Department of Education Technology 156 North Jefferson Street Chicago, Illinois 60661 www.smartts.com
2009 Smart Technology Services
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CONTENTS Introduction..........................................................................................................................1 The Challenge ......................................................................................................................7 The Barriers..........................................................................................................................5 Feugiat consequat magna ...................................................................................................6
Learning cannot be designed. Learning happens, design or no design. And yet there are few more urgent tasks than to design social infrastructures that foster learning. Those who can understand the informal, yet structured, experiential yet social, character of learning—and can translate their insight into designs in the service of learning—will be the architects of tomorrow. Etienne Wenger Communities of Practice
That’s what we do.
So who among you shall lead? Who among you dares to be great? Who among you will walk into the shadows? To be a light. Who among you thinks, “I can.” Who among you says, “I’ll go.” Who among you dreams of the impossible? But then dares to make it so. A chance for all… An opportunity for all… A quality education for all… A new hope A new AMERICA For all. So who among you… Shall lead?
© 2009 Michael E. Summers
Introduction At this defining moment in our nation’s history, America faces few more urgent challenges than preparing our children to compete in a global economy. President Barack Obama
Change is in the air The growing push for educational reform is driven by the widespread recognition that our schools must change if they are to prepare all of our students to compete and succeed in the global economy of the 21st century. Today, our students represent an unprecedented level of diversity—in abilities, learning styles, prior educational experience, attitudes and habits related to learning, language, culture and home life. The challenge of educating these students requires new capacities for schools and new orientations for the educators who make decisions that influence students’ lives. It requires a commitment to basing instructional decisions on sound information and data rather than assumptions and subjective perceptions. Most of all, successfully meeting the challenge of educating 21st century students will require the ability to throw off the shackles of time and tradition and the willingness to embrace something different, something new—something that truly has the potential to uplift and empower all of our nation’s nearly 50 million students.
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What are the characteristics of the 21st Century Educator? We hear a lot about the characteristics of the 21st century student. But what about the 21st century teacher? What are the characteristics we should expect to see? The 21st century educator is, first and foremost, less “the sage on the stage” but is more “the guide on the side.” The 21st teacher is learning focused and student centered; “they are teaching about how to learn as much as teaching about the subject area” (edorigami.wikispaces.com). The 21st century teacher is also a 21st century learner. But more than that, the 21st century educator is:
(Source: http://edorigami.wikispaces.com) The Adaptor The 21st century educator teacher must be able to adapt the curriculum to meet the multidimensional needs of a diverse body of students in new and imaginative ways. The 21st century educator must also be able to adjust to the fluid and ever-changing dynamics in the classroom. When it all goes wrong in the middle of a class, when the established core curriculum is not engaging your children, what do you do? A 21st century educator must understand different teaching styles and then be able to model and employ different teaching styles to different styles of learning.
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The Visionary Imagination, a key component of adaptability, is a crucial component of the educator of today and tomorrow. The 21st century educator sees the potential in emerging tools and technologies and is unafraid to use these tools to meet the needs of his or her students. The Collaborator The 21st century educator is more than a lecturer, but is a collaborator. The 21st century educator uses collaborative learning tools such as wikis, blogs, email, Skype and social networks to enhance learning and engage learners. The 21st century teacher understands that learning is a collaborative process and values input, observations, questions and conclusions from students. Teacher push gives way to learner pull. The Risk Taker No educator can know all things. The 21st century educator takes risks. There may be a vision and a general idea of what certain learning tools can achieve. Goals may be identified; learning facilitated. But the 21st century teacher also relies on and trusts in the strengths of our students—our “digital natives”—to understand and explore new products and new ideas. The 21st century educator allows students teach each other. The greatest retention of knowledge comes from teaching others The Learner We expect our students to be life long learners. Hundreds of schools and school districts have the phrase “life long learners” in their mission statements and objectives. The 21st century teacher must also continue to absorb experiences and knowledge as well and endeavor to stay current. How many teachers are using lesson plans from 5 years ago? To be a teacher today, you must change and learn as the horizons and landscape changes. The 21st Century teacher or educator must continually learn and adapt. The Communicator “Anywhere, anytime” learning is a catch phrase we hear often. Usually its paired with “life long learner.” In order to encourage “anywhere, anytime” learning, the 21st teacher to must be fluent in the tools and technologies that enable communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it. The Model The 21st teacher models the behaviors that we expect from our students. There is an increasing expectation that teachers will teach values. Teachers are often the most consistent part of a student’s life. Although not necessarily associated with cognitive development or curriculum design, the teaching of values is of equal importance. These values include, but are certainly not limited to: (1) tolerance, (2) acceptance, (3) global awareness, (4) a good work ethic and (5) good citizenship. The Leader. The 21st century teacher does not have to be a technology expert. But a 21st century teacher leads by example and champions change.
