we have been requiring them to buy for years anyway.MostConnecticut districts will go from a 100% capacity problem to a 20% capacity problem.With the affordability of these devices, if you add up what you saved by going digital and using open source, for most, that money will pay for the gap.
- #21 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.
- #22 How does denying children access to technology in the name of equity serve their needs?Without access they will never have the opportunity to develop the skills that their more appropriately resourced peers have at home every day.
- #23 What is worse?