Driving Innovation in Public Education
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Check out cultureofyes.ca for more information. These slides are for the symposium Targeting Technology for Maximum Student Benefit, presented by the Centre for the Study of Educational Leadership and Policy at Simon Fraser University.
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Driving Innovation in Public Education
- 1. CHRIS KENNEDY Superintendent of Schools / CEO, West Vancouver School District Own It, Guide It, Engage With It Driving innovation in public education Targeting Technology for Maximum Student Benefit February 9, 2012
- 4. Why?
- 7. INQUIRY
- 8. CREATIVITY
- 10. INNOVATION
- 11. TEAMWORK
- 12. COLLABORATION
- 13. CROSS-CULTURAL
- 15. CONNECT
- 17. Credit: Scott McLeod â danngerouslyirrelevent.org Our kids have tasted the honey
- 21. What could be
- 23. âStudents today depend too much upon ink. They donât know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.â National Association of Teachers, 1907
- 25. DO NEW THINGS YOU COULDNâT DO AT ALL
- 27. âIf Iâd asked my customers what they wanted, they would have told me âA faster horse.ââ Henry Ford
- 28. 5 obstacles No need No money No hurry No desire No trust
- 29. People prefer things that are easy to think about
- 30. Know what teachers want
- 31. Can I change?
- 33. The goal
- 35. Relevant, connected, unlimited What many want for their children is the benefits of digital learning
- 36. Create a new norm for how teachers and students learn
- 37. Canât scale and sustain without technology
- 38. TOOLS matter, because tools impact the way you interact. You donât need to use every tool, but every tool you use you must use well â Seth Godin
- 39. Access Direction
- 40. What does this mean? Moving to one-to-one opportunities
- 43. Technology can help overcome barriers of access and geography
- 44. GOAL: Learning Personalized powered by learning for technology every student
- 45. Assumptions for the next 5 years
- 47. Learning, not technology, is the driver
- 48. Good writing still matters . . . and it may be more important than ever
- 51. Personalization Digital literacy We need to narrow the framework
- 52. What we would do
- 53. This is not a pilot project
- 54. ïŒ Assessment for Learning ïŒ Professional Development ïŒStaff Collaboration ïŒTechnology to support learning Support teachers
- 55. Teachers will always push the boundaries
- 56. Develop a personally-owned devices strategy
- 57. For all students, on any device, from anywhere
- 58. Communication and collaboration At home and at school
- 59. Teachers help students manage the learning Tasks, homework, assignments
- 60. Personalized web spaces Donât want social tool â kids want to stay focused
- 61. Key Staff Contacts Teacher- Librarians Administrators âJust-in-timeâ solution
- 69. 1/3 OWNED 1/3 LEASED 1/3 PROVIDED
- 76. TRENDS
- 78. âą Will make it easier Teachers for students... âą Will make it easier Schools for teachers... âą Will make it easier Districts for schools... âą Will make it easier Governments for districts... To be FLEXIBLE
- 80. NEXT CHALLENGE
- 83. What a 5 year map might look like
- 84. YEAR 1 Introduce ânew normsâ Invest in for students admins and and teachers / Learning librarians Find the teams for âsimple thingâ Gr. 4-7 that expands Grades teachers opportunities 4-7 for all learners
- 85. YEAR 2 Inquiry periodâconversations are rich, questions are more important than answers Investigate, build conversations, develop capacity for âwhat does great learning Targeted look like at Gr. 8-10â innovative initiatives Investigate apps at Primary
- 87. YEAR 3 New norms at Grade 8 level Link elementary work to Gr. 8; establish new norms at Gr. 8 and implement what was discussed in Year 2
- 88. YEAR 4 New norms at Grade 9 level Extend work to Grade 9
- 89. YEAR 5 District-wide K-12 plan Every class is a blended class District-wide K-12 digital learning plan (NOT about the technology)
- 91. Luke: I canât believe it Yoda: That is why you fail
- 92. Where you can find me: ckennedy@sd45.bc.ca 604-202-4379 @chrkennedy Chris Kennedy cultureofyes.ca www.sd45.bc.ca
Hinweis der Redaktion
- Tobetter prepare students for the future there will be more emphasis on key competencies like:
- . . . With the world outside of school
- We canât wait for the decisions of others â it is go time . . . now
- Your budget is one-third of what you would require to do all that you feel would be effective
- All the necessary infrastructure is in place
- Do old things better
- If I'd have asked my customers what they wanted, they would have told me "A faster horse.â â Henry Ford
- Expense, effort, risk
- Result:Everyone benefitsThe âstate-of-the-artâ progresses and changesIncrease in [number] and diversity of learners (also financial goal of SD . . .)
