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Tablets for Teachers “Technology Integration that Works”

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1 Tablets for Teachers “Technology Integration that Works”
Jefferson County Public Schools Louisville, KY

2 Presented by: Cary Petersen, Executive Director, Information Technology Sharon Shrout, Director, Computer Education Support (Instructional Technology) Donna Bryant, Education Technology Teacher Mary Beth Singleton, Education Technology Teacher CES 10/2010

3 Jefferson County Public Schools
Large Urban School District of 97,915 students More than 54.9% of JCPS students receive free or reduced price lunches 83% of the teachers have a Master’s Degree or Higher Student to Computer ratio – 4.25:1 CES 10/2010

4 Technology Environment
Positive: Islands of technology excellence in many schools One-to-One Pilot started JCPSeSchool – District’s virtual school JCPS Online – District-wide Learning Management System Online technology assessment system – CASA (Computer Application Skills Assessment) CSILE – Knowledge Forum in 17 schools Data Warehouse CES 10/2010

5 The Situation Computers being under utilized in many schools.
School observation process indicated that very few teachers (10% to 15%) were using technology for teaching. Many teachers didn’t have a workstation or the workstation was the oldest machine in the classroom. The Principals’ survey indicated that technology was the least beneficial of expenditures for improving instruction. CES 10/2010

6 Before we even get started!
CES 10/2010

7 Before we even get started!
$30 million spent on computer technology not helping students learn CES 10/2010

8 How can we change? Dedicated computer for the teacher
Replace the standard overhead projector with computer as the primary instructional tool Train teachers how to embed technology into their curriculum CES 10/2010

9 Desktop vs. Laptop Desktop PC Laptop
Was approximately $200 less at the time of purchase. Stationary system Because of lack of quality systems for students, teachers tended to share their computers with their students Laptop Portable for teachers to take home to get comfortable The unit would not be shared with the students How could we afford this? How could we not afford to purchase these? CES 10/2010

10 Convertible Tablets Similar laptop capabilities.
Tablet could be used with the digital projector with the stylus as an interactive whiteboard. Tablets were about $300 more. Fewer vendors had the convertible tablets. CES 10/2010

11 Why Tablets Are Great Require relatively little training
Support richer data entry – Digital pen allows for more intuitive input More productive Potentially less obtrusive More accessible More precise Smaller Mobile Why Tablets Are Great » They require relatively little training. Writing with a pen is a natural activity for most people. Since not all end-users are comfortable using conventional laptops for note-taking, a pen-based interface can often be the more productive choice. » They support richer data entry. Replacing the keyboard and mouse with a digital pen allows for more intuitive input. For most end-users, it is easier to write in the margins with the stylus than it is to learn how to use the conventional features within productivity applications like Microsoft Word. As a result, users are more inclined to incorporate more detailed text and graphics into their feedback. » They can be more productive. The tablet interface’s use of gestures, in which the stylus is moved a certain way on-screen to initiate commands, allows for a powerful command interface. An available extension for Firefox, for example, allows a group of circled URLs to be opened in unique tabs. » They are potentially less obtrusive. Nothing puts up a bigger social wall in a meeting than opening up a laptop in front of other participants. Conventional laptop form separates note-takers from the critical flow of conversation. Flat-folded tablets being used for pen-based entry present no such barriers. When used for conventional keyboard entry, however, the same pitfalls apply. » They are more accessible. Physically challenged users who find it difficult to type often find it easier to work with a stylus and touch screen. » They’re more precise. Detailed graphic work is often easier to complete with direct stylus input. Many artists, engineers, and graphic designers do not adapt to the computer mouse because it is visually disconnected from the input point on the screen. » They’re smaller. The typical tablet is smaller and lighter than a similarly configured laptop computer. » They’re more mobile. Laptops cannot be easily used while standing or walking. A folded-up tablet is a more mobile-friendly alternative for mobile workers. CES 10/2010

12 Bottom Line The Tablet PC has features that are not available when using an overhead projector or standard PC. Teachers can use the inking features to highlight specific details within an instructional presentation, word processing document, or spreadsheet to enhance and strengthen the learning process. CES 10/2010

13 Getting Teachers Comfortable
Digital projector – effective instructional use Training –incorporating tablet into instruction Embedded PD – applications and content area specific CES 10/2010

