SLItech August Interim Report by Nicole Lakusta

PSD70

2010 Interim Report Supporting Innovative Classrooms – Theme 1 PROJECT: SLItech – Supporting Leaders in Integrating Technology 6/30/2010 Nicole Lakusta – Project Lead 4603 – 48 Street Stony Plain, Alberta T7Z 2A8 Prepared for: Alberta Education

Build Wonderful wikis Twitter PLN H.E.A.T.

AND MORE!

Learn ISTE’s NETS*Admin TPACK Social Media Tips

Compare Podcast-Voicethread-Vocaroo Videoconferencing and GTalk

Play YOUR SLItech MAGAZINE

June 2010

Increase your battery life Getting SMART-er

BEST PRACTICE STRATEGIES for ADMIN in integrating technology

Admin Survey Results - June 2009 Speak Up - Fall 2009 NETS*Admin Skills Info

Online MileGuide Assessment – April 2010

in2Ovation/August Interim Report 2010 | PSD70

in·no·va·tion

The definition of (ĭn'ə-vā'shən) from The American Heritage® Dictionary of the English Language, Fourth Edition is n. 1. 2.

The act of introducing something new. Something newly introduced.

in2Ovation magazine is a culmination of a year full of innovation of progress,

ideas, reflections for the Supporting Innovative Classrooms project: SLItech (Supporting Leaders in Integrating Technology in Parkland School Division #70.) Our hope is that we continue to define innovation in a variety of ways. Please enjoy reading about our journey. Comments are always welcome through: 

Email: nlakusta@psd70.ab.ca

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Phone: 780-963-8456

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Blog: http://slitech.wordpress.com/

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Supporting Innovative Classrooms Group on http://www.2learn2gether.ca Portal: http://inside.psd70.ab.ca/ Collaboration Project SLItech

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The RSS Feed Be Brave, Embrace Change

Nicole Lakusta Ed. Tech. Facilitator

In the mid „90‟s I had the opportunity to become a Teacher-Leader in Technology with the http://www.2learn.ca/ organization and a few key people in Parkland School Division. It was a time where the content found on the web was fairly static but we knew that our framework would eventually „come alive‟ (insert Godzilla visual here). And at the turn of the millennium, things did start to change. The web became a more dynamic place. The work from 2Learn began to take on a new format; one with leaders, teachers, students and parents interacting more frequently with each other and the content. This web experience was becoming more focused on the user rather than the publisher AND it was exciting! I believe that a similar change in the knowledge, skills and attitudes has occurred in our understanding of leadership. Our 24/7, real-time interaction with the World Wide Web and the expectations it has created is shaping what we demand from our educational leaders. A leadership style, call it „version 2.0‟ (to stay with the current terminology), is needed if leaders are going to be effective with the current stakeholders in the school community. A brief comparison is found below:  

LEADERSHIP 1.0 Preserve status quo Maintain business „as usual‟

   

Opaque and mysterious Monologue delivery Position entitlement Smarter than everyone else

    

LEADERSHIP 2.0 Embraces change Concerned about working towards appropriate outcomes Transparent and open Celebrates dialogue Listens more than talks Asks questions Leads powerful conversations

 

Competitive Refuse help from perceived competitor(s)

  

Collaborative Engages in teamwork Inclusion of all colleagues

   

Resource hoarder Stingy with time, $$, energy Detached from stakeholders Individualist

   

Sharer Freely dispenses resources Welcomes engagement Builds a sustainable community

 

Leadership 2.0 demonstrates effectiveness and personal connections with stakeholders. My hope is that the S.L.I.tech project is assisting leaders in continuing their work in supporting their schools and themselves to further integrate technology. I leave you with these questions: What aspects of Leadership 2.0 are the easiest for you to embrace? What are the most difficult? Nicole 4

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PROJECT BACKGROUND Schools Participating – 20 Eligible Participants – 45 (includes principals, asst. principals, curriculum facilitators, asst. superintendents)

Supporting Leaders in Integrating Technology Project Members Bob Bruce Glen Thiel Mike Hubick Bill Sykes Nancy Kerslake Carolyn Jensen Terry Caouette David Bridgeman George Couros Linda Haney Carolyn Cameron Kulbir Dhaliwal Colleen Woloshyn Marianne Rogers Shauna Boyce Karen Wendel Harv Boschman Gail Ferguson Archie Lillico Darren Moric Lee-Ann Lynds David Pysyk Bill Forster Jeff Kuntz John Hodgson Russ Foster Liz Brimacombe Emilie Keane Leah Andrews Tim Monds Natalie Dzioba

Bill Schellenberg Diane Lefebvre Barb Holden Nicole Blanchet Fran Korpela Todd Wandio Darla Senkow Todd Weinhandl Lisa Aronyk Leslie Kronewitt Scott Johnston Tracy Lachman Bryn Spence Aileen Peterson Mark Rose Rod Strangway Brian Sydora Kelli Holden Christine Schriever Sheryl Bridgeman Shaye Patras Don Loerke Donna Waterman Kathy Mann Mike Warner Amar Mohabir Ben Beil Tracy Newton Diane Lander Kelly D. Wilkins

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Actual Participants – 61 (as above with some teacher tech leaders)

Interact with SLItech Portal Project http://inside.psd70.ab.ca Twitter #slitech Diigo http://groups.diigo.com/group/slitech BLOG http://slitech.wordpress.com/

21st Century Skills 6

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June 2010

QUICK Navigator 008 5, 10 17

019 21 23 24 25 26 28 29 31 33

038 41

043 50 55 56 57 58 60 63 64 68 70 72 75 7

SLI TECH Overview Project Background Goal Setting and Measurement STRATEGIES and IMPACT of Project Action Research Immersion Individualized Learning Mentoring Modeling Networking Peer Coaching Reflective Practice Workshops Celebration â&#x20AC;&#x201C; YEAR 1 STUDENT VOICES Student Advisory SpeakUp 2009 ADMINISTRATIVE ANGLE Admin. Tech. Integration Survey ISTE NETS*Admin Skills Survey Twitter PLN PSD Tweets Too! H.E.A.T. Walkthroughs No More Blog Fog Leading Our Way Forward Visual Digital Taxonomy Becoming a 21st Century Admin Thoughts on Tech Integration Excellence in Professional Practice Admin Approaches to Tech Integration Criteria for Choosing Technology in2Ovation/August Interim Report 2010 | PSD70

p.26

p.55

Networking using insidePSD Portal

Twitter PLN

076 78 81 83 84 89

091 92 93 94 95 96

097 98

099 111 111

TEACHER BYTES MileGuide Using Wikis in Your School TPACK Getting SMARTer Digital Citizenship Literacy & Learning WEB 2.0 Social Media Tips PSDâ&#x20AC;&#x2122;s Technology Wikis Podcast-Voicethread-Vocaroo VC vs GT Social Bookmarking RSS Aggregator I.T. CLICKS Portal Tips to Increase Your Battery Life PROJECT PROPS Lessons Learned Sustainability Local Research

VC vs GT p.94 8

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Digital Citizenship p.84

Supporting Leaders in Integrating Technology (SLItech) As instructional leaders, division senior administrators and school-based administrators are the key persons instrumental in ensuring quality educational programming and services to students. They are responsible for providing professional development for staff in order to grow their instructional capacity while providing a responsive educational program for an ever-changing youth culture. As such, it is critical that leaders become the focus of professional development programs, especially in those areas of large and/or sudden change. Technology is one of those areas. As educators prepare students for the 21st century, they must be prepared for the role of technology as an integral part of the world for youth today, and of its role in the educational process. The â&#x20AC;&#x153;Supporting Leaders in Integrating Technologyâ&#x20AC;? grant will provide Parkland School Division with the resources necessary to implement this innovative approach to professional development for its leaders. Goals: 1. All administrators and lead teachers will feel supported, and be confident and effective in leading technology integration at their sites. 2. The effective and appropriate integration of technology will support staff and student learning. Outcomes: o We will have a shared vision of what effective technology integration looks like at the division, school and classroom levels. o Each site will have a knowledgeable and skilled team to promote and support technology integration. o Divisional and school leadership capacity will enable continuous improvement in technology integration throughout the school division. o Technology will be viewed by students and staff as a tool to support learning. o The Scholaris Learning Gateway will be accepted and used by key stakeholders (administrators, staff, students and parents) as a responsive and reliable learning, communication and collaboration environment. o Students will be better prepared for life after high school.

Strategies Year 1 learning activities will include learning about and working with identified strategies for technology integration while simultaneously developing leadership skills that support them in taking the information back to their staff.

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PROJECT BACKGROUND continued PD activities September

Activities At school sites (1-1.5 hours each) o Intro to ISTE NETS*Admin, Teacher, Student, Technology Integration Matrix, ISTE‟s Essential Conditions, SpeakUp survey info, Classroom Observation and/or Discussion Tool for Integrating Technology o Discussion of available technology hardware and software and any vision for tech integration at school site. o Sharing of June 2009 Administrator self-assessment and school background survey

Technologies employed SCHOOLS: Microsoft Word (MWord) Zoomerang (See pages 43-49.)

Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

Lead Team mtg (30 mins.) o Intro to SLItech project site on the portal o Ensure iTunes and Audacity installed, order headsets o Spring technology conference hosted by ERLC

October

Group session – Setting Objectives (3.5 hours ) o Chapter 1: Using Technology with Classroom Instruction that Works o Data Collection o Organization and Brainstorming o Web resources o Word processing o Podcasting

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LEAD TEAM: IT dept. downloads iTunes – audio storage and Audacity – audio capture used for podcasting for SLItech participants. Portal replaces intranet and all were introduced to the components of the SLItech collaboration project site - insidePSD (Sharepoint). GROUP: http://slitech.wikispaces.com/chapter1 DATA Collection Poll Everywhere ProProfs Polls Pollcat Survey Monkey Zoomerang o Polleverywhere – used regularly at one high school since students have access to smartphones and computers. o Survey monkey seems to be used at some middle years schools because teachers find it easy to use o The school division currently has a Zoomerang (easy to use) subscription which is used from time to time, however this will be phased out (yearly subscription cost) due to the portal software (Sharepoint) being able to create surveys. ORGANIZATION and BRAINSTORMING Bubbl.us Exploratree Gliffy Mappio Mindmeister Mindomo Text2MindMap WikiMindMap o With Bubbl.us, participants found that it was easy to use and enabled online collaboration o Exploratree has great thinking guide, but takes time to

go through them all to see what would work for a particular project. o Gliffy has the potential use in high school due to its online diagramming tools. o For visual learners, Text 2 Mind Map is an easy tool to use. WEB RESOURCES ALBERTA STANDARDS LearnAlberta Student Friendly Outcomes CREATING RUBRICS Rubrics for Web Lessons Quality Rubrics for any lesson Landmark Project Rubric Machine – by D. Warlick. TeAchnology Web Portal for Educators Technology Rich Classrooms COMMUNICATION SOFTWARE – Blogs Edublogs (See pages 58-59) WORD PROCESSING GoogleDocs PODCASTING Playing with Audacity to record a simple Podcast and storage in iTunes.

Lead Team mtg (30 mins.) Literacy and Learning in the 21st century  What questions would help you learn more about David Warlicks‟ thoughts on Literacy and Learning in the 21st Century?

At school sites (1-1.5 hours each)

LEAD TEAM: PREZI presentation used. For a majority of participants it was the first time this web 2.0 presentation tool was seen. Although the main topic of discussion was not about the technology, after the presentation, there were a number of people asking about Prezi. (It is easy to use, online, free, makes presentations more interesting and interactive.) SCHOOLS: Picking of a couple of technology tools from Group Session that can easily be adopted into administrator and teacher practices. This varied from each school site. Some sites wanted to set up surveys, some liked a brainstorming tool and others were intrigued by another tool – wordle – that was also introduced during these school discussions. Duffield staff: Wiki (see pages 78-80) and Videoconferencing (see page 94).

Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

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Activities Workshop with David Warlick (6.5 hours)

November

 What do you need to know, when most of recorded knowledge is a mouse-click away?  How do you distinguish between good knowledge and bad knowledge?  What does it do to the value of information, when everyone is a producer?  How do we teach ethics, when we are empowering our students with such prevailing skills?

At school sites (1-1.5 hours each)  completion of ISTE Nets*Admin Skills Survey  What are the goals in your current Education Plan?  Vision for Technology Integration in Education at your site  Defining Technology Integration  School/Site support for risk taking.  Understanding change and technology implementation

Staff PD (2 hours)

Technologies employed WORKSHOP: Use of MWord for note-taking. As well, David shared his blog site where his handouts, notes and information pertaining to this presentation would be housed. (See pages 89-90.)

SCHOOLS: Goals and Vision  With Zoomerang: completion of an ISTE Nets*Admin Skills Survey. (See pages 50-54.)  Discussion questions entered on project collaboration site in portal – insidePSD  Technology integration definitions presented in Wordle – format. For actual definitions see pages 6869.

STAFF:  Intro to wikis. One is specific to web 2.0 tools and the other for teachers and classroom support staff. As well, reminder of the portal collaborative spaces found on insidePSD - Sharepoint. (See page 92.)

Learning services mtg (10 mins./varies) o

December

Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

Lead Team mtg (45 mins.) o H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use - rubric, analysis, instructional strategies o Visual digital taxonomy

At school sites (1-1.5 hours each) o Invite staff, students and parents to complete SpeakUp 2009 survey

Learning services mtgs (12 hours) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools o Migration discussions and rewording of Learning Services section on the intranet and public website.

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LEAD TEAM: Use of powerpoint, Etherpad, YouTube (See page 57.) Connecting Bloom‟s Taxonomy with Web 2.0 tools. (See page 63.) SCHOOLS: Goals and Vision continued o SpeakUp survey. (See pages 41-42.)

LEARNING SERVICES: Use of intranet, MWord, PSD public website.

January

Activities Group session- Feedback and Recognition (3.5 hours ) o Project overview and outcomes o Chapters 2-3 Using Technology with Classroom Instruction that Works o insidePSD – features o How is technology harnessing feedback and recognition? o These tech tools are available and for the most part, easy to use, it doesn‟t mean that every one of them will suit your needs. You will need to do some research and try some of them in order to see what suits your needs and works well within your context.– MWord, SMART, etherpad, blogs, wikis, GoogleTalk, e-portfolios, Twitter, Voicethread, Vocaroo, VCing, Podcast. o Learning to Change – Changing to Learn COSN video

At school sites (1-1.5 hours each) o How can citizenship and social responsibility skills be enhanced through effective integration of technology? o SLItech members define digital citizenship and offer examples of how digital citizenship looks like in their schools. o Nine Elements of Digital Citizenship o Citizenship and Social Responsibility standards

Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

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Technologies employed GROUP: http://slitech.wikispaces.com/chapter2, http://slitech.wikispaces.com/chapter3 o Use of etherpad, YouTube, MWord, SMART response system, SMART recorder, list of bloggers, PSD’s tech wiki, sign up on GoogleTalk. o Portal – insidePSD – updated features.

SCHOOLS: Digital Citizenship o Through discussion with SLItech members, a Digital Citizenship wiki was created to share with their staff, students and parents. (See pages 84-88.) o Also a Diigo group was started.

February

Activities Centre for Ed staff mtg (1 hour) At school sites (1-1.5 hours each) o Poll: Which of the following technologies/applications are available to you?  What strategies do you currently use to stay abreast of emerging technologies and their potential uses in education? o Read Section 5, “Automating vs. Informating” of Alan November‟s “Creating a New Culture of Teaching and Learning” Are teachers and office staff using these technology tools to inform as well as to automate?

Technologies employed STAFF: Intro to SLItech SCHOOLS: Excellence in Professional Practice o Administrators currently model technology application use during PD days, staff meetings, parent meetings, own PD, after school and walkthroughs. They do this through a variety of methods such as: having a school TV in lobby, managing a school blog, creating a staff wiki, implementing a staff and parent poll/survey, using MWord feedback features, presenting with SMART Notebook, updating a Ning, using My Budget File, entering info into School Dude, checking Employee self service, watching SAS and Maplewood, using powerpoint, checking and sending email, using Outlook calendar, having a workspace on LearnAlberta, creating a summary in Wordle, visiting and reading the insidePSD portal and creating their own school inside portal presence. POLL results. (See page 25.)

Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

March

Group session – Strategies to Acquire and Integrate Learning (3.5 hours )  To understand the TPACK framework for technology integration  To uncover „high-yield‟ strategies and implement them with staff in subject areas.  Finding the right tool by task, cognitive level, learning style, instructional strategy, stage of inquiry, category, etc.

Lead Team mtg (60 mins.) o SLItech overview o Upcoming: Leading Our Way Forward Conference. Pre-conference reading and questions shared. o What challenges are you facing (which are barriers) in effectively applying the new knowledge and skills presented in the SLItech sessions, meetings and resource materials? o What implementation strategies are working best for you? o In order for the district and your school to move forward in regards to technology integration, what kind of support/info/PD would you like to participate in for 2010-2011? o Upcoming: SMARTboard Facilitator training hosted ERLC and PSD #70.

At school sites (1-1.5 hours each) Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

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GROUP: http://slitech.wikispaces.com/chapter4 , http://slitech.wikispaces.com/chapter5 , http://slitech.wikispaces.com/chapter6 , http://slitech.wikispaces.com/chapter7, http://slitech.wikispaces.com/chapter8 o Use of the Learning Activity Types wiki and teacher “right tool” planning wiki. (See pages 81-82.)

LEAD TEAM: o Use of powerpoint, OneNote

SCHOOLS: Excellence in Professional Practice continued. Use of insidePSD. (See pages 70-71.)

Activities Optional PD (1 hour)

April

o OneNote training – intro, case studies, teacher toolkit

Conference: Leading Our Way Forward (2 days)

Technologies employed OPTIONAL: o OneNote (IT dept. had to install OneNote on specific computers.) CONFERENCE: o Wiki, OneNote, MWord, insidePSD

At school sites (1-1.5 hours each)  Provide three examples of high-yield technologybased strategies that you used this year to support and enhance learning and teaching for students/teachers at your school. With EACH strategy, identify three things that are key to its success. As well, if the specific strategy was not as successful as you had hoped, what would/did you change to make it successful?  Online Mileguide Assessment

SCHOOLS: Digital-Age Learning Culture o Use of insidePSD. o Online Mileguide Assessment tool (See pages 7677.)

Learning services mtg (10 mins./varies) o

Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools

Group session – Strategies to Practice, Review and Apply Learning (3.5 hours ) o insideSchool portals – update from IT, school

May

sharing. o How do we dream what we want our schools to be? – overview of Leading Our Way Forward Conference, video and discussions. o Blog exemplars – Forest Green, Blueberry Celebration – June. Highlight a high-yield technologybased strategy that you facilitated to support and enhance learning and teaching for students/teachers at your school. What worked? What kind of growth or change have you noticed? Are there any recommendations to the group? How is technology being embraced at your site?

