Review of the DLI A 2014 school review of the DLI approach in the main endorsed the success of the DLI focus, but also identified some areas for moving forward. These included - improving Digital Services support - developing a Digital Curriculum that includes opportunities for deeper learning - better aligning the Digital Direction with the whole school vision - revisiting Privacy and Security to ensure responsible use complements innovative teaching and learning.
The keys to a successful DLI ❖ clarity of school vision ❖ digital learning ecosystems which promote immediate, visible evaluation of learning of value ❖ development of connected teachers as learners ❖ flattened learning environments ❖ understanding the importance of the relationship between inquiry, focused learning, motivation and engagement ❖ inclusive leadership by example
What the DLI provided The 2011 DLI Plan formed the basis for improved coordination through a Learning Technology Council (LTC) and LTC Executive, greater involvement by students through a Digital Ambassador Program, digital literacy developments across the curriculum, MYP Design Days and PYP Digitime, integration of iPads as mobile learning technologies, integration of cloud technologies such as Google Education Apps, extended use of Moodle for Flipped and Blended Learning, and WordPress for student digital iFolios, and teacher pedagogy developments, including a SUNY Masters of Educational Technology program and Upper School Teacher Learning Double Dayz. The DLI also built on: - the Grades 5 - 12 1:1 laptop programme - MYP Design Technology interdisciplinary courses - Teacher and student blogging - Team and teacher skill training - Support for new teachers and new students - At-hand support for digitally-supported curriculum developments - A MacHub to support machine availability - Senior leadership developments - Productive relationships with parents and others within the school community.
Digital Learning Infusion+ DLI+@CDNIS 2015 What is Digital Learning Infusion (DLI)? Digital learning infusion occurs when the teacher provides the learning context and students choose appropriate technology tools to achieve the outcome, and through the process be empowered to move even further forward in their learning. Background to DLI@CDNIS In 2006 a proposal for CDNIS Sustainable Human Networks led to the establishment of the Learning and Teaching Technologies (LTT) team, the introduction of a 1:1 laptop programme from Grade 5 upwards, and a series of curriculum recommendations affecting students, teachers and technology infrastructure. In 2011 a review of this approach led to the next level, whereby the vision that digital technologies enable opportunities for Greater Active Student Learning that is valued, visible, connected and progressive generated further curriculum, infrastructure, learning and teacher developments.
Sep 2015
DLI Goals (revised 2015) ❖ Empower student use of digital technologies to progress Valued learning ❖ Empower teacher use of digital technologies to progress Valued teaching ❖ Facilitate Progressive student learning in digital environments ❖ Provide Safe, secure and supported authentic spaces digital spaces for learning; allowing access and availability to develop self-direction, personal responsibility and ownership of learning ❖ Develop and support Teacher progressive use, learning and leadership through digital means ❖ Make student digital learning Visible through formative, connected and constructed personal learning ❖ Develop the Library as Digital Media Hub ❖ Use technology to progress learning across the International Baccalaureate (IB) Curriculum (PYP, MYP, DP) ❖ Embed Digital Literacy developments across levels (literacy, curriculum concepts, enterprise) ❖ Generate valued Feedback from teachers, peers and family to enhance understanding ❖ Streamline active and ongoing Communication across the school community through use of digital technologies ❖ Resource as required through considered planning to ensure efficiency and effectiveness of school networks, servers, portals, digital data, technical support services and budgeting ❖ Develop Research partnerships to evaluate digital changes, including developing teachers as researchers ❖ Ensure digital enhances and is aligned with school Vision, direction and decision making ❖ Keep abreast with digital education Developments, evaluating possible opportunities as they present.
Continuing Developments - Flattening learning environments through digital tools, virtual classrooms and iFolio publishing - Student Digital Ambassadors / Student Voice - Curriculum Planning and Mapping - Digitime and Specialist approaches - MYP Design to support deeper conceptual understanding - LTT Support Structures - Personalised learning frameworks - Flexible Learning Spaces - Design Support for the school administration - Community connection building
Ongoing Challenges - integrating new students with a wide range of previous digital experiences into the school’s digital learning ecosystems - integrating new teachers with a wide range of previous experiences - Budgeting for fast changing and increasingly personalised digital technologies - Coordinating decision-making The Next Stage In light of the review, for the DLI to go to the next level it requires direction from the School’s Envisioning Process planned for 2015-16, and the Curriculum Plan currently being finalised. This will also help ensure the required Technology Strategy Plan (TSP) takes into account all of the school’s needs
Planned Initiatives ❖ Developing a School Digital Committee ❖ Coordinating timely digital support and service through a OneDoor approach (including online through onedoor.cdnis.edu.hk) ❖ Streamlining access to school digital tools and resources through Single Sign-On (SSO) ❖ Integrating deeper learning connections within and beyond the school in lower grades through tablet technologies (personalised iPads) ❖ Extending 1:1 MacBook Programme to Grade 4 ❖ Moving to new balances between paper-based Red Binder portfolios and student digital iFolios ❖ Supporting Global and Environmental projects through digital connections ❖ Reviewing MYP Design to develop deep conceptual understanding and creative opportunities ❖ Digital platforms to facilitate interactions with through secured and timely access ❖ Teacher Digital Learning Plan built around team approaches aligned to school goals ❖ Curriculum integration of Coding and Robotics ❖ Research and Evaluation of digital technology initiatives through partnerships and internal development ❖ Communicating the school’s DLI approach through digital learning.cdnis.edu.hk ❖ New technology resources integration such as Virtual Classrooms (Edmodo,) and Mathematics in Virtual Spaces (Minecraft) ❖ Reviews of Multiple Device Approach, Data security and integrity and Budgeting ❖ Development of a Technology Strategy Plan to ensure appropriate and timely support for the DLI.