data driven learning and the ipad
DESCRIPTION
Data Driven Learning and the iPad Richard Harrold, Principal, ACS Cobham International School, UK Fusion 2012, the NWEA summer conference in Portland, Oregon ACS Cobham International School was one of the first schools to accompany its iPads implementation with a formal study of the effect on iPads in the affective and academic domains. This session will show how MAP data contributed to the study's conclusions and will provide participants with a tool to gauge the effectiveness of mobile technology in general and the iPad in particular. Using Engagement theory as a guide, ACS Cobham has completed a mixed methods study that will be of interest to schools exploring the potential of mobile devices to enhance both learning and affective domain behaviors. Educators keen to see how data driven goal setting can come alive for the iGeneration should attend. Learning outcome - How can the effect of mobile technology be objectively measured - How can I make goal setting relevant to iGeneration students Audience: - New data user - Experienced data user - Advanced data user - District leadership - Curriculum and Instruction ACS Schools combines three international schools on the outskirts of London, UK and one school in Doha, Qatar. The combined total of students is around 3,000. The three UK schools have been administering MAP since 2009. We use DesCartes and instructional resources across the district to guide instructional planning. Last year we began using NWEA Science tests for the first time. Our team includes our Assistant Head of School, the assistant principals from the Lower and Middle Schools, the assistant academic dean, a member of our IT support staff and three classroom teachers (one from each of the three divisions of the school using MAP).TRANSCRIPT
6/27/12
1
Data-driven learning and the iPad What is the opposite of data-driven?
All improvement requires change
Change is our constant companion
People like change
Data
School image
Non-academic
programmes
Curriculum improvement
Test scores
Data-driven schools can be the crucible from which improvement emerges in ways that are different from the ways it tends to happen in schools that pay little or no attention to the data they generate.
Strong traditions of funding education research History of using assessment formatively
Strong historical reliance on standardised testing
Standards-based curricula
Uneasy relationship between central government and teaching unions
UK Inspection Framework (2012)
The quality of teaching and learning
Pupils’ achievement
Behaviour and safety
The effectiveness of the school’s leadership and management
To understand God's thoughts we must study statistics, for these are the measure of His purpose
Florence Nightingale
6/27/12
2
Bambi Betts - four types of data (2003)
demographic data
data about school processes
learning data
perception data
OECD and CERI (2008)���Schooling for Tomorrow (draft document)
Four desirable traits of the 2020 learner
problem solving in teams
innovation
systems thinking
perseverance
Bush & Cameron (2012) ���- Pepperdine University, CA
Marks, McPhee, Cremin, Laxton, ���Sneider & Marks (2011) - Cedars School of Excellence, UK
Bebell, Dorris & Muir (2012)���- Auburn School District, MN
Bebell, Dorris & Muir (2012)���Auburn, MN
Bebell, Dorris & Muir (2012)���Auburn, MN
Too many innovative programs don't prioritize their own research, and even if they collect observations and stories later, they don't make the effort to do a randomized control trial, like we did. We wanted to make sure we could objectively examine the contribution of the iPads.
- Dr. Mike Muir, Auburn School Department's Multiple Pathways Leader
6/27/12
3
Data for consideration
6/27/12
4
We did not find a single case in the literature where student learning increased but had not been a central goal.
Joyce, Wolf and Calhoun���The Self-Renewing School (1993).
1. Teacher knowledge (incl. triangulation and steering the process of turning RIT scores and DesCartes statements into meaningful interventions)
2. Student commitment – the “buy in”
3. Clear timetable - including criteria for success and regular conferencing.
Innovative practices at ACS inspired by Project i Innovative practices at ACS inspired by Project i
Innovative practices at ACS inspired by Project i
Increasingly, the leadership needed for systemic change is coming from young people. Often ignored as leaders, teenagers and young adults have a strong stake in the future, perhaps the strongest. They are also the least invested in the past, giving them a distinctive ability to see the flaws in current mental modes and institution patterns and the courage to create something new. When young people develop basic leadership and collaborative learning skills, they can be a formidable force for change.
Peter M. Senge, The Fifth Discipline (2006).
6/27/12
5
Risa Harrold
2023: High School Graduation
2027: Graduate from college
2070: Retirement?
January 1st, 2101: 95 years old!
(aged 7)
iPads provide a genuine and intriguing unknown in an area of education that appears to be one we have a moral imperative to explore.
The move to iPads is a significant enough investment on the part of schools to demand the most rigorous consideration possible of its cost/benefit balance.
Data-driven schools using MAP have a ready-to-hand model for this, and an invaluable resource in the form of a faculty used to and adept at understanding what observation data is telling us and is not telling us.
Central thesis