14 Technology Integration Project (TIP)
CES 10/2010

15 Technology Integration Project (TIP)
Designed to increase the integration of technology into classroom instruction by providing each teacher with: Tablet PC Digital Projector Professional Development Classroom Coaching CES 10/2010

16 TIP Objectives Increase teachers’ technology proficiency
Provide new and improved means of instructional delivery Boost student achievement through more engaging classroom instruction CES 10/2010

17 Training – the first …yet, the most important step!
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18 Initial Training TabletPC basics Windows Journal Ink Flash Cards
Inking in Office products Linking tablet features to instruction Nuts and bolts of machine Printing to Journal Inking in Journal, Ink flash cards, Learning Essentials, PowerPoint, Word, Excel Timer Give examples of using tablet effectively in instruction ????? CES 10/2010

19 Embedded PD/Follow-up support
NetTrekker KET Encyclomedia BrainPop Windows Journal SMART Notebook PowerPoint MS Ink Flashcards ePD Endorsement/JCPS Online/ TIP Resources /CLICK MS Photo Story JCPS Website/Instructional Links CES 10/2010

20 Training Evaluation Comments
CES 10/2010

21 This is an excellent tool. . . I cannot wait to use this with students!
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22 This is totally awesome!
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23 Finally something that replaces my overhead projector and is actually technology based.

24 I am excited to get to use this laptop . . .
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25 Every teacher in the system needs this computer!
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26 Implementation 2005 – Year 1 Target math teachers in middle school and 5th grade (300+ teachers) Summer PD and school based coaching Education Technology Teachers worked with classroom teachers First year 12 hours of training including tablet basics, content specific, intro to PowerPoint, and inking features 3 additional hours of training to manage laptop carts ( 2 carts with 16 student laptops issued to each middle school for math teachers to use in instruction CES 10/2010

27 Transforming classroom instruction
The change begins… CES 10/2010

28 Transforming classroom instruction
Overheads pushed to the corner Stylus becomes more important than chalk Daily notes archived instead of existing in the moment Archived notes available to students in printed or electronic format CES 10/2010

29 Class in action – everything in use
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30 Implementation 2006 – Year 2 Over 700 teachers from every school in the district received the technology Focused on high school math, middle and elementary science Summer PD was changed from 12 hours to 6 hours School based PD continued with the Education Technology Teachers working with classroom teachers Trained 154 School Technology Coordinators (STC) during the year for better support for Year 3 Collegial support from Year 1 Math teachers CES 10/2010

31 Year 2 Observations The “Year 1” Middle school math teachers were observed using technology in 91% of their classrooms. High school math teachers were as successful as the middle school math teachers. More teachers requested the technology for their grade or subject area. Continued strong support from the Assistant Superintendents and Principals. Teacher enrollment increased for summer technology classes. CES 10/2010

32 Implementation – Year 3 Approximately 2,300 teachers were trained in the summer Over 1,100 elementary teachers Over 1,200 middle and high school teachers Six hour PD sessions were scheduled to handle up to 50 teachers per day. ETT’s continue to provide instructional support to classroom teachers STC’s provide technical support Collegial support was present at every school Enlisted support from district instructional coaches Approximately 400 additional teachers were trained during the school year. CES 10/2010

33 Year 3 Observations All schools participated.
Remaining teachers eagerly anticipated the technology for their grade or subject area. Enrollment for summer technology classes increased with each year of TIP implementation. Project success exceeds original expectations! CES 10/2010

34 Scope In the first three years of TIP we were able to train over 3,500 teachers in all disciplines (i.e., math, sciences, language arts, arts and humanities, and social studies) and grade levels. 2005 – 300+ teachers 2006 – 700 teachers plus 154 STCs 2007 –2,300 teachers plus approximately 400 additional teachers during the year Summer ,918 additional teachers received this training. Finished the project for all 5,700 teachers two years earlier than projected. CES 10/2010

