Understanding Transformation and Linking Technology to Student Learning

Understanding Transformation and
Linking Technology to Student Learning
Therese Jilek, Director of Technology & Instruction
Hartland-Lakeside School District

Agenda

1 Vision, Research and Process

2 Continuum of Learning

3 Evidence of Learning

Recap

Key Message

Technology is about people, not technology.

 To have a technological connection between the district, school,
classroom, and personal level.

 To understand and know the stages that teachers experience as
they bring technology into their classroom and move toward
transformation.

 To establish evidence are artifacts that articulate student
learning through technology.

Vision: Learning through
Technology

Learn more about Ruben Puentedura and the SAMR Model at
http://www.hippasus.com/rrpweblog/archives/2012/08/14/SAMR_SixExemplars.pdf
https://itunes.apple.com/itunes-u/as-we-may-teach-educational/id380294705?mt=10
http://www.youtube.com/watch?v=NemBarqD6qA&feature=relmfu

Research

There are three main reasons for using technology

First Goal: Meet individual learning needs
 Universal Design for Learning
 Personalized Learning
Second Goal: Increase rigor by gaining more access to information

 21st Century Skills Framework, video

Third Goal: Connect globally

 Common Core State Standards - Rapidly changing world market
 Horizon Report

Questions for You

?
 Think of how you use
technology personally.
 How do you use it in your
work?
 What implications does this
have for how we teach the use
of technology in schools?

There’s not a star in heaven that we can't reach
if we're trying
yeah, we're breaking free
(breaking free)

we're running
uhhh climbing
to get to that place to be all that we can be
now's the time
(now's the time)
so we're breaking free
ohhh we're breaking free
ohhhhh...
you know the world can see us in a way that's different from who we... Are
“Breaking Free” High School Musical 1

Examples of “Breaking Free”

In today’s world anyone can…
Become an author
Report news
Produce and share their original songs

We encourage our students to “break free” from the system. Students…
Run real businesses
Connect globally with scientists and experts
Impact the world - Kiva

Changing the Culture

2007-2008 2008-2009 2009-2010 2010-2011

We’re all in To find Hakuna Problems are “Clean
this together. Matata, you creative House”
Breaking Free must look solutions in Letting go of
If people are to beyond what disguise. something
take risks, you see. If people are to from the past
there needs to If people are to take risks, they allows space
be a culture take risks, they have to for something
that allows cannot be afraid achieve some new.
people to learn to “break level of
at different something.” independence.
paces.

Conditional: There is a commitment to change.
Motivation is a key.

Collaboration Ownership Positive

Collaboration for Demonstration of Constructive
professional growth of growth and movement Participation in the
knowledge (reflection, toward District Learning
continual growth and transformational Community
on-going follow up on instructional practices
use with students) (includes building
skills and knowledge)

From traditional to transformational

Conditional: There is a commitment to change.

We learn
Change means
together.
becoming
a learner

We encourage
each other
to grow.

Staff Participation in Grant
Process
From Beginning in 2007 through 2012
About 75% of staff have technology grants.

Time

 Validate where teachers are
on the continuum
 Guide and move them toward
transformation

https://vimeo.com/54707645

Understanding Transformation and Linking Technology to Student Learning

Stage 0: • I am not concerned about it.
Awareness • The user has no interest, is taking no action.

• I would like to know more about it.
Stage 1:
• The user is taking the initiative to learn more about the
Informational innovation.

Stage 2: • How will using it affect me?
Personal • The user has definite plans to begin using the innovation.

• I seem to be spending all my time getting materials
Stage 3: ready.
Management • The user is making changes to better organize use of the
innovation.

• How is it affecting my learners? How can I refine it to
have more impact?
Stage 4:
• The user is making few or no changes and has an
Consequence established pattern of use.
• The user is making changes to increase outcomes.

• How can I relate what I am doing to what others are
Stage 5: doing?
Collaboration • The user is making deliberate efforts to coordinate with
others in using the innovation.

• I have some ideas that would work even better.
Stage 6:
• The user is seeking more effective alternatives to the
Refocusing
established use of the innovation.

Transformation • My classroom is different. I am different.

Transformation • How can I affect the system?

