1. Emerging Technologies Learning Anywhere-Anytime

2. Emerging Technology Areas: / Wireless Local Area Networks (WLANs) / Mobile Devices / MacBook Laptop Computers, mobile cart / Airport wireless router / Wireless printer / Digital Cameras, Digital Video Cameras / Digital Microscope / Wacom Drawing Tablets / Snowball Microphones, Microphones, Headsets / USB Storage Devices / Technology Leadership / Divisional Facilitator / In class support for technology, planning and pedagogy / Authentic and embedded PD opportunity for participating teachers / Wireless Local Area Networks (WLANs) / Mobile Devices / MacBook Laptop Computers, mobile cart / Airport wireless router / Wireless printer / Digital Cameras, Digital Video Cameras / Digital Microscope / Wacom Drawing Tablets / Snowball Microphones, Microphones, Headsets / USB Storage Devices / Technology Leadership / Divisional Facilitator / In class support for technology, planning and pedagogy / Authentic and embedded PD opportunity for participating teachers

3. We are exploring: / best practices in using mobile technologies and the leadership component required to support change in practice and instructional pedagogy; / comparing the use of mobile technologies at different grade configurations, the usage to traditional computer labs and the efficacy of mobile technologies in addressing the Information and Communication Technology (ICT) Program of Studies; and / the way in which mobile technologies contributes to multiple literacies. / best practices in using mobile technologies and the leadership component required to support change in practice and instructional pedagogy; / comparing the use of mobile technologies at different grade configurations, the usage to traditional computer labs and the efficacy of mobile technologies in addressing the Information and Communication Technology (ICT) Program of Studies; and / the way in which mobile technologies contributes to multiple literacies.

4. We are investigating: / The appropriateness of using mobile technologies at various levels / The use of technology when planned for use in the classroom as compared to the lab / The support mobile technologies provide for inquiry and project based learning as compared to lab environments / The way in which Multiple Literacies are addressed through mobile technologies / How mobile technologies compare with traditional technologies in meeting ICT outcomes, and addressing the issues of high level of demand on various technologies (video, photography, concept maps, databases, spreadsheets, internet resources) / The way in which mobile technologies can meet all our technology needs and the impact of:   Bandwidth for SuperNet resources, Internal portals, student and administrative tools, Internet resources   Accessibility   Range / The level of real usage with labs versus mobile technologies / The teacher professional development required to implement and sustain strategies for using mobile technology in the classroom / The support systems required to implement and sustain successful use of mobile technologies / The appropriateness of using mobile technologies at various levels / The use of technology when planned for use in the classroom as compared to the lab / The support mobile technologies provide for inquiry and project based learning as compared to lab environments / The way in which Multiple Literacies are addressed through mobile technologies / How mobile technologies compare with traditional technologies in meeting ICT outcomes, and addressing the issues of high level of demand on various technologies (video, photography, concept maps, databases, spreadsheets, internet resources) / The way in which mobile technologies can meet all our technology needs and the impact of:   Bandwidth for SuperNet resources, Internal portals, student and administrative tools, Internet resources   Accessibility   Range / The level of real usage with labs versus mobile technologies / The teacher professional development required to implement and sustain strategies for using mobile technology in the classroom / The support systems required to implement and sustain successful use of mobile technologies

5. Our project goals:

6. Participants / The project is taking place in 6 school sites, representing a mix of elementary, junior and senior high school configurations. / We have engaged with a team of teachers and their classrooms in grades 1 to 12 at these sites. / We have involved 36 teachers over two semesters with approximately 600 students. / The project is taking place in 6 school sites, representing a mix of elementary, junior and senior high school configurations. / We have engaged with a team of teachers and their classrooms in grades 1 to 12 at these sites. / We have involved 36 teachers over two semesters with approximately 600 students.

7. Instructional Strategies: / We have developed an inquiry model that is currently being used by our ICT Curriculum Coordinator.  Through the use of inquiry – teachers will work with the project facilitator to develop and implement projects that utilize mobile technologies as a tool for students. / We have developed an inquiry model that is currently being used by our ICT Curriculum Coordinator.  Through the use of inquiry – teachers will work with the project facilitator to develop and implement projects that utilize mobile technologies as a tool for students.

8. Project Purpose:  RVSD is on a journey to transform teaching and learning in its schools; we expect to see students learning in ways never imagined possible by the previous generation. Even though this journey is driven by the introduction of new technology, we must keep in mind that “ the true value of technology for learning lies not in learning to use technology, but in using technology to learn ” (Educational Research Service, 2001). The tools themselves are less important than the opportunities they give educators to rethink the way we teach. Accordingly, our primary goal is not to improve students' technology skills but rather to engage students in meaningful work and encourage them to take charge of their own learning.

9. Our project will focus on using technology with four distinct instructional practices to enhance student learning:  Assessment for learning helps teachers answer the question “ What do I have to do to help every student understand? ” / Place-based learning removes the classroom walls and opens up possibilities for connecting students to their communities in meaningful and engaging ways through technology.   Project-based learning enables educators to address multiple intelligences and diverse learning styles while giving students more choice in synthesizing and applying their learning.   Online research enables students to learn how to apply information they find online to enhance their projects.  Assessment for learning helps teachers answer the question “ What do I have to do to help every student understand? ” / Place-based learning removes the classroom walls and opens up possibilities for connecting students to their communities in meaningful and engaging ways through technology.   Project-based learning enables educators to address multiple intelligences and diverse learning styles while giving students more choice in synthesizing and applying their learning.   Online research enables students to learn how to apply information they find online to enhance their projects.

10. Technical Support: / Technician Support at school and system level - in kind / Expand role of local school-based technician / Division technical support  Mobile Technologies Facilitator – 0.85 FTE project supported/0.15 FTE supported in kind / Teacher PD based on extended residency during the time the studio is in the school / Research and modeling/coaching of best practices / Schedule -Duties   Three schools per time block (semester) / Technician Support at school and system level - in kind / Expand role of local school-based technician / Division technical support  Mobile Technologies Facilitator – 0.85 FTE project supported/0.15 FTE supported in kind / Teacher PD based on extended residency during the time the studio is in the school / Research and modeling/coaching of best practices / Schedule -Duties   Three schools per time block (semester)

11. Leadership:  Part of the intent of this program will be to develop school-based leadership in the use of mobile technologies. This focus on capacity building is also supported from the system ’ s Program Services Technology Department.  Each school ’ s administration participated in the identification and support of each school team. This process includes understanding that teachers are being developed to further support continued efforts in the school, as well as support other schools in the future.  Part of the intent of this program will be to develop school-based leadership in the use of mobile technologies. This focus on capacity building is also supported from the system ’ s Program Services Technology Department.  Each school ’ s administration participated in the identification and support of each school team. This process includes understanding that teachers are being developed to further support continued efforts in the school, as well as support other schools in the future.

12. Research and Evaluation: / Anecdotal Records by Facilitator / One to one interviews with teachers / Before project / After project / Online surveys / Teachers / Before project / After project / Students / Before project / After project / Anecdotal Records by Facilitator / One to one interviews with teachers / Before project / After project / Online surveys / Teachers / Before project / After project / Students / Before project / After project

13. Project Rubric for Teacher Interview Questions

14. Summary of data to date: What we have learned…

18. RVSD PLONE / How we are sharing our work / Teacher Plans / Student performance task examples / Assessment Tools / Other support documents / RSS/ discussion forum / How we are sharing our work / Teacher Plans / Student performance task examples / Assessment Tools / Other support documents / RSS/ discussion forum