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The Challenge What is the ultimate challenge facing our schools today? It is, simply put, to meet the learning needs of all students and to care for them effectively. While certain educational needs are timeless and universal, responding to these needs effectively in the flattened world of our 21st century society involves unique challenges. These challenges include: o Increasing pressure to improve student performance on standardized tests and meet adequate yearly performance. This requires careful study of the applicable standards and appropriate interpretation of these standards. Lesson plans must be designed around these standards, but often with inadequate help from the adopted textbooks. o Teachers are expected to integrate newly available digital resources into their teaching materials, but often with little training, guidance and support. o Increased boredom and lack of motivation by students; many of whom are exposed to highly stimulating digital media outside of the classroom and expect to be entertained as much as educated at school. o Assessing the level of every student on an ongoing basis and sharing this data with a body of interested stakeholders—parents, caregivers, school boards and the community at large—who increasingly expect and demand accurate and timely data on learning gaps and student achievement. o
Developing individualized learning plans in order to ensure that every child is learning in class.
o Challenging students to do more than simply master the 3 R’s or basic skills. The new millennium has also ushered in a new and unprecedented mandate to educate all students to be effective thinkers, problem solvers, creators and communicators who can participate as productive members of an increasingly global economy. Never before have schools been asked to ensure that all students achieve such publicly defined standards of learning. Never before have we asked schools to consider higher-order skills as core skills to be acquired by all students. o Meeting the learning needs of the largest and most ethnically diverse student population in our nations history. o Bringing up the performance of our lowest performing students while concurrently challenging and inspiring the brightest students.
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I.
The Pedagogy Problem
For more than 100 years, schools met the needs of our students by organizing learning around a curriculum delivered in standardized time periods called Carnegie Units. Within this structure, curriculum was defined as a set of units, sequences and facts. Credentials (Carnegie Units) were based on “time served,” and the failure of significant numbers of students was not only accepted, it was considered the inevitable result of norm-based testing. But for the most part, this system of education prepared generations of students to find their place in American society. Where it did not, the economy had a place for people who were willing to work hard even if they lacked the basic skills to advance or succeed in school. But all that has changed. Today’s students need a very different approach to education as they face the realities and demands of a technological and global society. In 1959, 80% of all jobs were unskilled or semi-skilled. In 2009, 85% of all jobs are skilled or professional. (Price, 2002). The workplace today demands that individuals understand multi-dimensional problems, design solutions, plan their own tasks, evaluate results, and work cooperatively with others. These expectations represent a new mission for education that requires schools to not merely deliver instruction, but to be accountable for ensuring that educational opportunities result in all students learning at high levels (Visher, Emanuel, & Teitelbaum, 1999). However, our current school model—our current pedagogy—does not achieve this goal. A recent report by the American Diploma Project states: “The [high school] diploma has lost its value because what it takes to earn one is disconnected from what it takes for graduates to compete successfully beyond high school—either in the classroom or in the workplace. Re-establishing the value of the diploma will require the creation of an inextricable link between high school exit expectations and the intellectual challenges that graduates invariably will face in credit bearing college courses or in highperformance, high-growth jobs.” (Rockman, 2003). Employers echo this sentiment. In a recent survey, employers from across the country were asked to identify the skills they considered “very important” to success in the workplace. The skills rated as “very important” were: (1) professionalism/work ethic; (2) oral and written communications; (3) teamwork/collaboration; (4) critical thinking/problem solving; (5) reading comprehension; (6) English language (spoken); (7) ethics and social responsibility and (8) information technology application. The respondents were then asked to rate the skill level of new entrants by grade level. New entrants’ skill level could be rated as “excellent,” “adequate” or “deficient.” (The Conference Board, Corporate Offices for Working Families, The Partnership for 21st Century Skills, The Society for Human Resource Management, 2006).
