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Transforming schools everywhere

Digital Educa8on Revolu8on NSW – Resources

ADOBE -‐ Snr Director Enterprise Sales

Deputy Director General – School – Office of Schools

Digital Educa8on Revolu8on >> NSW – Program Director

Transforming teaching and learning through technology

§  1:1 laptop program Years 9 to 12 students §  26,000 teacher laptops over 4 years from T4L §  Approx. 65,000 student laptops each year. Total 276,000 over

4 years §  Includes 10% pool of laptops for new enrolments, wai8ng

while being repaired and aXer 2 year warranty period. §  Budget for student laptops is $33 million per annum §  Flexible funding & disability provisions (larger laptops, access

soXware= $200,000 per annum §  Locked down. Low cost of ownership. §  Significant ITD costs for Standard Opera8ng Environment,

Security, Help Desk §  SoXware – MicrosoX, Adobe, Bluecoat $3 million per annum

§  802.11n network with over 22,000 Access Points §  483 high and central schools §  75 Schools for Specific Purposes §  DIP server at each high and central school §  IBM maintenance costs $1.4 – 2.9 million per annum (could be

as high as $4.5M) §  Broadband costs $4 million per annum

§  10 Regional Managers §  47 Regional Technology Support Officers §  461 Technology Support Officers. Clerk General Scale §  50 ICT Cadets (5 per region) §  Contracts to 30 June 2012 §  $36 million per annum staff costs. §  $1.8 million per annum regional expenditure (cars, travel,

consumables) §  ITD costs for 18 staff to manage central infrastructure. $2.3

million per annum

§  State, Regional and School level §  Working closely with SPC §  State – CLIC resources, TaLe, PLLDD, Peer Coaching,

Ac8on Learning, Digital Ci8zenship $1 million per annum §  Regional – Support Officers $2.5 million per annum §  School – PL funding $4 million per annum

Digital Educa8on Revolu8on >> NSW – Chief Educa8on Officer

RESEARCH INFORMING DER NSW

Bruce Stavert DERNSW Chief Educa8on Officer

Literature Reviews

2008 hip://bit.ly/litrev2008 2010 hip://bit.ly/litrev2010

PechaKucha

• 20 slides • 20 seconds each • Total 6 minutes 40 seconds • No text on slides

Digital Education Revolution

NSW

One-to-One Computers in Schools

2010 Literature Review

21st Century Learning

Level Category

6 Refinement

5 Expansion

4B Integra8on (rou8ne)

4A Integra8on (mechanical)

3 Infusion

2 Explora8on

1 Awareness

0 Non-‐use

IntegraBon and Inquiry Levels of Technology Implementa8on (LoTI Scale)

POLICIES

Process

• Developed by experienced high school principal

• ConsultaBon on draGs (NSWSPC Digital RevoluBon Task Force, ITD, School PorPolio)

Why?

• Saved each school enormous amount of Bme

• Ensured uniform policies throughout the state

Policies -‐ hip://bit.ly/DERpolicies

Digital EducaBon RevoluBon -‐ NSW Policy

– Overarching document

ImplementaBon Procedures

Laptop Incident Report –  For broken or stolen laptops

Student disabiliBes procedures + parent/carer consent forms and specific ICT requirement

Laptop User Charter –  Student rights and responsibiliBes (pto)

Laptop User Charter Ownership -‐student must bring the laptop fully charged to school every day. (Chargers leX at home). -‐school retains ownership of the laptop un8l the student completes year 12. Then ownership student. -‐ all material on the laptop is subject to review by school staff. If there is a police request, NSW DEC will provide access to student laptop and personal network holdings. -‐ if the student leaves school prior to comple8ng year 12 or moves to a nongovernment school, interstate or overseas, the laptop must be returned to the school.