GROUP: http://slitech.wikispaces.com/chapter9 , http://slitech.wikispaces.com/chapterten , http://slitech.wikispaces.com/eleven o Use of insidePSD – IT dept has specific people trained in using and developing the Sharepoint features for the portal. o Stickies and pen/pencil o Chris Lehmann video – Creating the Schools We Need o Blogs – Forest Green – Edublogs and Wordpress and Blueberry - KidBlog. (See pages 58-59.) o TodaysMeet

At school sites (1-1.5 hours each) Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies – specifically web 2.0 tools SCHOOLS: Digital-Age Learning Culture continued

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Activities Celebration session (3.5 hours )

June

o Each school highlights a high-yield technology-based strategy that they facilitated to support and enhance learning and teaching for students/teachers at school. o Social Media Tips o Sharing of in2Ovation Magazine

At school sites (1-1.5 hours each) Learning services mtg (10 mins./varies) o Update on SLItech sessions, discussions and sharing of technologies â&#x20AC;&#x201C; specifically web 2.0 tools

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Technologies employed CELEBRATION: (See pages 33-37.)

SCHOOLS: Systemic Improvement Online Mileguide assessment on pages 76-77.

GOAL SETTING and MEASUREMENT

Goals: All administrators and lead teachers will feel supported, and be confident and effective in leading technology integration at their sites. The effective and appropriate integration of technology will support staff and student learning. Outcomes: o We will have a shared vision of what effective technology integration looks like at the division, school and classroom levels. o Each site will have a knowledgeable and skilled team to promote and support technology integration. o Divisional and school leadership capacity will enable continuous improvement in technology integration throughout the school division. o Technology will be viewed by students and staff as a tool to support learning. o The Scholaris Learning Gateway will be accepted and used by key stakeholders (administrators, staff, students and parents) as a responsive and reliable learning, communication and collaboration environment. o Students will be better prepared for life after high school.

Year 1 Progress 100% 90% 80% 70%

Strongly Agree

60%

Agree

50%

Neither

40%

Disagree

30%

Strongly Disagree

20% 10% 0% Goal 1

Goal 2

Outcome Outcome Outcome Outcome Outcome Outcome 1 2 3 4 5 6

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As one can see from the bar graph on the previous page, SLItech members have commented that:  93% feel supported, confident and effective in leading technology integration at their sites.  96% believe that effective and appropriate integration of technology will support staff and student learning.  71% see that PSD has a shared vision of what effective technology integration looks like  67% comment that their site has a knowledgeable and skilled team to promote and support technology integration.  73% report that divisional and school leadership capacity will enable continuous improvement.  96% state that technology will be viewed by students and staff as a tool to support learning.  68% accepted and used the insidePSD portal and see it as a responsive and reliable learning, communication and collaboration environment.  86% believe that students will be better prepared for life after high school. Process: The setting of the goals and outcomes were first created through discussions with Lead Team members and Learning Services personnel before the SLItech project commenced. During Year 1 professional development opportunities, these goals and outcomes were part of the framework for discussions, reflections and hands-on learning activities. We see that, for Year 2, it is of great importance to concentrate on establishing a shared vision of effective technology integration within Parkland School Division. We also agree that the SLItech Project connects well with other foci such as assessment, differentiation, curriculum, Setting the Direction and AISI – critical thinking and are looking for ways to infuse technology there as well. Progress: The measurements/data we are using to track progress towards our goals and outcomes are anecdotal, observations, surveys and interviews. We collect this data on a monthly basis and are reporting the metrics to the Learning Services Assistant Superintendent, Learning Services team, SLItech members and once a year to the Board. The tools we are using to automate the collection of the data are GoogleDocs, insidePSD portal, Sharepoint survey, Microsoft Word, Smart Notebook, Microsoft Powerpoint, Voicethread, pen/paper and even Etherpad (PiratePad).

Our evidence of success is found throughout this magazine. 18

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IMPACT of the SLItech PROJECT Effective Strategies for Integrating Technology – Administrator Version Wanted: Strategies to build the technology leadership capacity amongst divisional and school-based leaders for the purpose of enhancing the integration of technology in learning within Parkland School Division.

STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

Action Research Facilitated studies are conducted to collect information. This info is then tracked to compare results on the impact of student/teacher innovations. Using technology allows information to be collected more effectively and easily.

How can technology support?

Impact on Teaching and Learning Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources,

As teacher’s knowledge base increases, effective technology use (relevancy and rigor) also increases. Teachers are more comfortable about using the technology and gather more real-time feedback. Ability to investigate the impact of technology use in student/teacher learning is easier; therefore planning relevant PD is easier. Use of web 2.0 for real-time collaboration allows development of collegial networks. Sharing of knowledge through variety of ways – portal (insidePSD and inside school sites), video (YouTube, TeacherTube, in-house), audio (podcasts, Vocaroo, Voicethread, Smart Notebook recorder) and webpages (wikis, blogs). Post-assessment analysis gives information to review and analyze in order to plan the next steps of implementation. o More student engagement o Use of social networking to gain insight globally o Invites parents into the classroom o Gives voice to “fringe” parents o Revise policy in regards to student use and email access. o Less technical support required when using web 2.0 tools o Quick access to HelpDesk for feedback/support o Encourage continued use and upgrading to enable all stakeholders access to technology

hardware, infrastructure)

Impact(s) beyond the SLItech Project

o Trickle down from SLItech to our staff/parents/community

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Action Research

STRATEGY Hints:

 Identify the issue  Use to data to clarify  Select issue that has a large impact on student/teacher learning  Allow research question to drive inquiry process  Reflect, analyze the data while revisiting research question

Comments:

        

June 2009 – Admin tech integration survey Dec. 2009 – SpeakUp 2009 survey for staff, students and parents Oct. 2009 – April 2010 – ISTE Nets*Admin survey April 2010 – Mileguide online assessment Middle school Nings – High Park, Greystone Middle school wiki – CFL w/ Social Studies Early/Middle years wikis – Blueberry – gr4, Sevec group Middle years Math – use of Smart Notebook recorder @ Tomahawk VCRLN opportunities and PSD school-to-school opportunities  Tech-infused learning looks like: learning fueled by questions; formulating and asking questions; authentic and relevant feedback; increased self-value or value in an end product; and making mistakes is OK. This should be a time for student-centered personalized learning.

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STRATEGY

Immersion

Description

Placement of individuals into an extended intensive experience where content and skills are developed.

What is the main point of this strategy? st

21 C Technology Transformation

How can technology support?

Impact on Teaching and Learning

A technology rich experience with well-equipped classrooms (projector and possible a digital presenter or interactive whiteboard). Communication between colleagues happens through email, F2F, forums assists in extending the experiences and engaging new skills in daily practice. Skills are developed in the authentic environment. Pairing up of digital tools with 21st century skills.

Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy

Impact on Technical Support Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Barriers of time and location can be conquered in using technology. Use of videoconferencing, Google Talk web chat, email, insidePSD portal, Skype, Bridgit provides access to colleagues, mentors and experts. Being aware of these tools allows for technology to be used for authentic learning experiences. Immersion may not be the answer for all schools in the division, but it does work for those schools that are eager to move altogether in a certain direction in a short period of time. o greater variety, addresses a diverse set of skills and needs; increases and motivates o more access and more opportunities for interaction, forces more involvement o access to quality exemplars o engages parents more in discussion with their child on issues and activities of the child. o o o o o o

it is changing policy as we move through it is pushing policy for more accessibility and flexibility this is all about kids and learning – not about the specific technology it reduces compartmentalizing risk-taking and opening boundaries is encouraged “No, is gone and replaced with when”

o has to be immediate o “No, is gone and replaced with when” o is now an identified scope and sequence o open and ongoing o there are limits but is not proprietary o Why can our parents not send their students with laptops or personal devices to increase access- anywhere, anytime, any tool. o students are more equipped as 21 century learners; brings their everyday life into the classroom

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STRATEGY Hint

 Clear vision and longterm school goals  Teachers and admin complete a K-W-L chart  Set short and long-term goals for P.D.  Provide variety of P.D. experiences  Ongoing follow-up  Monitor progress, celebrate successes and modify strategies as needed

Immersion continued Comments:  SLItech project as a whole  Sharing of best practices of technology integration at staff meetings.  Highlighting the connection between technology, critical thinking, comprehensive reporting, curriculum, assessment which are important foci in school division.  Learning from students at the school.  Attending webinars.  Sharing with colleagues.  Connecting with online – newsletters, memberships, school news  Having an RSS aggregator for all RSS feeds  Writing and reading various blogs of educational leaders, effective teaching practices and educational technologies  Establishing a twitter account - being a follower and having followers  Attending conferences  Professional readings (ASCD, Phi Delta Kappa, E-school News, Vantage Learning, ISTE…)  The Becoming a 21st C Administrator article lists five strategies for making PD part of every day which is started through: learning something, joining a PLN, reflecting in writing, and modeling your own 21st C learning.

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Individualized Learning

STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

How can technology support?

Impact on Teaching and Learning Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Following the schools’ and districts’ Ed Plan goals, student data and teacher observations, individualized learning allows PD activities to meet professional growth plans. Technology can support through online PD enrollment, discussion forums, blogs, access to latest research, best practices, video conferencing, webinars and access new curriculum. Direct links with experts and information targets specific learning needs. Teachers are developing both their proficiency and their students’ proficiency in technology. Technology should be incorporated into their professional growth plans with time to apply technology and digital-age thinking (hybrid teaching) to their classroom practice. Administrative guidance and support for effective administrator, student and teacher use of technology for learning is important. Gaining access to online and F2F PD is available through PSD curriculum and technology facilitators, insidePSD portal, ERLC, ISTE, District Administration (online), ASCD, VCRLN and other educational venues. o o o o

Learning is authentic to the needs of the individual Students are individuals Motivation is increased when it’s owned by the student Individualized learning means: contacting the community and an increase in citizenship and social responsibility, which translates into excellence in learning outcomes and a positive, happy community.

o Increases the absolute need for comprehensive reporting o Assessment is teaching o Flexibility for new services/technology o More student ownership over the tools o They already have the technology so therefore, we should let them use it o Individualized learning still relies on collaboration

Hint

Comments:

 Establish a professional growth plan  Guidance and on-going support  Individual learning aligns with school Ed Plan  Opportunities for collaboration  Schedule regular checkpoints for examining the learning  Monitor and modify as needed

o Bring in experts into school o Attending webinar, VC events o Challenging today’s interactive generation is happening in pockets throughout the school division. Critical thinking (AISI) is helping administrators, teachers, students and parents understand the new learning paradigm. More often, the students have more developed tech skills than staff so one needs to think about teaching in a different manner – being a guide instead of the expert. Future PD needs to address this.

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Mentoring

STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

Special support from a colleague who is an expert in a particular area.

Communication can be through email, F2F, discussion forum, blog, and online reflective journal.

How can technology support?

Impact on Teaching and Learning

Assistance with integrating technology into the classroom. Demonstrating best practices. Pairing up of content expert teachers with technology savvy teachers is a proven practice.

Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning

Administrators are at different spectrums of technology skill development. Mentoring plays an integral role in supporting administrators as they explore the role of technology in teaching and learning. Observation and discussion with other administrators cultivates growth and understanding of the role that technology plays in 21st century skill development. o Because there is teacher learning then students are learning o Building capacity o When teachers are comfortable they are willing to let students explore o Sustainability

Impact on Parent/Community Engagement Impact on Policy

o Could communicate what is happening to the parent group and the larger community o Especially helpful in communities that have some fear/distrust around technology o Sometimes the school is the location of high-speed internet for the community

Impact on Technical Support

o Can help to explain problems to tech. support o May lead to more site-based “go to” people that can solve some problems o May widen the spectrum of types of requests, and may make them more complicated (installation, software, skype etc.)

Access (to resources,

o Access questions (social networking, network access, personal devices) o Digital citizenship

o Increases the length of the want list

hardware, infrastructure)

Impact(s) beyond the SLItech Project Hint  Provide frequent and open interactions  Division/school culture is collaborative and open  Mentoring is cultivated and supporting  Mentor is a guide with clear communication and interpersonal skills  Mentees’ skills and knowledge are celebrated

o Increases the momentum, the capacity Comments:

o Monthly school visits o Networking with other administrators o An environment of trust and mutual respect; open dialogue and sharing

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Modeling

STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

How can technology support?

Impact on Teaching and Learning Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources, hardware,

Learning by imitation; an important component of developing confidence in using technology within a classroom/school setting. Technology can support through F2F instructional and technical “tutoring” of the use of various tools (software, hardware, applications, websites) available. With more experience and confidence, one can see modeling online through webinars, online videos, videoconferencing and webcasts. Taking modeling to a more exact degree by making it highly specific and realistic while allowing participants to be more at ease is pertinent to growth in this area. Also when you use detailed modeling of a particular type of technology in teaching and learning, you eliminate distractions, allowing your students/staff to focus on the learning, as well as their individual creativity and knowledge base. Learning from modeling and being the ‘model’ facilitator are hats worn by administrators throughout their careers. To be effective leaders for the 21st century, administrators must ensure that instructional needs, the expertise of teachers, and the ultimate needs of students are considered. Administrators also need to model use of technology to improve teacher learning in the same way they expect teachers to do so. o o o o

Show what is supposed to look like by making target more clear Build teacher confidence so they’re more likely to implement in the classroom Empower students of they’re asked to model Parents become more literate in teaching strategies so they can work with their own children

o Teachers need to model good digital citizenship o Need to build leadership capacity so you have people who can model o Need to be at the point of instruction so that it’s more fluidly used in practice

infrastructure)

Impact(s) beyond the SLItech Project

o Facilitate staff collaboration and collaborative practice in the classroom

Hint

Comments:

 Be specific and realistic  Keep the group ratio low  Demonstrate activity step by step and discuss  Have participants mimic/demo as well

o Administrators currently model technology application use during PD days, staff meetings, parent meetings, own PD, after school and walkthroughs. They do this through a variety of methods such as: having a school TV in lobby, managing a school blog, creating a staff wiki, implementing a staff and parent poll/survey, using MWord feedback features, presenting with smart Notebook, updating a Ning, using My budget file, entering info into School Dude, checking Employee self service, watching SAS and Maplewood, using powerpoint, checking and sending email, using Outlook calendar, having a workspace on LearnAlberta, creating a summary in Wordle, visiting and reading the insidePSD portal and creating their own school inside portal presence.

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STRATEGY

Networking

Description

People with common interests/skills instinctively seek out each other. Educational groups offer 24/7 PD networking opportunities.

What is the main point of this strategy? st

21 C Technology Transformation

How can technology support?

Impact on Teaching and Learning

Networks can be found locally, provincially, nationally and internationally. Online collaboration formats allow for more frequent, effective and timely feedback within the network. Ongoing evaluation of new practices, curriculum and assessment using technology allow for effective and engaging PD.

Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Powerful support for administrators comes from a combination of different technologies. The use of email, discussion boards, forums, listservs, twitter, blogs, wikis, and the portal (insidePSD) offer convenience and almost instantaneous feedback.

o Students have access to experts/peers around the world o Through the use of blogs, etc. parents and community can access information/provide input at times suitable to them o Need to develop standards such as digital citizenship (perhaps revamp our citizenship and social responsibility?) o Can probably be accessed from other school divisions who have traveled this journey o Sharing of glitches results in timely/immediate suggestions and supports o We learn from the mistakes/solutions of others o Alternative hardware can be used to video conference (ie. Use of document camera â&#x20AC;&#x201C; Elmo and video grabber (learned about from Leading Our Way Forward Conference) o Yes, as principals/staff connect with educators around the world through various technologies/social networking o A legacy of PLCâ&#x20AC;&#x2122;s for collaboration once the project is completed on the insidePSD portal

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Networking

STRATEGY Hint

 Creation of networks through participant interests  Include benefits such as free PD (sub cost prepaid)  Offer new ‘think tank’ ideas to keep things fresh  Use the portal to remind participants to collaborate and revisit

Comments:

o SLItech group sessions (one every two months) o David Warlick – Literacy and Learning in the 21st C - Stop integrating technology and start integrating literacy. The world is the curriculum. The world is changing every day. Restructure and retool your classroom every single day and then we’ll have reform. o Leading Our Way Forward conference April 19-20, 2010 o insidePSD portal – collaborative project sites set up for various groups such as o SLItech, AISI, French teachers, Classroom support staff, and Videoconferencing. o Administrators should facilitate a dialogue that asks: o What outcomes do we want to accomplish in the classroom? - What available tools and resources can and will support teachers in helping their students meet these outcomes? - What preparation do we need to ensure teachers and students appropriately utilize tools and resources? - How will we measure the effectiveness of these tools to gauge how well they support and improve teaching and learning?

“Best practice is not a tool; it's how you integrate the tool in your teaching and learning process.” (Javeri, 2002)

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Peer Coaching

STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

Provision is offered to support implementation and strategies learning in training.

Ongoing observation and feedback can be completed through audio, visual and virtual technologies.

How can technology support?

Impact on Teaching and Learning Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Effective use of technology requires peer coaching to institute and support new teaching and learning practices. Modeling and demonstration of new technology skills and hands-on support are crucial to success. Workshops as well as peer coaching allow administrators to implement new technology skills and practices. Journaling, observation and discussion of specific practices allow administrators to reflect, change and renew their thoughts and demonstrations of technology integration. o timely and authentic, responsive o needs to go both ways for and from the adult to the student o satisfaction o timely o o o o

can inform the division can immediately change/inform school policy reduction of support great problem solving comes from within the site not HelpDesk

o o o o o

increases demand for flexibility from support/differentiation more demand for hardware, software more collaboration more network access may reduce the need for formal organizations/meetings

Hint

Comments:

 Keep teams small  Involve teams with similar interests  Provide adequate release time  Support for a culture of innovation and experimentation

o Monthly school visits – themes based on ISTE’s Nets*Admin. (Visionary leadership, Digital-age learning culture, Excellence in professional practice, Systemic improvement, Digital citizenship.) As well, discussions on how integration is evolving at the school level, classroom level, administrator level. o Provides administrators with a chance to think and talk about what they’re doing and an opportunity to work together towards the schools’ vision. o Observation, review, summary and coaching within the school which is seeing growth and confidence in knowledge of technology and skill development.

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STRATEGY Description What is the main point of this strategy? st

21 C Technology Transformation

Reflective Practice Contemplation of one’s own teaching and learning in combination with others’ teaching and learning. Technology allows various ways to reflect through mind mapping, e-journaling, blogging, discussion forums on the insidePSD portal, videoconferencing, webcasting, and podcasting.

