eastconn tech council
TRANSCRIPT
What is Next?Where Technology Planning Ends and Instructional Planning Begins
January 7th, 2015http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
Jonathan P. Costa
Contact Information
Jonathan P. Costa, Sr.Director, School/Program Services
EDUCATION [email protected]
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.
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