phase 3 - nbed.nb.caweb1.nbed.nb.ca/sites/cfspi/nouveauts/design... · **student and teacher ict...

Phase 3 Leading Change

Fundamental change, or incremental improvement; the question is not so much which is right, but rather why has there been so little discussion about the question?

Incremental improvement. Continual small changes to the way school might function to provide measurable improvement.

Fundamental change/transformation looks very different. It is not “tweaking” at the edges; this is not doubling the length of classes or developing cross-curricular programs. Rather than build on the successes of the past, fundamental change requires a complete rethinking of the nature of school and learning from the “ground up”.

Incrementally improving

1 2 3 4

Fundamentally changing

Where would you like to see your school?

Technology comfort level

www.aalf.org

Students engagement in critical thinking, problem-solving, and higher-order thinking (Rockman, 1998)

Increase in 21st century learning skills – including multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005)

Student attendance increases and students are more motivated and more engaged (Russell, 2004, New Brunswick, 2004-06)

Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005)

Overall improvement in test scores (New Brunswick, 2004-06 +)

The research evidence supports the benefits of a shift in practice …

Innovative Teaching Practices Index

Track Progress from tech deployments: Partners in Learning school research

1. School signs up

2. Distribute surveys

3. Use the report

The chart on the right shows how educators at [School Name] report their use of the different elements of innovative teaching practices, and how school leaders estimate the use of these practices among educators in the school. These practices are described in more detail on the following pages. Other related research demonstrates that innovative teaching practices are strongly associated with students’ development of 21st Century skills (see www.itlresearch.com).

*All items are measured based on educators’ reported frequency of a practice on a 5 point scale. Higher scores indicate a higher reported frequency of a practice. All items show averages across all responses from the school for each group (educators and school leaders). Data has been adjusted to account for the number of times a class meets per week. **Student and Teacher ICT Use has been calculated taking the average of basic and high level technology use (see pages 10-11).

ICT Use

[School Name]

School Research

Innovative Teaching Practices Index*

Student Centered Pedagogy

Extending Learning

ICT Use

http://www.itlresearch.com/

What are the essential elements that underpin

the development of a contemporary

professional learning culture?

Building Teacher Capacity: High Impact Strategies

Teacher mentoring:

- Class observation - Diagnose learning needs

- Subject specific pedagogy

Lesson and grade groups: - Plan and examine student

progress

- Identify and solve problems

Appraisal and feedback: - Concrete suggestions to improve

teaching

- Develop teacher understanding of methods

Research groups: - Identify and analyse topic to

investigate

- Trial and evaluate impact

Proven impact

COMPREHENSIVE PROFESSIONAL DEVELOPMENT

UNESCO ICT Competency Framework for Teachers

Scaffold educator competencies

Knowledge Creation

Knowledge Deepening

Technology Literacy

(ICT in Education context)

Digital Literacy/Productivity Tools

L400: Peer Coaching

L300:21st Century Lesson Design

L200: Teaching with Technology + Optional Cert

L100: Digital Literacy

UNESCO ICT Competency Framework for Teachers Partners in Learning Professional Development

Knowledge Creation

Knowledge Deepening

Technology Literacy

(ICT in Education context)

Digital Literacy/Productivity Tools

Partners in Learning Professional Development

LANGUAGE AVAILABILITY

FULL COURSE (up to 36 hours) English Arabic Chinese Indonesian Portuguese (Brazil) Russian Spanish

BASICS (up to 3 hours) Czech French Italian Japanese Polish Thai Ukranian

www.microsoft.com/digitalliteracy.com

DIGITAL LITERACY BASIC COMPUTER AND PRODUCTIVITY SKILLS

http://www.microsoft.com/digitalliteracy.com

DIGITAL LITERACY BASIC COMPUTER AND PRODUCTIVITY SKILLS

DIGITAL LITERACY BASIC COMPUTER AND PRODUCTIVITY TOOLS

DIGITAL LITERACY COURSE TOPICS

TEACHING WITH TECHNOLOGY

1. Self-Assess Learning Gaps Creates an Individualized Learning Plan

2. eLearning Content 6 courses Embeds case studies, activities and how-to’s

3. Certificates of Completion Summative Assessments

Microsoft Certified Educator Exam • Valid & reliable

assessment of competency

TEACHING WITH TECHNOLOGY

SELF ASSESSMENT AND INDIVIDUALIZED LEARNING

UNESCO ALIGNED ICT-CFT LEARNING OBJECTIVES

MICROSOFT CERTIFIED EDUCATOR (MCE)

