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Schools of the Future New Schools for a New Age. We cannot always build the future for our youth, but we can build our youth for the future. - Franklin.

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Presentation on theme: "Schools of the Future New Schools for a New Age. We cannot always build the future for our youth, but we can build our youth for the future. - Franklin."— Presentation transcript:

1 Schools of the Future New Schools for a New Age

2 We cannot always build the future for our youth, but we can build our youth for the future. - Franklin Delano Roosevelt

3 “…the Internet is bringing us closer than we ever thought possible to making learning of all kind—at all levels, any time, any place, any pace—a practical reality for every man, woman, and child.” The Web-based Education Commission, charged by the U.S. Congress to assess the potential of the Internet for learning Summer 2002

4 Over the Horizon Thinking What will education look like in 2012?

5 Learning  Will not be confined  by place and time.  to memorization.  to the intellectual elite.  to childhood.  Will be  driven by needs and interests.  on a need-to-know (just in time) basis

6 Embracing the Information Age Enabled by a technology-rich learning environment, an Information Age education system would be marked by:  a focus on learning, not schools;  learning organizations defined by mission, not be geography and facilities;  Student-focused, customized learning, not mass-produced, one-size-fits-all instruction;  Self-directed and holistic learning, not regimented recitation  Learning on a 24/7 basis and throughout the year, not artificial schedules and calendars.  Empowerment of families and educators, not bureaucracies; and  A number of options and educational providers for each student, not a standard model for all. Michael David Warren, Jr., Michigan State Board of Education

7 Plugged in Pupils  Forget backpacks!  Wireless  Handhelds  PCs  E-books  Advanced voice recognition will make them easier to use.

8 Classrooms As students spend more time doing projects, rows of desks will give way to cooperative learning tables where students work in teams to solve problems.

9 Distance Learning Students will have far more courses to choose from as distance learning explodes. This technology also will allow students to take virtual field trips, collaborate with experts and students around the world.

10 Homework More learning will take place at home, as assignments become interactive and individualized to meet a child’s needs. An army of online tutors— from graduate students to retired engineers—will give more students one-on-one help.

11 Teachers Teachers will collaborate across the country with colleagues to develop lesson plans electronically and they will rely less on textbooks as they use intelligent search agents to develop digital projects.

12 Parents Mom and Dad will get more plugged-in as they exchange e- mails with teachers and view their children’s work online and through Webcasts.

13 Administrators Bloated bureaucracies will shrivel as schools adopt e-business practices.

14 Tests Today’s paper-and-pencil relics will give way to electronic assessments that provide just-in-time updates on student progress while measuring performance on complex tasks.

15 Improving Student Achievement Through Technology  Committed and well-trained staff  A solid plan for implementation  An awareness of technology’s potential benefits for teaching and learning  Acknowledgment that technology is an essential part of today’s—and tomorrow’s –world.

16 Critical Factors  The quality of the teacher  The teacher’s professional development in technology.  The alignment of the technology use with curriculum, instruction and assessment of expectations.  The strategy behind the use of technology.

17 Portable Digital Assistants Getting a Handle on Handhelds

18 Why Use Handheld Computers in Schools?  Portable  Low-cost  Addresses equity of use issues  Versatile  Increased functionality  Availability of software

19 What Can Handheld Computers Do?  Students can  Write  Draw  Animate  Present  Create concept maps, charts and graphs  Attach probes to measure environmental factors  Capture text and graphics from the web

20 Teaching and Learning Tools  Calculators  Cameras  Scientific Data Probes  Data Collection  Annotation with notes, sketches, etc.  Calibration with teams  Analysis of data  Skill reinforcement  Assistive Technology Solutions

21 What’s in It for Teachers?  A management tool  Access and update information about students such as  Grades  Assignments  Deadlines  Attendance

22 What’s in It for Administrators?  Make student information instantly accessible  Allows bar code scanning of student ID cards  Gathers and organizes information in an emergency situation.

23 Web Portals Doorways to Discovery

24 What Is an Educational Web Portal? A Web portal is a website that provides access to many resources and services, such as instructional materials, lesson plans, news about current events, instant messaging and email, and the ability to conduct controlled searches. --SREB

25 Educational Web Portals Who?  State Departments and Districts  Schools (K-20)  Teachers Why?  To communicate with and provide resources to students, teachers, administrators, and parents.

26 How To Pick a Portal  Decide to develop or purchase  For purchases of a commercial Web portal,  assess the school/district’s needs  assess the value and content of the commercial Web portal  Checklist: Web Portals: Guidelines for Selection (SREB)

27 Content Guidelines  Supports curriculum  Error-free, current & timely  Bias-free images & text  Relevant outside links  Frequently updated  Adequately covers topic  Appropriate for student abilities  Experienced, reputable researchers provide content

28 Technical Guidelines  How does it work?  Technical requirements clearly defined  Compatible with networks, filters  Easily recognizable icons & menus for navigation  Mix of text, graphics, sound, motion  No software conflicts  Standard multimedia formats  Advertising does not conflict with school’s policy  Adaptable for special needs students

29 Administrative Guidelines  How much does it cost? (start-up and ongoing) Expected increases?  How is the cost assessed? (or how funded, if “free?”)  Who provides training?  Privacy policies to protect students?  Technical assistance 24/7?  Can students & teachers access resources from home?  Is there a less expensive alternative?  Explain “free.”