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Four-year college graduates were deemed “deficient” in written communications, writing in English and leadership. Two year college graduates and technical school graduates were deemed “deficient” in written communications, writing in English, lifelong learning/self direction, creativity/innovation, critical thinking/problem solving, oral communications, ethics and social responsibility. However, high school graduates were deemed “deficient” in every one of the “very important” skills necessary for workforce success. (The Conference Board, Corporate Offices for Working Families, The Partnership for 21st Century Skills, The Society for Human Resource Management, 2006). The bottom line? Designed in response to different demographic and economic conditions, our current pedagogy—or model of teaching—is simply not responsive to today’s realities. The size, structures, and traditional orientations of these schools contribute to student alienation and academic failure. Too many are characterized by large, compartmentalized, and impersonal school settings; low expectations for student performance; and curricula guided by dated and autonomous departmental priorities. The student’s role in the educational process is passive and subordinate. There is a pervasive over emphasis on teacher-directed instruction, and a fragmented curriculum prevents students from seeing the connections between the content learned in school and real life. The vast majority of schools find ways to divide students on some measure of ability, which diminishes opportunities to learn for some students and contributes to increasing inequalities among students over time (Marsh & Codding, 1999; Visher et. al., 1999). The inadequacy is particularly problematic in urban, high-poverty areas where too many students leave school without developing the proficiencies required for success and dropout rates remain unacceptably high. Evidence of poor student performance in these schools is indicative of the fact that too many adolescent students feel disenfranchised, disconnected, and disengaged from learning. This is especially true for students who are at risk due to poverty, cultural differences, or the demands of learning a second language, and lack clear paths to adulthood. Multiple indicators of student failure underscore the pressing need to restructure low-performing, urban schools into more engaging and supportive learning communities.
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A New Solution The growing urgency in American education to transform low-performing schools into more responsive learning environments has been paralleled by an emerging body of research knowledge that puts student learning at the center of comprehensive school reform. In our white paper, 1-to-1, The Smart Technology Services Education Initiative, we provide a comprehensive and visionary framework for 21st century education. In 1-to1, we do not make a case for computers, we make a case for constructivist learning. We make the case that 21st century education should be intellectually rigorous, personalized, interactive, responsive to diverse learners, connected to real-world experiences and most of all, student-driven and learning focused. This view is central to the paradigm now driving reform efforts. It makes student learning and continuous improvement the rationale and evaluative criteria for state, district, school and classroom-level efforts. This model for 21st century education is very different than the paradigm for educating children that characterized education for more than 100 years. Some of these differences are illustrated below.
The Traditional Paradigm
The New Paradigm
The “inputs” and process of education are emphasized over results. Curriculum is “covered,” and instruction is organized around limited time units prescribed by the school schedule. Schools accept the failure of a significant number of students.
The school mission emphasizes high levels of learning for all students. Diverse abilities, developmental levels, readiness, and learning styles are addressed so that all can succeed. There is flexibility in the use of instructional time with an emphasis on learning, not how much content has to be “covered.”
Learning is organized around what Learning is organized around a standardized students should know and be able to do. curriculum delivered in standardized time Credentialing is based on student periods. Credentials are awarded based on demonstration of proficiency in these “time served,” issued in “Carnegie Units.” knowledge and skill areas.
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The curriculum is derived from existing content, which is most often determined by textbooks. The curriculum is organized around a set of units, sequences, concepts, and facts.
School accountability is defined in terms of programs offered, attendance and dropout rates, the number of students who are credentialed, and the results of normreferenced tests. There is minimal systematic monitoring of student progress on an ongoing basis. Assessment is done at the end of instruction and is narrowly focused on lower-level and fragmented (end-of-unit) skills that can be assessed through paper-pencil responses. Norm-referenced standardized test results are the basis of accountability.
School improvement focuses on: improving the existing organization; adding new programs; changing textbooks; offering teacher workshops; improving school climate; and increasing staff participation in decision making.
The curriculum is derived from standards that define what students should know and be able to do. Subject matter is “integrated” around “real-world” tasks that require reasoning, problem solving, and communication. Schools are accountable for demonstrating that all students develop proficiencies that represent high-level standards for what students should know and be able to do. Student progress is monitored frequently.