How can technology support?

Impact on Teaching and Learning

Reflection is critical to changing one’s perspective and one’s practices in regards to effective integration of technology in teaching and learning.

Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning

Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Reflective practice using technology frees up time to think about what needs to be thought about. Time to spend on the thoughts, insights and action plans all stored electronically in the form of a blog, a discussion form on the portal, a wiki, a graphic organizer, a mind map, an e-portfolio, in OneNote or Word. These different technological means provide a way to see the thinking, the growth, the trail of activities and perspectives over a period of time. Reflection is an effective way for administrators to see the impact of technology integration on student/teacher performance. o Enhances student learning through focus on curriculum instruction and assessment allowing for continuous improvement of practice o Allows for that very private activity of thinking about your thinking o Powerful example of modeling o Serves as assessment for learning for students o Students are able to articulate to their parents what is happening in their own learning. o Parents are able to be involved as the results/products of reflection are shared. o Teachers can be on the continuous cycle of improvement. o Policy can be responsive to needs based on reflection. o The value is in the dialogue. o There are two engines running. Technical support can respond to what we identify as needs in our building. o Aligned with the best practices of determining AT needs – SETT model o Prioritizing and making choices for the use of resources o Applies to everyone – an on-going, integrated process for all educators.

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Reflective Practice continued

STRATEGY Hint  Set aside time to reflect  Use project sites in insidePSD to problemsolve and share experiences  Record thoughts into an online journal or log  Compare intended outcomes with actual outcomes

Comments:

o insidePSD SLItech project site – team discussion forum, shared documents, links, photos, wiki. o Reflection on digital citizenship include: - as admin, model appropriate use of technology, discuss online responsibility and respect for oneself, one another in whatever environment (online or offline). - working with staff and students to come to some clear expectations when working online and developing an online persona that is intellectual and responsible. - grooming students to learn and grow in the 21st C as well balanced individuals who can access information and communicate in an appropriate manner. - use technology to become better connected, more globally aware, more informed and more able to be active agents of change. o Reflection on technology integration: - integrated, embedded, seamless, supportive, daily, active, engaged are some of the words used to describe the integration of technology into administration, teaching and learning. - technology should become an integral part of how the classroom/school functions – as accessible as all other classroom/school tools. - good integration sees teachers, administrators and students utilizing technology as part of their instructional practice with understanding and confidence. - it should complement the work already done in differentiation, assessment, critical thinking, literacy and numeracy. - pedagogy drives the learning…integrating technology enhances good pedagogy. - understand and implement TPACK

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STRATEGY

Workshops

Description

Usually these are F2F sessions which are focused on sharing knowledge and developing skills. They can take place for one hour to a couple of days of time.

What is the main point of this strategy? st

21 C Technology Transformation

How can technology support?

Impact on Teaching and Learning Support of technology-based teaching and learning

Impact on Administration How does the strategy support educational leaders?

Impact on Student Learning

Impact on Parent/Community Engagement Impact on Policy Impact on Technical Support

Access (to resources, hardware, infrastructure)

Impact(s) beyond the SLItech Project

Workshop extensions can happen through email, discussion forums, wikis, blogs, nings, the insidePSD portal to provide follow-up. Expertise no longer required to be in-person with videoconference and webcast capabilities. Workshops assist with development of basic to transformational technology skills. In combination with follow-up sessions and other strategies such as mentoring, coaching, reflective practice and networking, workshops provide a powerful tool to maximize the effectiveness of technology integration in teaching and learning. Basic skill development for technology integration can be offered in workshops. As well, an emphasis on best learning practices (such as TPACK and H.E.A.T.) have a more lasting effective on the development of technological knowledge. Real-time learning can also include school visits with local administrators, videoconferencing, webinars and administrator webcam conversations. o Can be immediate – teachers can go back to classrooms with new ideas and activities o Can be liberating as teachers see they aren’t alone, can share o Kids can be engaged o Can definitely involve them more ie. web 2.0 o Can give accountability o Fosters an image within the community o Staff comes back wanting to do new things, policy sometimes has to change to allow new ideas o Continues an increased demand for technical support, not just at the division level but at the school level o Creates awareness o Creates discussion o Ways develop support within the school o Huge issue – new ideas are pushing the envelope, we are dragging the policies and procedures along o Introduce new concepts like new hardware to look at o Asking for more o Developing culture

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Workshops

STRATEGY Hint

Comments:

 Follow-up

o Book Study: Using Technology with Classroom Instruction that Works http://slitech.wikispaces.com/ Ch1: What will students (teachers, administrators) learn? Ch3-4: Which strategies provide evidence of student learning? Ch5-8: Which strategies will students acquire and integrate learning? Ch9-11: Which strategies will help students practice, review and apply learning? o Web 2.0 tools and best practices o Developing and Using TPACK http://activitytypes.wmwikis.net/ o H.E.A.T. – Higher order thinking, Engaged learning, Authenticity, Technology Use. - A tool for gathering data on curriculum, instruction and the trends and behaviors of the entire school. - Promotion of continuous improvement.

 Ask participants for feedback before and after workshop  Identify student learning results linked to PD goals  Identify workshop outcomes  Consider participants’ preferences and needs when developing a schedule

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CELEBRATION â&#x20AC;&#x201C; YEAR ONE â&#x20AC;&#x201C; June 2010 Educational leaders create, promote and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. (ISTE NETS*A, 2009)

Each school site highlighted a high-yield technology-based strategy that you facilitated to support and enhance learning and teaching for students/teachers at their school. What worked? What kind of growth or change did they notice? Were there any recommendations to the group? How is technology being embraced at their site? Audio assistance given to students for summative assessments. Use of mp3 player to assist students in listening to summative assessments. Teachers send in test to the office, an EA will record it using AudioGrabber which allows a track for each question. Easy for students to go back and forth to particular questions. Students know how to use the technology, just providing the opportunity for them to hear the test. Tests are archived and then updated on a yearly basis. Use MediaMonkey to change preferences. Easy and beneficial to grades 7-9 students. Moving this to grade 6 and maybe 5 next year. Implementation of Read & Write Gold embedded in the grade 4 classroom and with further support. In the Spring, some grade 3 students receive training to prepare for following learning. An EA is assigned and trained for implementation and support of RWG for students and teachers. A designated space with 4 computers, a laptop and project is set up where training for students happens. The support model is found in and out of the class. The EA also comes into the grade 4 classrooms where there are computers installed with RWG.

Technology at the point of instruction and learning. All classrooms have projector and ELMO, half have a smartboard. Technology is brought into the staff meetings, especially with Etherpad (now TitanPad). EYALT students enjoy using the smartboard to develop their learning and reduce behavior breakdowns due to frustration. With Adapt programming, WiVik is used that predicts and assists students in their writing. Middle Years Options included use of MovieMaker (next year will be working with Adobe Elements). Claymation example shared.

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Independent programming for each student. Embed technology with their learning – change is difficult for students. Admin provided release time for teachers to experiment with new technology, specifically with interactive whiteboards, Microsoft OneNote, and WordPress blogs. Social Studies wiki for middle years saw some participation of students; still reluctant to participant. Next year, they are looking to use OneNote to set up teacher planning units. Engaging parents and students in using technology. Guiding them to answer questions online, on the school website through a Google Form. There still is dial up in the area so they must realize that once students leave the school, not everyone has access to online activities, resources and/or information. Assessment app – admin/teacher can give feedback to students on their work through an mp3 file. As well, smartboards are being used to assess numeracy, literacy, science, social studies and music skills. Tools to engage learning and teaching. Have brought in more smartboards this year. Portal has connected to the comprehensive reporting focus this year where the report cards are all shared for staff through a document format. Next year, the portal for the school will be expanded to include Calendar, Announcements and Documents for staff to connect with 24/7. Classroom webbased work with wordless, brainstorming with Bubbl.us, use of MightyBook and SurveyMonkey (students created a survey themselves and will use it to register students for options for next year). For 2010-2011 middle years options, a look at latching onto technology integration for students instead of a stand alone class of InfoPro. Embedded PD for teachers. Time was embedded to work with teachers and administrator from smartboard work to social networking. Administrator started with Twitter. Also asked twitter followers in real-time to say why they use it – check out #psdadmin for results. Looked at using Google Apps with benefits for sharing information online in the „cloud‟. Then also started social bookmarking on Diigo to share resources with staff and parents. E-portfolios search lead to a professional blogfolio on WordPress. Now staff are starting to blog themselves and some have their students blogging. Technology available to students anytime in the school. Movement of computers from one computer lab and adding laptop carts. Gathering of information from staff online using a wiki. Use of a GoogleDoc for parents to give input on education plan. Staff modeling using technology during staff meetings. Working with teachers, a student and their parent in regards to bringing in his own computer to class so that he can participate more effectively in his learning. 34

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Improvement in comfort level of staff using technology through consistent and effective PD. Inservice with Kim Peacock of web 2.0 applications: admin using Ning, use of Protopages with Teachers for students. Use of smartboards through Smart Playdates with each classroom having a smartboard and some even an Elmo. One topic picked at the Playdate with a staff member being the „expert‟ sharing their use of it with teachers then dispersing to play on it. Grade 1 – for manipulatives, Grade 6 for LA student writing and even video conferencing. As well, getting used to the Notebook activity toolkit and how to use it for student learning. Lots of support and collaborative atmosphere on school site. Effective numeracy software for students has improved math knowledge and skills. Using Dreambox Learning by Pearson as a supplementary to Math Program of Studies. No reading required so students who have reading difficulties will be able to individually participate. Very interactive, goofy, positive and set up as stories that student work through. It allows students to stop whenever they like. As well, it has an assessment piece which shows details of learning. Webbased; therefore can be accessed 24/7 on and off-site. Professional Learning Communities assist in sharing, reflecting and demonstrating effective uses of available technology. All classrooms have smartboards; challenge is to have all staff involved in implementing the technology for student learning. Also looking at what technology skills students are coming into grade 10 with and how can those be further developed. Engaging staff using cellphones and laptops during staff meetings to interact with the information being presented. InfoPro, WebDesign, and other CTS areas are highly effective in their use of technology in class. Have nine labs and COWS (computers on wheels) available to staff and students. Authentic learning experiences using a variety of tools, activities and conversations. Marvelous learning at the Leading Our Way Forward Conference, yet what are we doing to make learning interactive? At MHS there are wireless mice and keyboards. Some blogging has been introduced. A lot of photography and video snippets that are put together. Balancing real life experiences and technology tools to make learning productive and effective. Sharing time is also provided during PD day. It’s about relationships, mentoring and modeling the use of technology. Doesn‟t matter about the gadgets, but as a leader is to act as a gatekeeper and networker of people. Learning with technology is about practicality and all about the students. SMART learning with student 35

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experts – grade 4‟s as ERLC hosts. Tech committee consists of representatives from each grade. Get SMART sessions open doors of the school up to outside educators where technology is seen „in action‟ which can be scary at times, but it is very affirming of the great learning happening within the school. The ability of having a Technology Integration Assistant is key to success in allowing teachers to move forward with their use of technology in the classrooms. Student learning in the 21st century with tracking their progress through the use of e-portfolios. Digital Portfolios engage students in assessing and showcasing themselves. Weekly dedicated time for grade 7‟s to work on their portfolios. Some work with HTML on NotePad, website development with a 5 page template. Struggles of immersion in the technology tool and graphics, yet discussion of value of work occurred. Possibility of using WordPress to have online conversations, continual feedback – looking at a model by another educator. Next year, look at providing PD sessions for grade 8 teachers to continue this process of e-portfolios. Also introduced Airliner wireless slate to students with limited mobility, teachers who are walking around, students at desks to engage their thoughts during class time on the smartboard. Connecting students with others to share their learning experiences. Elmos in all classrooms – using the technology in a meaningful way through manipulatives. Just receiving smartboards which are new to the school so there still is large learning curve with these. However, to connect with other local schools a teacher wanted to her students to share with other grade 6 students. Although the school has a VC unit, the other schools did not, therefore Voicethread was decided as a great tool to use for students to share their comments from different regions in the school division. Linking the Flexibility Project with interactive and authentic technology experiences. Focus on technology has not always been continual due to Flexibility Project and staff movement in the Office. Engagement is important. Technology needs to be part of this larger project. 4 laptop carts and 2 computer labs are moving about the classrooms. Constant demand with wireless and the hope of opening up of the wireless for students to bring in their personally owned devices is great (IT dept. will be installing a NAC server to assist this aspect sometime in the near future.) With the technology committee that has representatives from each department, technology tools like interactive whiteboards have been trialed and Promethean boards have been purchased for the Math department which fits with the new curricular resources. CTS like the Elmo document cameras. In-house PD for technology has happened with online tutorials and staff experts. 36

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Visual literacies - using the tools well in the classroom. Videoembedded learning is occurring such as LearnAlberta, Discovery Education streaming video, YouTube and CBC videos. Ability for teachers and students to compare and contrast real-world events for teachers and students. Clips are used to motivate discussions, kick off Pride Assemblies and finalize specific subject concepts. Students like to see images and videos and interact with them. Giving students a variety of ways to communicate what they know. Notebook recorder utilized for students to talk about the learning that is going on for them in Math. Discussions are occurring on how to use this in Social Studies and Science. Challenge is managing all of that language communication to plan the teaching day.

The relationship of Digital Media with Citizenship and Social Responsibility. Working on digital citizenship of digital media inhouse is very important. Looking at CBC archives clips and how students express themselves through video rather than poetry for In Flanders Fields. Real-world discussions about copyright while making of commercials to have the Social Studies curriculum come alive. Matching of middle yearâ&#x20AC;&#x;s students and early years students in using Windows MovieMaker (ie. Giving voice to grade ones in showcasing reptiles, math shapes in the community). Use of PhotoStory as well. Novel studies in literature circles on wikis on Wikispaces â&#x20AC;&#x201C; discussion about being an online expert and ensuring that facts are solid. To compose music, with no musical instruments, the use of online notation with Noteflight, allows students to become composers. Networking with others to share thoughts, best practices and tools to engage staff and student learning with technology. Consult with other technology leaders in Parkland and Edmonton region is important. With an older building, it is important to note that students are more interactive in their lives, therefore, learning at Woodhaven is working towards building, teaching and learning in a more interactive way. Afterschool workshops and staff meetings have some time to showcase some interactive and web 2.0 tools PD. Starting to add smartboards in the school as well as Wii + pen = in-house interactive whiteboard. Use TodaysMeet in Social Studies classes. As well, need to continue to address digital citizenship. Created own web domain to house Google Apps for Education for two classes of students with access to computers once a day (not enough school computers for all students to access). Addition of LCD displays in hallway to engage students and staff with information, demonstrations of learning and celebrations. 37

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Student Advisory Committee Meeting – May 2009 Technology Today handouts were given to each group to discuss how technology integrates with students in education. Each group was given the opportunity to share their thoughts and views on the changing world of technology. A summary of comments is listed below:

STRENGTHS

OPPORTUNITIES -saving advantage -expression difficult to reach

prepared

parts of the world projectors

WEAKNESSES

THREATS nstant evolution

light writing

-bullying lead to a “double life”, on and off the computer

– lost information connection

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WEAKNESSES

THREATS

magazines/libraries – can‟t take back

llution from disposal

How can we use Technology (personal devices, etc.) to enhance our learning in classrooms? cell phones for surveys for projects cell phones

show lab tests that can‟t be done in class for projects o phones - should increase number of computers available

to students via cell phones/blackberries

– quicker access to learning tools g it up in books

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Advice/recommendation for Parkland School Division Trustees re: Technology in the classroom: m with cell phones except during tests and lectures

, they do it just to break the rules. If the rules were changed, students might text less in class

to disallow cell phones unless necessary

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Speak Up 2009 SURVEY Summary

Creating Our Future: Students Speak Up about their Vision for 21st Learning Full report - http://www.tomorrow.org/ - National Findings 2009

In fall 2009, Project Tomorrow surveyed 299,677 K-12 students, 26,312 parents, 38,642 teachers, 1,987 pre-service teachers and 3,947 administrators representing 5,757 schools and 1,215 districts including public (97percent) and private (3 percent) schools. For the first time, all PSD schools were invited to participate in the survey. A majority of Administrators and 25% teachers completed the survey. In 2010, we look forward to having students and parents take a more active role in this data collection and discussion. The results shone light on three essential elements of this new emerging student vision for education.

  

Social-based learning – students want to leverage emerging communications and collaboration tools to

create and personalize networks of experts to inform their education process. Un-tethered learning – students envision technology-enabled learning experiences that transcend the classroom walls and are not limited by resource constraints, traditional funding streams, geography, community assets or even teacher knowledge or skills. Digitally-rich learning – students see the use of relevancy-based digital tools, content and resources as a key to driving learning productivity, not just about engaging students in learning.

(Graphs and tables highlighting K-12 students, parents and teachers illustrate the survey results. Below is a summary of this information. Please go to the website to view the visuals in .pdf format.)

Essential Element 1: Social-based learning

   

Students want to leverage emerging communications and collaboration tools to create and personalize networks of experts to inform their education process. 43% of students in grades 9-12 say that their primary vehicle today for communicating with their friends online is through their social networking site. 1/3 of middle school and HS student’s major obstacles to using technology more effectively at school is their inability to access personal communications accounts. Technology for investment in the parents’ perspective was a school website or portal with 60% of the parents selecting it as their top choice for driving student achievement.

Essential Element 2: Un-tethered learning



 

Students envision technology-enabled learning experiences that transcend the classroom walls and are not limited by resource constraints, traditional funding streams, geography, community assets or even teacher knowledge or skills. In the student vision, mobile devices have the potential to directly impact learning and personal productivity. Top 5 student responses about how their school could make it easier to use technology for schoolwork: 1. Let me use my own cell phone, smart phone or MP3 player 2. Let me use my own laptop or netbook 3. Provide me with unlimited Internet access throughout the school 4. Provide access to my social networking sites 5. Provide tools to help me communicate with my classmates 41

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

Parents share their ideas about the value of mobile devices for instructional purposes Increases student engagement Prepares students for world of work Extends school day learning Provides access to online textbooks Improves teacher-parent-student communications Students can review class materials Personalizes instruction Provides way to help struggling students

  

43% 41% 38% 37% 35% 32% 31% 27%

Teachers agree that the use of the devices will increase student engagement; 2/3 are concerned about the potential for these devices to distract students from their learning at hand. Parents’ willingness to purchase mobile devices for their child to use at school – 63% 41% of parents believe that the processes the school has in place for Internet safety and protecting personal information are acceptable.

