Pennsylvania Technology Inventory (PATI) 2010-2011
Springfield Township SD
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Table of Contents PATI & SAS Introduction............................................................................................................ 1 The Elements of Pennsylvania’s SAS ........................................................................................ 1 Clear Standards ........................................................................................................................................ 1 Fair Assessments ..................................................................................................................................... 1 Curriculum Framework.............................................................................................................................. 2 Instruction ................................................................................................................................................. 2 Materials and Resources .......................................................................................................................... 2 Interventions ............................................................................................................................................. 2
The PATI-SAS Framework......................................................................................................... 2 Scoring ...................................................................................................................................................... 2 LEAs Such As Yours................................................................................................................................. 2
Executive Summary ................................................................................................................... 3 Element 1: 21st Century Standards............................................................................................. 5 Element 2: 21st Century Assessments........................................................................................ 7 Element 3: 21st Century Curriculum.......................................................................................... 10 Element 4: 21st Century Instruction .......................................................................................... 12 Element 5: Digital Age Materials and Resources...................................................................... 14 Element 6: 21st Century Interventions....................................................................................... 16 LEAs Such As Yours................................................................................................................ 19 PATI Technology Phase Report ............................................................................................... 25 Connectivity, Networking and Wide Area Networks (WANs).................................................................. 26 Technology Availability & Usage ............................................................................................................ 29
Appendix .................................................................................................................................. 32 Glossary................................................................................................................................... 36
Overview of Respondents This report contains information from Springfield Township SD, which includes responses from the following groups: Respondents Teachers
22
School Administrators
4
School Technology Coordinators
4
LEA Technology Director
1
Springfield Township School District is part of Montgomery County IU 23 and has been classified as Suburban for purposes of this report.
PATI - SAS Introduction The Pennsylvania Technology Inventory (PATI) is conducted to collect data from all schools and LEAs in Pennsylvania. Information collected includes data on technology access, infrastructure, and data systems, as well as the use of technology in teaching and learning. The intent is to meet federal reporting requirements on LEA and school technology, and to inform policymakers on the progress Pennsylvania is making in using technology to advance teaching, learning, leadership, and administration. Data gathered from these surveys is used to provide an annual snapshot of technology in areas such as equipment in schools, infrastructure and connectivity, and the impact of this technology on teaching, learning, and administrative practices. The PATI survey process is completed in two phases. The Technology Phase centers on the collection of data regarding the current state of school and LEA technology resources and infrastructure across the Commonwealth . The Instructional Phase includes surveys of teachers and school administrators in the Commonwealth. The teacher and administrator surveys are designed to document the impact of technology on the teaching and learning practices in each school, as well as the administrative efficiencies that those technologies enable . Note that the teacher and administrator surveys are based on a framework for understanding the conditions that must be established if technology is to be used effectively in LEAs, schools, and classrooms . This year, the Pennsylvania Department of Education revised the instructional aspects of PATI to align to the Pennsylvania Standards Aligned System (SAS). The result of this revision is an Instructional Technology report that provides the Pennsylvania Department of Education, the Intermediate Units, and the LEAs with customized findings on how technology is being used to advance the learning standards and associated LEA, school, and classroom practices outlined in SAS. This report outlines those findings and is intended to provide a rich set of data that will guide the technology planning processes and document the future success of 21st Century learning initiatives.
The Elements of Pennsylvania’s SAS The Pennsylvania Standards Aligned System (SAS) is a collaborative product of research and good practice that identifies six distinct elements, which, if utilized together, will provide schools and LEAs a common framework for continuous school and LEA enhancement and improvement . Much research has been conducted as to what makes a great school. There are many intangible components; however, research supports the notion that great schools and school systems tend to have six common elements that ensure Student Achievement : Clear Standards, Fair Assessments, Curriculum Framework, Instruction, Materials and Resources, and Interventions .
Clear Standards Pennsylvania Standards describe what students should know and be able to do, which increase in complexity and sophistication as students progress through school. Assessment Anchors clarify the Standards that are assessed on the Pennsylvania System of School Assessment (PSSA). Assessment anchors can be used by educators to help prepare students for the PSSA. The metaphor of an anchor signals that the Assessment Anchors clarify the relationship between state Standards and the Pennsylvania assessment system. Assessment Anchors are further elaborated with Eligible Content. Eligible Content identifies how deeply an Anchor should be covered and specifies the range of the content to best prepare students for the PSSA. Not all of the Eligible Content is assessed on the PSSA, but it shows the range of knowledge from which the test was designed.
Fair Assessments Fair Assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement. In Pennsylvania the four types of assessment are summative, formative, benchmark, and diagnostic.
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Springfield Township School District
Curriculum Framework The Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, Essential Questions, Vocabulary, and Essential Questions aligned to Standards, Assessment Anchors, and, where appropriate, Eligible Content .
Instruction Aligned Instruction comprises the following activities: Teaching topics aligned with the Standards; Ensuring the right level of challenge; Focusing teaching based on the learning needs of each student; and Implementing instructional strategies to increase student achievement.
Materials and Resources Materials and Resources includes Voluntary Model Curriculum (VMC) incorporating learning progressions, units, lesson plans, and content resources aligned to the Pennsylvania Standards in curriculum frameworks for the four major content areas (mathematics, science, social studies, reading-writing-speaking-listening). Learning progressions span grades K-12 and include what all students should know and be able to do as a result of successfully moving through grades K-8 and by taking specific courses in grades 9-12.
Interventions Interventions ensure students are provided with supports they need to meet/exceed grade level Standards. A comprehensive system of Interventions involves a graduated set of safety nets aligned to specific student needs and Standards. The above information on Pennsylvania’s SAS is from http://www.pdesas.org/
The PATI-SAS Framework The PATI-SAS report provides schools with insights into the elements required to understand how 21st Century Learning is being put into action. In this report, the six elements of SAS that represent the innovative practice within the Pennsylvania SAS framework have been expanded to include progress with 21st Century learning. The six elements for the PATI-SAS framework extend the SAS elements to 21st Century Learning and Technology Literacy.
Scoring The PATI-SAS reports calculate scores for each element of the SAS framework. As teachers and administrators completed the survey, they answered several questions. All of the questions that were asked were coded to a specific SAS element. As you review the following report you will notice that frequency data for every question asked is no longer reported, instead you will see an aggregate score that represents your LEA’s current level of progress along three possible levels: Basic, Emergent, and Proficient. Your current level of progress is calculated based on a scoring strategy whereby each question is normalized to an 8-point scale and weighted. Cumulative scores are calculated across elements. In addition to your LEA’s current level of progress you will also be presented with frequency data for individual questions that are representative of the specific element.
LEAs Such As Yours After the results for your LEA are discussed for each element, you will find a summary page that is titled LEAs Such As Yours. On this page you will be able to see your LEA’s current level identified with a green arrow (as shown) within each element, and LEAs similar to yours by locale. This data is intended to give you an overview of the progress your LEA has made, as compared to your peers . All LEAs were scored using the same scoring strategy, and peer institutions were chosen based on similar demographics. For this section of the report all Charter Schools and Career Technical Centers were reported separately.
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0-3
3-6
6-8
ê Basic
Emergent
Proficient
Springfield Township School District
Executive Summary The following executive summary provides a snapshot of the six SAS elements within the 2010-2011 Pennsylvania Technology Inventory (PATI). The PATI-SAS elements include 21st Century standards, assessments, instruction, curriculum, interventions, and digital age materials and resources.
Figure 1: Aggregate scores by LEA and Locale 8 7
LEA 6
Each of the six elements is defined in the context of 21st Century learning. Each element is reported out by aggregate score demonstrating your LEA score, and how it compares to similar locales, intermediate unit, and the state. Other areas of focus within this executive summary include the growth of Web 2.0 tools, integration of 21st Century skills, and use of digital technologies for learning/instruction.
5.77
5.35 4.77
5
4.20 4
3.71
0 21st Century Standards (E1)
E3
E4
E5
E6
IU
2.73
1.72
1.75
1.87
2.74
1.70
State
4.80
3.56
3.46
3.70
4.92
3.46
56
51
49 36
34
41 26
25 20
0
Your LEA's website contains
17 0 Bl ogs
P
El ectroni c report cards
(E5)
21st Century Interventions (E6)
E2
2011
41 40
Digital Age and Resources
E1
67 54
21st Century Instruction (E4)
Table 1: Element scores for LEA and State
61 48
21st Century Curriculum (E3)
21st Century Assessments (E2)
80
60
3.79
1
100
2010
3.91
2
Figure 2: Trends in Web 2.0 tools available state wide on LEA websites and current availability at your LEA. 2009
4.52
3
This report is based upon responses from LEA Technology Directors, principals, and teachers. LEAs are classified as urban, suburban, town, or rural. Locales are defined by the National Center for Educational Statistics (Office of Management and Budget (2000); Standards for Defining Metropolitan and Micropolitan Statistical Areas; Notice Federal Register (65) No. 249). Springfield Township School District has been classified as Suburban.
2008
3.57
Locale
4.94
4.88
4.59
Over the past three years, Pennsylvania has seen an explosion of Web 2.0 tools available on LEA websites throughout the state. The availability of blogs has risen by 20% and wikis by over 30% since 2009. LEAs are increasingly adding access to additional communications tools. Some of the tools that are growing in availability include Intranet access, online courses for students, and teachers’ professional development, LEA created social networks, twitter feeds, and digital drop boxes.
0 Podcasts
P
Wi ki s
P
* Data for podcasts and wikis were not collected in the 2008 PATI.
