Group+One

Colleen Lyon (LTE Doherty HS), lyoncf@d11.org Phil Goulding (LTE Palmer HS), gouldpg@d11.org Michael Anderson (6th Science Swigert), andermd@d11.org Ken Pfeil (8th Language Arts Mann), pfeilks@d11.org
 * Group Members**

PLTS PLTS PLTS
 * ~ **Day in the Life** ||~ **School Vision Statements** ||~ **District Provision** ||~ **ISTE NETS and PLTS Framework** ||
 * **Time--**Flexible scheduling (10:00AM, 1:00AM, etc.) || Flexibile learning, choice, collaborative learning, || * Student attendance tracking system
 * Work log tracking system
 * Technology to program series of lessons (replacing guest/substitute teachers)
 * Committees to plan for what we are going to do
 * Concrete examples of how this can work
 * Surveys via AERO
 * Adjust salary scale to reflect new ways teachers are instructing || ISTE NETS
 * Digital Citizenship
 * Technology Operations and Concepts
 * Critical Thinking, Problem Solving, and Decision Making
 * Self-managers
 * Effective Participators
 * Independent Enquirers ||
 * **Assessment--**Measurement to be More Focused on Innovation and Activity Versus Answer; Citizenship Counts || Behavior, effort, participation, citizenship || * Whole different graduation criteria
 * Different promotion criteria from MS to HS
 * Changes to how transcript looks
 * Student information tracking system has to be changed to meet our needs
 * E-portfolio
 * Better and more efficient information storage and transfer (utilize the cloud)
 * Increased student resources
 * Changed lesson planning
 * Changed duty hours || ISTE NETS
 * Research and information fluency
 * Critical Thinking, Problem Solving, and Decision Making
 * Creativity and Innovation
 * Reflective learners
 * Independent enquirers ||
 * **Interconnected/Network Learning**--Access to "off-campus"/remote educational resources and communities in both static and real-time contexts || Trust, responsibility, participation, knowledge || * Greater flexibility, especially from a security standpoint, to allow greater access to remote communities and resources
 * Parent and student education on appropriate access and use procedures
 * Staff education of effective network learning resources and processes || ISTE NETS
 * Digital Citizenship
 * Technology Operations and Concepts
 * Communication and Collaboration
 * Model Digital-Age Work and Learning
 * Promote and Model Digital Citizenship and Responsibility ||
 * **Accessing Student Resources**--Flexibility and innovation in student resources and availability of resources || Choice, responsibility, initiative || * Resource tracking system
 * Clear guidelines of student resource access
 * Student and parent agreement/contract of student resource access and use
 * Increased student resources
 * Increased student education of resource use
 * Increased staff education of student resource use || ISTE NETS
 * Research and information fluency
 * Digital Citizenship
 * Technology Operations and Concepts
 * Effective participators
 * Self managers ||
 * ~ **Day in the Life Activities**
 * Teacher** ||~ **School Vision Statements** ||~ **District Provision** ||~ **ISTE NETS and PLTS Framework** ||

o What kind of technology do you think you could learn from? o What kind of technology do you have at home? o What kind of technology do you want to see here? o What kind of hardware and software do you have at home? o What kind of technology have you used? o What applications, programs, and/or software have you used? o How often do you use technology at school? o What technology do you use at school already? o What kind of technology would you take home and why? o Is there technology you use at home that you’d like to use at school? o How will you use technology when you graduate? o How do you think you can use technology to learn better? more? make it more fun? o Is there a relevant link between the technology you use at school and the high-stakes tests you take (CSAP, ACT, SAT)? o Do you think you would perform better if you had the option to take high-stakes tests using technology? o What would you like your classroom to look like? o What kinds of things have you saved in your U: drive (personal folder on the network)? o How would your learning be different if you could access your U: drive from home? o How could you use your phone and/or other personal devices to enhance your learning? o How will kids use wifi for learning if they have access? ||
 * ~ Questions for Students ||
 * o What do you think technology means?


 * Questions for Teachers**
 * ====•How do teachers generally use technology in their teaching and what percentage of teaching relies on technology? ====
 * ====Web quests ====
 * General internet searches
 * Research
 * At Galileo, appx. 60%-70% of teaching relies on technology
 * If you think of teaching at every level, percentage may be as high as 100%; for some portion of the instructional day, most, if not all teachers rely on technology
 * Level of fidelity in how technology is used, percentage may be much lower

•What are the learning gains for pupils that result from the teachers’ use of technology?