Assessment is integrated with instruction and focuses on what students understand and can do. Methods assess students’ competencies through demonstrations, portfolios of work, and other measures. State-based assessments are the basis of external accountability. The emphasis is on systemic reform of school structures, the curriculum, and instructional practices. Collaborative leadership and continuous professional development are emphasized. Improvement is based on sound data about student learning and achievement.
Student-centered accountability recognizes that what we truly mean by success for all students is success for each student and that school must be accountable for ensuring that each and every student is acquiring the knowledge and skills necessary to compete and succeed in the 21st century. It also means that school must continually evaluate the extent to which students who have particular characteristics or who have had exposure to specific programs and practices are succeeding. By recognizing that learning gaps and poor student performance will not improve unless it is directly addressed, a focus on school improvement means that the entire culture of a school drives toward increasing student success. The Smart Solution
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Given this, the central questions driving future reform efforts should be: o What specific performance standards should apply for all students? o What kinds of learning opportunities will enable a diverse student population to achieve these standards? o What does it take to transform schools into places where all students achieve these standards?
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Technology and Student Achievement—The Indelible Link
Executive Summary o Technology has a positive effect on student achievement. Research conducted over the course of the past 20 years shows a clear and convincing trend: when well-planned and implemented in an instructionally sound manner, the integration of technology into instruction has a number of positive effects on student achievement. o Several states have emerged as leaders in integrating technology in education. Statewide programs that have committed to integrating education technology into instruction, such as Missouri’s eMINTS program, Michigan’s Freedom to Learn program and Texas’ Technology Immersion Pilot have all shown statistically significant gains in reading, math, and science achievement when comparing participating students to their non-participating peers. o Correct implementation of education technology is the key.
Introduction 21st century learners are increasingly using information and communication technologies at every stage of the learning process to locate, analyze, process, present and share information and knowledge. Interactive technologies, virtual learning communities, webbased curriculum and online assessments are increasing the speed and immediacy of feedback and enabling more flexible approaches to curriculum delivery. Networked technologies are connecting learners with experts, teachers and other learners beyond the walls of their school while supporting collaboration, creativity and cooperative learning. This increased connectivity allows teachers to individualize instruction at a pace, place and time best suited to learners’ needs. Networked technologies increase curriculum choices and pathways for learners, break the barriers of geographic isolation and socioeconomic limitation, extend the range of instructional and assessment methods and increase access to specialist support. Teachers with daily access to networked technology are also better able to access and monitor all relevant student data and then share this data with a body of interested educational stakeholders—students, parents, caregivers and superintendents, school boards and the community at large—who increasingly require and demand regular and accurate information about educational outcomes and student achievement. But before we go too far, before we embrace technology as the next new panacea for all that ails our schools, we must first remember one basic fact: technology is a tool and a tool is only valuable to the extent that a human being organizes its use in a productive way. What this means relative to the use and integration of computers, laptops, whiteboards, document cameras and other interactive technologies is this—the technology, in and of itself, does not improve test scores, grade point averages or student achievement. Yes, the promise of technology is real, but this promise depends on three things: o First, there must be a shared vision for why technology is being used in the classroom. o Second, there must be a comprehensive plan for how technology will be integrated into the learning environment. o Third, the use of technology must be tied to a clear educational purpose; to performance-based standards and to the actual educational needs of your schools and your students. So thoughtful and correct implementation is key. But the research is clear. When integrated in a well-planned and instructionally sound manner, technology can and does close achievement gaps and improve student outcomes for all students at every level.
The Research The Smart Solution is, first and foremost, a research-based solution. What does the research show? It shows: Technology supports student achievement. Improving student achievement in core academic subjects is the central goal of NCLB. When implemented appropriately, integrating technology into instruction has significant positive effects on student achievement in reading and literacy, mathematics, and science. (International Society for Technology in Education, 2008) Technology builds 21st century skills. Proficiency in core academic subjects is essential, but no longer sufficient, preparation for success in life, post secondary education, and work, according to a growing number of leading business and educational leaders. Skills including critical thinking and problem solving; creativity and innovation; global awareness; and financial, economic, business, and entrepreneurial literacy are now deemed critical. (Partnership for 21st Century Skills, 2006) Moreover, these skills contribute to student achievement, college readiness and success, and economic competitiveness. (Partnership for 21st Century Skills, 2008) Integrating technology into instruction and learning helps develop these skills. (International Society for Technology in Education, 2008) Technology engages students in learning and content creation. Today’s students are growing up with technology. They consume and produce digital media for informal learning, creative expression, staying in touch with peers, and reaching out to the wider world. Integrating technology into formal learning and engaging students to create and publish their own work for a worldwide audience makes school more relevant—and research shows that student engagement results in higher levels of student achievement. (America’s Digital Schools, 2006) Technology increases access to education, virtual communities, and expertise. Minority students, students from economically disadvantaged neighborhoods, and students in rural and inner-city areas tend to have less access to computers, the Internet, and educational software. Schools often provide these students with their only access to computing devices and the Internet. (International Society for Technology in Education, 2008) Each year, more than half a million public school students take Advanced Placement and other college-level academic courses via distance learning and computerbased courses—a number that is increasing dramatically every year. (Zandberg & Lewis, 2008). Technology also enables students and teachers to connect with virtual communities and experts around the world.