PAGE | 3
Springfield Township School District
LEAs are making progress on integrating 21st Century Skills. Factors that influence this progress include the administrator and teacher knowledge base of areas such as collaboration, engagement, critical thinking, and technology for learning. The explicit integration of 21st Century Skills throughout the curriculum, and an articulated scope and sequence for 21st Century Skills also influences the progress of LEAs. Overall, in Springfield Township School District, 50% of administrators indicated that there is an articulated scope and sequence for 21st Century Skills. Among the teachers, 77 % noted that it was mostly to completely true that 21st Century Skills have been explicitly integrated into their curriculum, while 64 % of the teachers rate themselves as skilled in selecting instructional strategies that allow for the simultaneous development of academic skills and 21st Century Skills.
Figure 3: Administrators’ rating of how knowledgeable their staff is about: Formally building student collaborative skills 0%
25%
75%
Teaching students skills of visual/media communications 0% 0%
100%
Creating rich, authentic work to engage students 0%
25%
25%
50%
25%
Promoting and assessing critical thinking 0%
25%
100%
0%
25%
0%
Not yet knowledgeable
0%
50%
Understanding recent cognitive science related to 0% self-directed behavior
Effectively using technology for learning based upon practices established from research
0%
10%
0%
50% 20%
Somewhat knowledgeable
30%
40%
25%
50%
60%
Knowledgeable
70%
80%
90%
100%
Extremely knowledgeable
Figure 4: Teachers’ ratings of how knowledgeable they are about:
Formally building student collaborative skills
9%
23%
9%
23%
Teaching students skills of visual/media communications
Creating rich, authentic work to engage students
5%
Understanding recent cognitive science related to self-directed behavior
Effectively using technology for learning based upon practices established from research 0%
Not yet knowledgeable
PAGE | 4
Somewhat knowledgeable
10%
23%
32%
50%
32%
18%
14%
27%
45%
14%
14%
Promoting and assessing critical thinking 0%
41%
45%
36%
45%
23% 20%
30%
9%
45% 40%
Knowledgeable
50%
60%
18% 70%
80%
90%
100%
Extremely knowledgeable
Springfield Township School District
Element 1: 21st Century Standards Components of the Clear Standards SAS element include what students know and should be able to do, a connection between what is taught and what is tested, and use of Assessment Anchors to clearly identify what students will be assessed on. Within the PATI-SAS framework, this SAS component expands to include 21st Century Standards. Establishing clear standards sets the targets for which all curriculum, instruction, and assessments are aligned. The components of 21st Century Standards follow, with the indicators and key questions within this element that were addressed. Relevant Components of Technology/21st Standards for 21st Century Skills. Are there standards for 21st Century Skills for all learners that define what it means to be educated in a knowledge-based, global society? Standards for technology literacy. Are there relevant definitions and standards for technology literacy in place to ensure that all learners will develop the technological proficiency necessary to thrive in a digital world?
Century Learning Element 1 - 21st Century Standards Standards are expanded to include 21st Century Skills including Technology Literacy. · Standards for 21st Century Skills and
technology literacy have been adopted. · Links between academics, 21st Century
Links between 21st Century Skills and technology Skills, and technology standards have standards. Have links between 21st Century Skills and been made explicit. technology standards been made? Are those links tied to the · Use of Assessment Anchors is integrated academic curriculum to ensure that there is explicit attention with 21st Century Skills. to these elements within the academic curriculum? Is it clear that students will engage in 21st Century Skills such as collaboration and critical thinking, as well as activities that promote technology literacy as part of their academic learning? Assessment anchors for 21st Century Skills. Do 21st Century Skills have assessment anchors in place for all learners? Has there been an articulation of how 21st Century Skills will be assessed? Do assessment anchors demonstrate continuous attention to developing 21st Century Skills and technology literacy throughout a student’s education?
Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools.
E LEM EN T 1: 21 ST CE N TU R Y ST A ND A RD S RAN GE OF PR OGR ES S BA SIC EM ER GE N T st
PR OF ICIE NT
st
Standards for 21 Centur y Lear ni ng have not been adopted, and there i s st no clear sense of how 21 Century Sk ills wi ll be assessed w ithi n the academ ic curr iculum. N o c lear definition of s tudent technol ogy literacy is in plac e.
Standar ds for 21 C entur y Learning have been adopted. There i s som e st sens e of how 21 Centur y Ski lls wi ll be as ses sed within the ac adem ic curri culum . A c lear definition of s tudent tec hnol ogy literacy is i n place.
T he connections betw een 21 st Century Sk ills and curr iculum are not explic it.
Li nk s between 21 st Centur y Sk ills and curri culum are som ew hat expli cit, but still being devel oped. Li nk s between tec hnology standards and curri cul um ar e som ewhat explic it, but still being devel oped.
T he connections betw een technology s tandar ds and curr iculum are not explic it.
PAGE | 5
st
Standards for 21 C entury Learning have been adopted and im plem ented, st and it is cl ear how 21 Century Skil ls wi ll be assessed w ithi n the academ ic curr iculum. A clear definition of student technology li ter acy i s in place and there is establi shed pr es ence of tec hnology li ter acy throughout the academi c content areas . Links between 21 st C entury Skill s and curr iculum are expli cit. Links between technology s tandards and curr iculum are explic it.
Springfield Township School District
Figure 5 on the right indicates the current status of Element 1: 21st Century Standards at the LEA level. Local progress for this element and results from specific questions posed to both teachers and administrators follow.
Figure 5: 21st Century Standards scores for administrator, teacher, and aggregate.
Adm inistrators
6.15
Teacher
21st Century Standards Summary Scores
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
4.55
Aggregate
5.35
0
1
Basic
2
3
4
Emergent
5
6
7
8
Proficient
Schools that have addressed this element have created a foundation that will allow the emergence of 21st Century Learning strategies to be part of their academic curriculum, and thoughtfully developed 21st Century Skills and technology literacy for 21st Century Learning. The responses to questions in this element reveal the extent to which teachers and administrators see each of the components of 21st Century Standards being addressed within their LEA. There may be value in comparing the teachers’ and administrators’ perceptions of how 21st Century Standards are addressed. These results are strong indicators of the degree to which the LEA is systematically addressing standards for 21st Century Skills and technology literacy throughout their curriculum.
Figure 6: In our LEA: Clear standards for 21st Century Skills have been adopted and/or provided to teachers
Standards for student technology literacy are integrated within academic content areas Linkages between 21st Century Skills and academic standards have been made explicit
There is a clear definition of technology literacy for students
* ***
* Administrators were asked if clear standards for 21st Century Skills have been adopted.
75% 41% 100% 45%
Administrators Teachers
50% 41%
** Teachers were asked if they have been provided with clear standards for 21st Century Skills.
100% 68% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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Springfield Township School District
Element 2: 21st Century Assessments Components of the Fair Assessments SAS element include providing continuous feedback, the use of assessment data by teachers to plan, adjust, and evaluate instruction, the articulation of both formative and summative assessments within individual lessons, and the inclusion (when appropriate) of standardized assessment questions. Within the PATI-SAS framework, this SAS component expands to include 21st Century Assessments. Relevant Components of Technology/21st Century Establishing fair assessments within the curriculum ensures that there is continuous attention to what students are learning; pathways to understanding aspects of the curriculum that may necessitate student intervention; and a clear sense of progress for student learning. The indicators and key questions within this element address: Using technology to demonstrate learning. Are students using technology to demonstrate learning in rich, authentic ways? Is the use of technology empowering fair and meaningful assessment? Do demonstrations of learning in a digital environment allow students to truly show what they know and are able to do?
Learning Element 2 - 21st Century Assessments Assessments are expanded to include assessment of key 21st Century Skills. Technology supports both asessment processes and the data from those assessments. · Students use technology to demonstrate learning. · Technology is used to assess core content and 21st
Century Skills (including technology literacy) formatively and summatively. · Longitudinal data systems are in place populated with data related to 21st Century Skills and technology literacy. · Technology is used to ensure timely, transparent communication of student progress to students and
Technology enabled assessment of academic content and 21st Century Skills. Is technology enabling the formative and summative assessment of academic content, 21st Century Skills, and technology literacy? By using technology to assess academic content what affordances are there to support teachers’ work that traditional assessments may not allow?
Longitudinal data systems. Do data systems include data on 21st Century Skills and technology literacy? How can there be an overlap between the assessment of academic content, 21st Century Skills and technology literacy? Can this overlap, within longitudinal data systems, inform the practice of classroom teachers and school leadership? Communicating student progress. Do families and students receive timely updates on student progress? How can technology empower the timely communication of assessment results? Can communication that is powered by technology create a more transparent view of student progress? How can this more transparent and timely communication lead to improved student learning? Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools. E L E M E N T 2: 21 S T CE N T U R Y A S S E S S M E N T S R A N G E BA S IC T ea c h e r o bs e rv atio n s , s ta n da rd iz e d te s ts , a nd pa s t ac hie v e m e n t da ta a re a v a ila b le bu t the re is s c a tter ed us e o f p o rtfo lio s o r ex a m pl es o f s tud e nt w or k . M a y us e s tu de n t p re s e nta tio ns w ith te c h n ol og y a nd pr oj ec t b as ed a s s es s m e nt tha t m a y or m a y n ot i nc lu de a ny d ig ital c om p on e nt in oth er s tud e nt p er form a nc e s . R a re ly , if ev er , u s e a u di en c e r e s po n s e s y s tem s , o n lin e te s ts /q ui z z es , o r o the r w eb ba s e d a s s es s m e nt too ls . T ec hn o lo gy h a s th e s am e l ev e l o f i m p o rta nc e in bo th fo rm ati v e a n d s um m ativ e as s es s m e nt s itu ati on s . C o ns i s ten tly u s e e m a il to c om m un ic a te w i th s tu de n ts /fa m ilie s .