Essential Element 3: Digitally-rich learning experiences

 

Students see the use of relevancy-based digital tools, content and resources as a key to driving learning productivity, not just about engaging students in learning. When asked to design the ultimate online textbook, the students focused on o interactivity and relevancy of content, o fostering collaborative learning and o personalizing the learning process. 93% of parents like the idea of an online textbook and 47% feel that online textbooks would be good investments for schools to make to improve student achievement.



When asked about what kinds of teaching strategies would be most helpful in learning math, the HS students identified the following digital tools as most effective:

-Using interactive simulations to solve math problems (37 %) -Using online or computer based math games (40%) -Using animations to help me visualize difficult concepts (34 %) Additionally, 1/2 of middle and HS students chose learning math by solving real world problems as the most effective strategy. Summary The students want to be able to interact and learn from their own personalized network of experts using cutting edge communications and collaboration tools. They understand that learning is a 24/7 enterprise and need learning tools and processes that are not tethered to time, place and geographic boundaries. And they recognize from their own experiences growing up immersed in digital media that the best way to drive educational productivity is through the effective use of rich and relevant digital tools, content and resources.

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PSD #70 Administrator Technology Survey â&#x20AC;&#x201C; June 2009 Technology Self-Assessment 1. How would you describe your schoolâ&#x20AC;&#x2122;s progress in setting a vision and planning for technology integration? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

30%

40%

30%

My school does not have a technology My school has a complete technology plan My school places technology high on its plan, or it is incomplete, and existing and it is generally aligned with other policy agenda and it has integrated plans are not aligned with the academic instructional plans in the school or instructional and technology plans that goals of our instructional plans. district. are regularly updated through a process involving multiple stakeholders.

2. How would you describe your schoolâ&#x20AC;&#x2122;s management of budgets and operations with regard to technology? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

50% 20%

30%

My school's budget provides for My school follows general total cost-of- My school fully follows best practices in hardware, software, and some ownership practices by providing for total cost-of-ownership techniques and professional development, but doesn't ongoing support, maintenance, and ensures that the budget aligns with out explicitly provide for ongoing support, replacement costs for technology technology and instructional plans. maintenance, or replacement costs. purchases.

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How would you describe your school's management of technology and instruction? 100% 90% 80% 70% 60% 50% 40% 30% 45%

20% 10%

50%

0% My school purchases and administers My school selects its core curricula My school selects technologies based assistive and traditional technologies with some consideration of students on the quality of their instructional separately; the core curricula are with special needs; assistive effectiveness and universal designs, selected with minimal consideration technologies and other and it administers all technologies, of students with special needs. accommodations are considered assistive and traiditonal, together. during the selection process.

How would you describe your school's management of technology and assessment?

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

55% 35% 10% My school relies primarily on traditional My school promotes the use of paper-based testing methods. computer-based testing methods and accommodations for students with special needs.

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My school promotes and fully supports computer-based testing and requires accommodations, as necessary, for students with special needs.

How would you describe your school's efforts to address accessibility issues related to technology? 100% 90% 80% 70% 60% 50% 85%

40% 30% 20% 10%

5% 0%

10%

0% My school does not require that websites and software adhere to established accessibility guidelines.

My school requires that websites and software adhere to established accessibility guidelines.

My school requires and regularly tests to ensure that all websites and software adhere to established accessibility guidelines.

No Response

6. How would you describe your schoolâ&#x20AC;&#x2122;s efforts to address other social, legal, and ethical issues related to technology? 100% 90% 80% 70% 60% 50% 40% 30% 45%

20% 10%

25%

0% My school has not My school has established My school has established established policies in regards policies in regards to privacy, policies in regards to privacy, to privacy, security, or legal security, or legal issues, such security, and legal issues, issues, such as copyright and as copyright and acceptable such as copyright and acceptable use. use. acceptable use that are proactively communicated and consistently enforced.

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No Response

7. How would you describe your school’s attention to advancing professional knowledge on issues related to technology? 100% 90% 80% 70% 60% 50% 40%

75%

30% 20% 25%

10%

0% We are not actively pursuing We are supplementing our current professional development with respect knowledge with some professional to technology and technology development focused on technology integration. and technology integration.

We are regularly supplementing our current knowledge with a varietyof professional development activities that focus on technology and technology integration.

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Portal technology – inside PSD

Video – conferencing, vidcasts, …

Virtual learning – A.L.I.C.E.

Research resources – John…

Search engines – Wolfram…

Presentation tools – preZentit,…

Technological Pedagogical …

Bloom’s digital taxonomy

Twitter in the classroom

Distributed Learning – anytime,…

Aggregators (RSS)–…

Assistive Technology - RWGold

Virtual meetings and chat -…

Digital document camera - Elmo

Interactive whiteboards -…

Podcasting – pod-o-matic,…

Online databases

Collaborative tools –…

Blogs and Wikis – wikispace,…

Social websites for class –…

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Transferring files – drop.io,…

8. What technologies are you most interested in receiving information and/or support for use at the school level?

School Background 1. What is your current student-to-computer ratio? 100% 80% 60% 40% 20% 0%

50%

30%

20%

No Greater Between Between Lower computer than 25:1 25:1 and 9:1 and than 5:1 in school 10:1 5:1

2. Do most of your teachers use drill and practice programs (i.e. educational software that engages students in multiple choice, true and false, or "worksheet" type of questions) on a regular basis as part of the curriculum? 100% 80% 60% 40%

70%

20%

3. Do most of your teachers use basic authoring applications such as word processors, spreadsheets, and drawing programs (i.e. KidPix) on a regular basis as part of the curriculum?

30%

0% Yes

100% 80% 60% 40%

85%

20%

15%

0% Yes

5. Do most of your teachers use simulation software (i.e. SimCity, A.D.A.M., etc.) on a regular basis as part of the curriculum? 100%

4. Do most of your teachers use advanced authoring applications such as web publishing software, presentation software (ie. Powerpoint) and/or collaborative groupware on a regular basis as part of the curriculum? 100% 80% 60% 40% 20%

50%

100% 0%

0% Yes

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55%

45%

Yes

6. Do most of your teachers use the World Wide Web on a regular basis as part of the curriculum? 100% 80% 60% 40% 20% 0%

7. Do most of your teachers make use of networked communications (i.e. e-mail bulletin boards, list serves, etc. to contact resources outside the classroom) on a regular basis as part of the curriculum? 100%

100%

80% 0% Yes

60% 40%

80%

20%

0% Yes

8. What type of technology-related professional development do you provide to your teachers? (check all applicable) 100% 90% 80% 70% 60% 50% 40% 30%

55% 45%

20%

45% 25%

10%

60%

25% 10%

0% Basic Multi-day On-site visits to On-line distance introduction to courses run by technology-using learning hardware / word public or private classrooms professional processor technology development applications training courses organizations

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In-school one-onone professional mentoring on a consistent or just-in-time basis

Collaborative team-teaching opportunities with technology proficient instructors

No Response

9. What pattern of student technology use best describes the majority of classrooms in your school? 100% 90% 80% 70% 60% 50% 40% 30% 45%

20%

35%

10% 10%

10%

0% Irregular, individual use (i.e. Regular individual use for Irregular group use for short computers are in labs and some students (i.e. as a collaborative activities libraries) reward for students who and/or regular individual complete in-classroom use for most students work) (students use digital resources to supplement classroom work)

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Regular individual and group use of technology as communication and research tools as needed (students leverage technology to engage in authentic project-based learning)

ISTE National Educational Technology Standards for Administrators Skills Survey Fall/Winter 2009-2010

I participate in the development of the school vision and ensure that it is communicated, understood and supported by school personnel.

I engage stakeholders in the development and implementation of a technology-infused school improvement plan aligned with the school vision and strategic goals.

I use school-based examples and action research results to advocate on local and provincial levels for policies, programs and funding opportunities that support effective technology integration.

I work with staff to organize learning teams focused on employing a cycle of continuous improvement to advance their professional practice and student achievement through the use of digital-age tools.

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I establish expectations for and acknowledge the effective use of technology resources at the school level to improve student learning.

I acquire, manage, and equitably provide technology teaching and learning resources to meet the identified needs of all students.

I establish and promote contribution to a school repository of effective technology integration practices.

I work with teachers to identify collaborative partners from other schools or communities to implement innovative school or classroom projects.

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I provide opportunities for continuous professional learning in the use of new tools and resource including on-site and on-line support for teachers in the use and integration of tech into the classroom.

I contribute ideas and provide opportunities and resources to support learning communities for lifelong learning, leadership and productivity.

I use on-line communication tools to exchange information with colleagues, staff, parents, and community including school news, important dates, and digital resources to support continuous learning

I stay current in emerging educational trends and research and share information with school staff to support their selection of resources for effective technology integration.

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I model and encourage staff to share proven practices of technology-infused instructional strategies and share success stories with other teachers, the community and policy makers.

I use data to make informed decisions regarding the acquisition and effective use of digital-age resources to meet the learning needs of students.

I implement PSD hiring policies and evaluation procedures to ensure that staff have the necessary skills to support a technology-infused school improvement plan.

I promote and support the involvement of local, provincial and global partners to contribute to the improvement of student learning through the use of collaborative technologies.

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I allocate funding and assign support personnel as needed to make effective use of technology resources to improve teaching and learning.

I support school-and classroom-based assistance for implementing new technology resources, including adaptive and assistive technologies, designed to support targeted student learning needs and collaboration.

I support, inform, and oversee school-level implementation of policies and procedures designed to guide the safe, legal, and ethical use of digital information and technology resources among students and stakeholders.

I oversee implementation of school policies concerning acceptable use policy, legal and ethical responsibilities toward all learnings, and guidelines for online resources.

I promote use of digital-age tools and resources to establish collaborative learning projects among students within and outside the school setting.

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TWITTER PLN

If you‟re a teacher and you want to find out, say, about interactive whiteboards, you can Google the term and get half a million pages to wade through. Or you can pose a question about interactive whiteboards to educators in your professional learning network (PLN) on Twitter and get a number of high-quality sites that teachers use and recommend. Twitter is a great way to share ideas and sources with other educators on a global scale. But Twitter works only if you have an established following – and that takes times. If you are new to Twitter or you haven‟t had the time to develop a vast PLN on Twitter, there is another way to tap into the wisdom of the crowd. Edchat is a focused conversation that takes place twice a week on Twitter. All you need to do once you set up a free Twitter account is type #edchat in to your search window at the appointed time and watch as the conversation takes off. Shelly Terrell, Steve Anderson, and I, with the help of moderators, conduct two Edchat sessions each Tuesday. On Sundays we tweet out a link to a poll with five educational topics. The winning topic is discussed Tuesday evenings, and to accommodate educators in other time zones, the second-place topic is discussed at noon. The official “chats” last one hour and involve a fast and furious exchange of ideas form hundreds of participants, but some chatters continue after the close. Because identities and titles are not used, the ideas and contributions stand on their own merit. If a tweet offers value, people pass it along to others. Anyone interested in the discussion is welcome to join. If they want to engage another member, they will. Often there are satellite discussions going on during Edchat. It is like a great party where members can travel from one group to another and engage in a discussion that was prompted by a single topic. The chats are archived at http://edchat.pbworks.com for people who missed the event or want to see what other topics have been covered (see Edchat Topics). The real impact of the chat does not happen until the next day or later. Once people have absorbed and reflected on the chat, they begin to respond on Twitter using the #edchat hastag. Often educational bloggers reference or devote entire posts to their Edchat reflection. In addition to the scheduled Tuesday Edchats, many tweeters are now posting education-related tweets with the #edchat hashtag to extend the reach of their tweet to thousands. Edchat is about an exchange of ideas. Through social media endeavors such as Edchat, educators are finding a voice for reflection and collaboration on a global level that has never been available before. The discussion of common problems, concerns, and solutions cannot help but advance education. 55

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EDCHAT TOPICS This is a list of some of the topics that have been covered during the two Tuesday Edchat sessions. You can find the complete lists as well as the Twitter transcripts of these sessions on the Edchat wiki http://edchat.pbworks.com.  21st century learning  Assessing teaching skills  Balancing the Need for Learning vs. Security and Safety  Building Communities in Classrooms  Can Tech Be Used Incorrectly?  Changing Curricula  Classroom Mgmt Techniques  Differentiation  Discovering Student Passion  Ed Reform: Where to Start  Educational Reform  Effective Digital Portfolios  Equitable Access  Essential Outcomes of Lessons  Formative and Summative Assessments  Grading  How Should PLNs Be Promoted  Internet as a Scapegoat  Internet and Role of Prior Knowledge  Interactive Whiteboards  Low Teacher Morale and Its Effects  One-to-one Laptop Programs  Primary Skills of a 21st C Educator  Shift Needed, Where to Start?  Should Change Involve Teachers of Administrators?  Should Grading Be Changed?  Social Media and Its Effects on Education  Standardized Testing and Digital Skills  Student Motivation  Student Ownership of Learning  Tech Tools and Student Learning Goals  Will Longer School Days Increase Achievement?

~THOMAS WHITBY

PSD TWEETS TOO!

In the past year, Parkland‟s SLItech members and colleagues have entered the Twitter stream. Twitter is a part of our lives and is a great source of information because:  Real-time rich conversations between teachers.  There is an amazing group of edtech people to connect with.  People post interesting educational and useful links.  It is easy to interact with teachers globally. If you are one of the people still not sure about how to get started on twitter, here is a crash course of information. 1) Go to http://twitter.com and sign up. 2) Add a picture of yourself. 3) Include a bio filled with keywords – this is where people get a first impression of you. 4) Find some followers try: http://twitter4teachers.pbworks.com/ and http://edchat.pbworks.com/ and our own PSD group http://tweepml.org/PSD-Group/. 5) @username will send the tweet directly to that person. 6) DM = direct message which is a private message from another person. 7) RT = retweet which a message that was shared by someone else first. 8) How to keep up with tweets? There are always enough tweets to go around, don‟t worry if you miss any. Online with Tweetdeck and in Google Chrome with ChromedBird (on the web and as an App on your smartphone) are all places you can keep up with tweets. Above all, enjoy experiencing your new connections with people all over the world! ~Nicole

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H.E.A.T. WALKTHROUGHS In December 2009, Lead Team was introduced to the H.E.A.T. framework. Each category – Higher-order thinking, Engaged learning, Authenticity and Technology uses six levels from low level to high level of learning as per Blooms Taxonomy. The H.E.A.T. is a useful framework to measure and improve our efforts in teaching and learning.

Are You Turning Up the H.E.A.T. in Your Classroom? Use this form to reflect the amount of H.E.A.T. generated from your lesson(s). HIGHER-ORDER THINKING  Students taking notes only; no questions asked  Student learning/questioning at knowledge level  Student learning/questions at comprehension level  Student learning/questioning at application level  Student learning/questioning at analysis level  Student learning/questioning at synthesis/evaluation levels ENGAGED LEARNING  Students report what they have learning only  Students report what they have learning only; collaborate with others  Students given options to solve a problem  Students given options to solve a problem; collaborate with others  Students help define the task, the process, and the solution  Students help define the task, the process, and the solution; collaboration extends beyond the classroom AUTHENTICITY  The learning experience is missing or too vague to determine relevance  The learning experience represents a group of connected activities, but provides no real world application  The learning experience provides extensive real world relevance, but does not apply the learning to a real world situation  The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation  The learning experience is directly relevant to students and involves creating a product that has purpose beyond the classroom that directly impacts the students TECHNOLOGY USE  No technology use is evident  Technology use is unrelated to the task  Technology use appears to be an add-on and is not needed for task completion  Technology use is somewhat connected to task completion involving one or more applications  Technology use is directly connected to task completion involving one or more applications  Technology use is directly connected and needed for task completion and students determine which application(s) would best address their needs 57

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No More BLOG Fog!

I got a call from my daughter’s school recently inviting my husband and me to a parents meeting where the principal was to talk about a breathtaking gap in the district’s budget. It was to be a rare opportunity to hear his thoughts, ask some questions, and find out what other parents were thinking. Unfortunately, we couldn’t attend the meeting. What a shame, I thought. There has to be a better way for busy working parents to connect with the decision makers at the school and district level. And then I read Eric Sheninger’s blog, A Principal’s Reflection. In his post “More Administrators Need to Blog” (http://escheninger.blogspot.com/2010/03/moreadministrators-need-to-blog.html), Sheninger cited many reasons why principals and superintendents should put themselves out there for their colleagues, teachers, and parents. In a letter to administrators, he wrote: Recently I began blogging on my experiences as a principal at New Milford (New Jersey) High School with the hope that y ideas and success stories could help other administrators. A blog can also be used as a fantastic public relations tool in your school/district. Even though I feel that I am relatively good at what I do, I will be the first to admit that I have so much to learn about effective leadership practices and changing the culture of a school to improve student engagement and achievement. As an experienced administrator, you own a wealth of knowledge. You have implemented ideas successfully and have probably encountered some failure along the way. The insight you possess is priceless to administrators like me. I have seen firsthand how the field of education has shifted from a possessive to sharing culture. My professional growth and development greatly depends on your wisdom, network of resources, and feedback.

Sheninger’s post drew at least 25 comments from educators citing their own reasons why blogging is so important: The tendency for blog writing to promote reflective practice is another great reason for educators to write and post. It forces one to clarify ideas and then makes feedback on those ideas possible. -Kevin D. Washburn

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The transition from isolation to community has been sweeping in the past few years. Personally, it has enriched me as a teacher leader. Building a network of blogs created by educational leader could speak many conversations. Remember, all change is derived from a single conversation. –Kristen Swanson I’ve always felt that a blog is a conversation. Sometimes people join in the conversation. Sometimes they just listen. The blog is the new extended Post-it note. Any Post-it at the right time can create change. -Dave Peter I have never found a professional development effort more fruitful than following the blogs of other leaders and disciplining myself to articulate my thoughts through blogging. It requires humility and sound judgment! If we are indeed educational leaders, then let’s put it out there and articulate what we are thinking. -Chris Lindhom I am able to share my “deeper” thoughts about education and this allows the community and staff ot better understand my philosophy. Many great discussions with staff at meetings or the grocery store have been prompted by something I have written. -Scot Graden

Sheninger concludes by saying, “It is our experiences that we encounter on the job, not text writing in a book or information disseminated in a lecture, that have the most profound impact on changing the learning environment of schools.” Now that’s a comment I’d like to post – if only my daughter’s principal had a blog. ~DIANA FINGAL

A few of our SLItech members have ventured out to turn their journals into the cyber sphere. Check out: George Couros, Principal at Forest Green: http://georgecouros.wordpress.com/

Bill Schellenberg, Teacher at Blueberry: http://kidblog.org (Please speak with him about how he uses blogging in his classroom. Currently, his grade four students blog on an ongoing basis themselves and with each other.)