• Competency-based, valid and reliable assessment

• Mapped to UNESCO ICT CFT, Technology Literacy Approach

• Does not measure technology skills, but rather ability to apply those skills in teaching and learning context

• IT Academy

21st CENTURY LEARNING DESIGN

21st CENTURY LEARNING DESIGN

Learning Activity Design

Educator Collaboration

Practice and Analysis

Students’ 21st Century skills

21CLD Professional

Development

Main requirement is

problem-solving?

Students are working on a real-world

problem?

Requires implementation

in the real world?

NO

Code 2

Code 3

Code 4

NO

NO

YES

YES

YES

Code 1

Real-world problem-solving and innovation (rubric)

NO

NO

NO YES

YES

YES

NO

YES

2

4

1

3

5

Students are required to work in pairs or groups?

Students have shared responsibility?

Students make substantive decisions together?

Students’ work is interdependent?

Collaboration rubric

PEER COACHING

Embeds learning into daily work of teaching Builds organization capacity through investment in teacher-leaders Increases teacher collaboration, models effective collaboration and sharing of knowledge Mentoring/coaching skills can be applied beyond initial improvement goal

• Embeds learning into daily work of teaching • Builds organization capacity through investment in

teacher-leaders • Increases teacher collaboration, models effective

collaboration and sharing of knowledge • Mentoring/coaching skills can be applied beyond

initial improvement goal

PEER COACH SKILL DEVELOPMENT

Peer Coach

Pedagogy

ITC Skills

Content Knowledge

Lesson Design

Coaching Skills

Community of Coaches

Type of training Knowledge Mastery Skill Acquisition Classroom Application

Theory 85% 15% 5 -10%

Practice 85% 80% 10 -15%

Coaching, study teams, peer visits 90% 90% 80 - 90%

This table was adapted from the research of Showers and Joyce on the impact of professional development.

Why peer coaching?

Learning Communities and Support

“A school that has a cohesive sense of community will be a school where staff, students and parents understand and are committed to the same set of values. They will work together in the pursuit of commonly held ideals, They will support each other to be the best they can be.” David Hamlett, 2011 Australian Secondary Principal of the Year Active involvement in a learning community ultimately results in higher achievement

EXAMPLES OF LEARNING COMMUNITIES

Microsoft Educator Network:

teachers all over the globe

sharing teaching and

learning strategies & resources

Silverton primary school,

Australia: teacher

coaching program for

teachers at the school

Pepperdine University, USA:

Links distant students to academic

advisors at the School of

Business with Yammer

Catholic Education Diocese of

Parramata, Australia:

78 schools share student records & learning materials across the system

via Sharepoint

7 Es of adaptive learning comunities

Engage with the wider community

Share experience between all stakeholders

Empower learners and educators to be innovators

Measure the effects of activities

Support students’ emotional development

Evolve as an organisation

Ensure efficacy by creating a community of innovation

MICROSOFT INNOVATIVE EDUCATORS

Thought leaders in innovative learning with technology who want to amplify their reach and voice

SHOWCASE SCHOOLS

Virtual Learning Environments

Personalized Learning Environments

“We chose Microsoft as our technology partner because of its range of products, from cloud services to productivity tools; its technology integration; and for its commitment to education through the Partners in Learning Program. Microsoft technology gives us various options to work with our students and, for us, personalizing students’ experience is what drives our program.” Erika Twani, CEO, Learning 1 to 1 Foundation