Technology fosters inclusion. Technology is instrumental in providing solutions that help K–12 and postsecondary schools create inclusive learning environments that engage all students, regardless of ability, disability, background, or learning style. For example, deaf students can collaborate with instant messaging; students with learning disabilities can use slideshows or videos to create and share stories; and blind students can download podcasts and listen to them in school or at home—all on their own. Technology helps prevent dropouts. About one-third of students—more than one million every year—fail to graduate from high school on time. (silentepidemic.org, 2007) The high school dropout rate represents a tragic waste of potential for individuals and for the economy; without a high school credential, young people have few avenues for earning a living wage. The National Dropout Prevention Center cites educational technology, which offers some of the best opportunities for engaging students in authentic learning, addressing multiple intelligences, and adapting to student learning styles—as one of 15 strategies that have the most positive impact on the high school graduation rate. (Smink & Reimer, 2005) Technology facilitates differentiated instruction—and supports underperforming students, English language learners, and students with disabilities. Meeting the different needs, learning styles, and preferences of individual students is a challenge in today’s diverse classrooms. Differentiated instruction is particularly important for improving outcomes for underperforming students, English language learners, and students with disabilities. Technology can help teachers provide customized, just-in-time instruction and intervention for all students, keep all students on task, and maximize every teaching moment. Video and audio files offer an appealing alternative to print media—and teachers say they are especially effective for students in the special-needs populations. Accessibility features and adaptive technology can assist students with disabilities as well. Technology empowers learning and research in critical STEM fields. The unremarkable performance of U.S. students on international assessments in math and science is cause for alarm in the STEM community. Increasing investment and achievement in STEM fields from competitor nations jeopardize U.S. preeminence and economic performance. (National Academies, 2007) In both K–12 and higher education, state-of-the-art technology is an essential tool for inquiry-based learning, advanced research, and collaboration within the STEM community. Scientific simulations, computer labs, and scientific visualization tools, for example, all increase students’ understanding of core scientific concepts. (CEO Forum, 2001) Gaming technologies, such as a simulated race, can help students understand distance, speed, and time concepts and relationships in math classes. Technology strengthens career and technical education. Virtually every high school student takes at least one career and technical course. Students who take these classes have a decreased risk of dropping out. The Perkins Act, which was reauthorized in 2006, gives educators an opportunity—even a mandate—to align career and technical education with broader high school reform initiatives and prepare students with new kinds of
knowledge and skills that are in demand in high growth, emerging industries. These include information and technology; STEM fields; robotics; health and biomedical sciences; energy and environmental science; design fields; and creative careers both inside and outside of creative industries. Perkins funds can be used to modernize courses, programs of study, and technology that supports applied learning. Technology extends the learning day. Access to a computer or mobile device with an Internet connection can extend learning beyond traditional school hours and classrooms. Besides web access, technology enables teachers to connect to students with customized content. Examples include a math teacher using technology to capture live-action demonstrations of math problem solving or using podcasts, websites or wikis to publish overviews and lectures that students can view as many times as necessary outside of school to assist with homework. Technology supports teacher quality. Research shows that ongoing, job-embedded professional development makes the most difference in improving teacher quality. Technology supports knowledge and skill building, and communication and collaboration among master educators, coaches, and classroom teachers. States and districts can offer web-based professional development, training, and mentoring. Educators can use technology to take online courses, find a wealth of resources for classroom instruction, and create virtual communities of practice. Overall, modern educators need technology to be highly effective in a fast-moving world of information and knowledge. Technology enables diagnostic, timely, and innovative assessments. Assessments are critical for taking the measure of student learning, for providing timely feedback, for reporting purposes, and to inform decisions and instruction. Technology-based assessments can make state tests easier to administer and score—and produce more timely results. Technology also can answer the need for frequent, classroom-based assessments that evaluate students on a broader range of knowledge and skills, including 21st century skills, while providing frequent feedback. Teachers also can use technology to expand communications channels to students. Software can provide real-time feedback and guidance, while tools like email and chat programs enable students and teachers to communicate beyond the classroom to exchange ideas or clarify assignments.