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Leading Our Way Forward

- April19/20, 2010

http://leading-our-way-forward.wikispaces.com/ 

The opening session set the context for the conversation.

 

The first keynote session by Julie Evans was to develop a shared vision of innovation for 21st century learning.

    

The second keynote session by Lynell Burmark was to understand a vision for visual literacy.

   

The third keynote session by Jim Hirsch was to develop a sense of your district readiness for action and supporting an implementation plan.

   

The fourth keynote session by Bernajean Porter was to develop a common understanding of the use of classroom walkthroughs to assess instructional uses of technology.

Closing Sessions – Vision, Planning & Implementation, Assessment http://leading-our-way-forward.wikispaces.com/Closing+Session 1. What are NEXT steps with your schools for Leading Our Way Forward with understandings, concepts, and tasks shared at this event?  PSD #32 - We need to empower our students to ASK the questions and help chart the way forward  Broxton: We need to continue our conversations at Broxton about the 21st learners and consider technology as only one part of that discussion. Other parts of that plan include: critical thinking, Balanced Literacy, Staff supervision and evaluation, CSR, New Curriculum Implementation.

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 Having time to work with my school based team. We need to focus on some key words so that they direct our thinking without missing any focus areas. Words such as productivity, accessibility, etc.  Greystone: It isn't about a tech plan, it's about a learning plan. It's about asking the questions to everyone that's involved. It‟s about phase shifting

2. What ADVICE do you have for yourselves in making your time, efforts, and visions become a reality back home for your students?  Table 34 PSd70 (SGCHS) - more clearly identify vision and commonalities and differences - identify talking points - focus on key things  #32 - Tech is a part of our school ed plan- it is a part of all of our goals, and is a goal...  #31 - Our advice to us... -focus on and understand each person's strengths and interests -make sure teaching practices are creating "effective" student learning -remember the importance of visual cue  Broxton: My take away was that our discussions around the 21st century learners needs to focus on a culture of Creativity, Curiosity, Innovation and I think we might need to add Collaboration and maybe some other elements. This is the big big picture. On a more focused plan Barb is working with the SLI tech folks to consider next steps more specifically related to technology skills acquisition for staff such as SMART BOARD inservicing, e-portfolios, digital citizenship and how technology can be used in comprehensive reporting.  Have measures of where we want students to go. We need to have some of those conversations with our staff about what they feel makes up a good technological friendly classroom.  Greystone: Regular team meetings, collaboration Playtime with staff, embedded PD, Role Modeling and coaching to build capacity PD with staff must be a level 3 type (transforming) activity in order for technology to be meaningful implemented classrooms. Start with the inquiry and then bring in the tech help for staff to help make it fit We can't teach the technology (level 1) then ask staff/students make it fit with inquiry projects 3.

Any questions?

Is there a possibility that schools in our division can share their thoughts about what directions they want to take in the future with purchases? We were fortunate to make some decisions about wireless keyboards and taking the technology to the students but only as a good guess rather than a deliberate action based on sound research. We need to be able to see far enough in the future so that our purchases can hit the mark - for example, who would have thought that they would have created a smartboard device that does not require a smartboard but just a projector unit that can project onto any surface? 61

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4. May 2010 survey results from Howard Research Attendance at Leading Our Way Forward conference n Response

% (n=42)

Yes

57.1%

42.9%

The 24 respondents who indicated (as per Table 12) that they had attended the Leading Our Way Forward conference were subsequently asked of what value/benefit the conference was. A total of 18 individuals provided feedback, typically positive in nature, including the following:         

Valuable/beneficial. Good information/ideas – e.g., technology in general, hearing about others’ ideas, alternatives to what is currently being done, feedback on meetings, tools that impact learning, ways to impact the school, and the concept that technology should be part of a learning plan (not a technology plan). Opportunity for school leaders to think/talk about technology vision and future direction/plans. Affirmation that the school is already on the right track – e.g., gathering tools and creating a culture for using them. Reaffirmation that technology needs to student-centered and tied to inquiry (technology should transform learning so that students become creators, designers, and collaborators; focus should not be on ―fancy tools‖ that fail to promote inquiry and critical thinking). Hope (some jurisdictions have the information technology (IT) services that others need) and reduced frustration (some other jurisdictions have even less IT support). Enjoyable. Would attend again. Attendance should be mandatory for IT specialists (―they cannot imagine what they don’t know‖).

Other comments were mixed, including the following:   

Motivated conversations and encouraged team to rethink some technology-related decisions in schools but was not beneficial overall (e.g., some speaker information not applicable, distracting ―backchannel,‖ more time for team talk needed, group statistics of little interest). Promoted engaging conversations but extensive use of technology (e.g., live chat screen, wiki) was cumbersome and detracted from ability to focus on the task at hand for creating/aligning vision. Good attendance but unsure how much progress the division made.

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Visual Digital Taxonomy This is an updated version of Bloomâ&#x20AC;&#x;s Revised Taxonomy which attempts to account for Technological advances in the classroom. ~Nicole EVALUATING Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, judging, considering, relating, weighting, supporting, appraising.

CREATING Designing, constructing planning, producing inventing, devising, making, programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki-ing, publishing, vidcasting, podcasting, directing, broadcasting, composing, originating, developing, combining.

ANALYSING

UNDERSTANDING

REMEMBERING Recognizing, listing, describing, defining, reciting, stating, selecting, labeling, memorizing, identifying, retrieving, naming, locating, finding, bullet pointing, searching, highlighting, googling, bookmarking.

Interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, advanced searches, Boolean searches, blog journaling, twittering, categorizing, tagging, commenting, annotating, subscribing, matching, restating, defending, distinguishing, rewriting, interrelating, expressing, illustrating, extending.

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APPLYING Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing, choosing, producing, preparing, drawing, dramatizing, solving, generalizing, sketching, organizing.

Comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating, mashing, linking, validating, reverse engineering, cracking, media clipping, classifying, distinguishing, categorizing, differentiating, subdividing, inferring, surveying, selecting, prioritizing.

http://www.thecreativeeducator.com/v08/stories/Becoming_a_21st_Century_Administrator Today’s teachers face unique challenges never encountered—or even imagined—by their predecessors. Preparing students to thrive in a global, technologically advanced society where they must use digital tools that evolve at a blistering pace to succeed at careers that did not even exist a decade ago is a daunting task! Information processing skills have become a survival skill—nearly ubiquitous access to mountains of Webbased information may expose learners to more information in just one day than those of previous generations would have been able to access in a lifetime. In order to prepare students for their future, teachers must have the support and leadership of school administrators who understand 21st century skills. To be effective leaders for the 21st century, administrators must ensure that instructional needs, the expertise of teachers, and the ultimate needs of students are considered. These 21st century administrators should be the facilitators of a dialogue that asks: • What outcomes do we want to accomplish in the classroom? • What available tools and resources can and will support teachers in helping their students meet these outcomes? • What preparation do we need to ensure teachers and students appropriately utilize tools and resources? • How will we measure the effectiveness of these tools to gauge how well they support and improve teaching and learning? Outcomes Achieving 21st century outcomes requires us to reconsider what and how we want students to learn. Much of the curriculum taught in U.S. classrooms today was designed in the late 1800s; many of the courses being taught right now have changed little in more than 100 years. Groups such as the Partnership for 21st Century Skills (P21) offer ideas and strategies for modifying core subjects to include 21st century themes, such as global literacy and environmental literacy, and recommend that we include skills like creativity and innovation, leadership and responsibility, and communication and collaboration in the discussion as we determine new academic outcomes. Tools Our 21st century administrators need to be effective instructional and technological leaders in their schools, actively participating in the selection and implementation of the tools teachers will use to engage students and improve learning. In the past, IT departments were tasked with making technology decisions, with much of the technology focus concerned with blocking access to inappropriate content. Effective selection of modern technology tools requires understanding of the instructional needs and goals of modern educators. 21st century administrators should expect teachers to demonstrate how tools like blogs, wikis, Google apps, Twitter, and other social networking and Web 2.0 technologies can be used to support students in meeting the expectations that have been set forth for a 21st century classroom.

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Preparation We all chant the mantra of being ―lifelong learners,‖ but professional development for many educators continues to be a hit-or-miss proposition, particularly when it comes to 21st century skills. Time and money are often cited as inhibiting factors to providing effective and sustained professional development, but these are just the obvious issues. We must look past the easy targets of financial and scheduling constraints to examine and hone the underlying paradigm we use as the cornerstone for our professional development efforts. If yours is like most schools, professional development nearly always consists of trainings held on special days set aside throughout the school year. Topics may be chosen by the school staff, but often content is predetermined by someone at the district level. In some instances, professional development might also consist of attendance at a regional or national conference. Teachers may also be expected to enroll in upperdivision courses at a local college or university. While there can be value in these activities, systemic change requires a fresh approach. Effective professionals learn something new every day in both formal and informal settings. 21st century administrators need to create and support environments where staff members are encouraged to work collaboratively to share their expertise and learn from one another on a regular basis. Administrators can take the first steps toward this vision by modeling the behaviors they’d like to see teachers engaged in. Even if money and time are in short supply, there are actions we can take to improve professional practice. In his blog ―Metanoia,‖ educator Ryan Bretag suggests five strategies for making professional development part of every day. They are: 1. Learn something every day. 2. Establish or join a professional learning network. 3. Share an idea or resource every day. 4. Take time to reflect–in writing–every day. 5. Model by sharing your efforts to be a 21st century learner. Evaluating Success As we explore the use and integration of new tools and strategies, how do we measure progress and success? Are tools being utilized to their fullest potential? Are students learning more? Or better? Are students more engaged? Evaluations must do more than measure score increases for the high-stakes tests. Effective evaluation must be capable of identifying student mastery of 21st century skills like collaboration, critical thinking and problem solving, creativity and innovation, research and information fluency, and digital citizenship. Evaluation should help us determine whether our efforts are helping students master content, think at higher levels, and become disciplined self-directed learners. Intel and Edutopia provide some excellent online resources to help you develop school- and classroombased assessments using strategies that measure student progress in both technology proficiency and the acquisition of 21st century skills. • Assessing Projects includes strategies in the areas of gauging student needs, self-direction and collaboration, monitoring progress, and more. http://www.intel.com/education/AssessingProjects • Comprehensive Assessment includes videos and a library of assessment-related articles and resources. http://www.edutopia.org/assessment-overview 65

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Strategies for Effective 21st Century Leadership To be successful in this endeavor, administrators can use several strategies to better prepare themselves and their staff to understand the impact these new tools can have. Invest in your own personal exploration and use of new tools. In a recent workshop discussion about how we might foster collaboration in our classrooms, the topic of using blogs was raised. When we asked participants what they knew about blogs, the vast majority of those present agreed that they knew little or nothing about how blogs work or how they can be used to support instruction. Those very same participants, however, could describe in great detail the techniques their schools use to block access to blogs and other ―objectionable‖ content. It is common to want to exclude what we don’t understand, but is it wise to prohibit access to the tools students regularly use away from school without exploring the potential they have for supporting and engaging learners? Be sure that your technology experts interact regularly with the classroom experts in your district. Foster discussions between these two very important groups. Facilitate conversations that concern improving student performance rather than focusing on problems with providing access to some of these tools and applications. Provide ongoing staff development for teachers and administrators on the appropriate and effective use of instructional technologies. Provide high-quality, concrete examples so teachers can see how these tools can support learning and explore how to integrate the technologies into their own teaching practice. Model the use of appropriate tools and applications when working with staff. Show your staff that you are learning to integrate new technologies into your own practice as an instructional leader and a 21st century learner. Effective 21st century learning environments require educators to move from the role of ―sage on the stage‖ to become facilitators of student learning. There’s no better way to encourage that risktaking than leading by example. Celebrate successes and build a culture where exploration and innovation are valued. Good things are already happening at your school. Celebrate them! But rather than simply raising the bar for everyone else, develop and cultivate opportunities for growth. In April of 2007, Scott McLeod blogged on Dangerously Irrelevant, ―Given the realities of our modern age and the demands of our children’s future, is it really OK to allow teachers to choose whether or not they incorporate modern technologies into their instruction?‖ We encourage you to explore a similar sentiment as it applies to administrators. Given the realities of our modern age, is it OK if we choose not to develop strategies to incorporate 21st century skills and modern technologies to prepare our students for their future?

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Resources The Silent Epidemic: Perspectives of High School Dropouts http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf Project Tomorrow: Speak Up Reports http://www.tomorrow.org/speakup/speakup_reports.html The Partnership for 21st Century Skills http://www.21stcenturyskills.org Ryan Bretag’s Metanoia http://www.ryanbretag.com/blog/ Scott McLeod’s Dangerously Irrelevant http://www.dangerouslyirrelevant.org/2007/04/key_question.html ISTE’s Essential Conditions for Implementing the NETS http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/Conditions/NETS_for_Students_Essential_Conditions.htm

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THOUGHTS ON TECHNOLOGY INTEGRATION Educational leaders inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. (ISTE NETS*A, 2009)

Nov/Dec. 2009 - Definitions of technology integration Need to have a good balance between PD, linking learning with other schools, not just using technology because it's there. Looking at outcomes and seeing where tech best fits. Seamless, daily, embedded use of technology to enhance learning (like textbooks).

Diane: Technology integration means using technology to support teaching and learning, and not using technology as just something fun to do.

David: What is technology integration at school? Technology supports learning.

George: Technology is just another way of engaging students in learning in and outside of the classroom. The curriculum is only a part of learning. You want kids to learn more than just what's on the list.

Bill: Pedagogy drives learning. Integrating technology enhances good pedagogy. Russ: I want it to be the 'bic pen' of the classroom.

Aileen: Technology should be integrated into teaching and learning in the classroom. It should not be something that is done separately; rather it should be embedded into curriculum areas. Technology should be used to enhance the learning experience.

Carolyn J: Technology is part of my teaching toolbox. My toolbox has been expanding greatly recently as I've been discovering the many amazing things that can be done with technology. I am aware though that I still have to make the judgment as to whether a particular tech-tool is appropriate for use with a particular student.

Glen: Technology integration for me involves the use of available technology to support teaching and learning. Good integration would see teachers utilizing technology as part of their instructional practice with understanding and confidence. Good integration would see students interacting with a variety of technology in as way that supports learning and is learning. It would be interactive, allowing students to “get their hands dirty” with the technology, supporting their exploration of the available technology as it relates to their learning. Good technology integration would be a partnership between teachers and students that would see shared learning through that exploration process…each contributing to the learning of the other. 68

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Kathy: Tech integration should mean that it's fluent and that it's supporting the teaching and learning. Technology should be making our lives easier and making us more effective in our work. It's an invisible part of the environment. Scott: I once heard that when the ballpoint pen was introduced teachers met and discussed its impact on the classroom. There were those that were excited and there were those that believed this new technology would ruin teaching and learning. We'll know that technology is integrated when we no longer think about it - it'll be as ubiquitous as the ballpoint pen.

To be most successful this technology integration should be seen not as an addon but as part of a well-developed educational plan, complementing the work already done in differentiation, assessment, critical thinking, literacy and numeracy. Please note: technology integration does not necessarily mean a wholesale change in classroom practice nor is it something new; over the past 50 years we have successfully integrated technologies such as film, calculators, and computers into our classrooms. What is new, however, is the speed at which technology is changing the face of communication, business and leisure and this rapid change necessitates a prompt response from the educational community.

Jeff: Technology Integration involves the use of technology to improve student learning. As more technologies impact our work and leisure these same technologies need to be incorporated into the learning environment of our schools otherwise there will be a serious disconnect between the skills our students need and what we are prepared to give them. Carolyn C.: Technology integration should be as natural as picking up a pen. Technology integration in schools is embedding the use of technology to enhance learning (more than just a tool, integration means it becomes part of the way we teach) â&#x20AC;&#x201C; like the introduction of the graphing calculator in math classrooms 20 years ago, appropriate use of technology doesnâ&#x20AC;&#x2122;t just change what you teach, it changes HOW students learn. Technology integration is a seamless use of the appropriate tool for whatever is being done available anytime, anywhere for everyone.

Gail: It is difficult to define technology integration because it should be seamless. It is a resource, just like our books. We need to ask - what's the best tool to use for students to show evidence of their learning? Without a doubt, it assists differentiation in learning. Using technology seamlessly creates authenticity, and real time learning. 69

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EXCELLENCE IN PROFESSIONAL PRACTICE Educational leaders promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. (ISTE NETS*A, 2009)

What strategies do you currently use to stay abreast of emerging technologies and their potential uses in education? Leslie: Sli tech and conversations with colleagues. Oh yeah...things that our kids show us!

Barb: At Ecole Broxton Park School, we look to take part in PD opportunities. An example of that is the Smart Board on-line course. We also take advantage of Webinars. There is reflective learning and collegial sharing - Fran and Brandon offer opportunities to work with the technology that we have to use as part of our regular activities in the school. Our teachers steal/borrow/share from their own childrens' teachers. . .

Archie: During staff meetings we make the time to have staff demonstrate new uses for the technology or new technology that we are piloting. We have a tech person assigned that also brings in new ideas for the staff at staff meeting, but he further runs an intro-class after school for staff. Bill S: The strategies that I currently use to stay abreast of emerging technologies and their potential uses in education are;    

SLI Tech Meetings Other Teachers Surfing Websites from other School Districts Other PD opportunities Aileen: SLI tech, professional journals, conversations with colleagues.

Kulbir: SLI Tech, conversations with staff/family/friends

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Bill F: 1. Online newsletters/memberships (eschool news, ASCD, Phi-Delta Kappa) 2. RSS feeds 3. Blogs - Betchablog, various blog feeds George: Working more on Twitter, I have connected a lot with educators around the world that have shared their journeys outside the school division. All of the educators we follow, seem to be very passionate about what they do. Through following blogs through Google Reader, I also get to read some more in depth conversations not only about technology integration, but also about effective learning practices.

Glen: Reading about technology, staff input, online exploration, blogs, Sli-Tech mtgs. discussions with other administrators.

Diane L: I rely on Nicole a lot to inform us of what's out there and how to use it. I also check out any information that comes to me via email. I immediately check out the application, and consider its use in the work I do.

Darla and Terry: Sli Tech would be the number one place where we become comfortable with what is new. Our students also let us know some of the latest technology that is out there. Colleagues sharing what they are doing both within our school building and during our leadership PLC. Our ―Online‖ employee newsletter has many latest technologies.

Jeff: I use:    

Nicole Lakusta and the SLI tech project... coming to the sessions has made me aware of more applications. Other colleagues in the building who have access to educational websites and the like Professional readings (ASCD, NSDC) Conferences and conventions Sheryl: I rely on my colleagues and my own children!! Kids in our school have tons of potential too.