COLEGIO FONTAN SCHOOL, COLOMBIA

0123456

Category 1 Category 2 Category 3 Category 4

Learning Outcomes

Series 1 Series 2 Series 3

Results

Grade 1-3 Grade 4-7 Grade 8-11 Grade 12

Virtual Learning Environments

Personalized Learning Environments

“We chose Microsoft as our technology partner because of its range of products, from cloud services to productivity tools; its technology integration; and for its commitment to education through the Partners in Learning Program. Microsoft technology gives us various options to work with our students and, for us, personalizing students’ experience is what drives our program.” Erika Twani, CEO, Learning 1 to 1 Foundation

Professional Learning Communities

& Personalized Learning

CINCINNATI COUNTRY DAY SCHOOL, USA

“You really can have it all—Windows 8 tablets with touch, ink, and laptop functionality remove all constraints for educators and allow IT departments to manage, maintain, support, upgrade, and scale efficiently and effectively. There is one reason why we are a full Windows shop—our pursuit of the most powerful teaching and learning environment led us there—if there were something better, we would be using it!”

Professional Learning Communities

& Personalized Learning

“You really can have it all—Windows 8 tablets with touch, ink, and laptop functionality remove all constraints for educators and allow IT departments to manage, maintain, support, upgrade, and scale efficiently and effectively. There is one reason why we are a full Windows shop—our pursuit of the most powerful teaching and learning environment led us there—if there were something better, we would be using it!”

1:1 Learning Environments

VARSITY COLLEGE QUEENSLAND, AUSTRALIA

“Microsoft’s latest technology has completely changed the educational paradigm at Varsity College. Pen- and touch-enabled computers are now used by all 3,200 students, and the increase in engagement and enjoyment for students involved in the learning process is incredible. Without the support of the Microsoft Partners in Learning program, this level of educational evolution could not have been achieved. Thank you, Microsoft.”

HELLERUP SCHOOL, DENMARK

“Our collaboration with Microsoft has taken Hellerup School to a new level. We build our school development on trust, student leadership, and integrating the new skills of the 21st century into the subjects and daily life of our staff and children. Microsoft has delivered cutting-edge technology and cooperation with the leadership of the school and, therefore, has been a most valuable partner for our school innovation.”

Students use everything from smartphones to Facebook groups, digital portfolios, MP3 files, and more. All software is allowed, and students have free access to the Internet and to the school’s printer.

Improved Student Engagement

KING’S ACADEMY, JORDAN

“We’re a boarding school, so our students’ learning doesn’t end when they leave the classroom. We believe that (when properly used) technology can enhance our students’ learning by allowing for deeper engagement with the world and providing access to online resources. For the past several years, we have been able to keep our students engaged beyond the classroom by providing opportunities to learn with technology anytime, anywhere.”

How can you develop funding strategies

that ensure equity & sustainability?

Who owns the device(s)?

Government or Sponsor

pays

Parents pay

Co-contribution

model

School pays

One-to-one funding equity Core Principles

• Funding should ensure all students can participate

• Funding should be structured to ensure it can be sustained indefinitely

• Laptop funding must be supported by a commitment to professional development

• Everyone who benefits should make some contribution

School/District/Grant Co-contribution model

…that is sustainable, replicable and scalable.

A unique and flexible funding option…

A co-contribution model has been determined for school participation in the Netbook Trial.

Department self insurance program for trial Excess payable by parents for theft and non warranty repair of $100 for lease period

Total Contribution Requirement:

Region $105 per netbook

School $80 per netbook

Parent $156 per netbook

DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT

Case Study: Victoria, Australia Primary trial

Funding the Portuguese initiative…

INCOME LEVEL 1ST SCALE 2ND SCALE 3RD SCALE

Laptop €0 €0 €150

Monthly Internet price

€5 €15 €17.87

Portugal’s e-escola program-750,000 laptops (ASUS, ACER, Fujitsu, HP, Insys or Toshiba), along with broadband Internet access, to teachers and secondary students.

The laptops include Windows software and sell for EUR 150. Students from low-income households receive the laptop for free, but they have to pay for the broadband service subscription.

Co-contribution from families and government supported by Telco funds..through sale of 3G spectrum.