Laptop User Charter (cont) •  Damage and loss •  Subs8tu8on of equipment •  Standards of laptop care expected •  Acceptable use (covered by DEC Policy:

Online Communica6on Services: Acceptable Usage for School Students

•  Privacy and confiden8ality •  Intellectual property rights •  Misuse and breaches of acceptable use policy •  What students must report Covered by and interac8ve resource “My laptop rules”: hip://bit.ly/mylaptoprules

EVALUATION of DER NSW

EvaluaBon Reference Group: – wide membership – directed the evaluaBon

External evaluator – Dr Sarah Howard UoW – 2010Baseline survey and case studies – year 9 and teachers

Re-‐surveyed aGer one year

Digital Ci8zenship

“Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-‐down approach. Children will be children -‐ pushing boundaries and taking risks. At a public swimming pool we have gates, have lifeguards and shallow ends, but we also teach children how to swim.” -‐ Dr Tanya Byron

•  Emerging as a worldwide concern •  Social networking is part of everyday life •  Cyberbullying and other online risks •  Also empowering •  Schools have a role in educa8ng students on safe, ethical and responsible online behaviours good real world ci8zens

Why digital ci8zenship?

Interna8onal and Australian Approaches

•  Budd:e Australian Department of Broadband, Communica8on and the Digital Economy

•  CYBER(SMART:) Australian Communica8ons and Media Authority

•  Think You Know Australian Federal Police and MicrosoX Australia

•  Safer internet European Union

•  Think You Know Australian Federal Police and MicrosoX Australia

• NETSAFE New Zealand cyber safety resource kit and cyberci6zenship grid

• MyBytes by MicrosoX • Digizen.org UK •  Dr Mike Ribble in the USA

Domains and Themes

Trial and Evalua8on •  CLI produced teaching resources: hip://www.digitalci8zenship.nsw.edu.au/ •  Trialled in 5 schools end of 2010 •  Students given access to SN sites when off school premises

•  Site hits: Facebook 75.9% YouTube 19.9%

Knowledge Outcomes Over 70% of students agreed or strongly agreed that, as a result of the lessons, they know more about: •  the need for on-‐line security (77%) •  how to be more secure online (72%) •  how to make passwords more secure (76%) •  the potenBal benefits of social networking, chatrooms and file sharing sites (75%)

•  steps to take before joining such sites (73%) •  how to use security seengs on social network sites (73%)

•  cyber bullying and harassment (71%)

Between 60% and 70% of respondents agreed or strongly agreed that, as a result of the lessons, they know more about: •  the need to build a posiBve digital footprint (68%)

•  neBquege (63%) •  social media markeBng (68%)

Behavioural Outcomes

Between 60% and 80% agreed or strongly agreed that, as a result of the lessons, they would be more careful about:

– neBquege – their digital footprint.

Over 80% of students agreed or strongly agreed that, as a result of the lessons, they will be more careful about: •  On-‐line security (86%) •  Password security (88%) •  Security seeng on social network sites (90%) •  Using chat rooms (81%) •  Giving personal informaBon (88%)

Students Comments

•  “It did help me with online banking safety.” •  “When I went home aRer the lessons, I did check my Facebook seSngs to see what they were and I did change some things.”

•  “It made me change all my passwords!” •  “I think I was already safe, but I think everyone checked because they were more aware.”

•  “I am now more careful with the things I write/comments.”

One parent commented that:

•  “I use Facebook etc and aRer my daughter had done the Digital CiVzenship lessons, she came home and asked me about my seSngs. She told me “that everyone in the world could access my informaVon”, so she changed all my privacy seSngs for me. I thought that was very good.”

Digital Educa8on Revolu8on >> NSW – TSO Project Manager

Digital EducaBon RevoluBon – NSW Technology Support Model

NSW DEPARTMENT OF EDUCATION AND TRAINING

August 2011 61

May 2009

Laptops for Learning

•  How do you support 250,000 laptops?

1.  Consulta8on and Modelling 2.  Delivery 3.  Challenges 4.  Building the team 5.  Where are we now?

62

Digital Educa8on Revolu8on – NSW

May 2009


Consulta8on and Modelling

63


May 2009


•  What happened next?

64

• Consulta8on with NSW SPC, Regional ITMs and Schools to define a support model

• TSO Staffing models were presented to the Program Control Board (PCB) and a compromise model was selected

• The PCB promoted the need for as many full 8me TSOs in schools as possible

• The PCB understood the need for a Regional Support Structure for the TSOs

• The line management of the TSOs will be by the school Principal


May 2009


•  What was agreed?

65

• Each High and Central school with more than 100 Year 9 to 12 students should receive one full 8me TSO

• If a High or Central school has more than 800 students in years 9 to 12 they would be en8tled to addi8onal TSOs

• If a High or Central school has less than 100 students in years 9 to 12 then they would be en8tled to a part 8me (or share of a) TSO

• SSPs who decide to take 10 or more laptops would be en8tled to a part 8me (or share of a) TSO

• If a SSP chooses to receive less than 10 laptops then support would be provided by the Regional Support Staff or by a neighbouring TSO


May 2009


•  What was the model?