Russ: Amar networks with others and brings it forward to us. Making a smartboard pen makes him a tech god in my mind.

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ADMINISTRATIVE APPROACHES TO TECHNOLOGY INTEGRATION DIGITAL-AGE LEARNING CULTURE

INTEGRATION EVOLUTION

Past: “Technology is a tool that can be used the same as any other tool in your teaching arsenal.”

Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: ensure instructional innovation focused on continuous improvement of digital-age learning.

Present: “Technology is a tool that directly impacts how we interact with knowledge, curriculum content and our pedagogical practices.”

model and promote the frequent and effective use of technology for learning.

~Kim Peacock

ensure effective practice in the study of technology and its infusion across the curriculum.

VISIONARY LEADERSHIP Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators: inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision. advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. asked  How do you define technology integration?  What kinds of activities would you like to see staff and students engaged in when using technology?

provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration.

asked  Provide three examples of high-yield technologybased strategies that you used this year to support and enhance learning and teaching for students/teachers at your school. With EACH strategy, identify three things that are key to its success. As well, if the specific strategy was not as successful as you had hoped, what would/did you change to make it successful?

TPACK Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components.” ~Koehler and Mishra

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EXCELLENCE IN PROFESSIONAL PRACTICE

SYSTEMIC IMPROVEMENT

Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators: allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators: lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology. promote and model effective communication and collaboration among stakeholders using digital-age tools. stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals. establish and leverage strategic partnerships to support systemic improvement. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

asked  

How do you currently model technology application use in your workplace? What strategies do you currently use to stay abreast of emerging technologies and their potential uses in education?

asked  How can technology integration improve collaboration and communication with all stakeholders?

ISTE’s National Educational Technology Standards for Administrators (2009) define the responsibilities of educational leaders in the effective use of learning technologies. These standards have been vetted through a number of educational stakeholders. They shine the light on the very important role educational leaders’ play in successful technology integration in schools. During school visits and group sessions, these standards have been the basis for discussions and reflections.

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DIGITAL CITIZENSHIP Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators: ensure equitable access to appropriate digital tools and resources to meet the needs of all learners. promote, model and establish policies for safe, legal, and ethical use of digital information and technology. promote and model responsible social interactions related to the use of technology and information. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.

asked ď&#x201A;ˇ

Based on your knowledge of citizenship and of technology integration, how might you define Digital Citizenship and what would you list as components of it?

ď&#x201A;ˇ

How do you get your students/staff involved in being responsible digital citizens and what resources can you use to help them?

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CRITERIA FOR CHOOSING TECHNOLOGY – for your school/classroom A lot of questions, discussions and reflections have come about during YEAR 1 of the SLItech project in Parkland School Division. Every day teachers and administrators ask themselves how they should choose one technology over the other in their schools/classrooms. Here's our criteria:    

Free or Low Cost Saves Time Increases and Improves the Learning (authenticity) Enhances and Improves Student Engagement (critical thinking, assessment, differentiation)

The order of importance should actually be reversed. We should always put learners and learning first, but 'Free' and 'Saves Time' helps teachers and administrators grasp new things quicker than their opposites. SLItech participants have used some of these tools at their school sites, such as: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Written reflection - Edublog, Wordpress, Wikispaces, Ning Real-time Video - Skype, GoogleTalk, Videoconferencing, Webinar Audio - Podomatic, Audacity, iTunes, Voicethread, Vocaroo, SMART recorder Feedback - PollEverywhere, Zoomerang, SMART Response System Discussion - TodaysMeet, Etherpad (PiratePad), Twitter, Sharepoint portal (insidePSD) Brainstorming - Wordle, Bubbl.us Bookmarking - Diigo, Delicious Aggregation - Netvibes, iGoogle, Pageflakes, Protopage Presentation - Prezi, Microsoft Powerpoint, PageFlakes Word Processing - Microsoft Word, Microsoft OneNote, GoogleDocs, SMART Notebook Streaming Video - YouTube, SchoolTube, TeacherTube, Teachers.TV Images – Flickr, Google Images, Bing Images

These tools have multiple learning components and provide engagement that builds 21st Century skills and literacies. These questions are used when thinking about applying a new tool into our school/classroom:    

How will it increase learning? How will it improve student engagement? Will it save time? Is it free (or real close to it)?

~Nicole

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The MILE GUIDE ASSESSMENT TOOL

This visual mapping and self-assessment tool from P21 allows districts to see where they are today and set a direction for integration of 21st century skills. There are six categories in the Mile Guide – student knowledge and skills, education support systems, education leadership, policymaking, partnering, and continuous improvement/strategic planning. Parkland School Division’s April 2010 results reveal…. 100% 90% 80% 70% 60% 50%

21st Century

40%

Transitional

30%

Early

20% 10% 0% Student Knowledge & Skills

Educational Support Systems

Educational Leadership

Deals with the knowledge, skills and expertise that students should master to succeed in work and life in the 21st century.

Aligns 21st century standards, curricula, instruction, assessments, learning environments and PD.

Asks leaders and teachers to consider the role they play in ensuring 21st century knowledge and skills are mastered among all students.

Policy Making

Recognizes the critical work of advancing the dialogue about 21st century learning and finding the resources to promote continuous improvement.

Partnering

Speaks to having district leaders develop a clear description about the early stage, transitional and 21st century level indicators of partnerships with stakeholders.

Continuous Improvement Lays out a description of the end goal for 21st century learning and measures.

After reviewing each category, compare our district‟s components with those in the 21st century level. What actions might our district take to move toward that vision? Our school division has commenced these discussions with the attendance to the Leading Our Way Forward Conference. We will continue the process by working on a vision for innovative teaching and learning with technology this Fall. 

For Student Knowledge and Skills, how can we move to having students demonstrating mastery and understanding of core coursework, implementing literacy (civic, financial, 76

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global, health, environmental, media, technology) skills, engaging in critical thinking, exhibiting citizenship and social responsibility, and learning how to learn? 

With respect to Education Support Systems, how can we develop and teach units/lessons that enhance deep mastery of core curriculum? 75%+ of student work should be assessed for mastery of 21st C skills and students need to be active participants in recording and understanding their classroom performance and use this to guide and refine their work. At one high school, flexible units of time are now offered to enable interdisciplinary projectbased teaching and learning. Differentiation must be better utilized, with a progression from teacher-led to student self-directed learning. Finally, teachers need to receive jobembedded, customized, collaborative and technology-infused PD.



Educational leaders will work towards consensus around a vision for student learning which includes core content and 21st century skills in the Fall of 2010. They should also promote, facilitate and model through PD - instructional best practices and resources. Teacher leaders must be well-integrated in every school to model and foster integration of teaching and learning of 21st century skills so that all staff can demonstrate skills like creativity, critical thinking, sound assessment practices, and problem solving.



With new Alberta curriculum, assessment best practices and Setting the Direction as part of the package in which stakeholders are faced with, it is important to advocate for appropriate funding to support and monitor progress on the comprehensive integration of these needed skills across the province. PSD should continue to invest in assessments and PD that cover student mastery of K-S-A‟s of the curriculum. Encouragement and transparency with parents and community organizations through meetings, events and a new public school division website in June 2010 is occurring.



Once stakeholders have developed a vision for integrating technology in PSD then this can be further communicated to the general public.



Our policies must continue to support improvement in 21st century learning, leading and living. Besides having staff complete this brief survey, some schools also used the “Where’s the Flashlight?” activity from Bernajean Porter from the Leading Our Way Forward Conference. The activity asks them to classify student tasks into literacy, adapting or transforming learning with technology. 77

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USEFUL LINKS

 HTTP://PSDTECHPD.WIKISPACES.COM  HTTP://WWW.WIKISPACES.COM  HTTP://PBWORKS.COM/ACADEMIC.WIKI  HTTP://WIKISINEDUCATION.WETPAINT.COM

Using Wikis in Your SCHOOL Wikis are like blogs squared…literally. Wikis allow users to not only post information through a very simple interface, but they also allow content to be non-linear. You can even incorporate discussion boards, widgets (polls, maps, etc.), links to other sources, video clips and are easily managed.

Beginning Activity Your first task will be to choose which wiki site you would like to use. The three most common are WikiSpaces, WetPaint and PB Wiki. You as a teacher are responsible for whatever is posted on the class wiki. They all have very simple interfaces that allow you to moderate your wiki to varying degrees. 1. Go to WikiSpaces, WetPaint and PBWiki and decide which site you would like to use. The videos will give you an overview of the sites and should help you to decide which one to use: Wikispaces: http://www.wikispaces.com/site/tour#introduction PBWiki: http://blip.tv/file/208044 WetPaint: (none found) 2. Now that you‟ve gone through an introduction to your chosen wiki service, go through the initial process to setup an account. 3. Explore the security and account settings of the wiki. Set it up to a level that you are comfortable with. It is often wise to have the wiki fully moderated (so that you must approve every change) or partially moderated (so that you are sent an email whenever a change is made). 4. Start playing! Put some text on your main page and create at least one additional page and have a link to it somewhere on your main page.

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INTRO to Wikispaces

http://assistivetechwiki.wikispaces.com/About+This+Space

SAMPLE Wikispaces

http://gr7science.wikispaces.com/ - Alberta

Lesson Summaries

http://westwood.wikispaces.com/Word+Processing

Notes Collaboration

http://westwood.wikispaces.com/Computer+Hardware+Review

http://teacher-share.wikispaces.com/Workshop+Notes

http://sparkmanmiddle.wikispaces.com/ http://aboriginalculturaleducation.sydneyinstitute.wikispaces.net/

http://westwood.wikispaces.com/Word+Ex+5 http://westwood.wikispaces.com/Magnetic+Storage â&#x20AC;&#x201C; Science

http://westwood.wikispaces.com/Web+2.0

Learning and Sharing

http://westwood.wikispaces.com/Mashup+Madness

http://westwood.wikispaces.com/Chapter+1+-+Security+and+Privacy

Individual assessments

Concept introduction and exploratory projects

http://acrospire.pbworks.com/ - Math 12 Outcomes Portfolio

http://westwood.wikispaces.com/Scenario+2

http://psdtechpd.wikispaces.com/ http://motherearth2.wikispaces.com/ - PVS!!

http://flatclassroomproject.wikispaces.com/

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ADVANCED ACTIVITIES WITH Wikis • Set up a scribe posting system for your classroom. Include guidelines for students in your first post. • Set up a wiki to be a class “Choose Your Own Adventure” story. Set up rules and guidelines for students on your first page (e.g./ only one “break” into two different threads on each page, etc…). • Have your students create blog or wiki portfolios to show off their class work. • Create a class “wikipedia” and have students record what you‟ve learned throughout the year in different subject area strands. Create guidelines for how this encyclopedia will be updated. • Introduce new concepts and exploratory projects • Class discussion in any subject. For example, Language Arts – “What are modern examples of books/movies/songs inspired by Shakespeare‟s Romeo and Juliet?” You students can join the wiki conversation AND you can invite other classes to join if you like. • Interdisciplinary. Two different subjects and teachers can join to create one wiki. For example, one teacher can start a wiki page on Cinco de Mayo and students studying Mexico in history can write about it from a historical point of view and students from Spanish class can write about it from a cultural point of view. **50 Ways to use wikis for a more collaborative and interactive classroom** http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

“Can’t I just email you a link to my blog, miss?”

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TPACK Technological Pedagogical Content Knowledge (TPACK ) http://www.tpck.org attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). This is an IMPORTANT framework that Administrators can utilize to question teachers in relation to integrating technology in the classroom.  The TPACK approach goes beyond seeing these three knowledge bases in isolation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them. Considering P and C together we get Pedagogical Content Knowledge (PCK), Shulman‟s idea of knowledge of pedagogy that is applicable to the teaching of specific content.  Similarly, considering T and C taken together, we get Technological Content Knowledge (TCK), the knowledge of the relationship between technology and content. At the intersection of T and P, is Technological Pedagogical Knowledge (TPK), which emphasizes the existence, components and capabilities of various technologies as they are used in the settings of teaching and learning.  Finally, at the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK). True technology integration is understanding and negotiating the relationships between these three components of knowledge. A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator).  Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components. Additional Resources A brief video introduction to TPACK entitled Explore, Create and Share – 2 mins. http://www.youtube.com/watch?v=_uozG9td6AE&feature=player_embedded

The Learning Activity Types Wiki at http://activitytypes.wmwikis.net/ hosted by Judi Harris and Mark Hofer share their unpacking of TPACK using curriculum-based learning activity types.

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TPACK Reflection Questions Technological Knowledge Reflection (TK)  Does the tool do all that I think it can?  Does the tool do all that I need it to?  Is the tool simple enough for students to use? Pedagogical Knowledge Reflection (PK)  Are the tasks well suited to my outcomes?  Are the tasks well suited to my learners?  Are the tasks unclear in any way?  Does the sequencing of the tasks make sense? Content Knowledge Reflection (CK)  Do the students have all of the information they need to complete the task?  Do the students need any scaffolding I hadn‟t anticipated?  Do the students have the necessary content skills needed to complete the task? Pedagogical Content Knowledge (PCK)  Are the pedagogical strategies of the tasks appropriate for the types of activities?  Are there other strategies that I may not use as often (or be as comfortable with), but that might be more appropriate for this task? Technological Pedagogical Knowledge (TPK)  Does the tool that I chose fit the type of task that I wanted to do?  Is there another tool that might be better suited to this type of task?  Does the tool make sense in terms of the diverse learners in my classroom? Technology Content Knowledge (TCK)  Are there ways that the technology can bring new content knowledge to my students in ways that couldn‟t be done without it? Technology Pedagogy Content Knowledge (TPCK)  Is this activity well balanced?  Does it tend to lean more towards one of the TPACK factors?

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GETTING SMART-ER Over the past several years a majority of the schools in our school division have decided to buy interactive whiteboards for their classrooms, mainly the SMARTboard kind. Teachers have had informal workshops and the opportunity to attend ERLC SMARTboard 101, 102 and 103 workshops (some hosted by our own Millgrove School). Teachers are interested in what an interactive whiteboard offers in the learning environment. Parkland School Division has a webpage that lists various SMARTboard resources at http://psdtechpd.wikispaces.com/SMARTboard. There is also the SMARTexchange area hosted by SMARTtech at http://exchange.smarttech.com/index.html. Listed below are the top eight ways in which I have seen PSD administrators and teachers use the SMARTboard with students and during meetings. 1) Notetaking and Brainstorming through KWL charts, tables, graphic organizers, plain notebook file. 2) Games such as Jeopardy, Hollywood Squares, Who Wants to be a Millionaire? and my new favorite Kooshball. 3) Visit Learn Alberta with the Online Reference Ctr, streaming National Geographic videos. 4) Videos to capture thoughts from Youtube, Schooltube, Teachertube, Teachers.tv and even DVD‟s. 5) Interactive digital storytelling with Starfall, and Photostory. 6) Click and Drag activities to review learned concepts. 7) Interactive websites like Edheads or Weather Network for weather and GameGoo for early years. 8) Sound bytes for enhancements and encouragement. This is a great addition to any activity.

Want to learn more?  Join a Ning such as SMART Board Revolution at http://smartboardrevolution.ning.com/  Download a video Podcast (vodcast) from Dave and Scott on iTunes: Teaching with SMARTboard and see their website http://teachingwithsmartboard.com/.  Check out YouTube‟s SMART classrooms at http://www.youtube.com/user/SMARTClassrooms.  Ask fellow teachers.  On Twitter, type in the hashtags of either #smartboard or #iwb to hear the latest discussions on interactive whiteboards. ~Nicole 83

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DIGITAL CITIZENSHIP Educational leaders model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture.

(ISTE NETS*A, 2009)

Nine Elements of Digital Citizenship: http://www.digitalcitizenship.net/Nine_Elements.html  Digital Access - full electronic participation in society.  Digital Commerce - electronic buying and selling of goods.  Digital Communication - electronic exchange of information.  Digital Literacy - process of teaching and learning about technology and the use of technology.  Digital Etiquette - electronic standards of conduct or procedure.  Digital Law - electronic responsibility for actions and deeds (ethical use)  Digital Rights and Responsibilities - those freedoms extended to everyone in a digital world.  Digital Health and Wellness - physical and psychological well-being in a digital technology world.  Digital Security - electronic precautions to guarantee safety. They relate to each other in a number of ways and they fall into three categories: • Elements that directly affect student learning and academic performance • Elements that affect the overall school environment and student behavior, and • Elements that affect student life outside the school environment PSD’s Digital citizenship wiki for staff, students and parents http://digicitizenship.wikispaces.com Diigo Group found at http://groups.diigo.com/group/digicitizenship

SLItech Members Define Digital Citizenship and Components  Donna and Jeff: Digital Citizenship implies that there are responsibilities as well as rights (to information and applications). Responsibilities would pertain to the way in which information is shared, sourcing it properly (giving credit where credit is due), and ensuring that your use of the technology does not bring others in to harm. Technology has tremendous potential for education and inquiry but there also is potential for promoting hatred, theft (of ideas and otherwise) and misuse of applications. As leaders we need to model this for our staff, in the way that we use technology and also in the way that we promote technology applications to our staff and students. This should complement the way that we already promote citizenship and responsibility in our regular coursework. We should have clear communication, understandings, and repercussions for violation of agreements. Some areas that need addressing are: - your digital footprint and how what you put on the net can always be accessed. - how what you do at home can impact what happens at school or at work.. - how tone in writing in writing can be misunderstood. 84

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 Darla and Terry: Citizenship is a priority in our buildings. We are all at some level experiencing the inappropriate use of technology. At this point we are reacting to the incidences but we would like to start to be proactive and educate our students on how to be a productive and effective digital citizen. Digital Citizenship is building awareness of appropriate use of technology; the students having the maturity to use the technology in a respectful and productive manner.  Bob and Bill: Citizenship is demonstrating respect for self, respect for others, and respect for property. It includes asking students what do each of those things look like, sound like, and feel like. It is an expectation that students should be able to answer those questions. Digital citizenship just adds an additional dimension to this definition. It does not change the meaning of citizenship. Digital Citizenship should be an extension of what we are doing with kids already. Here at Greystone we have one school expectation and that is RESPECT. This is accomplished through continued teaching/learning related to personal and inter-personal communications.  Harv and Bryan: Digital citizenship involves the application of good citizenship characteristics within the realm of a digital world. Specifically this involves helping students understand appropriate etiquette and safety relative to the use of frequently used technologies. ie: protecting passwords, cyber bullying, representing themselves appropriately, identifying contacts, etc. Having an identity (positive or negative; preferably positive) out on the Internet. We need to work with students to help them to learn to develop the skills to represent themselves as intellectual and responsible citizens.  Digital Citizenship is defined as use of technology that is appropriate, ethical & purposeful. This would include the components such as Digital: Communication, Literacy, Etiquette and Security.  Linda: Citizenship, be it digital or other is one and the same. What we want to help our students do is behave in a human, democratic, respectful manner regardless of the 'venue'.  Digital citizenship is part and parcel of how we are grooming our students to learn and grow in the 21st century. Well balanced individuals who can access information and communicate in an appropriate manner is the goal. I define Digital Citizenship as being aware and literate of the tech that is currently in our environment. Also using the media and tech in a responsible and effective manner.  Gail and Kelli: For early years students, digital citizenship means knowing how to use many technologies responsibly. They need to know what to do when they are comfortable (explore, push 85

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ahead) and when they are uncomfortable (get off-line; tell their parents/teachers). It also being connected globally - video -conferencing, going to real-time sites - Olympic Torch, Haiti, Obama's speech.  Kathy: I am going to respond to the question with a question: How do we use technology to become better citizens? Is there a way to use technology so that we become better connected, more globally aware, more informed, more able to be active agents of change? I think what we face on a more mundane and day-to-day basis are the issues of etiquette, appropriate conduct, respect, and still treating each other the same way we expect when we are face to face or on the phone, etc.  Russ: A person can participate meaningfully in the online world but still carries forward with all the good qualities and characteristics (including respect and responsibility) we would expect from a person in their day to day life.  Sheryl: Digital citizenship to me is communicating through technology. As educators, it is our responsibility to inform and support children as they access and utilize technology. From an Early Year's prospective, we need to start with the children in kinder, how to be critical of sources, how to protect ourselves, and most importantly how we can use technology to make our world a better place.  Bryn and Marianne: Understanding the rights and responsibilities and opportunities that exist in a digital environment. As educational leaders we need to understand and model these things with students and staff. It's important to understand that information can be distorted, changed, skewed or manipulated to present information in a way that is different than previous eras. As different events happen web 2.0 allows us to change the direction of certain events and it's important to understand that while there were certain expectations for citizenship with web 1.0 applications it is critical that web 2.0 applications continue to adapt to what's happening.