Portugal

Issues that impact decisions around technology access

Background reading..

http://blogs.msdn.com/b/education/archive/2012/08/15/microsoft-bring-your-own-device-in-schools-whitepaper.aspx



http://marketing.dell.com/AU/successful-BYOD-for-EDU

Further reading..

How well do your teachers manage technology? • theirs….. and their students? • how consistent is that across your staff?

Will your funding model ensure all students will have equal access to learning resources?

• is your model equitable? • is it both sustainable, and scalable? • be very wary of funding of last resort.

How will software licensing be managed? • home vs. school licensing? • how are costs impacted by various ownerships models?

• upgrades?

Who is going to be responsible for maintenance of student computers?

• vendor/3rd party, students? • lifecycles? • how much resources will the school

allocate to this? • data loss and recovery?

To what extent will ‘extras’ such as extended warranty and insurance be mandated or optional?

• how will SLAs & KPIs be managed? • Who is responsible for loaners, lemons and losses?

To what extent does policy determine what is on students’ machines?

• games policy, social media? • school space, personal space?

Who will be responsible for managing compatibilities, images, viruses and security?

• school or students?

Does your school have the expertise, resources and budget to effectively manage a variety of technologies across a variety of platforms?

One final question

1. School sets out acceptable feature set for any personal laptops that will be brought from home.

2. School offers an option for students to lease a laptop for those who do not have, or do not want to bring, their own device.

3. School has supplementary equity funding support for those fiscally challenged.

One emerging response which is gaining momentum is to find middle ground which accommodates all options. Three key principles…

• What are your possible sources of funding?

• How sustainable are they in the medium to long-term?

• What would you predict would be the likely funding mix for your initiative?

a critical conversation…

What communication strategies will

build the strongest support across

all stakeholders within the school community?

Set realistic expectations from the outset-

Under-promise and over-deliver!

Building broad community support


Be proactive and transparent at all times


Educate and inform around all issues, ideas, challenges

Dan Buckley 2005

Parents

Your stakeholder landscape Using the scale 1-7 for engagement, identify the involvement of each of your stakeholders now and debate what you think is achievable to improve this year.

Your stakeholder landscape

Dan Buckley 2005

Parents Community leaders Teachers

Learners Student councils Sponsors

Teacher Unions Destination schools Feeder schools

Local residents Alumni Web community

Local businesses Local government School advisors

Define subsets of any of the above Local charities Senior Management

Using the scale 1-7 for engagement, identify the involvement of each of your stakeholders now and debate what you think is achievable to improve this year.

Thinking tasks for the senior team

Who do you share the vision with? Informed

Who can feedback to you what they think? Asked

Who can feedback on the amended version? Consulted

Who can make their case in person? Listened to

Who can propose ideas and innovation? Involved

Who can follow through on their ideas? Co-developed

Who can see their ideas become policy? Ownership

Your stakeholder landscape

Dan Buckley 2005

Parents Community leaders Teachers

Learners Student councils Sponsors

Teacher Unions Destination schools Feeder schools

Local residents Alumni Web community

Local businesses Local government School advisors

Define subsets of any of the above Local charities Senior Management

Using the scale 1-7 for engagement, identify the involvement of each of your stakeholders now and debate what you think is achievable to improve this year.

5

What are the areas around

use of the technology that

will require policy

guidelines?

Policies for effective implementation Taking care of the detail to develop fidelity of implementation Ensuring all parties are kept informed Addressing change management issues

Policies that ensure equity and scalability Build digital and learning equity Allowing all students to participate

Policies that build sustainability across all dimensions Focus on addressing effective classroom practice What really matters, and what’s worth doing

Building a policy framework for success…

Battery charging student / parent responsibility, swap out batteries, penalties Backup / Data storage – division of responsibility, home v school, (CD, DVD, Server, other) Virus protection / removal (cost of re-imaging) Storage – mandatory v optional secure storage Allocation of storage to students v grade level / subject selection School based service / support (cost, level of support, supplier agreements) Transport – responsibility between home & school Printing credits - school supplied v student purchase Device model flexibility – single unit v limited range options Service / Support policies, pricing, guidelines School bags – mandatory v optional