Indicators

Training - Skills development, knowledge gaining New instructional practices have replaced prior ones
Exploration of many tools Use of higher order thinking skills
Adapts current instruction to technology Involves students in instructional design
Begins to view self as learner with students Connects and participates globally
Overcomes obstacles and moves through Student personalization of their digital space
frustration Ownership of learning is by the student
Questions self and instructional practice and The focus of conversation is learning, not the tools
uses of technology - conflicted Views students as unique learners
Teacher is inspired and feels confident
Teacher adapts to problems and figures out solutions
with others independently
Change in thinking and instructional practice

Barbara’s Story

 Cart of 20 MacBooks to share with 2 other teachers
Grant
 Global projects, digital storytelling, fostering independent learning at an
Proposal early age

 Excited to have access when needed
Year 1/2 Frustrated with teaching students how to use…
Allowed students to experiment and make movies

Cart of 20 MacBooks for classroom – needed her own set
Year 3 Found evidence that global connections increased vocabulary and higher
order thinking questions over time

 How Does Your Garden Grow Global Project
District and Global Leadership
Year 4/5 1:1 iPad – personalized learning

Amy’s Story

 Laptop cart of 20 MacBooks
Grant
Extensive development of online learning, global participation with
Proposal community involvement fostering independent learning practices

 Learned everything about Moodle
Year 2 Learned everything about SMARTBoard, starting presenting

 Let go of earlier practices and began trying to figure out independent
Year 3 learning

Matrix of learning opportunities
Year 4 The biggest change was within herself – facilitator of student learning

Ann’s Story

 Laptop cart of 20 MacBooks to be shared with other teacher
Grant Enduring understanding, wants to change and need to change process,
Proposal more student directed, students have to find information, take research to
next level to present to other students, make sure learning in meaningful

Year 2  Summer courses – from high anxiety to comfort with being a learner

Year 3  Risk taking increased – joined Facebook

 1:1 iPad
Year 4 Figured out how to create and share Educreations videos for group

Evidence

What you ask for is important.

 Explain how technology makes student learning better or how
you could not do this without the technology.

 Identify the content area(s) or target(s) or skill(s) that will be
impacted by your instruction with technology.

 An analysis of the impact that using technology had on student
learning. In other words, describe and provide the data that
shows a positive impact on student achievement using examples
from your collection of evidence.

Example of Evidence: Kara

Goal: Technology can be used to meet diverse learning needs. It provides the
opportunity for students to design and express their learning in different ways.
Technology: Write Out Loud, StoryMaker, Font Size, Voice Recorder App

Rationale Learning Analysis

Students who struggle Reach individualized Independence
with writing show their goals in writing increased
learning in other ways Foster independence Achievement goals
because their learning Increase student were reached
wasn’t stunted by the engagement
laborious task of
writing.

Data Collection

Video Montage
Independence, creativity, motivation and
achievement increase when a technology tool is
matched to a student’s writing needs and exposes
them to a variety of writing experiences.

Artifact
Teacher Reflection using VoiceThread

Example of Evidence:
Andrea
Goal: Technology opens the world to each person. Making global connections
and building relationships enhance and extend learning.
Technology: Edmodo, Facetime, iMessages


Builds relationships Increase student Student surveys
beyond the classroom achievement by indicated that digital
fostering a sense of communication does
belonging within the have an effect on a
digital space student’s sense of
belonging. Breakdown
in community results
when there are
differences in access.

Data Collection

Student Surveys, Usage Analytics
Fostering a sense of belonging through the use of
online communication tools such as Edmodo has a
positive impact when all students have access and
are included.
Artifact
iBook

Example of Evidence: Julia

Goal: Technology opens the world to each person. Making global connections
and building relationships enhance and extend learning.
Technology: Skype, ePals, Global Projects, Student Surveys


Faster results to Compare and contrast “I think the kids
research queries different things about realized that just
Learn more through Wisconsin through because students may
talking and listening research. live in other states, it
to people from outside doesn’t mean that they
of the state. are different, they are
actually quite the
same.”

Data Collection

Video, Student Reflections, Writing samples
Student confidence, ownership over their learning and leadership
increase when student actively plan and participate in Skype experiences
with other children and experts from around the world.

Artifact
DVD

Key Message
Technology is about people, not technology.
 To have a technological connection between the district, school,
classroom, and personal level
 Grant Process, Support from district and School Board
 Professional development consistent across the district

 To understand and know the stages that teachers experience as they
bring technology into their classroom and move toward transformation
 Recognition that it’s ok to be where you are, but with a need to move
 Administrative support for teacher leadership and collaboration

 To establish evidence are artifacts that articulate student learning
through technology.
 Need for accountability as resources are allocated
 Demonstration of benefits of applying technology

Technology

Transforming learning through technology is
like baking a layered cake.

 Homemade is best!
 It’s messy.
 It’s not easy.
 You need patience.
 But in the end, it’s worth the
wait!

Questions?

?
Therese Jilek, Director of Technology & Instruction, tjilek@hartlake.org
Dr. Glenn Schilling, Superintendent, gschilling@hartlake.org
Hartland-Lakeside School District, www.hartlake.org

Understanding Transformation and Linking Technology to Student Learning

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