- It is access to the benefits of a digitized world that is the greater goal. For our students to thrive in this world, they need to have ACCESS and DIRECTION.
- To be clear, one-to-one computing is not the solution to any challenge â it may, though, be part of the answer to going forward.
- If we think by placing an Internet appliance in a studentâs hands alone will create a more creative, innovative, or more intelligent student, we are missing the point. Like the paper and pen of the last generation, it is the âoxygenâ to breathe in a digital world.
- Wonât this further divide our students (and teachers) into haves and have-nots?Given that it is unlikely any grand plan will come together to support all students and staff with technology, implementation will be incremental.
- If we believe technology is crucial for students moving forward, we need to find a way for all students to have a base level of access.
- Teachers and schools are not going anywhere (sense of community/social-emotional learning)
- All efforts need to be learning efforts. The goal is to increase personalized learning that improves engagement, relevancy and achievement. The technology is there to SUPPORT this goal.
- Complex problems often have a simple solution
- External inventions will continue to dramatically impact what we do, and we have no control over it!
- Start at Grades 4â7 (maybe 6-8 if a middle model) â spill both ways over time â the âsweet spotâ extends from 4 â 10 depending on your school organization
- Teachers need to have the technology in their hands early on to become comfortable with it BEFORE students are using it on a regular basis. There is also a lot of work to be done to support teachers in adopting pedagogy in this ânewâ classroom environment.
- There will be teachers who continue to push the boundaries, who will do amazing and edgy stuff â teachers always have and always will. This should be encouraged, but it is not the base expectation.
- Develop a personally owned devices strategy that addresses equity. Simply encouraging students to bring their own devices is not enough, or an effective strategy. The strategy must be purposeful, supported and unified for both TEACHERS and STUDENTS.
- Focus on a web environment / space for learning / personalization that allows a common structure that changes the norm of how we do business
- Have high expectations for leadership with your administrators and librarians
- Make our learning leaders our digital learning leaders
- Find your âsimple thingâ that changes the norm â it could be:1.   Digital writing2.   Digital content3.   PortfolioNote all 3 fit into the content, learning, assessment triangle. Need to find the one sticky piece to expand learning.
- Link technology to physical activity and the arts â it is not just about language arts â integrate, integrate, integrate! (High Tech High examples)
- Absolutely, bring what you have, but that strategy is far from perfect. Much can be done with a smartphone, but I am not convinced it is the best device for learning. Small laptop . . . iPads . . . Ultrabooks.
- It will need to be supported for both teachers and students, and framed around an inquiry-based approachStudent ownershipTeachers as guides in learning (explain this!!!)
- Distributive learning â we want all classes to be blended classes / others are experts â get out of competing â let a few do it well for the students who need it - focus on what we will do for all students
- Not allow technology to solely report to the business side of the organization
- Slate crazy (iPads) â doesnât lend itself to creation and participation â more (at least so far) about consuming information â we want to create creators
- Be careful of drill and kill and the shiny new thing syndromeFocus on good teaching and learning. If the technology isnât good learning, donât use it! i.e. Kahn academy.
- Something for everyone â focus on some students, in some schools â nice to say you have an IWB in every class â but to what end?
- More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings â the true learning!Digital content will increase / devices will get cheaper
- Tension between formal and informal learning will increase; what matters most is what happens in informal settings â the true learning!
- Digital content will increase / devices will get cheaper
- More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings â the true learning!Digital content will increase / devices will get cheaper
- Moving from a space to a plan â how will we manage personalized learning in the digital space?Use the Khan Academy map of an individual plan â layered into assessment and demonstrations