Setting the guidelines: Policy development…

Insurance - Mandatory v optional / School v home Parental training-Mandatory v optional Internet / network policy (in line with existing policy) Home v School Data limit for downloading v purchasing more credit Email (Webmail-Outlook.com.vs Exchange) Reporting lost / stolen laptops Chat & Web 2.0 – allowed v restricted v banned Electronic Games/Mp3 music files Personal software policy Devices left at home – spare devices, penalties


At your table, develop a policy that addresses the area of focus outined on the following slide. Appoint a scribe and a spokesperson who will share it back with the rest of the room. (15mins)


Workshop activity Group discussion: Developing school policy

Group A: Games / MP3s personal software Group B: Web 2.0 access-software / Chat Group C: Charging-Batteries / Power/Storage/Carriage Group D: Backup Data management/reimaging/service processes

How do I choose the most appropriate device

for education?

How are the devices going to be deployed,

managed and controlled?

Is the network infrastructure

appropriate for a large scale device deployment?

How will the technical solution be supported?

Designing and Implementing Technologies that effectively support learning

How ready are you in terms of teacher

preparedness, technology infrastructure, and your

facilities?

Technical support Connectivity Wireless access Network storage Power supply Security

School readiness: How ready are you in each of these areas?

Physical security Learning environment Staff readiness Parental support Community support Leadership support

School readiness: How ready are you in each of these areas?


for education?







What processes should be put in place to best inform

the decisions around device choice, and which software will be installed

on these devices?

What are the key criteria that you

think should be considered in

recommending the most suitable

student device?

Selecting devices for learning

Device use in education is very different compared to device use anywhere else.

How do you choose the most appropriate device for various age levels?

How do I choose the most appropriate device for education?

What form factor is most appropriate for students, teachers, and staff? What input format is best for these devices? Does the device need to be rugged? What peripherals will need to work with these devices? How will these devices connect to a projector or displays? What disk space do these devices need?

What kind of wireless connectivity do these devices need? Will the devices need to connect directly to the internet? (Via Telco) How will the devices be protected from data loss in the event of theft or loss? Will more than one user need to access a device? (Shared devices, loaned devices) Does the device configuration need to be protected?

How do I choose the most appropriate device for education?

Which Form Factor is most appropriate for students, teachers and staff?

Phones

Large Tablets

Small Tablets

2 in 1s

Notebooks

All-In-Ones (AIOs) and Desktops

This image cannot currently be displayed. This image cannot currently be displayed.

This image cannot currently be displayed.

Which screen size is most appropriate for students, teachers and staff?

7.0” < 9.7” < 10.1” < 12.0”

12” < 13.3” < 14.1” < 15.6”

Does the device need to be rugged? How rugged?

What peripherals will need to work with these devices? • HDMI/VGA • Data loggers • Sensors • Weather stations • Interactive wipe boards • Large format displays • Visualizers • Cameras and Video Cameras • Printers and Scanners • Microscopes • External Storage and flash drives • SD and USB connectivity • WiDi/Miracast:Display adapters

Keyboards Matter

What input format is best for these devices? Why?

• Touch • Keyboard • Stylus • Trackpad • Mouse

Pen technology engages students

Scientific evidence for touch/pen interface (The Design of Future Educational Interfaces, 2013, S. Oviatt)

Increase the quantity and quality of ideas

generated and problems solved

Reduce cognitive load, allowing more attention

to learning content

Facilitate divergent thinking, a prime

component in creativity

Support learning by low performing students

Support natural communication and

thinking

Allow psychomotor engagement,

conceptual learning

Reduce attention shifts among input and

output, aiding students with learning disabilities

Enable full richness of symbolic thought, all written languages and

representations

Help learners become experts in their own

learning, a prime goal of 21st century schooling

What disk space do these devices need?