PAGE | 7
P RO GR ESS EM ER GE N T
OF
P R O F IC IE N T
T e ac he r o b s er v ati on s , s tan d ar di z ed te s ts , an d pa s t a c hi ev e m en t da ta a re re ad il y av ail ab le . P or tfo li os o r e x am p le s of s tu de n t w o rk m a y o r m a y n o t b e us e d . O c c a s io n all y us e p ro je c t b a s e d a s s e s s m e n ts , an d ar e i nc r e as i ng ly in c lu d in g a dig ita l c o m p o ne n t i nto oth er s tud e nt p er fo rm a nc es . Inc re as i ng ly u s in g a u di en c e re s p on s e s y s te m s , o nl in e te s ts /q u iz z e s , an d oth er w e b ba s e d as s e s s m en t too ls w i th s tu de n ts . T e c h no lo g y is v ie w e d a s a n im p or ta n t, b u t n o t es s e ntia l, e lem e nt in bo th fo rm a ti v e a n d s u m m ati v e a s s e s s m e n t s i tua tio ns . C o ns is te ntly u s e em ai l to c o m m u nic ate w ith s tu de n ts /fa m i lie s . On o c c as io n u s e a lis ts er v , on li ne b ul le ti n b oa r ds , te ac h e r w e b p a ge , in s ta nt m e s s a g ing o r o th e r W eb 2.0 too ls to c o m m un ic a te w ith s tu d en ts /fam ili es .
T ea c h e r ob s e rv a tio ns , s ta n da rd iz e d te s ts , pa s t a c hi ev e m en t da ta a n d u s e o f p o rtfo lio s or ex a m pl es o f s tud e nt w o rk a re re a di ly a v ai la bl e a nd h av e a n e s ta b lis h ed u s e. C on s i s ten tly u s e p ro je c t ba s e d a s s e s s m en ts , an d ar e i nc r ea s in g ly i nc lu din g a d ig ital c om p on e nt in to o the r s tud e nt p er fo rm a nc e s . H av e a n e s ta bl is h ed us e o f au d ien c e r es po n s e s y s te m s , o n lin e te s ts /q uiz z e s , a n d o th er w eb b as e d as s es s m e nt too ls w ith s tu d en ts . T ec hn o lo gy is v i ew ed as an es s en tia l e le m en t in b o th fo rm ativ e a nd s um m ativ e a s s e s s m en t s itu atio n s . C on s i s ten tly u s e e m a il w ith a d ev e lo p in g u s e o f c o u rs e w e b p ag e s , a li s ts er v , o n lin e di s c us s io n b oa rd s , a nd IM . C o ul d b e ne fit fro m a tten tio n to oth er W e b 2 .0 to o ls in c lu d ing tw itte r o r s o c ia l n e tw o rk in g .
Springfield Township School District
Figure 7 on the right indicates the current status of Element 2: 21st Century Assessments at the LEA level. Local progress for this element and results from specific questions posed to both teachers and administrators follow.
Figure 7: Summary of 21st Century Assessments scores for administrator, teacher, and aggregate. Adm inistrator
3.66
Teacher
4.73
21st Century Assessments Summary Scores
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
Aggregate
4.20
0
1
2
Basic
3
4
Emergent
5
6
7
8
Proficient
A key factor in Fair Assessments for 21st Century Learning is the use of technology to facilitate both formative and summative assessments. Figure 8 provides insight into opportunities for this use in your LEA.
The following figures provide insight into the degree to which assessment strategies are used, as reported by teachers. Additionally, Figure 9 and 10 demonstrates those strategies, as reported by teachers and administrators, for communicating student progress.
Figure 8: How important do teachers say technology is to the following assessment processes? Summative
Formative 14% 43%
19% 43%
38%
43%
Not at all important
PAGE | 8
A little important
Fairly important
Indispensable
Springfield Township School District
Figure 9: How often do teachers use each of the assessment strategies listed below Paper-based Tests or quizzes
14%
18%
18%
Essay/short answer
18%
Online
With technology
Student presentations
27%
36%
24%
14%
68%
5%
41%
23%
14%
With technology
With technology
27%
27%
55%
27%
No technology
Never
36%
41%
18%
9%
0%
18%
36%
27%
36%
18%
10%
20%
Rarely
30%
40%
Occasionally
5% 5%
36%
23%
9%
No technology
14%
23%
18%
No technology Project-based assessment resulting in a product
50%
48%
Audience response system
Other student performance
18%
36% 50%
60%
18% 70%
80%
90%
100%
Frequently
Figure 10: How frequently do teachers and administrators use the following to communicate student progress or other class-related information to students and/or parents? Online bulletin board for class
Instant messaging
Email to address individual concerns
Email or list serve
Course or teacher webpage
Teachers
29%
25%
Administrators
25%
23%
14%
75%
5%
Administrators
25%
41%
55%
25%
Teachers
9%
75%
18%
23%
25%
Administrators 10%
Teachers Administrators
Never
24%
64%
Administrators Teachers
33%
50%
Teachers
5%
10%
Rarely
50%
25%
50%
14%
71%
25% 0%
PAGE | 9
14%
25% 20%
30%
Occasionally
40%
50% 50%
60%
70%
80%
90%
100%
Frequently
Springfield Township School District
Element 3: 21st Century Curriculum Components of the Curriculum Framework SAS element include having a scope and sequence for 21st Century Skills, having big ideas attend to current research, and explicitly demonstrating the integration of 21st Century Skills. A curriculum framework that includes 21st Century Skills articulates when and how those skills will be addressed, making it evident that 21st Century Learning is a priority throughout the curriculum. The indicators and key questions within this element address: Curricular scope and sequence for teaching 21st Century Skills. Has the LEA outlined a scope and sequence for teaching 21st Century Skills to ensure that the integration of these skills are well thought out and addressed along a continuum throughout relevant grades?
Relevant Components of Technology/21st Century Learning Element 3 - 21st Century Curriculum Curricula integrate and highlight 21st Century Skills and resources. 路 There is an articulated scope and sequence for
Use of cognitive, social, and neuroscience research to ground big ideas within the 21st Century curriculum. Is it evident that the big ideas within the curriculum are grounded in research? Are inquiry, collaborative learning, multimodal resources, and authenticity integrated into the curriculum at each grade level?
21st Century Skills. 路 Big ideas are grounded in cognitive, social, and
neuroscience research. 路 The curriculum framework demonstrates an
explicit integration of 21st Century Skills.
Explicit integration of 21st Century Skills throughout the curriculum framework. Do curriculum frameworks explicitly address 21st Century Skills? Is it apparent what 21st Century Skills will be addressed throughout grade levels? How are 21st Century Skills being integrated throughout the curriculum?
Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools.
E LEM EN T 3: 21 ST CE N TU R YCU R R IC U LU MRA N GE O F PR O GR ESS BA SIC EM ER GE N T T here is no available scope and st s equence for 21 Century Skil ls available. T he divergent preparedness of st educ ators to integrate 21 C entur y Sk ills throughout the curri culum may dem onstrate a need for fur ther pr ofessional developm ent in or der to full y integrate 21 s t C entury Skill s.
T here is m inim al, if any, attention to st 21 Century Skil ls within the curri cul um fr am ework.
PAGE | 10
PR OF ICIE NT
Ther e m ay be an infor mal scope and st sequenc e of 21 Century Skill s in pl ac e, or some di sagreement as to whether a form al scope and sequence has been developed. W hi le educators feel som ewhat st pr epared to inte grate 21 Century Skill s, s uch as coll aboration and cri tical thi nk ing thr oughout the c ur ric ul um , those sam e educ ators m ay be struggl ing to addr ess other s kills , such as visual m edi a li teracy or self -dir ec ted lear ni ng. st 21 Centur y Sk ills are addressed within the curri cul um framework.
A clearly articulated scope and st sequence for 21 C entur y Skills has been developed and i s in pl ace throughout the LEA. Educ ators feel w ell pr epared to st thoughtfully integr ate al l 21 Century Skil ls thr oughout the c ur ric ulum . It is evident that the LEA has fully prepar ed educators.
st
The LEA has ful ly integrated 21 Centur y Skills i nto their c ur riculum fram ework .
Springfield Township School District
Figure 11 on the right indicates the current status of Element 3: 21st Century Curriculum at the LEA level. Local progress for this element and results from specific questions posed to both teachers and administrators follow.
Figure 11: Summary of 21st Century Curriculum scores for administrator, teacher, and aggregate.
Adm inistrator
21st Century Curriculum Summary Scores
4.71
Teacher
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
4.46
Aggregate
4.59
0
1
Basic
2
3
4
Emergent
5
6
7
8
Proficient
Schools that have addressed this element have developed a meaningful pathway for 21st Century Learning to occur throughout the curriculum. By addressing 21st Century Skills throughout the curriculum and presenting expectations for 21st Century Learning through an articulated scope and sequence, these schools are giving the teaching and integration of 21st Century Skills the attention they require. Digital citizenship can be defined as students understanding of human, cultural, and societal issues related to technology and their practice of legal and ethical behavior.
Figure 12: Teachers rating of whether there is an articulated scope and sequence for the following 21st Century Skills: 27%
Creati vi ty and i nnovati on
36%
Com m uni cati on and col l aborati on
55%
Research and i nform ati on fl uency Cri ti cal thi nki ng, probl em sol vi ng, and deci si on m aki ng
32%
41%
Di gi tal ci ti zenshi p 32%
T echnol ogy operati ons and concepts 0%
20%
40%
60%
80%
100%
Responses to questions in this element demonstrate how 21st Century Skills are explicitly taught and integrated throughout the curriculum. The results shown in Figure 12 can serve as a starting point in thinking about your LEA’s progress in developing a scope and sequence for 21st Century Skills, and how knowledgeable both teachers and administrators are 50% of administrators in your in those areas that support this element. Results from LEA reported that a scope and this element may help identify professional sequence for 21st Century skills development needs, as well as needs in instructional has been articulated. development/planning to ensure that 21st Century Skills are being effectively integrated throughout the curriculum.