Case studies
One of the most comprehensive examples of effective technology integration is Missouri’s eMINTS program. eMINTS focuses on innovative instructional processes, and helping elementary teachers to develop student-centered, inquiry-based instructional practices through multimedia and computer technology. Evaluations of the program involved studies comparing students in eMINTS classrooms with those in non-eMINTS classrooms in the same grade at the same school. The results reveal statistically significant differences in the performance of eMINTS students to non-eMINTS students across an array of subject areas. For example, students who participated in eMINTS classrooms have consistently outperformed their peers in statewide math assessments administered through the Missouri Assessment Program. The results are similar in communication arts, where students in eMINTS classrooms have outperformed their counterparts every year except 2002. Third graders in eMINTS classrooms scored significantly higher in science in 2001 and 2004, and fourth graders scored significantly higher in social studies from 2001 through 2003.
Results in other states are similar. Michigan’s Freedom to Learn (FTL) program provides laptops for students in a number of the state’s middle schools along with extensive teacher professional development around technology integration and curriculum enhancement. Evaluations show that students participating in FTL had significantly higher levels of engagement in their work and in using technology as a learning tool when compared with national averages. The results are consistent for school years 2004– 05 and 2005–06. In one notable FTL school, 8th grade math achievement doubled from 31 percent to 63 percent between 2004 and 2005, and science achievement jumped from 68 percent to 80 percent between 2003 and 2004. In Texas, the Technology Immersion Pilot (TIP) for middle schools yielded reductions in disciplinary problems and increases in student technology proficiency and use. As with FLT, these results were consistent across school years 2004–05 and 2005–06. Students in one fully engaged TIP middle school saw their math achievement scores increase by 5 percent among 6th graders, 42 percent among 7th graders, and 24 percent among 8th graders. TIP evaluations pinpoint the critical importance of teacher professional development and increased student engagement as key factors influencing these outcomes. Iowa’s Department of Education, through a technical assistance program with the State Educational Technology Directors Association (SETDA), has implemented a new comprehensive, scientifically based and sustainable professional development system for elementary and middle school reading and math and the use of technology in those subjects. Preliminary results indicate that achievement scores of students participating in the program have increased by 14 points in 8th grade math, 16 points in 4th grade math, and 13 points in 4th grade reading, significantly higher than scores of students in the noncontrol group. In Las Cruces, New Mexico, the district developed new technology-based curriculum units in math, science, English and social studies. Student attrition was reduced by 50% in the historically worst performing schools. They improved community outreach and enrolled more at-risk students. Patricia Miller, former Director of Technology stated, “Technology is helping to increase the rigor of our academic program, and at the same time, stimulate curiosity and more interest among students in completing their education.” When looking at the effect of technology in raising achievement in specific subject areas, of 11 studies published since 2000 assessing technology integration and mathematics achievement, seven showed strong positive effects on scores among elementary and secondary students. Three showed little discernible effects of education technology on math achievement. In literacy and reading achievement, 14 out of 19 studies reviewed showed strong positive effects of educational technology on reading achievement. (ISTE, 2008).
Three recent studies show generally positive effects of the use of educational technology on science achievement. Dunleavy and Heinecke (2007) found that ubiquitous, or 1:1, computing has a positive effect on science achievement among at-risk middle school students. Van Lehn et al. (2006) showed positive effects of computer mediated tutoring on physics test scores when students who had not taken a physics course before were introduced to intermediate material, but not when they studied material designed for novices (demonstrating the value of using technology to encourage higher-order thinking skills). In a meta-analysis of the effects of different teaching strategies on science achievement, Schroeder et al. (2007) showed that instructional technology had significant, positive effects on science test scores. Meanwhile, Taylor and Duran (2006), analyzing Detroit’s MITTEN Program, found significant, positive effects on social studies learning by increasing student interest in the subject material. The research findings described above clearly demonstrate the relationship between education technology and improved student achievement, especially among at risk students. And while standardized test scores continue to be the measurement du jour, the use of technology is having an equally positive impact in helping students gain the necessary 21st century skills that prepare students for higher education, life and work.