35 Student Benefits Observations indicate increased student engagement in the classroom, because teachers used many resources (i.e., film clips, photos, Web sites) to command their attention. Teachers inking on electronic versions of curricular materials allow students to closely follow instruction. Teachers invite the students to write on the tablet when answering questions which adds another dimension of excitement and engagement for students. Resources such as film clips, photos, Web sites, inking on the tablet speak to the visual learner as well as bring the wonders of the outside world to them. Scanning curricular materials and printing to Windows Journal allows students to follow along more closely with the teacher when reviewing key concepts. So many of the instructional programs Jefferson County is using in middle school have student workbooks that accompany them. CES 10/2010

36 Teacher Comments The kids love to do problems on the Tablet! And….of course, every day I have to match the Journal page and pen color with my outfit. Sharon Mudd, JCTMS CES 10/2010

37 Impact on Student Achievement
Students have access to more information Information and notes are more organized for presentation, visually and exciting More interactions with students and teachers surrounding technology Teachers sharing resources they’ve created Builds a community in the room, students want to teach and participate CES 10/2010

38 Impact on Teacher Practice
Lessons are more systemic and planned Tablet allows for more creative teaching Technology has become important to teachers As teachers’ comfort level increased, a more collaborative classroom environment evolved Collegial support increases Greater participation in additional technology based PD Instruction becomes more engaging while addressing diverse learner styles TIP assists teachers in meeting technology goals and standards More efficient, less time wasted in transition Student responses increase, more student centered activities are possible. Tablets vs. laptops important to teachers for inking features on curricular materials Over time comfort level with technology increases which creates teachers who are hungry for new instructional techniques to use with students. Teachers share new ideas with other teachers Teachers ask for additional PD to increase their proficiency in technology High majority of student population are visual learners, therefore learning needs are met through this type of instruction. Kentucky teaching Standard 6 is the use of technology for instructional purposes. Tablet helps teachers to meet this standard. CES 10/2010

39 Typical activity: A teacher has the ability to annotate, critique, and analyze student work using ink features for whole class instruction. Middle school math and science as well as other content area teachers have their curricular materials “printed” into Windows Journal which gives them the ability to write on the documents when reviewing with students. They have the ability to save the completed work to review again as well as print out materials for students who are absent and miss instruction. CES 10/2010

40 CES 10/2010

41 Teacher Comments The best thing is being able to scan worksheets/ lab sheets or samples and actually be able to draw directly on the Tablet. This really helps my kids. Then I save many of the files and print them for absent students or for my ECE collaboration teacher so they can review with ECE students for extra help. Robi Schultz, Iroquois Middle School CES 10/2010

42 Teacher Comments I am able to save any annotations I make on our notes for the day and post them online for absent students to have a copy. Since many classes are at different levels my annotations vary, thus I have different notes posted online. It saves the hassle of students having to rely on another student for notes. Lacey Brown Eckels, Farnsley Middle School CES 10/2010

43 Measuring Impact on Instruction
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44 Data Sources Principal and teacher surveys Professional Development
Classroom observations Achievement Data Sharon begins CES 10/2010

45 Principal Surveys CES 10/2010

46 Teacher Survey CES 10/2010

47 Professional Development
TIP Begins Attendance CES 10/2010

48 Random Classroom Observations
84% CES 10/2010

49 Commonwealth Accountability Testing System (CATS)
Proficient and Distinguished went up 21.23% Note: National Average for urban districts was 5% increase for Proficient and Distinguished for the same time period (Source: Urban Educator – May 2008). CES 10/2010

50 Overall Impact 11.46% reduction of Novice level
21.23% increase at the Proficient and Distinguished level 84% of the teachers used technology as part of their instruction Teachers’ technology skill levels and their ability to use technology in the classroom in meaningful ways increased. Principal surveys showed that 86% felt the program increased student achievement, 96% felt it increased student engagement, and 96% supported expanding the program. The district’s Research Department conducted a comprehensive evaluation of the pilot project, which involved 215 math teachers in 20 middle schools. Academic data showed the following: Note: National Average for urban districts was 5% for the same time period (Source: Urban Educator – May 2008). School Observations Measure (SOM) and Survey of Computer Use (SCU) CES 10/2010

51 Questions CES 10/2010

52 Contact Information Cary Petersen – Executive Director, Information Technology Sharon Shrout – Director, Computer Education Support Donna Bryant – Education Technology Teacher Mary Beth Singleton – Education Technology Teacher CES 10/2010

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