 * ====From a standards-based perspective, for example, Colorado Model Content Standards for Reading and Writing, standard 5 (Research) is being fulfilled and gains can be seen there====
 * Use of googledocs, podcasts, and etc. reflects gains in multiple task completion
 * Digital Media Studies (Palmer HS) reflects gains in essentially whatever content area they are tackling; can work at own pace in study hall, free period
 * Hitting a larger variety of learning modalities with the advent of more visual tools/technology
 * Socratic seminar allows "terminally shy" students to have a voice and get their voices out and demonstrate knowledge
 * Video Discover give ability to view 2-3 minute clip of specific subject and focus instruction

•How has the use of technology changed the way that teachers teach?

 * Allowed for a lot more individualization of instruction
 * Not tied to textbooks
 * Increase in engaging research projects
 * Teachers make assumptions about students' background knowledge
 * More project-oriented work, but can be lacking scaffolding to get project off the ground for students; someone has to teach them
 * Teachers are using more resources
 * Shift away from teacher-led education to more student-directed (from "sage on the stage" to "guy on the side")
 * Students being held more accountable for their educations

•How do teachers share resources?

 * ====Not happening enough ====
 * If you have a good PLC, it can happen with higher quality--organized around specific assignments
 * Some teachers are using googledocs very well to share resources
 * Wikis to share resources
 * Not a school-wide process in a lot of places; not as well-organized as it could be
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Need facebook on steroids for educational PLC's versus social outlets
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Teacher pages--lesson plans, resources students can access, e-mail sent out

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">•What proportion of planning is electronic and does it include live links to resources needed for each lesson?

 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Some PLC's = 100% with links to resources
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Some PLC's = 0% without links to resources
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Not enough consistency

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">•What percentage of work is graded electronically (audio or text)?

 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">It is growing from 0% a year and a half ago, though still only about 10%
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Still only a handful of teachers doing this, especially English teachers
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Mostly text, though some are allowing for audio comments (voice thread)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">•Are there a variety of technologies used for lesson delivery?

 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Yes, teachers using Discovery Education, document cameras, Interwrite boards and pads, PowerPoints,
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Variety of software tools: Voice thread, PowerPoint, Publisher
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Video
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Wikis and blogs
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">SafariMontage Live
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Chat feature to facilitate Socratic dialog

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">•To what extent do teachers collaborate with: Other teachers within a school, D11 teachers, nationally?

 * Within a school = 100%, forced on some via PLC's, for others the PLC is the lifeblood of teaching
 * D11 teachers = 100% in terms of common assessments, resulting in longitudinal increase in CSAP
 * Nationally = not much at all individually with teachers, though facilitators are working nationally

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">•Are existing teaching technologies giving a good ROI (return on investment)?

 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Depends on the technology (e.g., projectors = yes)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Most labs being used every day all the time
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Databases paid for at the HS level are being used extensively
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Discovery Education not quite where we need to be
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">More of a teaching/learning issue versus not wanting to use it
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Clicker system not being used (software not up to par) ||

How do we improve communication with children, parents, teachers, other staff, wider community at both a District and school level? · Social media to go where they are at  · Facebook · Twitter—live updates from basketball games, events at school · E-news—electronic newsletter that parents sign up for, only reaches parents who know about it  · When parents register, e-mail address goes into Zangle, ought to be a given that you will get e-mail from school · Web pages · E-mail with students—graduation notices · Google calendars to create SMS to cell phones (parents volunteer to be a part) · Feed them, they will come · Library open houses, Internet café at the school · Target what parents and community members want to know about (how to write a resume, etc.) How can we reduce the workload associated with learning and teaching, resource building, storage, access, sharing, usage and development? · Single-point source, single login · Give teachers better planning tools (e.g., myteacherpages) · Streamline security protocols · Need to have personal computer access at schools · Work on teacher facebook page (educational facebook page, social network) to get quick feedback · Need to have better staff development in order to tackle usage and development issues · Need to create “innovation incentives” to ensure consistent usage and development at the instruction level Reporting, how might this change? Consider the idea that a parent/teacher meeting should be a 90% plan forward and not a report on where the child is to date. How do we achieve this? · ParentConnect to give a glimpse of where student is now · Grading and assessments need to change · Go to 4-point scale versus 0%-100% scale · Go to anecdotal versus grade system · Go to a rubric-based grading system Using technology, how could the following change: Grading student work (is this a localized task in the 21st Century), storage of student work, types of student responses and delivery methods? · Peer editing, peer evaluation · Distance presentations with changing audience may show increase in quality of work from student · Storage of student work with access from home (digital portfolios) List possible short-, medium-, and long-term goals for achieving a paperless environment at District and school level · Short-term: Clickers would allow teachers to do paperless evaluations without having to get a computer lab (hand-held devices that could be used for presenting) · Medium-term: Every teacher has a digital device to store and present · Long-term: Every student has a digital device to store and present · Software that monitors student printing where they have to pay for printing if they want to
 * Additional Questions for Teachers**