10%

15%

15%

10%

50%

Free Space

EducationalContent

Personal Content

Software

Operating System

Understanding the device cost vs feature decision

making

$$$

Dev

ice

cost

Device features

Pedagogical potential of hardware for today’s learning environment

Advanced digital pen For note taking, sketching, annotating, showing process, prototyping and complex visual thinking Handwriting recognition For mathematics, music, chemistry, etc. Graphic design and creativity Functional software support Knowledge building Support for typing longer assignments, multitasking and complex research Music Support for composition, playing, composing, etc. Video and audio Capture and editing Authoring Support for small amounts of typing Voice, video, and audio Consumption and collaboration Internet research

Smartphone App-Based Slate Device

Laptop or desktop PC

2-in-1 / Tablet with Pen


for education?







Which students will receive laptops in the first phase of your plan?

How will you extend the initiative in subsequent phases?

Over what length of time will the initiative be fully deployed and how long will each phase of the plan last?

What technology do you need to support the initiative?

Implementation Options…

Workshop activity

Exploring implementation options

Exploring Implementation Options How are you considering rolling out your program across your school(s)?

What grade levels or sub-schools are you considering? Over what period of time?

What are your reasons for making these choices?

Are there other implementation options that you think should be explored?

How will your option ensure the program will be sustainable over time?

High level considerations

Power for charging devices Wireless connectivity Update and software deployment logistics Device physical security (lockers?) Provision for ‘forgotten’ or problem devices

Deployment & Management Considerations

Unmanaged to managed • Unmanaged—Users can install

applications, change settings; little to no management tools used

• Somewhat managed—Some management tools are used, but light on process and policy

• Moderately managed—Tools and good processes and policies, but users can install software and change at least some settings

• Locked down and well-managed—Intense use of tools, established processes and policies in place, users are locked down and cannot install software or change critical settings

• Transport logistics to schools

• Unboxing and recycling

• Teacher distribution

• Student distribution (parents?)

• Start up support

• User support (day1/week1)

• DEAD ON ARRIVAL?

• Software/hardware/drivers

Device deployment—logistics

Initial set up logistics

• Wired connectivity • Desk space • Amount of rooms per

school • Security of rooms • Power supply • Physical device labelling • Progress tracking


for education?







What are your current infrastructure

priorities, and how well will they

scale?

• What services do the users need to connect to and where are they located?

• Is the connection to the internet adequate?

• Is inter-school (WAN) or data center access required?

• How many client devices need to be connected to a network?

• What are the wired and wireless network requirements?

• How many network switches are needed?

• How many wireless Access Points are needed?

• How will the last mile of internet be provided?

• Are any caching solutions required?

Is the network infrastructure adequate for a large-scale device deployment?

What services do the users need to connect to and where are they located?

Bandwidth and Latency: Is the connection to the internet adequate?

More bandwidth ))) ) ) ) ) ) ) ) ) ) ) )

5Mbps 2 Gbps

2 seconds 25 seconds 3 minutes

How many client devices need to be connected to a network?

School Local Area Network

1 Gbps uplink

1 Gbps uplink

2 Gbps internet

connection

100 Mbps

100 Mbps

100 Mbps

x 30

3.3? Mbps

x 30

3.3? Mbps

How many network switches are needed?

School Local Area Network

1 Gbps uplink

1 Gbps uplink

2 Gbps internet

connection

100 Mbps

100 Mbps

100 Mbps

54 Mbps

54 Mbps

54 Mbps

x 30

1.8? Mbps

(((

(((

(((

)))

How does the physical layout of a classroom

contribute to the development of a modern learning

environment?

Learning Modalities…

The physical school should support a range of learning modalities, including…

Independent Study

Lecture Format

Peer Tutoring Team / Collaborative work

Project Based Learning Technology Based Learning

Student Presentations

Performance Based Learning Hands-on Learning Storytelling (floor seating)

Seminar-style instruction

Naturalist Learning

www.designshare.com

Design Principles for Learning Spaces

Accessible – to provide access and participation for all and to promote the potential of all learners

Collaborative – to enable cooperation, collaboration and community connectedness

Flexible – to support current and evolving pedagogies

Future-proofed – to enable the space to be re-allocated and reconfigured

Stimulating – to inspire and motivate learning

How do I choose the most appropriate

device for education?