What does digital citizenship look like in my school/classroom?  Donna and Jeff: Digital citizenship and learning is: hands-on learning, collaboration at school and at home, getting and giving feedback immediately, student-centred learning (teacher facilitates meaningful inquiry rather than drill and kill), internet savviness... building critical literacy, using the right tool at the right time (clicker applications not as a novelty but to seamlessly fit in the learning process, professional and responsible use of internet applications and continually learning and adjusting in response to new technologies and understandings. 86

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 Darla and Terry: Currently we are dealing with the fallout of inappropriate use of technology. In the next little while we will be asking staff what they are doing to get some baseline data and then the next steps will be to decide how we are going to be addressing digital citizenship at our school in our classroom.  Glen and Diane: Digital Citizenship in an Early Years School is adult directed, purposeful and has clearly established guidelines with a specific end in mind.

 Bill S: The grade 4's at Blueberry access several teacher-approved sites as discussion points about cyber awareness.  Carolyn, Tracy, Kulbir: At Greystone we bring in experts in Media Awareness and Cyberbullying. One of the presentations is "Cyberviolence on Youth Today" presented by Saffron Strathcona Sexual Assault Center. Along with school-wide presentations, we also incorporate direct teaching of proper use of technology within our complementary tech courses offered to students in grades 5 through 7. The expectations of digital citizenship are discussed with classes by individual teachers and support staff. Presentations have been made at School council meetings to advise parents on how to put proper procedures in their homes. Inappropriate use by students results in consequences and loss of use at school on a temporary basis.  Don and Bill: • Found integrated in CALM courses taught by tech-savvy teachers using authentic learning experiences. • Use of cellphones, wikis, blogs, Facebook for student learning is well-though out by teachers before presenting and using the technologies. • Parental awareness and understanding of technologies being used in classes.  Leslie: Growing the bank of tools to teach digital citizenship is ongoing. Embedding it into teaching is used. How incidental is the teaching vs. purposeful, is one of my questions.  John and Michael: Students are producing wikis for a LA project. In the process of learning to make a wiki. The students looked at what is required to change or edit a wiki. We looked at the idea of being a responsible expert on a topic and talked about the idea of being truthful and unbiased.  Kelli and Gail: It looks like students VCing, and finding out about other kids around the world. There is an acceptance of technology as a tool - very matter of fact; normal to speak across the world. An openness and sharing of their lives. 87

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 Kathy: There is teaching around the credibility of online sources when doing research projects. I would like to do some sort of workshop on cyberbullying. We've used resources provided by the provincial government in the health classroom to deal with that issue. I think that in a more important way, we need to start using technology to foster communication, discussion, and open debate through blogs, backchanneling, whatever....  Russ, Liz and Amar: We are aware that citizenship problems can be an issue and have yet to build a consistent approach to developing the 'digital citizen'. We need to have a clear set of guidelines for them (and us) to follow.  Sheryl: Whether you are a citizen communicating face to face, or through technology the same respect rules apply.  Barb, Bill, Mike et al: Digital Citizenship at our school has included presentations to students in the Middle Years. The Power of 3 schools have had an event for parents to talk about this topic. Also, part of what we do is embedded into classroom activities. Students are taught to look at websites for authenticity - dates, webmaster, etc. . . Conversations through our Leadership Team are currently taking place around where we see our students - how can we walk beside the students? How do we work with them to ensure their safety on the internet? Do the students understand the Computer Use form that they sign? We have pulled out the form and put it into a booklet. Each teacher goes through the form and discusses with students - "Do you understand what you are signing?" There have been conversations with students about postings that are on Facebook. What is private, and what is public? What is the role of the school - working with students and parents with regard to social networking? We have a role to play in helping parents/educating parents about supporting students as they navigate this social world. A Balanced Literacy example of Skyping with another classroom opened up discussion about the importance of the person who is filming - and choosing what you see. In summary, Digital Citizenship is happening in a very informal way, at this time.

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LITERACY & LEARNING David Warlick, hosted by ERLC, delivered a workshop on Literacy and Learning in the 21st Century in November 2009. David‟s handouts and resources from this session are available on his blog site at http://davidwarlick.com/wordpress/?p=409. Many of our SLItech members were able to participate in this full day workshop. “We are preparing children for their future that we cannot clearly describe – we must prosper through unpredictability.” “Pay attention to your students and their outside environment”, which is filled with video games, social networks, various music, TV shows and extra curricular activities. Students understand that information is raw material to mix, to change and to manipulate. “64% of teens have produced and published original digital content to real audiences over the internet.” The question is how teachers can maintain a motivational and engaging learning environment while assessing digital assignments for content and process. With contemporary literacy one must expose what is true, employ the found information and express ideas compellingly and ethically. We need to connect the information through blogs, wikis, twitter, backchanneling. We then need to mine the conversation through twitter, searches, delicious, RSS aggregator and even flickr. Finally, mapping this conversation could be completed through F2F, blogs, twitscoop, etc. (See concept literacy map on next page.) Key question: What were the key concepts or bits of information that we need to use to build our vision of technology integration in PSD from this workshop?

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Contemporary Literacy Concept Map

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SOCIAL MEDIA TIPS Why do teachers use social media in teaching and learning? If you are new to social media….

 ask questions  get a twitter account and follow someone  develop a PLN  start slow  pick on tool and try it  watch “Did You Know 4.0” on Recommended web tools YouTube  watch “Social Media Revolution 2 (Refresh)” on YouTube  join the edchat ning http://edupln.ning.com/ and twitter chat sessions on Tuesdays  be authentic  ask your students what to start with, you‟ll be amazed at what they are already using! Recommended web tools

100 ways to use social media in class http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/ 91

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PSDâ&#x20AC;&#x2122;s TECHNOLOGY WIKIs http://psdtechpd.wikispaces.com/

A wealth of information in regards to web 2.0 tools for use in schools. Constantly updated with information provided by PLNs, administrators, teachers and even students!

http://psdea.wikispaces.com/

Set up for use by classroom support staff but available to all PSD staff. Offers a variety of online, audio, video and print resources to assist staff while working with students.

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PODCAST-VOICETHREAD-VOCAROO

Podcasting in education has opportunities for senior executive, administrators, teachers and students in creating a worthwhile audio content. It is simple and easy to start as noted on the Podcasting in Education wiki. A few podcasting professionals are: 1) Podcasting team of Mark Gura and Dr. Kathy King who are teachers, educational technology experts, authors and professors, share their knowledge, resources and insight. http://teacherspodcast.org/. 2) PSD has its own site at http://psd70.podomatic.com/. Ideas and podcasts can be added to this area. Contact nlakusta@psd70.ab.ca for more information. As well, Brookwood School has its own weekly Podcast Radio Announcement Show. 3) The Practical Principals, Melinda and Scott, share their thoughts. http://practicalprincipals.net/ With Voicethread you can upload images, organize their sequence and record voice-overs to accompany them. Administrators, teachers or students can login to your voicethread and reply to your prompts. Comments can be typed, recorded via webcam, microphone or telephone. Check out: 1) http://voicethread4education.wikispaces.com/ is available for K-12 teachers offering opportunities to collaborate, create and connect with other professionals around the globe. 2) This voicethread demonstrates an example of teachers commenting on how twitter has elevated their PD experiences. http://www.kristenswanson.org/2010/04/voicethread-example-for-professional.html 3) http://sites.google.com/site/myweb20adventures/voicethread-for-education is another resource which lists several voicethread examples. 4) Laurie, a teacher at Seba Beach School, had her students comment about local government at http://voicethread.com/#q+local+government.b749937.i3973029 Vocaroo is a simple tool for sending and publishing voice messages. There is no software to download. Post onto a wiki, blog or send directly through email. 1) Grade 2 Parkland Village students show off their journaling, artistic and oral skills http://motherearth2.wikispaces.com/ All three of these audio tools assist educational leaders, teachers and students to share their reflections, knowledge and skills. These tools allow global access, communication, discussion and debate over a variety of topics and themes. 93

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VC vs GT Videoconferencing and Google Talk are tools that allow schools to use video to connect with other professionals, experts or classrooms. Videoconferencing requires a set up of some equipment with the assistance of a technical expert. The complete VC unit is still a large expense for schools, although some have been able to find monies through specific provincial initiatives, grants and donations. In Parkland School Division, Entwistle, Meridian Heights, Parkland Village, Connections for Learning, Brookwood, High Park, and Millgrove use this equipment. At Centre for Education, the Board room and one office each have installed VC units. Within the school division portal exists a Videoconferencing project site. This site is updated regularly with opportunities for in-division collaboration, within the province events and even beyond those borders! A few sites that are a good resource: 1) Videoconferencing Out on a Lim - http://vcoutonalim.org/ 2) Albertaâ&#x20AC;&#x;s Videoconferencing Network - http://www.2learn.ca/VCRLN/ 3) Five Ways you can use VCing - http://mashable.com/2010/04/21/classroom-video-conferencing/

GoogleTalk is a downloadable chat application from Google. One can text, voice and video chat. Equipment can be as basic as a computer or laptop up to owning a quality webcam. Compared to a VC unit the cost is minimal. Webchat is available in PSD to all SLItech members however there are also some projects through the school division that use this technology (Skype) from time to time such as the Galileo inquirybased work Greystone staff are engaged in. The ability for participants to call or send instant messages to their contact for free â&#x20AC;&#x201C; anytime, anywhere in the world is incredible. VC or GT encounters in the classroom or staffroom have the power to open the eyes of participants to a whole new world of learning. Connecting the use of the internet with the Alberta curriculum is a powerful resource to draw upon. History lessons come to life, French class becomes an authentic experience, scientific demonstrations are easier to project and literacy can be supplemented with guest author discussions.

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SOCIAL BOOKMARKING How to build an effective “community of learners” has long been discussed in education. Although online social networks were once regarded as mostly frivolous, new tools are emerging that have great potential in terms of creating thriving online learning communities, even in F2F classrooms.

Delicious for Research The best way to think of Delicious is to think of bookmarking with a social aspect to it. Imagine if you could share your bookmark list with your students, colleagues and others online. That’s what Delicious allows you to do. More than that though, it also allows you to build a collaborative list of resources with your students so that at the end of the year, you have a class set of resources that everyone finds valuable. 1. Go to the Delicious web site at http://delicious.com/ 2. Click the ―Join Now‖ tab at the top right of the page. 3. Install the bookmarking button if you want. This is a toolbar that will allow you to use Internet Explorer to add bookmarks directly into your Delicious account. Note that they do have the same application for other browsers such as Firefox. Delicious will automatically detect the browser you’re using and recommend the appropriate toolbar for you to use. 4. Import your existing bookmarks. Again, this step is optional. If you choose to, you can simply start from scratch with your new Delicious account and leave your old bookmarks on your computer. 5. With the following links/tabs, you can: • Bookmark: Add content • Network: Add other users to your network • Tag: Add and manage labels for your bookmarks • Subscriptions: Get alerts about bookmarks with your favorite tags. • Inbox: Send messages to other users.

Diigo Diigo at http://www.diigo.com is also a great social bookmarking tool. You can research, annotate, archive, organize, highlight, and add sticky notes. You can share your bookmarks with others. As well, your Diigo account can be set to simultaneously link with your Delicious account (if you have one). 1) Sign up - email – install toolbar (full or diigolet) – profile – privacy settings 2) Tools – save to delicious 3) See toolbar in action – bookmark, highlight and sticky note 4) Share – send a bookmark to someone 5) Friends - find people 6) Groups - create a group, search for different ones to add 7) Tag – click on a tag – view popular – can also click on number to reveal who else tagged it – click Follow Me! if you like. 95

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RSS AGGREGATOR

What is RSS? RSS (Rich Site Summary) is a format for delivering regularly changing web content. Many newsrelated sites, weblogs and other online site funnel their content as an RSS Feed to whoever wants it.

Why RSS? Benefits and Reasons for using RSS RSS solves a problem for people who regularly use the web. It allows you to easily stay informed by retrieving the latest content from the sites you are interested in. You save time by not needing to visit each site individually. You ensure your privacy, by not needing to join each site's email newsletter. A Feed Reader or News Aggregator software (such as http://www.netvibes.com) allow you to grab the RSS feeds from various sites and display them for you to read and use. With netvibes, I appreciate the ease-of-use and ability to share my feeds and/or tabbed pages with others. It is a source of ongoing news, information, discussion that keeps me informed, allows me to connect with others and encourages self-reflection. I can follow blogs, wikis and even project sites within our own inside PSD! ~ Nicole

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PORTAL Parkland School Division is using Microsoft SharePoint technology to establish a portal – insidePSD – that offers information, tools and other resources which are customizable to each department and school site. The school division has various amounts of information and services that are important to staff, students, parents and the community. This portal provides a single point of access. These resources can be made available seasonally/event-specific so that users see the most relevant information and there is no need to sift through an array of sources. The first phase of insidePSD opened to all staff in September 2009 and eventually each of the insideSchool sites (with the exception of three pilot schools that had their first look in March 2009). Schools and division office departments are identifying and posting content that staff would value anytime and anywhere access. As well, schools are excited about their insideSchool presences which can:  simplify information-sharing,  reduce paperwork/emails/repetitious work,  gather an archive of data that can be reused as needed,  improve school collaboration and  exploring division-wide collaboration tools The portal houses links to various areas of interest, documentation, calendars, images, employee and student absences, email and much more. The next phase will be to connect students and parents to services.

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TIPS TO INCREASE THE LIFE OF YOUR TECH TOOLS

LAPTOP

 Change power settings to maximize battery life.  Reduce the brightness of the display.  Charge the battery, use it up completely and repeat the cycle for a longer battery life.  Minimize use of peripherals (USB devices).  Work on one application at a time.

PROJECTOR

 Read the manual.  Note the lamp life hours and turn off when not in use.  Clean/dust twice a year.  Allow 0.5 meter of space around for ventilation.

DIGITAL CAMERA

BLACKBERRY

 Turn off the camera when not in use.  Don’t browse images, download them to do this.  Use a lower resolution for taking images.  Don’t store batteries in the body of the camera, keep them separate (over the summer).  Plan your shot before you turn on the camera.  Use flash only when necessary.

 Stop charging the phone when the batteries are full.  Turn off the phone when not in use.  Decrease the brightness of the display.  Disable extras, such as Bluetooth, keypad sounds, vibrate alert, etc.  Minimize use of flash memory, save images on a memory card.  Use a low volume for alerts.

MONITOR

IWB

 Log off and power off completely.  At the end of the school day, check to ensure all monitors are turned off.  PSD IT dept. automatically shuts down computers between 7pm and 7am.

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 If surface is dirty, clean with a soft, damp cloth.  Avoid using any dry erase markers.  Avoid using tape, abrasive powders or soaps.  Keep pens, eraser in proper trays.  Avoid plugging and unplugging USB cords or Bluetooth.

LESSONS LEARNED Change/keep….. I would change a couple of things now that I have been involved in the project for one year:  incorporate group learning into Lead Team monthly meetings for longer periods of time (1/2 day)  connect with other curriculum and special education facilitators to coordinate PD activities to enhance each others‟ work (not look like separate departments or learning opportunities)  differentiate a few sessions to separate into early years, middle years and high school groups  work more closely with Senior Executive group to enhance their comfort and skill level with technology In regards to things that would stay the same, I would like to:  continue with the group sessions and final year-end celebration  continue monthly or more as-needed school visits to coach, mentor, model  continue use of the portal to provide access to information, resources, collaboration

Advice…… If SLItech members were to advise another school division on how to implement a similar project, the critical success factors they saw were:  Modeling, mentoring, and sharing ideas. Learning what it is out there.  Having time to play, explore and use websites/web 2.0 tools to see what works best with our students.  Full involvement from all schools.  Ample time for sharing and collaboration.  Having the opportunity for multiple leadership staff attend and giving them opportunity to have time to develop and discuss direction for their school.  Focus on a few areas.  Differentiate learning among administrators.  Site-based experts can carry a message to their staff without bringing experts from outside which then speeds acceptance of ideas.  Finding the balance between following divisional goals and allowing each site to progress in ways that were suited to their school site.  Multiple sharing formats for best practices such as the portal, meeting sharing session, paper copy, etc.  Time and access via networking with others and sharing plans and experiences.  Frequent discussions and use of technology in presentations.  Take it slow and easy.  Lots of open communication and someone to help with troubleshooting.  Flexibility – switching gears so that the teachers can take a „teacher leader‟ role (with direction from admin.)  Discussions about the landscape – context of the 21st century learner  A division support person; an educational technology facilitator is a must.  Find ways for each school to go in their own direction.