Factors for Successful Integration
As mentioned above, a handful of studies showed no statistically significant effect of educational technology on student achievement. Almost all of these studies have one thing in common: they illuminate the need for the correct implementation of technology into teaching and learning. Merely purchasing computers and practice software is not enough. Alignment of the software to curricular standards, effective school leadership, stakeholder buy-in and professional development are equally important. We have identified eight key factors for successful technology integration: 1. Stakeholder buy-in is critical. Develop building-level support. Inform and engage your teachers early and often. Make a compelling case for why technology should be integrated into instruction. Remember, no matter what you buy, if teachers won’t use it, resent it, or don’t use it effectively, then the impact on student achievement will be negligible. Many schools purchase the latest-and-greatest technology, software, and infrastructure only to have the technology collecting dust a few years later when it didn't solve the education problems of the school. The fault here isn’t with the technology; this certainly doesn't mean that the technology has failed to deliver. What schools often miss is that it isn't really about the technology at all. There are foundational concerns, such as building level buy-in, that must be addressed at the school first. 2. Effective professional development for teachers in the integration of technology into instruction is necessary to support student learning. The use of technology for learning does not take place in a vacuum; practitioners must effectively apply technology in the curriculum and throughout the school day. Further, access to technology professional development must be consistent and ongoing throughout the year in order to keep teachers up-to-date with changing programs, resources, and applications. 3. Teachers’ use of technology must be aligned to local and/or state standards. Since standards have to align with local or state measures of achievement, classroom-based technology interventions must also mirror those standards. Moreover, any lesson plans designed to incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards as non-technology-based plans. 4. Technology must be incorporated into the daily learning schedule (i.e., not as a supplement or after-school tutorial). Technology is most effective when incorporated into “regular classroom instruction” and when teachers use it for core learning. Middleton and Murray (1999) discovered that students whose teachers integrated technology into instruction more frequently and for a variety of purposes scored better in 4th and 5th grade mathematics than students whose teachers were low level users of technology.
5. Programs and applications must provide individualized feedback to students and teachers and must have the ability to tailor lessons to individual student needs. One major benefit of incorporating technology into instruction is to avoid a one-size-fits-all approach to learning. Instead, technology applications can be tailored to meet individual student needs, provide feedback on student progress, and assist students to reflect on their work. Teachers can use data-driven decision making tools and online assessments to adapt instruction to students’ specific needs. Moreover, educational technology provides multiple avenues for assessing student learning and allowing students to communicate what they have learned to their teachers and parents. 6. Technology use must be incorporated in a collaborative environment to be most effective. Student collaboration with technology elevates student achievement more than individual use. Kulik (2003) and others found that student collaboration increased the information available to students through a process of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and information from online sources, software and their peers. 7. Project-based learning and real-world simulations must be the main focus of instructional technology utilization. Adams and Hamm (2008), Cradler and Cradler (1999) and others reported that simulations, multimedia, and lessons based on problem-solving skills improve student motivation, a strong harbinger to increasing student achievement. Real-world simulations are also more effective than using computers for drill-and practice. 8. Have a technology partner. Technology must be robust and reliable. If it does not work, and work consistently, teachers won’t use it, students will grow frustrated and technology will, once again, be relegated to the back of the educational bus as teachers and students return to traditional learning tools. Most schools are not prepared or sufficiently staffed to handle the logistic, architectural and instruction demands occasioned by increased technology use. Also, integration will not work if teachers and administrators feel as though they have to become IT experts. Teachers should focus on teaching while IT and infrastructure concerns are handled by a technology partner experienced in supporting the unique needs of schools and school districts. We are that technology partner—
and this is the Smart Solution.
We are Smart Technology Services. We are a technology company. But we do not focus on the technology. Because it’s not about the technology. We focus on how technology can be used to support innovative instructional practices and encourage improved student learning. We do not push products. Because if the use of technology fails to increase student interaction with the subject matter, encourage innovative instructional practices and facilitate quality classroom collaboration—in sum, if the use of technology fails to improve should improve the pedagogy—then the type or amount of technology present in a school or classroom is irrelevant. So we do something different. We focus on solutions. Smart solutions.
