Technology, Learning & the Classroom of the Future (COF) Appleton Area School District January 12, 2012 Report to the School Board

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Committee Charge: By Fall 2011, a recommendation will go forward to the Board of Education specifying desired technology for the AASD including detail as to how and why it will improve the learning experience and engage today's learners.

The Committee’s goal: Identify purposes of technology in learning and achievement Match technology to learning and achievement Provide examples of effective technology integration into learning

The Committee: Was comprised of approximately 60 community members including: –Students –Parents –Teachers –Administrators –Business partners –Central administrators –Board members

Process: Four meetings in Spring 2011 Follow up meeting in Fall of 2011 Topics: –Exponential change –A change in student learning –Classrooms that support this learning –Recommendations –Feedback and confirmation (with modifications) of findings.

Guiding Questions (Research base) What do we know about the nature of change? What do we know about the nature of technology? What do we know about the nature of changes in student brain physiology? What do we know about the nature of 21 st century learning? What do we know about what schools offer to support learning with technology? What technology is recommended to meet the student learning needs of today?

Limitations/Delimitations Focused on engagement, learning, and achievement Focused on classroom use Did not consider the impact of COF on district technology infrastructure or budgets

What did the committee learn? (1) Change is exponential –Technology is rapidly evolving –Technology can be obsolete by the time it reaches the market. –Newer and better models are constantly introduced to consumers –Therefore we learned: We would be well served to consider our purpose before investing in technology

What did the committee learn? (2) We are educating students who are heavily influenced by technology –Brain research – physiological differences –Malcom Gladwell’s 10,000 hour rule –Students arrive at school with higher level skillsets than we have seen historically –Students desire to be engaged in school as they are engaged outside of school using technology –Therefore we learned: Our students come to us with different experiences and needs. They are visual and interactive learners.

What did the committee learn? (3) Research illustrates rich examples of classrooms that support student engagement and learning –Therefore we learned: We would be well served to reexamine our views of instruction and learning

Essential points to consider: Student engagement is essential for learning. Technology supports student engagement. Used appropriately, technology can positively impact learning and achievement.

What technology did the committee identify? Common items across all levels / Why (rationale) Video/LCD Projectors – facilitates multimedia presentation (visual learning) to groups of learners. Interactive White Boards – connection to world via video, audio, etc. Document Cameras ‐ allows an entire class to focus in on an object in greater depth. iPod/iPad – portable learning devices for tools (e.g. textbooks, apps). Open Wi ‐ Fi – access to online resources, Tools (e.g. Moodle, Google Docs) enhance learning and a school to home connection. One on One Computing – learner equity. Staff Development – teachers want and need to learn to use technology. o Ongoing, continuous training for teachers and staff o Technology coaches o Encourage technology use to in teaching methods Technology Fund – per building to support emerging technology and obsolescence.

School targeted technology tools identified –Laptops ($800 Professional grade) –Netbooks ($525 Professional grade) –Ipads ($500) –Ipods ($200) –Digital cameras ($200) –Webcams ($75) –Document cameras - possibly a basic tool ($500) –Interactive whiteboards - possibly a basic tool ($1500) –Classroom audio - possibly a basic tool ($ 1500) –Smartphones (Student provided) Q

How can technology tools facilitate our goal of moving students to the right (towards proficiency)? Below Approaching Meeting

Connecting technology to learning How might identified technologies lead to student engagement and use of higher order thinking skills resulting in foundational long term learning?

What are higher order thinking skills? Transfer – requires students not only to remember but also make sense of and be able to use what they have learned. Critical thinking – reasonable, reflective thinking that is focused on deciding what to believe or do. Problem solving – when a student needs to reach a specific outcome or goal, but does not automatically recognize the proper path or solution to use to reach it.

CSIP-Technology questions What technology will serve our educational purpose in a rapidly changing world? What technology will support our current student learning needs given that our students are coming with advanced technology skill sets? What does technology supported student learning look like?

Impact on district IT An examination of the AASD technology infrastructure is called for to assure targeted and purposeful technology infusion is successful –Sufficient bandwidth/backbone –Sufficient servers (storage, processing - upgrade 2010) –Sufficient wireless ( install) –Current desktop computers –Communication systems (classroom phones) –Leverage personal devices – BYOD

Impact on district IT cont. –Policies that balance desire and responsibility –Professional development –Technology Integrator positions in schools –Ongoing funding for seeding/growth/obsolescence –Open source versus legacy based software (e.g. google docs, wikipedia, apps, microsoft office, Encyclopedia Britannica) –Consideration of the amount of web filtering applied (too restrictive or too open) –Ability for IT to support technologies moving from centralized control to de- centralized control (staffing)

Bring Your Own Device (BYOD) –BYOD programs are appearing in districts that are actively planning for them and see the value of personalized learning facilitated by technology. –BYOD requires a sufficient, robust wireless environment to support the necessary bandwidth to operate these devices. –BYOD allows personal devices to further the goal of access for all, moving the district closer to one-to-one computing. –Research suggests that BYOD programs should be carefully planned and monitored.

Next Steps: Continue work with school sites to develop targeted, purposeful, and accountable plans to use technology in learning and instruction Evaluate and consider infrastructure costs necessary to remain viable –Servers –Cloud –Wireless –Hardware –Staffing –Technology Integrator Specialists

Next Steps: Consider strong, measurable site plans for technology funding Provide professional development, support implementation measure results