eastconn tech council

What is Next?Where Technology Planning Ends and Instructional Planning Begins

January 7th, 2015http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr

costa@educationconnection.org

Jonathan P. Costa

Contact Information

Jonathan P. Costa, Sr.Director, School/Program Services

EDUCATION CONNECTIONcosta@educationconnection.org

860-567-0863

To view slides:

www.slideshare.net/jpcostasr

Look for – “EASTCONN Tech Council”

Book Web Page: www.digitallearningforallnow.com

Mission

To prepare

EVERY student

for learning, life,

and work

in the 21st century.

Our world has changed…

1. It is digital, flat, open and pluralistic.

2. It is unpredictable andvolatile.

3. It is increasingly unforgiving to those who are unskilled.

Less

paper,

more

pixels.

Less about

what device

you have,

more

about what

you do with it.

Less single source,

more

crowd

source.

In ONEGeneration…

From going out of your way to communicate - to going out of your way not to.

Shifting from Single Source to Crowd Source

Old School

“Read the part of Chapter 6 on the

Boston Massacre and be prepared to answer

questions.”

New School

1. Team One find 5 historical narratives by different authors

2. Team Two find 5 primary source documents from the trial

3. Team Three find 5 British history references and opinions

4. Team Four find 5contemporaneous editorials.

Less

just in case,

more

just in time.

DisruptiveQuestions

What would an “open phone test” look like?

What happens when everyone can get

anything from anywhere?

Align Your Systems With Your Goals for Learning

Type of Assessment

Required

Subject Area Responsibilities

Everyone’s Responsibility

Content(Declarative)

Facts

Content Skills(Procedural)

Discrete Skills

CC/21st Cent. Skills(Contextual)

Applied Understandings

Type of Knowledge

Desired

Type of InstructionRequired

Lecture, video, films, assigned readings and

memory activities.

Classroom or textbook problems, experiments, discussions, practice and

repetition.

Complex projects,real time explorations,authentic and relevant

skill applications.

Amount of Time

Required

Discrete units,spiraled and predictable.

Ongoing, systemic and without a finite

or predictable end.

Discrete units,spiraled and predictable.

Recall & recognitionbased quizzes, tests,

and activities. Multiplechoice, matching, etc.

(SAT/AP/Exams)

Checklists, analytic rubrics,

or other agreed upon skill standards

(AP/SB/CAPT/Exams)

Holistic and, analytic rubrics,

or other agreed upon standards of rigor

(Portfolios, Exhibitions, SB)

Less

about testing,

more about

proficiency.

Basic Principles of Planning

Engage and Empower – bring digital tools to every learner so they can find their own voice.

Prepare and Connect – use internet connectivity to help connect every student

and teacher to resources that support their goals.

Access and Enable – ensure that the infrastructure of the district can support all of

these strategies.

No Surprises - We Know How This Works

1

RethinkReengineer

Retrofit

Goals for Learning

Assessment& Data

ProfessionalSupport

Professional Evaluation

Curriculum &Communication

Teaching & Instruction

Resource Deployment

LeadershipFocus

Systemic

Predictable

Controllable

Common

Causes

Random

Unpredictable

Beyond Control

Special

Causes

Common and Special CausesOne of Deming’s most significant insights.

Mission Driven Decision Making

In-Context Problem Solving

Job ONEis gettingto

1:1

Essential QuestionsWhich worries you more….

Continuing to perpetuate an analogue instructional model that is out of alignment with appropriate preparation for

the real world.

- or –

Managing the numerous challenges that come with a transition to a new model of provisioning instruction in

public schools.

Essential QuestionsWhich is more likely….

Your district will finally devote enough resources to buy every student an electronic device of their choosing…

- or –

You decide that the problems and inconveniences of the initial move are worth the aggravation of making the

switch to a BYOD based 1:1 instructional model

Why/Why Not BYOD?In support of…

• How else will you get to 1:1?

• Brings additional assets into the district.

• Allows for increased personalization.

• Moves the focus away from device choice and shifts it to device use.

• A growing sense of inevitability.

Wariness of…• Reduced control.

• Old provisioning methods do not apply.

• Some instructional inconvenience.

• Just another thing to manage in the midst of a million others.

• INCREASED inequity in non 1:1 applications.

• Other?

Until everyone can have the same thing, no one can have anything.

Equitably deficient.

A device gap

is less objectionablethan an access gap.

Moving Beyond Purchasing

Getting them is just the first step….

• Digital tools for learning are above all, an instructional magnifier.

• Big gaps in instructional quality, if unattended, will get bigger.

The More You DO, The More You Learn

Passive

Superficial

Active Involvement

Engaged & Empowered

Moving Beyond Purchasing

A visionary policy transition from analogue to digital…

• Credits/proficiency

• Attendance

• Materials

• Acceptable use

Critical Life Long Skills

CC ELA

21st CSCC Math

E1/M3/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content

about them.E2/21 - Build a strong base of knowledge through content rich

texts or other appropriate sources of information.E3/E6/M5/21 – Use digital tools to obtain, evaluate, synthesize,

and report findings/information clearly and effectively in response to a variety of tasks and purposes.

M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others.

E1/E3/E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.

M1/M2/M8/21 - Make sense of problems and persevere in solving them.

E7/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations

M7/21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.M4/E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Adult DataDriving

ProfessionalLearning &

DecisionMaking

OrganizationalData

DrivingSystemsDecisionMaking

TeachersAs

StudentCoaches

DataSupportingReflective

Practice

DataSupportingReflective

Practice

DataSupportingReflective

Practice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches