dernsw study tour
DESCRIPTION
A presentation prepared for the Adobe DER Study tour in august, 2011TRANSCRIPT
Transforming schools everywhere
Digital Educa8on Revolu8on NSW – Resources
ADOBE -‐ Snr Director Enterprise Sales
Deputy Director General – School – Office of Schools
Digital Educa8on Revolu8on >> NSW – Program Director
Transforming teaching and learning through technology
§ 1:1 laptop program Years 9 to 12 students § 26,000 teacher laptops over 4 years from T4L § Approx. 65,000 student laptops each year. Total 276,000 over
4 years § Includes 10% pool of laptops for new enrolments, wai8ng
while being repaired and aXer 2 year warranty period. § Budget for student laptops is $33 million per annum § Flexible funding & disability provisions (larger laptops, access
soXware= $200,000 per annum § Locked down. Low cost of ownership. § Significant ITD costs for Standard Opera8ng Environment,
Security, Help Desk § SoXware – MicrosoX, Adobe, Bluecoat $3 million per annum
§ 802.11n network with over 22,000 Access Points § 483 high and central schools § 75 Schools for Specific Purposes § DIP server at each high and central school § IBM maintenance costs $1.4 – 2.9 million per annum (could be
as high as $4.5M) § Broadband costs $4 million per annum
§ 10 Regional Managers § 47 Regional Technology Support Officers § 461 Technology Support Officers. Clerk General Scale § 50 ICT Cadets (5 per region) § Contracts to 30 June 2012 § $36 million per annum staff costs. § $1.8 million per annum regional expenditure (cars, travel,
consumables) § ITD costs for 18 staff to manage central infrastructure. $2.3
million per annum
§ State, Regional and School level § Working closely with SPC § State – CLIC resources, TaLe, PLLDD, Peer Coaching,
Ac8on Learning, Digital Ci8zenship $1 million per annum § Regional – Support Officers $2.5 million per annum § School – PL funding $4 million per annum
Digital Educa8on Revolu8on >> NSW – Chief Educa8on Officer
RESEARCH INFORMING DER NSW
Bruce Stavert DERNSW Chief Educa8on Officer
Literature Reviews
2008 hip://bit.ly/litrev2008 2010 hip://bit.ly/litrev2010
PechaKucha
• 20 slides • 20 seconds each • Total 6 minutes 40 seconds • No text on slides
Digital Education Revolution
NSW
One-to-One Computers in Schools
2010 Literature Review
21st Century Learning
Level Category
6 Refinement
5 Expansion
4B Integra8on (rou8ne)
4A Integra8on (mechanical)
3 Infusion
2 Explora8on
1 Awareness
0 Non-‐use
IntegraBon and Inquiry Levels of Technology Implementa8on (LoTI Scale)
SUM
POLICIES
Process
• Developed by experienced high school principal
• ConsultaBon on draGs (NSWSPC Digital RevoluBon Task Force, ITD, School PorPolio)
Why?
• Saved each school enormous amount of Bme
• Ensured uniform policies throughout the state
Policies -‐ hip://bit.ly/DERpolicies
Digital EducaBon RevoluBon -‐ NSW Policy
– Overarching document
ImplementaBon Procedures
Laptop Incident Report – For broken or stolen laptops
Student disabiliBes procedures + parent/carer consent forms and specific ICT requirement
Laptop User Charter – Student rights and responsibiliBes (pto)
Laptop User Charter Ownership -‐student must bring the laptop fully charged to school every day. (Chargers leX at home). -‐school retains ownership of the laptop un8l the student completes year 12. Then ownership student. -‐ all material on the laptop is subject to review by school staff. If there is a police request, NSW DEC will provide access to student laptop and personal network holdings. -‐ if the student leaves school prior to comple8ng year 12 or moves to a nongovernment school, interstate or overseas, the laptop must be returned to the school.
Laptop User Charter (cont) • Damage and loss • Subs8tu8on of equipment • Standards of laptop care expected • Acceptable use (covered by DEC Policy:
Online Communica6on Services: Acceptable Usage for School Students
• Privacy and confiden8ality • Intellectual property rights • Misuse and breaches of acceptable use policy • What students must report Covered by and interac8ve resource “My laptop rules”: hip://bit.ly/mylaptoprules
EVALUATION of DER NSW
EvaluaBon Reference Group: – wide membership – directed the evaluaBon
External evaluator – Dr Sarah Howard UoW – 2010Baseline survey and case studies – year 9 and teachers
Re-‐surveyed aGer one year
Digital Ci8zenship
“Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-‐down approach. Children will be children -‐ pushing boundaries and taking risks. At a public swimming pool we have gates, have lifeguards and shallow ends, but we also teach children how to swim.” -‐ Dr Tanya Byron
• Emerging as a worldwide concern • Social networking is part of everyday life • Cyberbullying and other online risks • Also empowering • Schools have a role in educa8ng students on safe, ethical and responsible online behaviours good real world ci8zens
Why digital ci8zenship?
Interna8onal and Australian Approaches
• Budd:e Australian Department of Broadband, Communica8on and the Digital Economy
• CYBER(SMART:) Australian Communica8ons and Media Authority
• Think You Know Australian Federal Police and MicrosoX Australia
• Safer internet European Union
• Think You Know Australian Federal Police and MicrosoX Australia
• NETSAFE New Zealand cyber safety resource kit and cyberci6zenship grid
• MyBytes by MicrosoX • Digizen.org UK • Dr Mike Ribble in the USA
Domains and Themes
Trial and Evalua8on • CLI produced teaching resources: hip://www.digitalci8zenship.nsw.edu.au/ • Trialled in 5 schools end of 2010 • Students given access to SN sites when off school premises
• Site hits: Facebook 75.9% YouTube 19.9%
Knowledge Outcomes Over 70% of students agreed or strongly agreed that, as a result of the lessons, they know more about: • the need for on-‐line security (77%) • how to be more secure online (72%) • how to make passwords more secure (76%) • the potenBal benefits of social networking, chatrooms and file sharing sites (75%)
• steps to take before joining such sites (73%) • how to use security seengs on social network sites (73%)
• cyber bullying and harassment (71%)
Between 60% and 70% of respondents agreed or strongly agreed that, as a result of the lessons, they know more about: • the need to build a posiBve digital footprint (68%)
• neBquege (63%) • social media markeBng (68%)
Behavioural Outcomes
Between 60% and 80% agreed or strongly agreed that, as a result of the lessons, they would be more careful about:
– neBquege – their digital footprint.
Over 80% of students agreed or strongly agreed that, as a result of the lessons, they will be more careful about: • On-‐line security (86%) • Password security (88%) • Security seeng on social network sites (90%) • Using chat rooms (81%) • Giving personal informaBon (88%)
Students Comments
• “It did help me with online banking safety.” • “When I went home aRer the lessons, I did check my Facebook seSngs to see what they were and I did change some things.”
• “It made me change all my passwords!” • “I think I was already safe, but I think everyone checked because they were more aware.”
• “I am now more careful with the things I write/comments.”
One parent commented that:
• “I use Facebook etc and aRer my daughter had done the Digital CiVzenship lessons, she came home and asked me about my seSngs. She told me “that everyone in the world could access my informaVon”, so she changed all my privacy seSngs for me. I thought that was very good.”
Digital Educa8on Revolu8on >> NSW – TSO Project Manager
Digital EducaBon RevoluBon – NSW Technology Support Model
NSW DEPARTMENT OF EDUCATION AND TRAINING
August 2011 61
May 2009
Laptops for Learning
• How do you support 250,000 laptops?
1. Consulta8on and Modelling 2. Delivery 3. Challenges 4. Building the team 5. Where are we now?
62
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
Consulta8on and Modelling
63
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• What happened next?
64
• Consulta8on with NSW SPC, Regional ITMs and Schools to define a support model
• TSO Staffing models were presented to the Program Control Board (PCB) and a compromise model was selected
• The PCB promoted the need for as many full 8me TSOs in schools as possible
• The PCB understood the need for a Regional Support Structure for the TSOs
• The line management of the TSOs will be by the school Principal
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• What was agreed?
65
• Each High and Central school with more than 100 Year 9 to 12 students should receive one full 8me TSO
• If a High or Central school has more than 800 students in years 9 to 12 they would be en8tled to addi8onal TSOs
• If a High or Central school has less than 100 students in years 9 to 12 then they would be en8tled to a part 8me (or share of a) TSO
• SSPs who decide to take 10 or more laptops would be en8tled to a part 8me (or share of a) TSO
• If a SSP chooses to receive less than 10 laptops then support would be provided by the Regional Support Staff or by a neighbouring TSO
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• What was the model?
