Friday, February 24, 2012

Private School- Mike Morrow, Week 6

 

1.   Legislation and regulations related to the needs from your institution.

Since independent schools like The John Cooper School are not subject to state and federal educational regulations, I have looked to relevant standards and practices from the International Society for Technology in Education (ISTE) and the National Association of Independent Schools (NAIS).  

ISTE provides National Educational Technology Standards (NETS) and Performance Indicators for Teachers, Students, and Administrators (ISTE, 2011). 

NAIS is the parent organization for independent school accreditation organizations and maintains a set of Principles of Good Practice for Technology Use for member schools (NAIS, 2012).  While compliance to these practices is not required, it is a consideration in schools’ accreditation audits. 

I have also compared these standards and practices to the Texas Education Agency’s Long-Range Technology Plan, 2006-2020 and its associated progress assessment tool, the StaR chart (School Technology and Readiness teacher tool for planning and self-assessment), for similarities and the metrics (TEA, 2011).    

2.   Develop the objectives for the school technology plan based on the needs from your institution.

My profile of the school concluded that the technology infrastructure is robust, well staffed and led, and well maintained.  There are no pressing technology problems that need to be “fixed”.  However, the goals and priorities of the Technology department are not visibly connected to the school’s instructional education goals and there is not a formal process or mechanism for ensuring this alignment. There is no long-term technology plan in use, and there is no longer a school committee to discuss technology integration with the curriculum.  Therefore, while the technology department currently works well as an infrastructure service provider, it lacks a way of measuring how well it may be progressing to meet the evolving needs of its constituent users:  the staff, faculty, students, and parents.  

The NAIS’ Principles of Good Practice for Technology Use and the TEA’s Long-Term Technology Plan both define four similar categories for educational technology objectives:  Teaching and Learning; Professional Development; Leadership; and Infrastructure. The ISTE NETS for Administrators and for Teacher’s list similar objectives although categorized a little differently.  Therefore, it is possible to conceptually evaluate the John Cooper School according to the TEA’s STaR chart.  My assessment is that in terms of Teaching and Learning, Professional Development, and Leadership the school is at the Developing Tech stage.  The Infrastructure area is at the Advanced Tech stage.  An informed parent of the school might consider such an evaluation to place The John Cooper school somewhat behind the progress being made by available public schools. 

In order to progress further towards the NAIS Principles of Good Practice for Technology Use, the school needs to make its teachers more comfortable with using and modeling technology for instruction (as reflected in their responses to the Shannon and Cooper Technology Profile questionnaire), and to make more computing devices available to students in-class, more often (classrooms only average two computers for student use).  Achieving this will require the school’s leaders to define and communicate goals and expectations for the faculty’s incorporation of technology in their instruction to evolve teaching and learning; the leaders’ and faculty’s commitment to their professional development in instructional technology; and alignment of the technology department’s goals, strategies, and spending for infrastructure evolution with the above defined educational goals. 

In order to develop a technology plan that has a realistic chance of succeeding, I need to specify short-term action items that can be accomplished by the educational and technology leaders of the school within the constraints of existing budget and staffing.  That is, the plan cannot assume or require the addition of new staff positions or an influx of funds for technology.  Instead, it is hoped that short-term success with modest objectives will create future opportunities for increasing staffing and funding. 

3.   Identify the objective for each area of Technology, Funding, and Management. Provide the needed elements for each objective to make sure that it’s measurable.

Near-Term Technology Plan Objectives:
Management- 

·         By the end of April, 2012 the Principals of the Lower, Middle, and Upper Schools along with the Director of Technology will meet to discuss and agree upon a set of Long Term Technology goals that specify clear expectations for use of Instructional Technology by the faculty for Teaching and Learning.  These should be consistent with the NAIS Principles of Good Practice for Technology Use in Teaching and Learning, and with the ISTE NETS for Teachers.

·         By the end of April, 2012 at least one of the Principals and the Technology Director will document a pilot program for the Fall 2012 semester that has the objective of improving professional development with instructional technology within one group of teachers (for example, a grade level) such that the teachers demonstrate through a class-based project an improved familiarity and comfort with instructional technology tools and learner-centered, instructional techniques.  A rubric for the demonstration projects must also be defined.

Technology-

·         In its 2012 hardware purchase order (between April and June), the Technology department will provision a sufficient number of mobile computing devices (laptops, iPads, or tablets) to meet the objectives of the professional development pilot program.

·         By the end of May, 2012, the Technology department with assistance from faculty designated by the Principals will develop a list of suggested professional development materials (articles, videos, self-guided training, etc.) that can be used by the pilot program faculty to become literate in the use of the technology and in the use of learner-centered, technology integrated, instructional methods. 