PAGE | 11
Springfield Township School District
Element 4: 21st Century Instruction Components of the Instruction SAS element include an alignment between what is taught and current standards, having students that are challenged by the work they are presented, meeting the needs of individual students, and using instructional strategies to increase student achievement. Further, this element attends to the use of video demonstrations of instructional strategies and e-portfolios by teachers. Within the PATI-SAS framework, this SAS component expands to include 21st Century Instruction. Integrating 21st Century Instruction into the classroom ensures that instructional practices thoughtfully model, scaffold, and develop 21st Century Skills and technology literacy of students. The indicators and key questions within this element address: Knowledge age literacies. Does instructional practice model, scaffold, and develop information and technology literacy? Does classroom instruction embrace the power of developing local and global connections? Are students collaborating on authentic work that demands critical and creative thinking? Access and use of technology in and outside of the classroom/school. Do students and teachers have access to technology in and outside of the classroom or school? Are students and teachers using that technology for teaching and learning in and outside of the classroom or school?
Relevant Components of Technology/21st Century Learning
Element 4 -21st Century Instruction Instructional practices model, scaffold, and develop 21st Century Skills and technology literacy. 路 Knowledge age literacy and local and global
connections. 路 Access and use of technology for teaching and
learning in and outside of the classroom/school. 路 Technology supports instructional strategies,
designed to differentiate instruction and promote student engagement. 路 Strategies for building 21st Century Skills are integrated into instruction.
Technology supported instructional strategies. Is technology used to differentiate instruction? Is technology used during instruction to engage students? How is technology used to support instructional strategies in general? Strategies for building 21st Century Skills. How are strategies for building 21st Century Skills integrated into instruction? Do instructional choices naturally provide opportunities for integrating 21st Century Skills?
Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools.
E LEM EN T 4: 21 ST CE N TU R Y I N ST R UC T ION R AN GE OF PR OGR E SS BA SIC EM ER GE N T T eachers rarely i ncorporate technology i nto instruction, and may be especi al ly appr ehensive about allowing students to collabor ate with experts or peers that ar e not in their c lassroom . Instruction c ontinues to be focused on l ec tur es, students have l imi ted oppor tunities to collabor ate, engage in experim ents, or develop qual ity work pr oducts.
T eachers have not yet explored i ns truc tional strategies that al low them to develop 21 st Century Skil ls.
PAGE | 12
PR OF IC IEN T
Teac hers are incorpor ati ng technology, and ar e explor ing or exper im en ting with ways that collaboration between peers and experts outside of the classr oom can be integrated into instruction. W hi le teac her led dis cuss ions and dem onstrations m ay still be a component of ins tr uc ti on, teacher s ar e integrating m ore opportunities for students to col laborate together and work wi th project or pr oblem -based lear ni ng. Teac hers are becomi ng m or e fam ili ar with instructional strategi es that wi ll al low them to develop academ ic and 21st Centur y Ski lls.
Teacher s ar e actively incorpor ati ng technology , and are seeki ng out new opportuni ties for students to collabor ate with experts or peer s that ar e not i n their cl ass room . Students are acti vel y engaged i n authentic experi ences where they ar e exploring real worl d problem s and using technology to create dram atic dem onstr ati ons of learning that doc um ent high quality w or k.
Teacher s ar e integr ati ng strategies for building 21st C entur y Skill s acr os s c ontent ar eas in the cl ass room .
Springfield Township School District
Figure 13 on the right indicates the current status of Element 4: 21st Century Instruction at the LEA level. Local progress for this element and results from specific questions posed to both teachers and administrators follow.
Figure 13: Summary of 21st Century Instruction scores for administrator, teacher, and aggregate. Adm inistrator
5.19
21st Century Instruction Summary Scores Teacher
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
4.57
Aggregate
4.88
0
1
2
3
Basic
4
Emergent
Figure 14: Current level of integration of 21st century skills into classroom instruction in individual buildings as reported by teachers. Creativity and innovation
41%
Communication and collaboration
27%
Research and information fluency
Technology operations and concepts
Not yet integrated
23%
68%
36%
5%
32%
5%
32%
0%
27%
50%
9%
Critical thinking, problem solving, and decision making Digital citizenship
32%
10%
23%
36%
27%
45%
18%
36%
20%
30%
Somewhat integrated
40%
50%
27%
60%
70%
80%
90%
100%
Completely integrated
Fairly well integrated
Figure 15: Current level of integration of 21st century skills into classroom instruction in individual buildings as reported by administrators. Creativity and innovation
25%
50%
25%
Communication and collaboration 50%
50%
Research and information fluency 75%
Critical thinking, problem solving, and decision making Digital citizenship Technology operations and concepts 0%
Not yet integrated
PAGE | 13
25%
25%
25%
50%
25%
25%
50%
25%
25%
50%
10%
Somewhat integrated
20%
30%
40%
50%
Fairly well integrated
60%
70%
80%
90%
100%
Completely integrated
5
6
7
8
Proficient
A key factor in 21st Century Instruction is the use of technology to integrate 21st Century skills. Figure 14 provides an overview of the current level of integration of six 21st Century Skills as reported by teachers. Figure 15, provides an overview of the current level of integration of six 21st Century Skills as reported by administrators.
It is recommended that any gaps that exist between teachers and administrator perspectives of how 21st Century Skills are integrated into classroom instruction be identified. Tasks such as developing a common understanding or identifying areas where teachers could be more supported in the classroom can be leveraged into opportunities that can positively impact students.
Springfield Township School District
Element 5: Digital Age Materials and Resources Components of the Materials and Resources SAS element include having unit and lessons that are prepared, with standards addressed, and a clear articulation of what students should know and be able to do. Further activities are well developed with multimodal web-based content available to students, and multiple methods of assessment. Digital Age Materials and Resources. Empower students and teachers to access quality information and develop quality materials that are multimodal in nature. These materials and resources are supported by a quality infrastructure and a vision that supports the hardware and software necessary to generate meaningful authentic work. The indicators and key questions within this element address: Access to technology and multimodal resources. Do teachers and students have access to technology? Are multimodal resources available? How are students engaging in authentic work that is of high quality and meaningful?
Relevant Components of Technology/21st Century Learning Element 5 - Digital Age Materials and Resources Materials and resources reflect the tools and processes of a digital age. 路 Teachers and students have access to technology
and multimodal resources that allow students to generate quality results through authentic work. Teachers have the opportunity to engage in dynamic professional development. 路 A range of technology is encouraged and supported. 路 Technical infrastructure aligns to a vision of 21st Century learning.
Range of technology. Is there a range of technology available for teacher and student use? Is a range of technology use encouraged in the classroom? How is a range of technology supported? Have learning goals and technologies been aligned? Technical Infrastructure. Does the technical infrastructure support the use of digital age materials and resources? Are technical infrastructure needs aligned to a vision for 21st Century Learning? How does access to technology support or hinder the use of digital age materials and resources in the classroom?
Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools.
E LEM EN T 5: DIGIT AL AG E MAT ER IAL S AN D RE SOU R C ES R A NG E OF PRO GR ESS BA SIC EM ER GE N T Students and teacher s m ay have l im ited acces s to technol ogy r esourc es. st
Support for teacher innovation wi th 21 C entury Teaching and Learning pr actic es could improve. T eacher professi onal developm ent is s till face-to-face works hops or s em inars. W hil e teachers m ay engage i n professional l earning c om munities or i ndependent sel f -study, par ti cipating in those types of professi onal developm ent, or any onli ne oppor tunities, is spar se.
PAGE | 14
Students and teacher s have ac cess to some technol ogies, but technol ogy resour ces do not consis tently allow students to gener ate hi gh quality, authentic work . Ther e i s gener al s uppor t for teacher st innovation wi th 21 C entury Teac hing and Learning practices. Teac her profes sional development i s still face-to-face work shops or semi nars, professi onal lear ni ng comm unities, or independent self -study us ing traditional or on l ine r esources. However, teacher s may be increasingl y accessi ng professi onal developm ent opportuni ties that are par t of online professional comm uni ti es.
PR OF ICIE NT
Students and teachers have consistent access to technology r es ources that enable students to enga ge i n quali ty , authenti c w or k. There is a great deal of support for st teac her innovation w ith 21 Century Teaching and Learning pr actic es. Teacher s m ay still be accessi ng profes sional development i n work shops and semi nars. However, they are engaged in pr ofessional l earning comm uni ti es and independent self -s tudy where they are accessi ng professional development that i ncl udes onli ne resources, and oppor tunities that ar e par t of onl ine professi onal com m unities.
Springfield Township School District
Figure 16 on the right indicates the current status of Element 5: Digital Age Materials and Resources at the LEA level. Local progress for this element and results from specific questions posed to both teachers and administrators follow.
Figure 16: Summary of Digital Age Materials and Resources scores for administrator, teacher, and aggregate Adm inistrators
Digital Age Materials and Resources Summary Scores
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
6.60
Teachers
4.94
Aggregate
5.77 0
1
2
Basic
A strong component of a 21st Century Learning environment is the use of digital age materials and resources by both teachers and students. When students have access to technology, teachers can use digital tools to engage learners in rich, authentic work. Further, LEAs build capacity when teachers have opportunity and access to technology to support their own professional practice and growth.