What is the Smart Solution? From acquisition… to integration…. to transformation….. The Smart 360 Solution for Education is a comprehensive, managed service solution designed to help schools and school districts successfully integrate technology into their curriculum and classrooms and ensure that present and future investments in technology translate into improved student outcomes. We provide a product-neutral, single-point-of-contact for all of the technical and logistic needs associated with meaningful technology integration and 21st century teaching and learning. We will help your school or district author technology plans, identify funding opportunities, write grants, design wireless and wired networks, configure routers and servers, conduct competitive bidding and negotiations with suppliers, set up computers, replicate hard drives, design lesson plans that align technology with content standards, provide initial and ongoing professional development, successfully integrate instructional and administrative information management systems, host school web sites and design technology-based pilot programs. We will help your school or district measure the impact of technology on student achievement and provide on and off site service and support when something goes wrong. But we also understand that it’s not about the technology. The technology is simply a means to an end. We never forget that learning is the goal and that technology is merely a means to that end.
Services
The Smart Solution for STRATEGIC PLANNING
The Smart Solution can help your school or school district with strategic technology integration planning. Our services include: o Preparation of a strategic plan for how technology will be integrated into the curriculum by grade level or by subject matter; o Developing acceptable use policies; o Informing, educating and engaging stakeholders about the goals and the results of technology integration; o Writing grants and obtaining funding; and o Designing technology-based pilot programs.
The Smart Solution for INFRASTRUCTURE needs
The Smart Solution can help your school or district meet it various infrastructure needs. We help schools and school districts: o Identify the appropriate hardware and software to support educational your needs and goals; o Design a network or upgrade your existing network; o Purchase or lease all major brand desktops, laptops, document cameras, whiteboards and related peripherals at discounted or group rates; o Image, deploy and set up hardware; o Install, remove and update software; o Configure routers and servers; and o Host school websites and student email.
The Smart Solution for INSTRUCTIONAL needs The Smart Solution can help your school or district meet it various instructional needs. Our services include: o Training and professional development; o Curriculum design; o Pilot program implementation (1-to-1, curricular and co-curricular)
The Smart Solution for SERVICE needs
The Smart Solution can help your school or district meet it various instructional needs. Our services include: o o o o o o
On and off site desktop and laptop repairs and hot swaps Live help desk support; 24/7 remote hardware and software monitoring; Content filtering and virus protection; Warranty and software tracking; and Asset management.
Our world has changed. Are your students ready? We can help.
which leads to closed achievement gaps and improved student outcomes.
which encourages to innovative instructional practices and improved student learning...
supports technology use and integration, networked education and school modernization plans‌
Curriculum Design
Professional Development
On and off-site service and support
Strategic planning
The Smart Solution
Hardware sales and leasing Software installation, monitoring and updates
Smart solution for literacy and language arts for Marquette Elementary School
So let’s start…
So where do we start?
As profoundly simple as it may sound, we start by beginning a conversation. We start by simply talking. Why is talking so important? Because conversation is the most ancient and easiest way to cultivate the conditions for change—personal change, community and organizational change, planetary change. If we can sit together and talk about what’s important to us, we begin to come alive. For as long as we’ve been around as humans, as wandering bands of nomads or cave dwellers, we have sat together and shared experiences. We’ve painted images on rock walls, recounted dreams and visions, told stories of the day, and generally felt comforted to be in the world together. When the world became fearsome, we came together. When the world called us to explore its edges, we journeyed together. Whatever we did, we did it together. Margaret Wheatley, Turning to One Another (2006) So let’s build something together. But first, let’s talk about choice, about change and about the challenges our children will face in an increasingly global society. Let’s talk about what it means to “modernize” our schools, what “21st century pedagogy” is, what “21st century classrooms” should look like and how we can best support the unique learning preferences of today’s “21st century students.” Let’s talk, openly and honestly, about our fears, our obstacles and our concerns, but let’s not stop there. Let’s talk about solutions. Smart solutions. Let’s talk about how we can better reach our students, better teach our students and better prepare all of our students to survive and thrive in the 21st century. Smart Technology Services, Inc. Department of Education Technology