·         Prior to the start of the Fall semester the Technology department will make these devices and suggested professional development materials available to the designated pilot project faculty so that the teachers can become familiar with the device, comfortable in using it, and can begin planning their pilot demonstration projects.

·         By the end of May, 2012 the Technology department will develop a faculty self-assessment tool for measuring on-going progress towards the long-term goals for Teaching and Learning.  This tool will be used by the pilot project faculty before and after the pilot, and by the full faculty on at least an annual basis.

Funding-

·         As part of its 2012 hardware purchase order, the Technology department with concurrence from the school Principals will adjust the acquisition and replacement of school computers so as to allow for the purchase of a sufficient number of mobile computing devices to meet the objectives of the professional development pilot program.

References:


ISTE. (2009). The national educational technology standards (NETS-A) and performance indicators for administrators. Retrieved January 6, 2012, from ISTE.NETS: http://www.iste.org/Libraries/PDFs/NETS_for_Administrators_2009_EN.sflb.ashx

NAIS. (2012). Principles of Good Practice. Retrieved February 20, 2012, from National Association of INdependent Schools: http://www.nais.org/files/PDFs/NAIS_PGP2011_5jan12.pdf

Texas Education Agency. (2011, August). Long range plan for technology,2006-2020. Retrieved January 25, 2012, from tea.state.tx.us: http://www.tea.state.tx.us/index2.aspx?id=5082&menu_id=2147483665.


13 comments:

  1. Mike,
    Like you, I am working with a private school. I have also referred to the NAIS and ISTE documents, as well as our accrediting organization, SACS/AdvancED. They do specify that students develop competency in technology (National Association of Independent Schools, 2007). One issue that we face on our campus, is a sort of Catch-22 problem: the teachers have been given both multimedia computers and iPads, but without sufficient devices for student use, they end up integrating technology in what I consider in name only; the devices are little more than computerized overhead projectors. The devices do provide access to more multimedia in a lesson, but students are still often the passive receivers of instruction. Do classes at John Cooper have similar issues, or have they been more successful in dealing with the lack of devices for student use?

    In my elementary technology classes, I have used the school’s computer lab, or borrowed iPads from faculty to get them into students’ hands, not a satisfying long-term solution. In my middle school technology class, students provide their own laptops, which is helpful. I would love to have more options! The iPad bug has bit me, and I would love to use them much more.

    National Association of Independent Schools. (2007). Technology standards for students. Retrieved February 25, 2012, from http://www.nais.org/about/article.cfm?ItemNumber=145139

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    1. Susan
      Thanks for your comments. John Cooper suffers from the same problems you describe- not enough computers in the classroom to be useful for integration with the instruction. During a recent faculty meeting to discuss recent presentations on learner-centered practices, one of the teachers asked "What is the point of having only 2 student computers in the classroom?" This reflects the frustration that a low ratio of computers to students presents to the teachers. John Cooper does have a very active technology facilitator who is working with the lower school teachers to integrate technology into their lessons during lab time. But once they get back to the classroom, they can't make effective use of the computers.

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  2. Your technology objective for your institution states "In its 2012 hardware purchase order (between April and June), the Technology department will provision a sufficient number of mobile computing devices (laptops, iPads, or tablets) to meet the objectives of the professional development pilot program". What would you estimate is a sufficient number for your institution? With the number estimated, how would you rate your institution's progress on the following statement - "The teaching and learning process must be
    receptive to a wide variety of options,including expansion of learning extended into the home and into the broader community, development of virtual relationships among learners, and learning
    through online and other distributed learning environments" (Texas Education Agency, 2006)

    References:
    Texas Education Agency. (2006, November 1). Long-Range Plan for Technology 2006-2020. Texas Education Agency. Retrieved February 8, 2012, from www.tea.state.tx.us/technology/etac

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    1. Robyn-
      The problem that I see the John Cooper faces is not one of not having enough student computers, but of the teachers not being prepared and developed sufficiently to effectively utilize more computers in the classrooms. I think of this as a chicken-and-egg situation. Susan described this in her comment above as a catch-22: the teachers can't shift to a learner-centered, technology driven paradigm without a sufficient number of computers, but just dumping more PCs into the classroom will be ineffective unless the teachers have a learner-centered, technology driven example to model from. My suggestion for John Cooper is to start with a small pilot project (a few classes at a grade level, or a whole grade level) and commit the technical and professional development resources to that small group to develop a successful model of a technology driven instructional paradigm. Hopefully, a small scale success will provide the incentive for funding a broader program and also provide the model for other teachers to follow.
      So in terms of rating the school's progress on Teaching and Learning I would rate them as very early in the process. Instruction is mostly centered on the teacher in the classroom. Though, since they are a private school, I'm not sure they see that they have any role to play in outreach learning to the community. That is not their mission.