What additional support services will be required to

ensure use of the technology is seamless to both students and

teachers?

Key question:

Questions to think about as we listen to what other school leaders are saying…

1. Brainstorm a list of the support services you believe you will need to put in place to support your 1 to 1 initiative.

2. Allocate people and the resources they will need to effectively implement these services.

Keeping the technology in the students’ hands

What will take the device out of the students’ hands?

Why will there be failures, what might they be, how many can we expect?

Can we minimize the downtime?

Does it matter what device we choose?


Supplier responsibility Hardware failures Warranty repairs, Accidental damage

School / Student responsibility

Software problems – Virus etc Connection problems – Non hardware

75%

25% Software / ConnectionProblems - School toDiagnose

Hardware Failures


Why will there be failures?

1

4

Failures for Adult User

Failures for Student User

Students are power users – device setup / packed up multiple times / day. Students more likely to change settings if not correctly educated on impact Prone to virus due to visiting many sites Accidents can be more likely with younger user

What may the failures be and how many can we expect?

Non-hardware, (Software, Settings, Connection) – 75% of total student visits

75%

25% Software / ConnectionProblems - School toDiagnose

Hardware Failures

Hardware Failures – 25% of total visits.

• Warranty 75%, Non Warranty / Damage 25%

• Expected Failures Year 1- approx 40% of fleet • Expected Failures Year 2- approx 100% of fleet • Expected Failures Year 3- approx 120% of fleet 75%

25%

What may the failures be and how many can we expect?

Service and support management

Tri-level Support Strategy Student helpers sustainable, replicable, scalable. who is responsible for support, and to what level? what can be reasonably handled in-house vs outsourced hardware…warranty, insurance software...helpdesk, outsourcing how is the support cost going to be covered?

http://genyes.org/media/freeresources/student_support_of_laptops.pdf

http://genyes.org/media/freeresources/student_support_of_laptops.pdf

Accessibility in education

Every classroom has a students who can benefit from using accessibility

Every classroom likely has a student who… has a hard time seeing the board and can benefit from

making the PC easier to see has a hard time concentrating and can benefit from

making the PC less cluttered has difficulty hearing the teacher speak and can benefit

from making the PC easier to hear Accessibility empowers all students with accessible technology that enables personalized learning.

What will be the scope and parameters of your continuous evaluation, and who will ensure the outcomes impact the ongoing program?

Key question:

Designing Evaluation Indicators…

In moving forward how will you know what progress you are making…

How will you assess the effectiveness of your professional learning programs?

What indicators might you consider are suitable for identifying a shift in practice?

How will you know if the digital environment is contributing to a students becoming more self-directed in their learning?

What will be your priorities be to ensure the program will be sustainable over time?

Continuous review, planning a long-term strategy

Within the area you have selected, explore the questions on the handout….

Which questions do you feel are most critical to your school?

Which questions do you feel are not relevant, and why?

Are there other questions that you think should be explored within this area?

Brightbytes.net

We have to re-conceptualise the boundaries of what

technology now makes possible for

learners...

“My goal in life is to find ways in which children can use technology as a constructive medium to do things that they could not do before..

..to do things at a level of complexity that was not previously accessible to children”

Prof. Seymour Papert 1998

Expect more.

10 things they don’t tell you about 1 to 1 initiatives

Despite all protestations, most people still focus on the technology because it’s the easiest thing to focus on.

1 to 1 is NOT about digitizing traditional learning.


Successful initiatives require ongoing and consistent focus and attention.


There is no “next big thing.”


1 to 1 is not a panacea for solving all of your learning problems.


Infrastructure costs, including demands on bandwidth, increase.


Most schools do NOT set the bar high enough.


1 to 1 is only one very small step toward ongoing school reform.


Success has far more to do with a well articulated, shared vision than technology.


We do this not because it is easy... but because it is hard…

…hard fun.


phase 3 - nbed.nb.caweb1.nbed.nb.ca/sites/cfspi/nouveauts/design... · **student and teacher ict...

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