3
4
5
Emergent
6
7
Proficient
Figure 17: Are teachers encouraged and supported to innovate for 21st century learning? 5% 32%
Access to digital age materials and resources can be leveraged to impact student learning when teachers are encouraged and supported to use those materials and resources in their classrooms. As shown in Figure 17, understanding teacher perspectives on how innovation is supported can help an LEA to strategically address how 21st Century Learning occurs.
64%
A little true C om pletely true
Mostly true
As you plan for integrating digital age materials and resources consider how those tools are directly used by students for instructional use. Figure 18: Availability of digital age tools for students
41%
Handheld devices
27%
e-Readers/ Tablet devices
45%
Individual user webcams
18%
9% 18%
14%
Document camera
41%
23%
Electronic whiteboards
Videoconferencing systems
73% 14%
Data projectors
64% 5%
73%
27%
Computers (Desktop)
27%
Printers
73% 55%
Digital cameras
Computers (Laptop)
36% 59%
Digital video cameras
Netbooks
32% 0%
20%
40%
60%
80%
100%
Available in my school, but not in my classroom
PAGE | 15
68% 18%
0%
73% 50% 14% 20%
40%
60%
80%
100%
Available in my classroom
Springfield Township School District
8
Element 6: 21st Century Interventions Components of the 21st Century Interventions SAS element include having student support tied to standards. In addition, interventions are tied to specific student needs, core content areas, and assistive technologies. Also, interventions include tools for teachers such as web-based training and support materials. 21st Century Interventions are tied to 21st Century Learning Standards and address the unique needs of individual students through the use of technology. These interventions allow for scaffolding of 21st Century Skills to be explicitly taught and modeled. The indicators and key questions within this element address: Relevancy to 21st Century learning standards. Are interventions tied to learning standards? Are interventions appropriate for a particular grade level? Are individual student needs being addressed? Are these needs being addressed through the use of technology?
Relevant Components of Technology/21st Century Learning
Element 6 - 21st Century Interventions Educational interventions · Interventions are relevant to 21st Century Learning
standards at each grade level and address individual student needs through the use of technology. · Strategies for modeling, scaffolding, and explicitly teaching 21st Century Skills are addressed within interventions. · Teachers have access to virtual and hybrid (technology supported with face-to-face) professional development.
21st Century Skills. Are 21st Century Skills apparent throughout interventions? Do strategies scaffold the teaching of 21st Century Skills? Are 21st Century Skills modeled? Are 21st Century Skills explicitly taught? Teachers’ access to web-based materials. Do teachers have access to professional development materials related to interventions? Are these materials web-based? Do these materials explicitly address 21st Century Interventions? Do teachers use these materials? How are teachers using these materials to implement 21st Century Interventions?
Data from the PATI Instructional Phase indicates that there are generally three levels of progress within responding Pennsylvania schools.
E LEM EN T 6: 21 ST CE N TU R Y I N T ER VEN T ION S R AN G E OF PR OG RE SS BA SIC EM ER GE N T
PR OF ICIE NT
T ec hnology -based i nterventi ons not c onsi dered.
Technology -based interv entions are sometim es consider ed.
Interventi ons do li ttle to m odel or teach st 21 Century Skil ls.
Interventions m ay m odel or in s om e st way teach 21 Centur y Ski lls that m ay include some, but not al l, of the fol lowing: cr eativi ty and i nnovation, comm unication and coll aboration, resear ch and i nform ation literacy, cri tical thinki ng, pr oblem solvi ng, and deci sion m aki ng, di gi tal ci ti zenship, and technol og y operations and conc epts.
PAGE | 16
Teacher s activ ely c onsider tec hnology bas ed inter ventions to meet the individual needs of s tudents. Inter ventions explici tly model and/or st teac h 21 C entur y Sk ills i ncl uding cr eativi ty and innovation, c om municati on and collabor ati on, researc h and inform ation literacy, c ritic al thinking, probl em solving, and dec ision m aking, digital citizenshi p, and tec hnology operations and c oncepts.
Springfield Township School District
Figure 19 on the right indicates the current status of Element 6: 21st Century Interventions at the LEA level. Local results from specific questions posed to both teachers and administrators follow.
Figure 19: Summary of 21st Century Interventions scores for administrator, teacher, and aggregate. Adm inistrator
4.67
21st Century Interventions Summary Scores Teacher
The data reported for the summary of each element is based on a scoring strategy where questions related to this element were identified, normalized to an 8-point scale, and weighted.
4.37
Aggregate
4.52
0
1
2
3
Basic
4
5
Emergent
6
7
8
Proficient
To address 21st Century Interventions in schools, administrators and teachers must be open to exploring ways that technology-based interventions can address individual student’s needs. As interventions are designed to address specific standards, 21st Century interventions also consider how 21st Century Skills are addressed as part of those standards.
As shown in Figure 20, considering how technology-based interventions can address individual student needs is an important step in creating 21st Century Interventions. Further, as learning standards and 21st Century Skills continue to be thoughtfully integrated, developing a connection between interventions and 21st Century Skills will also be important. This movement toward full integration of 21st Century Skills will ensure that all students are developing these skills through explicit teaching and modeling.
Figure 20: How likely is it that technology-based interventions will be considered?
Administrators
5% 18%
23%
50% 50%
55%
Technology is rarely or never considered
PAGE | 17
Teachers
Technology is occasionally considered
Technology is often considered
Technology is always considered
Springfield Township School District
Figures 21 and 22, below, are intended to provide a snapshot of your LEA’s progress and readiness to consider and integrate 21st Century Skills and technology into planning student interventions.
Figure 21: Teachers’ rating of how often strategies for building the following 21st Century Skills are included in specific interventions 18%
Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making
5%
9%
36%
14%
23%
29%
0%
36%
33%
29%
29% 20%
Occasionally
5%
55%
19%
14%
50%
23%
5%
Technology operations and concepts
23%
41%
Digitial citizenship
Never or almost never
45%
38%
40%
Often
60%
10%
14% 80%
100%
Always or almost always
Figure 22: Teachers’ rating of how prepared they are to integrate the following 21st Century 14%
Creativity and innovation
Communication and collaboration
5%
27%
Research and information fluency 5% Critical thinking, problem solving, and decision making
23%
5%
64%
5%
14%
55%
18%
23%
14% 0%
62%
59%
27%
Technology operations and concepts
PAGE | 18
23%
5%
Digitial citizenship
Not yet prepared
19%
36%
32% 20%
A little prepared
14%
45% 40%
Prepared
60%
9% 80%
100%
Expertly prepared
Springfield Township School District
LEAs Such As Yours The following charts are initial mean scores, based on an 8 point scale for the following elements. Scores are displayed for administrators and teachers by locale and aggregate. Element 1: 21st Century Standards Standards are expanded to include 21st Century Skills including Technology Literacy Element 2: 21st Century Assessment Assessments are expanded to include assessment of key 21st Century skills. Technology supports both assessment processes and the data from those assessments. Element 3: 21st Century Curriculum Curricula integrate and highlight 21st Century Skills and resources
Element 4: 21st Century Instruction Instructional practices model, scaffold, and develop 21st Century Skills and Technology Literacy. Element 5: Digital Age Materials and Resources Materials and resources reflect the tools and processes of a digital age. Element 6: 21st Century Interventions Educational interventions are tied to 21st Century learning standards and skills.
For this section of the report data is reported by locale. For LEAs Such As Yours, LEAs were separated into three types (school district, charter school and Career and Technical Center ). We further separated the districts by locale (urban, suburban, town, and rural). The following table provides locale definitions from the National Center for Educational Statistics (Office of Management and Budget, 2000; Standards for Defining Metropolitan and Micropolitan Statistical Areas; Notice Federal Register [65] No. 249). Locale Urban Large Midsize
Definition
Small Suburban Large Midsize Small Town Fringe Distant Remote Rural Fringe Distant Remote
Territory inside an urbanized area and inside a principal city with population of 250,000 or more Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000 Territory inside an urbanized area and inside a principal city with population less than 100,000 Territory outside a principal city and inside an urbanized area with population of 250,000 or more Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000 Territory outside a principal city and inside an urbanized area with population less than 100,000 Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area Territory inside an urban cluster that is more than 35 miles from an urbanized area Census -defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster Census -defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster Census -defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster
Charter A school providing free public elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority, and designated by such authority to be a charter school. CTC School organizations that provide personal and leadership development related to a career and technical program area as recognized by the United States Department of Education
PAGE | 19
Springfield Township School District
Overview The first set of figures demonstrates the statewide mean scores based on an aggregate of teacher and administrator responses, by locale and LEA types : charter school and Career and Technical Center.