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Issues/challenges……

Challenge Collaboration time

Infrastructure issues – school sites were not wireless

Resolution  Showing one technology integration concept such as literacy development using Blogs and allowing more time for SLItech member to play, create, and discuss how this could be used at their school site instead of showing many literacy development ideas using technology.  The SLItech member group is quite large, so breaking them into to smaller groups for workshop sessions was much easier on the wireless aspect for access. As well, discussions seemed to be more targeted and fruitful because there were smaller groups of people who could delve further into specific school site and/or divisional (early years, middle years and High school) level conversations.  IT dept. completed the wireless set up of all school sites by February 2010.

Successes    

Blogging by a Principal and teacher leader – page 59 Nings and wikis designed by teachers through discussion with admin – page 20 Teachers and administrators tweeting – page 56 Celebration – Year One – pages 33-37

Promising Practices…… 1) The identification of NINE effective administrator strategies for technology integration. 2) Regular group sharing of how educational leaders are facilitating the teaching and learning with technology within classrooms (in-person, on insidePSD, blogging).

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Survey Results from Howard Research (May 2010) The following results include General information, Educational Technology Leadership Scenarios, Educational Technology Leadership Characteristics, Enhancing Educational Technology Leadership Capacity Activities and Future Intentions from our SLItech participants. I. General Information An overview of general information pertaining to survey respondentsâ&#x20AC;&#x2122; backgrounds is presented in Table 1. Table 1. General information n Response

% (n=42)

Position School Administrator

85.7%

Jurisdictional Administrator

4.8%

Other

9.5%

Less than 5 years

2.4%

5 to 10 years

9.5%

More than 10 years

88.1%

Less than 5 years

31.0%

5 to 10 years

40.5%

More than 10 years

28.6%

Length of time as an educator

Length of time as an educational leader/administrator

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II. Educational Technology Leadership Scenarios Respondents were asked to read a series of five educational technology leadership scenarios and select the scenario that best described them as of January 2010. Results are provided in Tables 2 to 6 below. Table 2. Shared vision n Response

% (n=42)

I am not or am minimally engaged in developing a shared vision for comprehensive integration of technology into teaching and learning environments in my school/jurisdiction.

2.4%

While not extensively engaged in developing a shared vision for comprehensive integration of technology into teaching and learning environments in my school/jurisdiction, I am very interested in increasing my involvement in developing such a vision.

11.9%

I am engaged in developing a shared vision for comprehensive integration of technology into teaching and learning environments in my school/jurisdiction and consider this development as an important part of my administrative responsibilities.

59.5%

I am extensively engaged in developing a shared vision for comprehensive integration of technology into teaching and learning environments in my school/jurisdiction and consider this development as an important part of my administrative responsibilities.

26.2%

None of these scenarios best describes me as of January 2010.

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Table 3. Digital-age learning culture n Response

% (n=42)

I am not or am minimally engaged in creating, promoting, and sustaining a digital-age learning culture for students in my school/jurisdiction.

While not extensively engaged in developing a digital-age learning culture for students in my school/jurisdiction, I am very interested in increasing my involvement in creating and promoting such a culture.

7.1%

I am engaged in developing a digital-age learning culture for students in my school/jurisdiction, and consider this culture important to providing a rigorous, relevant, and engaging education for students.

71.4%

I am extensively engaged in developing a digital-age learning culture for students in my school/jurisdiction, and consider this culture critical and central to providing a rigorous, relevant, and engaging education for students.

21.4%

None of these scenarios best describes me as of January 2010.

Table 4. Environment of professional learning n Response

% (n=42)

I am not or am minimally engaged in promoting an environment of professional learning centered on the infusion of contemporary technologies.

2.4%

While not extensively engaged in promoting an environment of professional learning centered on the infusion of contemporary technologies, I do what I can to ensure that some form of professional learning is centered on the infusion of contemporary technologies and is available to teachers in my school/jurisdiction.

4.8%

I am engaged in promoting an environment of professional learning centered on the infusion of contemporary technologies, and ensure that professional learning is centered on the infusion of contemporary technologies and is available to teachers in my school/jurisdiction.

66.7%

I am extensively engaged in promoting an environment of professional learning centered on the infusion of contemporary technologies. I ensure that professional learning is centered on the infusion of contemporary technologies and is systematically and routinely available to teachers in my school/jurisdiction.

26.2%

None of these scenarios best describes me as of January 2010.

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Table 5. Digital-age leadership n Response

% (n=42)

I do not or minimally provide digital-age leadership and use information and technology resources to improve the school/jurisdiction.

4.8%

I provide some digital-age leadership and use information and technology resources to improve the school/jurisdiction.

26.2%

I regularly provide digital-age leadership and use information and technology resources to improve the school/jurisdiction.

52.4%

I play a central role in the provision of digital-age leadership and use information and technology resources to continuously improve the school/jurisdiction.

16.7%

None of these scenarios best describes me as of January 2010.

Table 6. Social, ethical, and legal issues and responsibilities n Response

% (n=42)

I am not familiar with the social, ethical, and legal issues and responsibilities related to an evolving digital culture in society.

While I am familiar with some of the social, ethical, and legal issues and responsibilities related to an evolving digital culture in society, I am not comfortable with my understanding of each.

9.5%

I am familiar with many of the social, ethical, and legal issues and responsibilities related to an evolving digital culture in society.

40.5%

I am familiar with the social, ethical, and legal issues and responsibilities related to an evolving digital culture in society. In addition, I am actively promoting digital citizenship in my school/jurisdiction.

50.0%

None of these scenarios best describes me as of January 2010.

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III. Educational Technology Leadership Characteristics Respondents were asked to select the educational technology leadership characteristics that apply to them (check all that apply) (see Table 7). Table 7. Educational technology leadership characteristics n Response

% (n=42)

I actively lead and facilitate a shared vision of purposeful change that maximizes the use of technologies and digital resources in teaching and learning environments in my school/jurisdiction.

54.8%

I actively engage in an ongoing process to develop, implement, and communicate technology integration strategic plans.

73.8%

I actively advocate for the development of technology integration into teaching and learning at local levels.

85.7%

I actively advocate for the development of technology integration into teaching and learning at provincial and/or national levels.

9.5%

I actively ensure that instructional innovation focused on continuous improvement of digital age teaching and learning is available to my school / jurisdiction.

78.6%

I actively provide (facilitate the provision of) learner-centered environments equipped with technology for learning.

71.4%

I actively model the effective use of technology.

83.3%

I actively support professional learning associated with technology integration.

92.9%

I actively promote and participate in local, national and/or global learning communities to stimulate innovation, creativity, and digitalage collaboration.

38.1%

I actively make sure that time and resources are available to teachers to ensure professional growth in technology understanding, use and integration.

83.3%

I actively facilitate and/or participate in learning communities that support administrators, teachers, and staff in the use of technology.

88.1%

I actively promote and/or model the use of digital-age tools as part of facilitating the use of technology.

73.8%

I actively stay informed on educational research and emerging trends regarding effective use of technology in teaching and learning.

83.3%

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I actively lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and mediarich resources.

47.6%

I actively collaborate to establish measures, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

47.6%

I actively recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

64.3%

I actively establish and leverage strategic partnerships to support systemic improvement through the use of technology.

40.5%

I actively support the establishment and maintenance of a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching and learning

45.2%

I actively promote, model and establish policies in my school / jurisdiction for the safe, legal and ethical use of digital information and technology.

83.3%

I am confident that I actively promote and model responsible social interactions related to the use of technology and information.

83.3%

I actively model and facilitate the development of a shared cultural understanding in my school / jurisdiction of the global issues surrounding the use of digital information and communication tools.

73.8%

IV. Enhancing Educational Technology Leadership Capacity Activities Survey respondents were asked to indicate (yes or no) whether they had participated in professional development specifically as part of Supporting Innovative Classrooms: Enhancing Educational Technology Leadership Capacity (see Table 8). Table 8. Participation in professional development specifically as part of Supporting Innovative Classrooms: Enhancing Educational Technology Leadership Capacity n Response

% (n=42)

Yes

88.1%

11.9%

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The 37 respondents who indicated (as per Table 8) that they had participated in professional development specifically as part of Supporting Innovative Classrooms: Enhancing Educational Technology Leadership Capacity were subsequently asked an additional series of questions about that professional development, as presented in Table 9 below.

Table 9. Perspectives on professional development n Response

% (n=36-37)*

Satisfaction with the appropriate selection of professional development activities Satisfied

73.0%

Not satisfied

5.4%

Neither satisfied or dissatisfied

21.6%

Satisfied

73.0%

Not satisfied

2.7%

Neither satisfied or dissatisfied

24.3%

Too challenging

24.3%

Not challenging enough

10.8%

Just right

64.9%

Too little time (rushed)

55.6%

Too much time (slow)

2.8%

Just right

41.7%

Satisfaction with the appropriate sequencing of professional development activities

Level of challenge of the professional development activities

Sufficiency of time provided to complete professional development activities

*Satisfaction with appropriate selection (n=37); satisfaction with appropriate sequencing (n=37); level of challenge (n=37); sufficiency of time (n=36; one individual (n=1) refused to respond to this question).

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Respondents were also invited to provide any additional comments on each of the areas outlined in Table 9 above. An overview of their comments is provided below (number of respondents noted in parentheses).

Satisfaction with the appropriate selection of professional development activities (n=6):      

Sessions provided valuable information. Liked the conferences/workshops and materials. Able to use professional development for growth. Too much information presented too fast (not enough time). Suggestions: activities should be narrowed/more focused; more time provided. Growth limited by information technology (IT) support

Satisfaction with the appropriate sequencing of professional development activities (n=2):  

Sequencing was fine. Frustration regarding inability to implement (lack of participation and lack of understanding of educational needs among support).

Level of challenge of the professional development activities offered (n=5):    

Good conversations (should continue). Limited time provided affected the application of new learning. Difficulty teaching to individual levels of staff participants (too much too soon, although adjustments were made/appreciated). Activities personally challenging (although a slower pace may have been too slow for others).

Sufficiency of time provided to complete professional development activities (n=10):          

Amount of time just right, although there was a lot packed into the time allotted. Time was adequate overall, although not necessarily sufficient to feel knowledgeable or implement in the school. Great program overall, but too much packed into the time frame. Too much information in a short amount of time. Too much information provided too quickly (hindered adequate exploration of ideas). Time for practice and exploration could have been longer. Rather than too little time, was too much information presented too quickly (not enough to focus on and learn concepts before moving on to the next). There is never enough time. More a function of additional demands on time throughout the day. Shorter, less frequent sessions embedded into the school would be more effective.

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The five respondents who indicated (as per Table 8) that they had not participated in professional development specifically as part of Supporting Innovative Classrooms: Enhancing Educational Technology Leadership Capacity were subsequently asked a series of questions about any activities in which they did participate as part of the same project (see Table 10).1

Table 10. Perspectives on other activities n Response

% (n=3)*

Satisfaction with the appropriate selection of professional development activities Satisfied

33.3%

Not satisfied

Neither satisfied or dissatisfied

66.7%

Satisfied

66.7%

Not satisfied

Neither satisfied or dissatisfied

33.3%

Too challenging

Not challenging enough

Just right

100.0%

Too little time (rushed)

33.3%

Too much time (slow)

Just right

66.7%

Satisfaction with the appropriate sequencing of professional development activities

Level of challenge of the professional development activities

Sufficiency of time provided to complete professional development activities

* Two individuals (n=2) refused to respond to this question.

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V. Future Intentions Respondents were asked to respond to the following questions: ―As an educational administrator, I will continue to expand my expertise in providing technology leadership to my school/jurisdiction.‖ Their responses are presented below in Table 11. Table 11. Future intentions n Response

% (n=42)

Yes – I will actively engage in technology professional development

100.0%

No – I believe I have other administrator professional development that requires my attention

Not sure of the extent to which I want to and/or need to continue professional development in technology leadership

Additional Comments from the Howard Research survey In closing, survey respondents were given an opportunity to provide any additional comments about Supporting Innovative Classrooms: Enhancing Educational Technology Leadership Capacity. Five individuals opted to provide feedback, including the following:

      

Appreciation for the opportunity to come together to network and share thinking (important area for focus), including use of 2Learn2gether with other school divisions. Group sessions important for sharing discussions. Monthly school visits assisted in furthering the technology integration process. Group collaborative site on the portal has assisted in capturing discussions, reflections, links, and shared documents. Has been growth in linking learning with technology With some adjustments, the program can move from good to great (look forward to future opportunities in moving forward). Technology budget cuts remain a concern.

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SUSTAINABILITY

This initiative is focused on learning and building leadership capacity. As our capacity across the school division increases so does our ability to sustain the learning into the future. Once leaders are more knowledgeable and confident in leading technology integration activities in their sites they are better positioned to build staff capacity amongst more staff in their schools. As the Scholaris Learning Gateway (insidePSD) is implemented it will provide an increasingly important and accessible environment where teachers can collaborate and share information, strategies and best practices to promote continued integration of technology into the learning environment. The long-term plan is that the Learning Gateway will be a primary avenue for administrators and staff, as well as students and parents, to access, share and collaborate. The portal will provide „one stop shopping‟ for staff in many areas of our educational system including technology integration and resources. We see that advances in technology will continue to impact the delivery of education and as a result we see the need for an ET facilitator into the future as a key member of the Learning Services team within our division. His/her work would be to continue to support staff in the appropriate use and integration of new technologies.

LOCAL RESEARCH      

Student Advisory Committee – May 2009 found on pages 38-40 Administrator Survey – June 2009 found on pages 43-49 SpeakUp Survey – Winter 2009 found on pages 41-42 NETS*Admin Zoomerang Survey – Winter 2009 found on pages 50-54 Howard Research and Associates – May 2010, shared directly with Alberta Ed, found on pages 62 and 101-110 Online Mileguide Assessment – April 2010 found on pages 76-77

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Resources Alberta Education. (2009). Draft technology and education policy. Edmonton, AB. Brooks-Young, Susan. (2009). Making technology standards work for you. Eugene, OR: ISTE. Indiana Department of Education. (2001). Eight steps to highly effective, next generation professional development. Retrieved February 10, 2010 from http://www.doe.in.gov/olt/eightsteps/welcome.html Fingal, Diana. (2010, May). Calling all administrators: We need your wisdom! In Learning & leading with technology, 47. Eugene, OR: ISTE. Howard Research & Management Consulting Inc. (2010, July). Supporting innovative classrooms: Enhancing technology leadership capacity â&#x20AC;&#x201C; PSD #70 Administrator survey report. Javeri, Manisha. (2002). Technology integration: Best practices in higher education. Retrieved April 13, 2010 from http://www.computer.org/portal/web/csdl/doi/10.1109/CIE.2002.1185987 Kozloski, K. C. (2006, May). Educator resources. Retrieved December 12, 2008, from http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Kozloski_Kristen_N07.pdf

LoTi Connection, Inc. (2009). H.E.A.T. framework. Retrieved November 5, 2009 from http://www.loticonnection.com/HEATframework.html National educational technology standards for administrators. (2009). Eugene, OR: ISTE. Morris, Dan & Brooks-Young, Susan. (2010, April). Becoming a 21st century administrator. Retrieved April 15, 2010 from http://www.thecreativeeducator.com/v08/stories/Becoming_a_21st_Century_Administrator Peacock, Kim â&#x20AC;&#x201C; University of Alberta resource person. Pitler, Howard, Hubbell, Elizabeth, & Kuhn, Matt. (2007). Using technology with classroom instruction that works. Denver, CO: McREL. Project Tomorrow. (2008). 21st Century Students Deserve a 21st Century Education. Retrieved April 27, 2010, from Project Tomorrow Web site: http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf Richardson, W. (2008). Footprints In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks. Educational Leadership, 16-19. Scott, Fred. (2010, March/April). Six strategies to connect tech integration with school improvement. In, Learning & Leading with Technology, 37. Eugene, OR: ISTE. SLItech. (2009, June). Admin Tech Integration Survey. Stony Plain, AB: PSD Learning Services. 112

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SLItech. (2009, December). Are we challenging todayâ&#x20AC;&#x2122;s interactive generation to think, solve problems and apply their learning? Retrieved April 14, 2010 from insidePSD SLItech collaboration site. SLItech. (2010, January). Technology integration definitions. Retrieved April 15, 2010 from insidePSD SLItech collaboration site. SLItech. (2010, January - March). Based on my knowledge of citizenship and of technology integration, how might I define Digital Citizenship and what would I list as components of it? Retrieved April 14, 2010 from insidePSD SLItech collaboration site. SLItech. (2010, March 4). High-yield strategies notes from group work. Retrieved April 13, 2010 from insidePSD SLItech collaboration site. SLItech. (2010, March - April). How do you currently model technology application use in your workplace? Retrieved April 12, 2010 from insidePSD SLItech collaboration site. SLItech. (2010, March - April). What strategies do you currently use to stay abreast of emerging technologies and their potential uses in education? Retrieved April 15, 2010 from insidePSD SLItech collaboration site. Whitby, Thomas. (2010, May). Exchange ideas on edchat. In Learning & Leading with Technology, 33. Eugene, OR: ISTE.

Images p.2 Innovation http://www.desai.com/Portals/1158/images/innovation-street-sign_web2-resized-600.jpg

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p.57 HEAT student output http://www.loticonnection.com/images/loti_in_heat_out.png

p.79 Blog http://expeditionsinlearning.blogspot.com/2007/08/in-junk-mail-today.html

p.80 TPACK reflect on it http://punya.educ.msu.edu/images/tpack-ambigram.jpg

p.81 113

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TPACK circle http://edcommunity.apple.com/ali/galleryfiles/16536/Tpack-contexts.jpg

p.83 Book http://digitalcitizenship.net/images/digcit_sm_9j2n.jpg

p.84 Digital Compass http://www.schenectady.k12.ny.us/TechResources/EETT/digitalcitizenship/compass.jpg

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p.93 GoogleTalk http://www.marcusjlewis.com/wp-content/uploads/2010/03/google_talk.jpg

p.94 Delicious http://files.forensicmed.webnode.com/200000005-e56d3e666e/delicious_logo.png Diigo http://jlwagner.pbworks.com/f/1206907216/diigo.gif

p. 97 Laptop http://www.laptopspec.net/wp-content/uploads/2009/12/ThinkPad-R400.png Blackberry http://www.comparatio.com/images/blackberry.jpg Projector http://images.fixya.com/E/Elmo%20Projectors/177x150/34845120.JPG Monitor http://t0.gstatic.com/images?q=tbn:KV00x3nRdq0T5M:http://i107.photobucket.com/albums/m311/Nin_Yatoc/DSC00181.jpg Interactive whiteboard http://www.interactivelearning.ie/Products/SmartBoards/files/sb600_product.jpg

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