66

School based TSO

School Principal

Regional IT

DERNSW Regional Manager

DERNSW Regional TSOs

Part Time or travelling TSOs


May 2009


•  How many?

67

Region

Clerk GS (FTE) (Exc. Additional) T-TSOs

SSP Clerk GS

DER R TSOs

DER R Mgr Cadets

Hunter/Central Coast 53 0.4 0.8 5 1 5 Illawarra and South East 40 0.4 0.8 4 1 5 New England 18 4.4 0 4 1 5 North Coast 43 1.6 0.8 4 1 5 Northern Sydney 40 0.4 0.4 4 1 5 Riverina 26 6.4 0.4 5 1 5 South Western Sydney 68 0 1.6 6 1 5 Sydney 51 0 1.2 5 1 5 Western NSW 32 9.2 0.4 5 1 5 Western Sydney 52 0.8 1.2 5 1 5 Grand Total 423 23.6 7.6 47 10 50


May 2009


Delivery

68


May 2009


•  Recruitment

69

1.  Recruitment of the DER-‐NSW Regional Managers

2.  Recruitment of DER-‐NSW Regional TSOs

3.  Recruitment for Phase 1 school based TSOs (423)

4.  Recruitment for Phase 2 school based TSOs and Travel TSOs

5.  Recruitment of Cadets (10 yr 1, 40 yr 2 and 3)

6.  Gap filling


May 2009


•  2009 Time Line

70

• Early May – Regional posi8ons offered as Career Development Opportuni8es

• Early June – Phase 1 TSO posi8ons adver8sed

• Late June – Gap filling for any Regional Posi8ons not filled

• July – Selec8on and Interviewing of Phase 1 TSOs

• August – Phase 1 TSOs take up post and Gap filling recruitment

• August – Phase 2 TSOs posi8ons adver8sed

• September – Selec8on and Interviewing of Phase 2 TSOs

• October – Phase 2 (and gap filling) TSOs take up post


May 2009


•  Phase 1 Recruitment

71

• Largest recruitment every undertaken by the department in the 8meframe

• Adverts in 82 Regional newspapers • TAFE colleges engaged.

• Flyers and posters printed A total of 3,988 applicaBons received for 423 posiBons


May 2009


•  Challenges

72


May 2009


•  Challenges

73


May 2009


•  Other important factors The following are all essen8al to the success of the DER-‐NSW Technology Support Model.

•  Opera8onal Support Guide •  Resource Management U8lity •  Incident and Problem Flows •  Central guidance and instruc8on – delivery of standards

74


May 2009


•  Where we were at the end of 2009… •  State-‐wide team established •  Some vacancies •  Full complement of DER-‐NSW Regional teams

•  Team fully inducted •  89,000 laptops in schools •  Published version 1 of the OSG •  First draX of RMU and Incident Flows

75


May 2009


2010

76


May 2009


Building the team… •  Bi-‐weekly VC mee8ngs •  Bi-‐monthly face to face mee8ngs •  A real state-‐wide team •  A diverse range of skills •  Full engagement and commitment •  On-‐board and commiied

77


May 2009


DER-‐NSW Regional Managers •  Support schools like never before •  Significant improvement in rela8onships with Principals and Schools

•  Guidance and support has been recognised

“the DER Regional team must be sustained”

78


May 2009


DER-‐NSW Regional Managers •  TSO Performance Reviews •  Holiday training and induc8on •  Interface between Regional IT and schools

•  Decision making group moving forward

79


May 2009


DER-‐NSW Regional TSOs

80


May 2009


School based TSOs •  Created a network across NSW •  All working towards the same goal •  Helped bridge the gap between Regional IT and schools

•  Provides an IT support services for schools (many for the first 8me)

•  Resource for teachers and students •  Respected members of school staff

81


May 2009


Key resources

•  TSOs talk laptops •  The DIF Forum •  Sharing of Good Prac8ce Intranet Site

82


May 2009


•  A commiied state-‐wide team •  Every school with support •  A dedicated and valued Regional Support

Structure •  Communica8on strategy in place and working

well •  Governance groups setup and ready to go •  Development groups mee8ng and progressing •  Huge number of lessons learnt

83

So… Where are we now?