Your LEA is classified as: Suburban
Figure 23: Element 1: 21st Century Standards Aggregate Scores (Mean) Proficient
8 7 6
Emergent
5
4.93
4.77
4.62
4.84
4.64
4.80
U rban
Suburban
Town
R ural
C harter School
C TC
4 3
Basic
2 1 0
Figure 24: Element 2: 21st Century Assessments Aggregate Scores (Mean) Proficient
8 7 6
Emergent
5 4
3.40
3.71
3.55
3.63
Suburban
Town
R ural
3.97
3.92
C harter School
C TC
3
Basic
2 1 0
U rban
Emergent
Proficient
Figure 25: Element 3: 21st Century Curriculum Aggregate Scores (Mean) 8 7 6 5 4
3.69
3.57
3.38
3.38
3.58
3.64
U rban
Suburban
Town
R ural
C harter School
C TC
3
Basic
2 1 0
PAGE | 20
Springfield Township School District
Emergent
Proficient
Figure 26: Element 4: 21st Century Instruction Aggregate Scores (Mean) 8 7 6 5 4
3.81
3.91
3.70
3.72
U rban
Suburban
Town
R ural
4.00
4.20
C harter School
C TC
3
Basic
2 1 0
Emergent
Proficient
Figure 27: Element 5: Digital Age Materials and Resources Aggregate Scores (Mean) 8 7 6
5.17
5
4.94
4.93
4.94
Suburban
Town
R ural
5.20
5.16
C harter School
C TC
4 3
Basic
2 1 0
U rban
Figure 28: Element 6: 21st Century Interventions Aggregate Scores (Mean)
Proficient
8 7 6
Emergent
5 4
3.80
3.79
3.56
3.68
U rban
Suburban
Town
R ural
4.21
4.34
C harter School
C TC
3
Basic
2 1 0
PAGE | 21
Springfield Township School District
LEAs Such As Yours - Element 1
ê
Your aggregate score in Element 1: 21st Century Standards demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
Adm inistrator
5.35
0
1
2
3
4
Emergent
ê Your LEA
5
5.00
4.55
4.77
Aggregate
6
7
8
0
1
2
nYour LEA
3
4
5
ê
Your aggregate score in Element 2: 21st Century Assessments demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
ê
1
2
3
4
nYour LEA
PAGE | 22
ê Your LEA
8
5
6
7
8
Proficient
ê LEAs Such As Yours
3.61
3.81
3.71
Aggregate
4.20
0
7
Emergent
Teacher
4.73
Aggregate
Basic
Adm inistrator
3.66
Teacher
6
nLEAs Such As Yours
LEAs Such As Yours - Element 2
Adm inistrator
Proficient
ê LEAs Such As Yours
Teacher
4.55
Aggregate
Basic
Adm inistrator
6.15
Teacher
ê
0
1
2
3
4
5
6
7
8
nLEAs Such As Yours
Springfield Township School District
LEAs Such As Yours - Element 3
ê
Your aggregate score in Element 3: 21st Century Curriculum demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
ê
Adm inistrator
4.71
Teacher
1
2
3
4
3.41
3.72
Aggregate
5
6
7
3.57
0
8
1
2
nYour LEA
3
Adm inistrator
4.57
4.88
1
2
3
4
nYour LEA
PAGE | 23
6
7
8
5
6
ê Basic
Emergent
ê Your LEA
7
8
Proficient
ê LEAs Such As Yours
3.80
Adm inistrator
5.19
0
5
ê
Your aggregate score in Element 4: 21st Century Instruction demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
Aggregate
4
nLEAs Such As Yours
LEAs Such As Yours - Element 4
Teacher
Proficient
ê LEAs Such As Yours
ê Your LEA
Teacher
4.59
0
Emergent
Adm inistrator
4.46
Aggregate
Basic
Teacher
4.01
Aggregate
3.91
0
1
2
3
4
5
6
7
8
nLEAs Such As Yours
Springfield Township School District
LEAs Such As Yours - Element 5
ê
Your aggregate score in Element 5: Digital Age Materials and Resources demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
Adm inistrator
ê Basic
ê Your LEA
6.60
Teacher
1
2
3
4
5
ê LEAs Such As Yours
5.61
Teacher
6
4.26
Aggregate
5.77
0
7
8
4.94
0
1
2
LEAs Such As Yours - Element 6
Adm inistrator
Teacher
Aggregate
nYour LEA
PAGE | 24
5
Emergent
ê Your LEA
6
7
8
6
7
8
Proficient
ê LEAs Such As Yours
3.63
3.95
Aggregate
4.52
4
Basic
Teacher
4.37
3
5
ê
Adm inistrator
4.67
2
4
ê
Your aggregate score in Element 6: 21st Century Interventions demonstrated that your LEA is currently progressing at either the Basic, Emergent, or Proficient levels. LEAs such as yours (as determined by locale) are progressing at one of those three levels as well.
1
3
nLEAs Such As Yours
nYour LEA
0
Proficient
Adm inistrator
4.94
Aggregate
Emergent
3.79
0
1
2
3
4
5
6
7
8
nLEAs Such As Yours
Springfield Township School District
PATI Technology Phase Report: Springfield Township SD
http://www.sdst.org
Connectivity, Networking and Wide Area Networks (WANs) Is the school network robust and appropriate to the teaching, learning, and administrative needs of the school? Has the LEA established a wide area network capable of meeting the learning and administrative needs of everyone in the school community?
LEA- BASED WAN QUESTIONS Data regarding LEA-Based WANs were collected in the LEA Technology Directors survey . Springfield Township SD has an LEA-Based Wide Area Network (WAN) connection where all schools in the LEA share one internet connection. Table T1: In relation to the LEA head end, what is the:
Response Primary transport type
Private Fiber
Transport capacity
1GB or greater
Protocol utilized
Gigabit Ethernet
Internet capacity
100MB to 999MB
In Springfield Township SD, Internet2 is available.
SCHOOL CONNECTIONS TO LEA-BASED WAN Data in the following section were collected in the School Technology survey . In Springfield Township SD, 100% of schools reported having a connection to an LEA- Based Wide Area Network (WAN) that is used for applications such as file sharing, administrative functions, student information, and digital content.
Figure F1: Primary transport type from a school to the LEA head end Publ i c T el co
0%
Publ i c Fi ber
0%
Publ i c M i crowave
0%
Publ i c Wi rel ess
0%
Pri vate T el co
0%
Figure F2: Transport capacity from a school to the LEA head end 1 GB or greater
100%
Pri vate Fi ber Pri vate M i crowave
0%
Pri vate Wi rel ess
0% 0%
PAGE | 26
100%
100MB to 999MB
0%
50MB to 99MB
0%
25MB to 49MB
0%
10MB to 24MB
0%
6MB to 9MB
0%
3MB to 5MB
0%
Greater than 1.54MB (T1) and less 0% than 3MB Less than 1.54MB (T1) or T1 only 20%
40%
60%
80%
100%
0% 0%
20%
40%
60%
80%
100%
Springfield Township School District
HOW SCHOOLS RECEIVE THEIR INTERNET CONNECTION Data in the following section were collected in the School Technology survey . In Springfield Township SD, 100% of schools reported receiving their Internet connection through the LEA-Based WAN, 0% of schools receive their Internet connection directly from an Internet Service Provider (ISP), and 0% schools do not have a connection to the Internet.
Figure F3: The Internet capacity from a school to the LEA head end when the Internet is provided through an LEA-based WAN
1 GB or greater
Figure F4: The Internet capacity from a school to the Internet Service Provider when Internet is provided through an ISP
100%
100MB to 999MB
0%
50MB to 99MB
0%
25MB to 49MB
0%
10MB to 24MB
0%
6MB to 9MB
0%
3MB to 5MB
0%
n/a
Greater than 1.54MB (T1) and 0% less than 3MB Less than 1.54MB (T1) or T1 0% only 0%
20%
40%
60%
80% 100%
Figure F5: The primary transport type from a school to the Internet Service Provider when Internet is provided through an ISP
n/a
PAGE | 27
Springfield Township School District
LOCAL AREA NETWORK QUESTIONS
Data in the following section were collected in the School Technology survey .
Figure F6: Maximum Local Area Network (LAN) capacity at a school Wired
Wireless
100%
100%
100%
80%
80%
75%
60% 60% 40% 40% 20%
25% 0%
0%
0%
10/100 M B Ethernet (Swi tched, Shared, None)
10/100/1000 M B Ethernet (Swi tched, Shared, None)
20%
Greater than 1000 M B Ethernet (Swi tched, Shared, None)
0%
0%
802.11 a/b
0%
802.11 g
802.11 n
Not appl i cabl e
Figure F7: Wireless Local Area Network (LAN) capacity at a school
Building-wide
Lim ited serv ice within building
C am pus-wide
Lim ited serv ice within cam pus
75%
0%
0%
0%
Planned, will be installed within 2 y ears N ot planned at this tim e
25%
0% 0%
PAGE | 28
20%
40%
60%
80%
100%
Springfield Township School District
Technology Availability & Usage Are the amount of technology resources for teaching and learning sufficient and conveniently located in order to maximize impact? How and with what frequency, are students using technology to support their learning?
Data regarding computer and device counts were collected in the School Technology survey .
COMPUTERS & DEVICES FOR INSTRUCTIONAL USE TABLE T2: THE NUMBER OF HIGH, MID AND LOW CAPACITY COMPUTERS LOCATED IN CLASSROOMS, STATIONARY LABS, MOBILE COMPUTER LABS AND LIBRARY/MEDIA CENTERS.
Classrooms
Statonary Computer Labs
SUM
MEAN
SUM
High capacity computers
76
19
81
Mid capacity computers Low capacity computers Thin Clients
254
64
140
Netbooks
Mobile Computer Labs
Library/Media Centers
MEAN
SUM
MEAN
20
788
197
68
17
55
14
48
12
68
17
35
30
8
48
12
-
-
-
-
-
-
-
-
-
-
72
18
-
97
24
-
-
-
SUM
MEAN
Within your classrooms, stationary computer labs, mobile computer labs and library/media centers, identify the number of high, mid and low capacity computers. Only high speed connectivity responses are displayed. Means represent average number of computers per school.
Responses were too low to report for computers of all types with dial-up or no Internet connections. Statewide, there were 19,252 computers available through 1 to 1 student laptop programs, and 2,499 computers with either a dialup Internet connection or no connection.
Student to computer ratios Ratios are based on the total possible number of computers within a school that are available for instructional use (including thin clients and netbooks). They include data from classrooms, stationary labs, mobile labs, library/media centers, and 1-1 student laptop programs. This calculation is based on data provided by respondents of the School Technology survey .
All Computers 1 :1
Student to computer ratio
High Capacity Computers 2 :1
Devices either have or do not have Internet access, as indicated. TABLE T3: THE NUMBER OF DEVICES LOCATED IN CLASSROOMS, STATIONARY COMPUTER LABS, MOBILE COMPUTER LABS AND LIBRARY/MEDIA CENTERS.
ACCESS
Handheld Devices e-Readers / Tablets
PAGE | 29
NO ACCESS
-
-
32
-
Springfield Township School District
COMPUTERS FOR ADMINISTRATIVE USE
TABLE T4: THE NUMBER OF HIGH, MID, AND LOW CAPACITY COMPUTERS WITHIN ADMINISTRATIVE OFFICES
SUM
MEAN
76
19
Mid capacity computers
8
2
Low capacity computers
0
-
High capacity computers
Only high speed connectivity responses are displayed. Means represent average number of computers per school.
Statewide there were 503 netbooks and 371 thin clients located in administrative offices. Additionally, there were 926 handheld devices and 428 e-Readers/tablets available to administrators.
ROOMS/LABS FOR INSTRUCTIONAL & ADMINISTRATIVE USE
TABLE T5: THE NUMBER OF ROOMS/LABS WITH ACCESS TO THE INTERNET AND THOSE WITHOUT INTERNET ACCESS. FOR THOSE ROOMS/LABS WITH INTERNET PROVIDE COUNTS FOR THE NUMBER OF ROOMS/LABS WITH WIRED, WIRELESS, AND BOTH WIRELESS ACCESS.
Classrooms Wired
Library/Media Centers
Administratve Ofces
26
-
-
4
-
-
-
-
122
9
5
44
Wireless Both wired and wireless
Statonary Computer Labs
Note: The number of instructonal use rooms without Internet access was insignifcant .
Internet access within a school is noted in one
Figure F8: Types of Internet access in instructional and administrative rooms
of three ways. The percentage of rooms with “Both” indicates that those rooms have both wired and wireless connections. The total
92
Both
connectivity at a school can be found by 84
Administrative Offices
adding all three classroom types together. The
Instructional
was negligible (<0.05%).
0
Wireless
percentage of rooms without Internet access
0
8
Wired
16
0
20
40
PAGE | 30
60
80
100
Springfield Township School District
DIGITAL TOOLS AND NETWORK ACCESS
TABLE T6: DIGITAL TOOLS AVAILABLE FOR USE IN INSTRUCTIONAL ROOMS AND ADMINISTRATIVE OFFICES
Instructional Rooms
Administrative Offices
Electronic whiteboards
294
2
Data projectors
344
4
Printers
204
4
Digital cameras
128
-
Digital video cameras
54
-
Individual user web cams
12
-
Wireless access points
86
-
Document cameras
234
-
Videoconferencing systems
234
-
TABLE T7: LEVEL OF USAGE OF WEB BASED TECHNOLOGIES AT THE LEA LEVEL
Videoconferencing Web-casting
Moderate: 1-3 times per quarter Occasional: 1-3 times a year
Streaming video
Regular: Monthly
Virtual field trips
Moderate: 1-3 times per quarter
Satellite courses
Regular: Monthly
TABLE T8: AVAILABILITY OF ONLINE COURSES AVAILABLE FOR STUDENTS AND TEACHERS AT THE LEA LEVEL
Students are taking
Less than a quarter of all users
Teachers are taking for professional development
Between one quarter and half of all users
Teachers are teaching for their LEA
Less than a quarter of all users
PAGE | 31
Springfield Township School District
Appendix Notes -
Only responses from completed PATI surveys are included in this report . Graphs and tables that display a 0 or blank space indicate no respondents answered that question, the value was smaller than .5%, or the question was not applicable. Due to rounding, some graphs and tables may not total 100%. Questions that allow multiple answers may add up to more than 100%. Responses are graphed or reported in tables as percentages unless otherwise noted. For the purpose of this report, Local Education Agency (LEA) refers to School Districts, Charter Schools, and Career and Technical Centers.
References Pennsylvania Department of Education. (2010). Standards Aligned Systems. Retrieved from <http://www.pdesas.org/> International Society for Technology in Education. (2007). NETS for students 2007. Retrieved from <http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx> National Center for Education Statistics. (2006). Rural education in America. Retrieved from <http://nces.ed.gov/surveys/ruraled/page2.asp> Office of Management and Budget (2000). Standards for defining metropolitan and micropolitan statistical areas; Notice. Federal Register (65) No. 249.
PAGE | 32
Springfield Township School District
Respondents by IU The following table provides a detailed overview of those participating in the 2010- 11 PATI survey. Data are broken down by Intermediate Unit and type of personnel. Data from the PDE Professional Personnel Summary Report were used in the calculation of respondent percentages. The Professional Personnel Summary report can be found at <http://www.education.state.pa.us/>.
TEACHERS
Intermediate Unit 1 Pittsburgh-Mt Oliver IU 2
ADMINISTRATORS
SCHOOL TECHNOLOGY COORDINATORS
LEA TECHNOLOGY DIRECTORS
N
%
N
%
N
%
N
%
1,960
51%
62
27%
82
69%
24
80%
911
39%
52
34%
58
84%
2
25%
Allegheny IU 3
3,920
42%
166
31%
213
94%
46
85%
Midwestern IU 4
1,541
39%
71
30%
93
82%
23
77%
Northwest Tri-County IU 5
2,250
54%
83
30%
109
92%
17
74%
Riverview IU 6
1,168
60%
53
42%
74
100%
20
100%
879
26%
48
26%
83
84%
18
86%
Westmoreland IU 7 Appalachia IU 8
2,769
70%
129
51%
120
94%
39
95%
Seneca Highlands IU 9
534
51%
23
33%
30
83%
14
93%
Central IU 10
678
31%
42
34%
46
67%
12
63%
Tuscarora IU 11
420
31%
41
53%
52
96%
11
85%
Lincoln IU 12
2,602
42%
136
34%
135
85%
27
87%
Lancaster-Lebanon IU 13
2,054
34%
92
24%
140
92%
23
92%
Berks County IU 14
562
12%
34
12%
89
79%
16
76%
Capital Area IU 15
1,933
30%
90
23%
158
99%
27
93%
Central Susquehanna IU 16
700
27%
46
31%
63
81%
18
86%
BLaST IU 17
775
31%
49
32%
72
87%
19
90%
Luzerne IU 18
1,171
39%
45
30%
65
89%
13
87% 70%
Northeastern Educational IU 19
598
18%
33
18%
45
54%
16
Colonial IU 20
1,612
27%
64
20%
94
83%
14
67%
Carbon-Lehigh IU 21
1,398
36%
66
29%
87
95%
17
100%
Bucks County IU 22
1,091
18%
87
27%
113
82%
17
89%
Montgomery County IU 23
2,317
29%
133
28%
148
92%
23
82%
Chester County IU 24
1,183
21%
62
21%
81
76%
16
70%
Delaware County IU 25
1,745
34%
73
24%
87
78%
14
78%
Philadelphia IU 26
1,781
14%
118
17%
285
88%
19
32%
Beaver Valley IU 27
546
29%
32
27%
41
77%
15
83%
ARIN IU 28
703
45%
41
47%
46
98%
12
92%
Schuylkill IU 29
561
40%
25
30%
37
100%
14
100%
40,362
32%
1,996
27%
2,746
86%
546
79%
PA State Aggregate
Notes: N = Represents the number of PATI responses per category for the 2010-11 survey %= Represents the percentage response rate per category for the 2010- 11 survey
PAGE | 33
Springfield Township School District
PAGE | 34
Springfield Township School District
Intermediate Unit 1 Pittsburgh-Mt Oliver IU 2 Allegheny IU 3 Midwestern IU 4 Northwest Tri-County IU 5 Riverview IU 6 Westmoreland IU 7 Appalachia IU 8 Seneca Highlands IU 9 Central IU 10 Tuscarora IU 11 Lincoln IU 12 Lancaster-Lebanon IU 13 Berks County IU 14 Capital Area IU 15 Central Susquehanna IU 16 BLaST IU 17 Luzerne IU 18 Northeastern Educational IU 19 Colonial IU 20 Carbon-Lehigh IU 21 Bucks County IU 22 Montgomery County IU 23 Chester County IU 24 Delaware County IU 25 Philadelphia IU 26 Beaver Valley IU 27 ARIN IU 28 Schuylkill IU 29 PA State Aggregate
TOTAL 5,490 3,245 29,943 13,835 9,465 7,212 12,285 15,911 2,257 6,382 3,588 13,158 17,646 16,770 11,939 8,923 8,166 8,125 7,013 14,419 15,723 14,163 25,774 19,966 14,236 52,101 4,447 4,930 3,397 370,851
SUM
29 23 52 51 39 33 49 42 34 54 23 43 49 73 36 44 42 45 51 57 63 60 58 69 53 47 38 41 32 45
MEAN
High capacity computers 12,211 4,322 26,082 7,669 14,040 5,900 6,873 12,311 3,880 3,318 2,350 22,358 15,730 10,015 18,992 6,397 10,359 6,261 4,615 20,745 13,779 13,428 22,890 12,593 11,600 46,094 4,719 5,272 4,398 349,913
SUM
53 31 51 39 45 30 32 38 46 28 16 54 44 50 50 41 56 39 32 80 67 54 62 53 46 42 43 48 48 44
MEAN
Mid capacity computers 1,178 1,955 5,948 784 3,003 1,086 1,329 2,639 283 1,647 1,371 2,237 3,524 1,074 7,519 1,169 952 736 513 3,172 3,093 695 4,359 1,767 3,408 43,757 1,353 625 694 102,029
SUM
10 20 19 6 16 9 8 11 6 14 11 11 13 13 29 9 8 7 4 18 23 13 20 9 12 42 18 11 12 14
MEAN
Low capacity computers 766 305 3,073 334 982 1,563 256 139 347 262 18 4,588 910 1,106 1,260 1,964 93 781 589 565 1,535 1,045 344 569 394 99 249 106 809 25,051
SUM
8 3 8 3 6 11 2 1 9 3 0 26 4 13 6 13 1 7 5 6 18 14 2 3 4 0 4 2 13 7
MEAN
Thin Clients 638 79 3,666 616 1,592 555 754 905 31 123 317 4,377 3,548 1,022 4,099 864 318 592 177 519 668 1,516 3,003 1,290 2,265 212 61 831 683 35,372
SUM
6 1 10 5 9 5 5 4 1 1 5 19 14 10 16 6 3 6 2 5 7 15 17 8 17 0 1 12 11 7
MEAN
Netbooks
Total computers with high speed connectivity available for instructional use by IU
20,283 9,906 68,712 23,238 29,082 16,316 21,497 31,905 6,798 11,732 7,644 46,718 41,358 29,987 43,809 19,317 19,888 16,495 12,907 39,420 34,798 30,847 56,370 36,185 31,903 142,263 10,829 11,764 9,981 883,216
SUM
19 13 25 18 20 16 16 16 17 17 10 29 22 28 25 21 19 18 16 28 32 28 28 25 24 22 18 20 21 21
MEAN
Total Computers
Respondents by locale (statewide) TEACHERS Urban Suburban Town Rural Charter School CTC
SCHOOL TECHNOLOGY COORDINATORS
ADMINISTRATORS
LEA TECHNOLOGY DIRECTORS
N
%
N
%
N
%
N
%
5,108 17,193 6,410 10,703 554 645
23% 31% 39% 45% 12% 30%
282 844 350 434 43 59
25% 27% 36% 31% 11% 29%
496 1,162 430 583 40 49
93% 89% 86% 88% 31% 67%
15 197 91 159 41 43
94% 93% 92% 91% 33% 65%
Computers by locale (statewide) TOTAL
Urban Suburban Town Rural Charter School CTC
HIGH CAPACITY
MID CAPACITY
COMPUTERS
COMPUTERS