__ A Day in the Life of a Student in 2015 (by Michael Anderson) __

Although she has never turned in an assignment late or forgot to hand something in, today Zapata is coming into school at 10:00am. Most of the students come to school around 8:30, but last night Zapata and her language arts group spent three hours on their narrative that is set to be published online soon. Her language arts teacher is able to see all of the students’ contributions to the project by simply viewing their progress on the paper. Even though Zapata lives in a poor family she is able to access all of her work from her device issued from school. Her whole family is also able to access the Internet because of the wireless tower that exists at the school, giving free wireless access to all of the surrounding neighborhoods.

Zapata’s teachers know that she is on campus because the RFID tag in her student ID communicates with the teachers’ computers to let them know which students are at the school. She is able to navigate the campus using biometrics to get into the different buildings and rooms throughout the school. Like all of the students, Zapata does not actually have to be in a classroom until 10. While all students need to be in school for 8 hours a day, the first two hours can be recorded from any other location in the world. If students work better at 1:00am than they do at 8:00 am, they are not only allowed, but encouraged to use what works best for them. This also works well when students are ‘sick’ because they no longer have any excuses for not getting their work done. Upon entering the front doors Zapata automatically receives messages from the displays in the main hallways about her assignments that are due, the number of hours she logged the previous day, a voicemail from her mother about something after school, and a critique from her teacher about the work her group did the night before.

At 10:00 AM Zapata is working on fractions in her math class. She has chosen to become an expert on the fractions unit so that she can help teach the rest of her class. Her math teacher has loaded the year’s lessons online. The teacher is rarely, if ever seen standing at the front of the class. Students work with the teachers when they need help, but they spend more time learning from their classmates, and from other collaborators from around the world. Even though Zapata is charged with becoming an expert on fractions, she has been learning about fractions from two older students at their sister school in Europe. The classroom is structured for collaboration. While some students still sit in desks, most are sitting on bean bags or laying on the floor. Rows of desks do not exist in Zapata’s school.

After math Zapata joins her group in Language Arts to work on their writing for a local aerospace business. Like many businesses ‘Cliff and Sons’ has approached Zapata’s school about having students publish their websites for them. Businesses are able to access the talent and skills of students, and the students have the opportunity to do authentic applications. The students learn about web publishing from online tutorials. If the students have a question about web publishing they are able to ask students from anywhere in the world. Their language arts teacher is readily available to guide students’ writing, but is not expected to have all of the answers about the production of the website.

Zapata loves language arts. She is able to use her creativity do create work that is published all over the world. Her language arts teacher is also one of her role models. Like all teachers, the language arts teacher spends less time and energy preparing lessons and more time working one on one with students. Assignments and assessments are almost always collaborative projects where students know what is required because of the rubrics they must follow, they created as a class. Nothing is finished or ‘turned in’ without first being graded and edited by several other people or groups (not limited to people in their own school/town/country).The relationships that develop are meaningful and long lasting.

Next, Zapata heads to Social Studies where she has been actively learning from students in South America and Mexico. The content standards require students to learn about Latin America, so she actually speaks to other students her age. This allows her to learn from people who live in Latin America, and she has a chance to practice her Spanish. Zapata has chosen the option to share her work using the class blog. Students are given a list of options to choose how they would like to display their work, such as wikis, blogs, websites, zazzles, and other technomodities.

The second half of the day is flexible for Zapata. She has several projects that she is working on in science, but her PBL presentation for the Colorado Springs City Council is only two days away, and her group still has a lot of work to do. She is excited for their presentation because it is going to take place in Secondlife, allowing people from all over the world to view her presentation, such as her father who has been stationed in Canada for the last six months. Zapata is able to work with her group in several different locations around the school, or simply work with them online. Her group is presenting on the air quality in Colorado Springs. They have been gathering their data in the community greenhouse and garden using several different probes.

At the end of the day the group realizes that their presentation is not up to par with the reputation that their school has gained. They decide to stay for a couple of hours after school. The school has several locations that are open to the community 24 hours a day. Because Zapata is in charge of her little brother after school, she sets him up with a device in the Internet cafe that allows him to interact with their grandmother in Mexico.