30 Picking From the Portal Field






36 The State Web Portal

37 The State Partner Portal

38 The Portal Peck You Pick Should….  have quality resources that your audiences will use  always have up-to-date local information  be accessible easily by all users  promote communication and collaboration  be affordable …money, time, resources

39 Virtual Libraries Connecting You to a World of Knowledge

40 AVL Includes:  Full text magazine articles  Electronic reference books  Encyclopedias  Consumer health information  Statistical sources  Homework aids

41 Three Primary Building Blocks:  Equity  Every student in every public school  Economy  Substantial savings by licensing databases for statewide access  Excellence  Accurate and timely information

42 The AVL Is a Good Deal.  It provides valuable up-to-date easy-to-use information to the people of Alabama.  It is a model of cooperation and balance among public institutions.  It spends public funds efficiently and beneficially.  It supports educational equality by offering the same information statewide.





47 E-Learning Anytime, Anyplace Services for the 21 st Century

48 What Is a “Virtual School”? “An educational organization that offers K-12 courses through Internet or Web- based methods” As defined by the Distance Learning Resource Network (

49 Delivery Methods  Synchronous  Interactions happening live or in “real time”  Asynchronous  More common  Can be scheduled to be completed during a common time frame or be self-paced

50 Rapid Rise  30,000+ U.S. students have taken an online course  Technology is now in place to make it feasible.  Access to courses regardless of geography.  Flexible scheduling of courses.  Educational access for specialized groups.  A model for the development of 21 st century learning skills of working and collaborating with others at a distance.

51 Ready or not, here it comes!  98% of all U.S. public schools and 77% of instructional rooms are connected to the Internet  Vendors are rapidly developing products and strategies to tap the huge emerging market  Legislatures and school districts are being heavily lobbied to make hasty purchasing decisions  Policymakers are not driving the agenda  Some fear the public education system could disintegrate

52 Quality Assurance  Content and Instructional Design Issues  Role of the Online Teacher  Role of the Student  Management and Support Systems  Technical Infrastructure

53 The Value of E-Learning  Necessary technology skills for our “cybercivilization”  Potential to deliver high-quality education  When used appropriately  Allows individualized education using multiple learning styles  Reduces geographic barriers  “Every student in the front row”  Power to transform the education system

54 Policy Issues  Students may take courses offered by schools and teachers in another state.  Certification of teachers?  Curriculum and assessment concerns  Is a local coordinator required?  Funding and credit issuance  How will “seats” be prioritized?

55 NASBE Study Group— Purpose  Provide policymakers a context for thinking abut education technology  Describe the toughest policy challenges  Suggest questions to explore  Provide examples of policy solutions  Highlight key resources

56 Study Group Core Message  E-Learning is inevitable and it is desirable.  State education policymakers should seize the opportunity to demonstrate leadership and assure that e-learning spreads rapidly and equitably, is used well, and strengthens the public education system.  The need for leadership is urgent.

57 Obstacles to the creation of an Information Age Education System  A reluctance to consider new approaches to teaching and learning  A lack of incentives and external pressures to motivate change  Insufficient training and professional competencies  Resource allocation methods that perpetuate the status quo  Governance obstacles

58 E-Learning State Initiatives  Alabama Online High School  University of Alabama  Program for Rural Services and Research  Asynchronous instruction  Toyota project  TCP/IP video conferencing among 3 school systems  Madison County, Madison City, Huntsville City  IITS network  Dedicated ISDN phone lines connecting specific locations





63 How do we get from here to there?

64 Moving forward  Define the gap between where you are and where you want to be.  Understand that the real issues involve headware, not hardware.  Realize that it starts with us.  Differentiate between sight and vision.

65 So what about schools?  Schools have been immune to change forever  Education has traditionally been an information delivery business with a focus on content.

66 What does this mean?  Education is a value added endeavor  The Internet will force educators to clearly articulate the value they add to process  Why should kids come to school when they can learn at home?  What value is it that you add?

67 Never happen????  Largest growth sector in education in North America  Alternate schooling (25% of the student population without access to Internet learning)  Combine this with the trend of working from home and the growing concerns about quality of public schooling and personal safety

68 Don’t be a yabbut!  Need to acknowledge that this is really happening.  The power of the Internet to deliver instruction and transform education is enormous.

69 Where do we start?  Understand the Internet as a friend and not a foe.  Shift from content to process based curriculum.  Embrace the teaching of effective information literacy skills.

70 Presentation materials: Alabama Supercomputer Authority

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