May 2009


•  Locked down build •  Common Infrastructure •  Common Posi8on Descrip8on •  Dedicated Regional support team •  The OSG •  State-‐wide training •  The Forum •  TSO Dashboard

•  And TSO Console in the future……..

84

The TSO Structure is so much more than TSOs


May 2009


•  Survey of all involved: –  TSOs, Principals, RTSOs, RMs, RITMs

•  Ini8al results show: –  93% of Principals Strongly Agree or Agree the appointment

of a school-‐based TSO was the best solu8on –  97% of Principals Agree or Strongly Agree the employment

of the TSO has made the DER-‐NSW Program successful. –  92% of TSOs strongly agree or agree that they are a valued

member of staff. –  88% of TSOs stated they spend between 70 – 100% of their

8me on DER-‐NSW related tasks with 41% providing ‘occasional’ support to neighbouring schools.

85

The TSOP Review


May 2009


86


Digital Educa8on Revolu8on >> NSW – Professional Learning and Curriculum Support Team

Early consulta8on

Secondary Principals Council

Surveys of teachers and leaders

The Test Drive in 3 schools

a focus on the pedagogy, not soXware training

maintaining a KLA focus

mee8ng individual needs

taking small, achievable steps

8me for learning

a clear shared school vision for teaching and learning with laptops

professional learning plans and school structures for implementa8on

an understanding of best prac8ce in a technology and laptop rich environment

quality curriculum support materials with embedded technology learning tools

regional structures and programs to support professional learning

professional networks and online support

“The focus will never be on the technology. Rather it’s the pedagogy that counts. It’s worth keeping in mind that laptops are only a tool. They’re at our disposal to make learning easier, and more enjoyable and meaningful for children.” (Holmes, 2008)

• To build professional learning links and programs Budget to Regions

• To enable schools to offer flexible structures and programs Budget to Schools

• Curriculum K-‐12 Directorate (CK-‐12D) • Centre for Learning Innova8on (CLI), TaLE • Professional Learning and Leadership Development Directorate (PLLDD)

• AGQTP, Intel Teach, Macquarie ICT Centre

Leader and teacher professional

learning programs and resources

Funding as per schools in

region

Posi8on decisions

autonomous to regions

Doied line responsibility

to state

Touch each school

Plan according to regional needs

Implement for

sustainable change

Push out state based resources and support

Regional Support Structure

Clear shared vision for teaching and learning with laptops

Futures visioning and empowering of all to lead

Professional Learning Plans, structures and evalua8on

Flexible needs based and dynamic

Parent and community partnerships

Building real learning and consulta8on opportuni8es

Teachers devise student centric programs of learning that address agreed curriculum standards and employ contemporary learning resources and ac8vi8es

DER Strategic Plan , Canberra

What support do teachers need to achieve this?

Integra8ng ICT into teaching and learning Laptop classroom management

Accessing DER-‐NSW support material Digital literacy skills

Using 1 or 2 applica8ons well to enhance teaching and learning and build on these skills

Ac8on Learning and Research

Self-‐paced learning – online

resources

Mentoring eg teachers and students/

Peer Coaching

Shadowing

‘Expert’ / early

adopters leading teams

‘Step by step’ lesson

building with examples

‘How to’ videos…

Professional Learning Strategies

The Plant, conquer and divide

Tyranny of Distance, web tools

Piggy Back, focussed skills

Elbow to elbow, listening

Champions, creeping lateralism

Building teams, peer coaching

Ac8on Learning, Lighthouse

Communi8es, school visits

Tools and Toolboxes Project Based Learning, Differen8a8on

Master Trainer

Peer Coach Facilitator

Peer Coach

Teacher Par8cipant

Liile ‘l’ leaders

Dense and sustainable

Uses funding well

Pedagogy focus

Compliments exis8ng systems

Complexity: •  New ICT leadership

versus old ICT leadership •  Communica8ons •  Distributed leadership •  Change management •  Variable value of 21st

Century Learning

hip://biancahewes.wordpress.com/2010/10/12/archetypal-‐learning-‐spaces/

Campfire, Watering hole and the Cave

A suite of on-line learning

Two environments • virtual world • multi-media