66
School based TSO
School Principal
Regional IT
DERNSW Regional Manager
DERNSW Regional TSOs
Part Time or travelling TSOs
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• How many?
67
Region
Clerk GS (FTE) (Exc. Additional) T-TSOs
SSP Clerk GS
DER R TSOs
DER R Mgr Cadets
Hunter/Central Coast 53 0.4 0.8 5 1 5 Illawarra and South East 40 0.4 0.8 4 1 5 New England 18 4.4 0 4 1 5 North Coast 43 1.6 0.8 4 1 5 Northern Sydney 40 0.4 0.4 4 1 5 Riverina 26 6.4 0.4 5 1 5 South Western Sydney 68 0 1.6 6 1 5 Sydney 51 0 1.2 5 1 5 Western NSW 32 9.2 0.4 5 1 5 Western Sydney 52 0.8 1.2 5 1 5 Grand Total 423 23.6 7.6 47 10 50
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
Delivery
68
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Recruitment
69
1. Recruitment of the DER-‐NSW Regional Managers
2. Recruitment of DER-‐NSW Regional TSOs
3. Recruitment for Phase 1 school based TSOs (423)
4. Recruitment for Phase 2 school based TSOs and Travel TSOs
5. Recruitment of Cadets (10 yr 1, 40 yr 2 and 3)
6. Gap filling
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• 2009 Time Line
70
• Early May – Regional posi8ons offered as Career Development Opportuni8es
• Early June – Phase 1 TSO posi8ons adver8sed
• Late June – Gap filling for any Regional Posi8ons not filled
• July – Selec8on and Interviewing of Phase 1 TSOs
• August – Phase 1 TSOs take up post and Gap filling recruitment
• August – Phase 2 TSOs posi8ons adver8sed
• September – Selec8on and Interviewing of Phase 2 TSOs
• October – Phase 2 (and gap filling) TSOs take up post
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Phase 1 Recruitment
71
• Largest recruitment every undertaken by the department in the 8meframe
• Adverts in 82 Regional newspapers • TAFE colleges engaged.
• Flyers and posters printed A total of 3,988 applicaBons received for 423 posiBons
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Challenges
72
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Challenges
73
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Other important factors The following are all essen8al to the success of the DER-‐NSW Technology Support Model.
• Opera8onal Support Guide • Resource Management U8lity • Incident and Problem Flows • Central guidance and instruc8on – delivery of standards
74
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Where we were at the end of 2009… • State-‐wide team established • Some vacancies • Full complement of DER-‐NSW Regional teams
• Team fully inducted • 89,000 laptops in schools • Published version 1 of the OSG • First draX of RMU and Incident Flows
75
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
2010
76
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
Building the team… • Bi-‐weekly VC mee8ngs • Bi-‐monthly face to face mee8ngs • A real state-‐wide team • A diverse range of skills • Full engagement and commitment • On-‐board and commiied
77
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
DER-‐NSW Regional Managers • Support schools like never before • Significant improvement in rela8onships with Principals and Schools
• Guidance and support has been recognised
“the DER Regional team must be sustained”
78
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
DER-‐NSW Regional Managers • TSO Performance Reviews • Holiday training and induc8on • Interface between Regional IT and schools
• Decision making group moving forward
79
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
DER-‐NSW Regional TSOs
80
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
School based TSOs • Created a network across NSW • All working towards the same goal • Helped bridge the gap between Regional IT and schools
• Provides an IT support services for schools (many for the first 8me)
• Resource for teachers and students • Respected members of school staff
81
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
Key resources
• TSOs talk laptops • The DIF Forum • Sharing of Good Prac8ce Intranet Site
82
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• A commiied state-‐wide team • Every school with support • A dedicated and valued Regional Support
Structure • Communica8on strategy in place and working
well • Governance groups setup and ready to go • Development groups mee8ng and progressing • Huge number of lessons learnt
83
So… Where are we now?
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Locked down build • Common Infrastructure • Common Posi8on Descrip8on • Dedicated Regional support team • The OSG • State-‐wide training • The Forum • TSO Dashboard
• And TSO Console in the future……..
84
The TSO Structure is so much more than TSOs
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
• Survey of all involved: – TSOs, Principals, RTSOs, RMs, RITMs
• Ini8al results show: – 93% of Principals Strongly Agree or Agree the appointment
of a school-‐based TSO was the best solu8on – 97% of Principals Agree or Strongly Agree the employment
of the TSO has made the DER-‐NSW Program successful. – 92% of TSOs strongly agree or agree that they are a valued
member of staff. – 88% of TSOs stated they spend between 70 – 100% of their
8me on DER-‐NSW related tasks with 41% providing ‘occasional’ support to neighbouring schools.
85
The TSOP Review
Digital Educa8on Revolu8on – NSW
May 2009
Laptops for Learning
86
Digital Educa8on Revolu8on – NSW
Digital Educa8on Revolu8on >> NSW – Professional Learning and Curriculum Support Team
Early consulta8on
Secondary Principals Council
Surveys of teachers and leaders
The Test Drive in 3 schools
a focus on the pedagogy, not soXware training
maintaining a KLA focus
mee8ng individual needs
taking small, achievable steps
8me for learning
a clear shared school vision for teaching and learning with laptops
professional learning plans and school structures for implementa8on
an understanding of best prac8ce in a technology and laptop rich environment
quality curriculum support materials with embedded technology learning tools
regional structures and programs to support professional learning
professional networks and online support
“The focus will never be on the technology. Rather it’s the pedagogy that counts. It’s worth keeping in mind that laptops are only a tool. They’re at our disposal to make learning easier, and more enjoyable and meaningful for children.” (Holmes, 2008)
• To build professional learning links and programs Budget to Regions
• To enable schools to offer flexible structures and programs Budget to Schools
• Curriculum K-‐12 Directorate (CK-‐12D) • Centre for Learning Innova8on (CLI), TaLE • Professional Learning and Leadership Development Directorate (PLLDD)
• AGQTP, Intel Teach, Macquarie ICT Centre
Leader and teacher professional
learning programs and resources
Funding as per schools in
region
Posi8on decisions
autonomous to regions
Doied line responsibility
to state
Touch each school
Plan according to regional needs
Implement for
sustainable change
Push out state based resources and support
Regional Support Structure
Clear shared vision for teaching and learning with laptops
Futures visioning and empowering of all to lead
Professional Learning Plans, structures and evalua8on
Flexible needs based and dynamic
Parent and community partnerships
Building real learning and consulta8on opportuni8es
Teachers devise student centric programs of learning that address agreed curriculum standards and employ contemporary learning resources and ac8vi8es
DER Strategic Plan , Canberra
What support do teachers need to achieve this?
Integra8ng ICT into teaching and learning Laptop classroom management
Accessing DER-‐NSW support material Digital literacy skills
Using 1 or 2 applica8ons well to enhance teaching and learning and build on these skills
Ac8on Learning and Research
Self-‐paced learning – online
resources
Mentoring eg teachers and students/
Peer Coaching
Shadowing
‘Expert’ / early
adopters leading teams
‘Step by step’ lesson
building with examples
‘How to’ videos…
Professional Learning Strategies
The Plant, conquer and divide
Tyranny of Distance, web tools
Piggy Back, focussed skills
Elbow to elbow, listening
Champions, creeping lateralism
Building teams, peer coaching
Ac8on Learning, Lighthouse
Communi8es, school visits
Tools and Toolboxes Project Based Learning, Differen8a8on
Master Trainer
Peer Coach Facilitator
Peer Coach
Teacher Par8cipant
Liile ‘l’ leaders
Dense and sustainable
Uses funding well
Pedagogy focus
Compliments exis8ng systems
Complexity: • New ICT leadership
versus old ICT leadership • Communica8ons • Distributed leadership • Change management • Variable value of 21st
Century Learning
hip://biancahewes.wordpress.com/2010/10/12/archetypal-‐learning-‐spaces/
Campfire, Watering hole and the Cave
A suite of on-line learning
Two environments • virtual world • multi-media
Follow the journey of our students through the DER>>NSW Program
Digital Educa8on Revolu8on NSW – Evalua8on -‐ University of Wollongong
Follow the journey of our students through the DER>>NSW Program
NSWDEC Curriculum and Learning Innova8on Centre Team
Digital Educa8on Revolu8on NSW – Resources