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  3. Mike,
    Another interesting, well-written post! Bryan ISD has been using mobil devices in pilot programs for 3 years. Mostly, according to students, the iPads are used for viewing the internet and a few apps due to limited budget. Very few teachers are effectively using their capabilities. Also a lack of interface between the iPads and a laptop keeps students from really using the features available. This spring, a pilot program using students' own devices is being tested. This requires a lot of teaching about digital citizenship. If you can get a copy of the integration plan I would love to see how they plan to effectively use iPads and tablets.

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    1. Allison-
      Interesting that Bryan ISD has been running pilots for 3 years but apparently not in an effective way. That is a shame. I recently got to view a pilot iPad program at an elementary in Houston ISD where 3 classes (2 4th grade, 1 5th grade) use iPads one-to-one in learner-centered instruction. It was amazing! I've done my Technology Planning Meeting reflection on this experience. I can send you a copy if you'd like.
      The John Cooper tech director wants to go with Windows 8 tablets as a way to avoid the interface issues you mention. Of course, there won't be any Windows 8 tablet devices for another 10 to 16 months. So there is no integration plan currently.

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  4. I'm eager to know how it will work out with using more mobile computing devices in the classroom. Within the next 2 years, our school would love to move to a 1:1 environment at the secondary level. The more I read about it, I can tell it involves a lot of funding and management. However, I'm reading the benefits can all be worth it. Some research I was reading, summed it up perfectly. "The mobile computing device becomes the textbook in every classroom, the research tool in science, the word processor in English, and a way to engage students in learning like never before." (Students Come First)

    Reference:
    Students Come First. 2011. Retrieved from http://studentscomefirst.org/mobiledevices.htm

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    1. Monica-
      As I mention in my reply to Allison, I have seen iPads used in the classroom in a 1:1 learner-centered situation at is was amazing. It was all that you listed and more. 4th and 5th graders were collaborating to find image and text resources, paste them into presentations, adding their own writing, and graphics and setting it all to a soundtrack. It was better than we as a cohort did at the start of this program! The iPad engages the students at multiple levels of intelligence and combines them into hands-on learning. But lesson planning and classroom management require a paradigm shift for the teachers. And the school has to commit to follow-up and expand the program as the students promote up. After exposure to this type of learning, this year's 5th graders will be extremely dissatisfied if their new middle school does not continue this style of instruction.

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  5. Mike, great job on proposing the objectives based on no standards has in place! It is suggested that you would provide a brief list of standards which would be needed from the NAIS Principles of Good Practice for Technology Use in Teaching and Learning, and the ISTE NETS for Teachers. Those two regulations provide tons of standards for each category. As you had recognized the weaknesses of this school, you should recommend the certain standards which would be appliable for the school to improve their Technology, Funding, and Management.

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    1. The first bullet under Question 3, Management is being amended as follows:
      These should be consistent with the NAIS Principles of Good Practice for Technology Use in Teaching and Learning, and with the ISTE NETS for Teachers. The following standards should especially be considered for inclusion:
      NAIS PGP Professional Development:
      1. The school recognizes that the single most
      important factor in technology integration is the
      teacher.
      2. The school includes technology integration as an essential component of its professional development,
      provides the necessary time and resources for it, and
      ensures that educators acquire and demonstrate
      essential technology skills and proficiencies.
      NAIS PGP Teaching and Learning:
      3. Educators embrace technologies that promote
      project-based, student-centered learning, the
      acquisition of problem-solving skills, and the
      development of media and information literacy.
      NETS for Teachers:
      3. Model Digital-Age Work and Learning
      Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
      a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
      b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
      c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
      d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
      resources to support research and learning
      4. Promote and Model Digital Citizenship and Responsibility
      Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
      a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
      b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
      c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
      d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
      5. Engage in Professional Growth and Leadership
      Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
      a. participate in local and global learning communities to explore creative applications of technology to improve student learning
      b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

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  6. In your post you mention about the use of iPads used in the 1:1 classroom situatiion. You also stated that it works well in the elementary schools. How do you think this would work on the secondary level? How would you incorporate iPads at this level?

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    1. Tanya- In addition to visiting an elementary school with 1:1 iPads I have also visited another private school that has 1:1 windows laptops at the middle and upper school levels. The main difference was the availability on Windows to utilize classroom management software like Dyknow or Smart Sync. These products allow collaboration among the students on the local network and give the teacher the ability to monitor and interact with the work-in-progress on the student laptops. This type of software is not currently available for the iPad. There are of course collaborative websites available, but I don't know if they allow for teacher monitoring and control. My thinking at this time is that the iPads are better suited for the lower grades, and then they move up to full laptops (or Windows 8 tablets) when they get to middle school. But iPads are not that expensive, so they make a good place for any school to begin a 1:1 program.

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