LOW CAPACITY COMPUTERS
SUM
MEAN
SUM
MEAN
SUM
MEAN
82,239 172,099 45,871 61,054 3,563 6,022
49 55 39 40 35 37
67,721 148,691 47,056 75,866 2,823 7,684
38 50 42 52 30 54
53,393 27,208 7,897 11,168 1,772 574
33 15 11 12 11 6
Computers by locale (statewide - con’t) TOTAL Urban Suburban Town Rural Charter School CTC
PAGE | 35
THIN CLIENTS
NETBOOKS
TOTAL COMPUTERS
SUM
MEAN
SUM
MEAN
SUM
MEAN
1,086 11,488 5,240 6,595 177 465
1 8 8 8 6 5
1,639 18,109 5,142 8,149 2,078 255
1 11 7 10 41 3
206,078 377,595 111,206 162,832 10,413 15,000
21 25 19 22 24 18
Springfield Township School District
Glossary · · High Capacity Computer
2 years old or newer Contains a 10/100/1000mb network card and can run data intensive/graphic/video rendering applications such as CAD, web design, video production etc.
Examples: · Designed for Windows 7 or Vista (PC) · Able to run Microsoft Office 2007 (PC) · Designed for Mac OS X v10.5 (Leopard) or OS X 10.6 (Snow Leopard)
· Able to run Microsoft Office 2008 (Mac) · 5 years old or newer · Contains a 10/100mb network card and can run integrated applications such as Microsoft Office Suite, etc. Mid Capacity Computer
Low Capacity Computer
Examples: · Designed for Windows XP Service Pack 2 (SP2) or later · Able to run Microsoft Office XP and has the capability to upgrade to Microsoft Office 2007 (PC) · Designed for Mac OS X v10.3 (Panther) or OS X v10.4 (Tiger)
·
Able to run Microsoft Office 2004 and has the capability to upgrade to Microsoft Office 2008 (Mac)
· ·
Older than 5 years Contains a 10mb or no network card and can run basic, stand-alone applications such as word processing, tutorial programs, etc.
Examples: · Designed for Windows XP Service Pack 1 (SP1) , Windows 2000 or older
·
Designed for Mac OS X v10.2 (Jaguar) or older
1-1 Student Laptop Programs
Some schools provide laptops for 1-1 student use. To be counted in this category, laptops must be assigned to individual students for multiple class use. · DOES NOT include 1-1 student access to laptop computers that reside in a specific classroom. These are included under the classroom count. · DOES NOT include computers that are part of Classrooms for the Future (CFF) under this category. These are included under the classroom count.
21st Century Skills
"21st Century Skills" are capabilities that have been predicted to be related to success in the future. These include: the ability to produce high-quality products; creativity; cultural literacy or global awareness; e-communication skills; higher order thinking; planning, prioritizing, and managing work; scientific literacy; self-direction; social or personal responsibility; teaming or collaboration skills; the use of real world technology tools; and visual literacy. Offices under this category include areas where administrative functions take place. Examples include areas that are non-instructional such as the main office, guidance office, attendance office, principal's office, health/nurse office, food service, technology office, athletic offices, transportation buildings, maintenance facilities, etc.
Administrative offices
Blogs Classroom
Web logs or "blogs" are web-based diaries that are written to express personal points of view. A room that is used for instructional purposes.
PAGE | 36
Springfield Township School District
Differentiated learning
Differentiated learning is when assignments, materials and/or roles are matched to the needs or characteristics of individual students
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Digital learning objects
Digital learning objects, often referred to as "applets" as they are small computer-based applications, are short computer programs that focus on a particular skill, usually through interaction or simulation.
e-Readers/ Tablets
Devices that are not laptops or pocket sized, and are used primarily for reading, accessing multimedia content, and may have the option to access the Internet. Examples include: Kindle, Nook, iPad, etc
Experiential learning
Note that "Tablet PCs" containing touch screens along with a physical keyboard should be included. Experiential learning refers to learning through activity and experience as opposed to learning simply through reading and listening.
Formal online
Groups of people with a common interest who use digital communications media to learn together and share their experiences within a formal, predetermined structure.
Handheld devices
Mobile devices that are pocket-sized, typically having a display screen with touch input, miniature keyboard, or other user interface. Examples include: PDAs (Palm Pilot, etc.) Audio/Video Devices (MP3 player, iPod , etc.) Other Wi-Fi accessible devices
ILS
Integrated Learning Systems (ILS): Software systems that introduce students to content.
Informal online
Groups of people with a common interest who use digital communications media to learn together and share their experiences within an informal environment.
Information sources
The use of Web, ERIC, and EBSCO. Searching for these efficiently, for example, by using “and” / “or” to narrow/expand a search, and identifying synonyms or keywords
Instructional use
Instructional use includes Classrooms, Stationary Computer Labs, Mobile Computer Labs, Library Media Centers, and 1-1 Students Laptop Programs.
Interactive instruction Investigate concepts LEA
Interactive instruction includes debating, brainstorming, think/pair/share, jigsaw, problem solving, conferencing, etc. e.g., through concept mapping, graphing, reading charts
LEA-based WAN
Local Education Agency (LEA): A school district, charter school or career and technical center. An LEA-based WAN is defined as a building to building network that connects buildings within an LEA.
Learning objects
Small programs that allow students to explore very specific concepts, and simple flash animations that help students learn
Library/Media Center
This is a general resource area where students conduct research and/or receive instruction.
Mobile Computer Labs Modeling software
This include mobile carts that consist of 16 or more computers and other digital tools that remain exclusively with the mobile lab. Software that allows users to create functional conceptual models of content being studied. In STELLA, for example, a student might create a model for a food chain that would demonstrate the impact of introducing a new predator on other organisms.
PAGE | 37
Springfield Township School District
Netbooks
Online collaborative Peripheral device Personally owned
Real-world problems
Netbooks (sometimes also called mini notebooks or ultra-portables) are small, light, and inexpensive laptop computers suited for general computing and accessing web-based applications. Screen sizes are generally less than 10" diagonally. Computers that are classified as netbooks usually contain an Intel Atom processor or equivalent. Online projects that allow students and teacher to work collaboratively with others at remote sites that may be national or global in reference. Peripheral devices include, among other devices, digital cameras, probes, and scanners. Personally owned refers to devices owned by the teacher or student that are brought into the classroom specifically for educational use. These devices: 路 May be connected to the school's network; 路 Are approved for use by school/district policy. Real-world problems involve situations, issues, and tasks that people actually tackle in the outside world.
Skill development
Skill development/Exercise type work: This work might include pages of math problems, writing a summary of a book just read, or answering a set of questions at the end of the chapter.
Stationary Computer Labs Student developed
A Room/Lab that is used for general computer use (NOT course specific).
Tablets
See e-Readers/Tablets.
Teacher developed
Virtual learning
The teacher has created the task and students are told fairly explicitly what to do. This category could include: worksheets; essay questions; or PowerPoint presentations where the teacher gives the students a topic and outline; also teacher defined. Technology literacy is the ability to responsibly use real world technology tools appropriate to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century. Note that Technology Literacy is part of 21st Century Skills. A thin client is client computer or client software in client-server architecture network which depends primarily on the central server for processing activities. Virtual learning occurs in online courses, BlackBoard access, or professional development offered through video-conferencing.
Virtual social
Virtual social sites include Facebook-style sites; character sites such as Second Life; etc.
Wired for Internet access Wireless Internet access
Infrastructure is in place for an Internet connected computer.
Technology literacy Thin Client
The student has created the task either independently or with facilitation/guidance from the teacher; also student defined.
Wireless signal is accessible from the room/lab.
PAGE | 38
Springfield Township School District