RE:Digital Learning Environment (One to One Computing) Proposal

TO:Board of Education

FROM:Dan Bertrand

DATE:January 20, 2012

CC:Scott Shepard, David Engelbrecht, Dan Kane

The administration believes the best way for MCHS to make its vision a reality is to create a digital learning environment for both curriculum and instruction by implementing a one to one computer initiative. The purpose of this proposal is to provide a draft blueprint plan for each of the critical aspects of the initiative. In summary, the proposal involves adding a $75 technology fee for every student each year beginning with the freshmen in the fall of 2012-2013. The student would actually be purchasing a netbook with four payments over a four year period of time. The netbook would be theirs to use at school and at home and to keep at the end of the fourth year. In addition to the netbook the students would get one replacement battery and a carrying case.

We are asking the Board to formally approve the Digital Learning Environment proposal at this time so we can begin to make plans for implementation over the next year. The Board will have another opportunity in January, 2012 to give the final approval for the administration to proceed with full implementation of the plan.

GOALS AND OBJECTIVES

Goals

To provide each student with a netbook computer so all students have computer access 24/7.
To continue to provide students with up-to-date technology to use as a learning tool.
To create a digital learning environment by using the netbook as an essential tool in the delivery of each student’s curriculum and instructionon a daily basis.
To improve student’s awareness and skill development in using web based resources to increase their achievement, critical thinking and problem solving skills.
To teach 21st century literacy skills and extend each student's learning opportunities.
To enhance school-home communication through the use of technology.

Connection to the Districts Mission

The districts mission, vision, values and beliefs are in support of this initiative as demonstrated by the vision of our school to become a Model school and our belief statements reference to students being technologically literate and to be able to think critically and solve real world problems. (Appendix A)

Vision

We envision a school in which students are actively engaged in learning through the full integration of web based instructional tools and curriculum resources using a blended instructional approach in a fully integrated digital learning environment. Additionally,students will be engaged in more project and problem based learning in which they will be required to think critically and solve real world problems both predictable and unpredictable.

We are beginning to create a vision of possibilities related to this proposal by first piloting the usage of netbooks through the awarding of two netbook grants, initial staff training on Web 2.0 instruction, and by the administration and selected staff modeling the use of web based resources to support instruction.

Why one to one computing?

The International Society for Technology in Education (ISTE)(Appendix B) believes that in an ever-increasing technology rich world our students should be able to:

demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology;
use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others;
apply digital tools to gather, evaluate, and use information;
use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources;
understand human, cultural, and societal issues related to technology and practice legal and ethical behavior;
demonstrate a sound understanding of technology concepts, systems, and operations;

The previously mentioned goals can be summarized in the four reasons listed below.

To enhance student learning
To develop critical thinking.
To improve efficiency.
To enhance communication.

Each of these reasons will be explained in more detail in the following portion of this proposal.

To enhance student learning.

Engagement: Using technology involves students in the learning process. Students using technology become active participants in the learning process instead of passive listeners. One-to-one technology enables access, manipulation, and presentation of information and knowledge. It can be a very creative process, especially with multimedia. Using technology can reduce discipline problems if students are more interested in their work. Using technology allows students to take ownership of their work. When students are empowered to find their own answers, the learning process becomes much more interesting and relevant. Technology allows opportunities for multimedia and interactivity that are impossible with more traditional instructional techniques.

A number of articles and research studies in regard to one to one computing will be

provided to the Board and the staff over the next year.

Empowerment: Using technology transforms the teacher from authority-expert to facilitator when the students are guided to use technology to find answers online. Students are transformed from passive recipients of the teacher's knowledge to active participants in knowledge-seeking and knowledge-construction. Teachers often learn new technology programs along with students.

Differentiation: Technology frequently provides greater opportunities for differentiation for students. Computers targeted at multimedia applications showing pictures, sounds, and videos are conducive to the learning styles of various learners. Additionally, software programs are available with have exercises that are targeted at differentiating to the various academic levels of students in the classroom by assigning an initial pre-assessment and developing tailor-made activities to improve areas of weakness.

Cooperative Grouping and Collaboration: Educators frequently utilize cooperative grouping strategies and technology integration at the same time since technology is very conducive to group work, team problem solving, etc. Having students work in partnerships or small groups with a computer based activity as a guide allows students to work collaboratively to complete a technology-based activity. Using technology allows for the free exchange of information. The widespread use of compatible text, presentation, and image software allows information to be exchanged more easily than ever before.

To develop critical thinking.

Problem-Solving and Project-Based Learning: The access to a computer for all students will assist us in developing deeperunderstanding using a problem solving environment. Technology helps promote a positive shift toward more project based, hands on learning, away from lecture based learning. Lecture based learning will not, and should not, disappear. However, the information manipulation environment provided by one-to-one technology allows teachers to reduce their reliance on lecturing.

Transparency: Student use of technology can make the thinking and problem-solving process more transparent to the teacher. Digital files can provide documentation of the processes the student has engaged in to solve problems. It is often easier to store and retrieve these files electronically than on paper. Screen-monitoring software allows teachers to observe students in the process of classwork.

To improve efficiency.

Efficiency: Using technology can reduce the workload on the teacher for mundane tasks such as organization and distribution of electronic learning materials, grading of multiple choice questions.

Archiving: Technology allows teachers to more efficiently save and document student work for archival purposes. Whether it involves students working on a paper that is saved under their name or scanning classroom worksheets that identify where a student is in their learning at a point in time, technology gives the power to save information in ways that are impossible through traditional means. This leads to several advantages like tracking student progress over time or looking back to see what areas need improvement. Computers provide easy storage and access to a student's accumulating portfolio of work. By viewing previous work, students can better gauge their own progress and avoid repeating tasks already accomplished.

Fiscal efficiency: Using technology can reduce the dependency and cost of the use of textbooks. The district can save money by using free open software applications such as the Linux operating system and Open Office instead of MS Office which the district is currently paying thousands of dollars a year for.

When the building was opened eight years ago all of the computers in the building were new and placed on-line at the same time. We are now at a point where all of the computers are about the same age. We are beginning to experience significant failures in mother boards, monitors and other hardware. Additionally, we are experiencing a decrease in performance due to the RAM and processing speed in the original computers due to them not being fast enough to meet the needs of new more demanding applications and uses.

If all students are provided a new netbook as a freshman no student would be using technology that would be more than four years old. Currently we have approximately 460 computers and monitors which were all purchased new at the same time when the new high school was opened. We must begin to implement a replacement routine of some type or risk the chance of incurring significant additional costs as more hardware fails. Finally, as more students assignments become digital documents paper and copy costs will also be significantly reduced.

To enhance communication.

School-Home Connections: Technology can offer increased accessibility if the students have computer and internet access in their homes. In these situations, assignments, activities, assessments, multimedia, etc., can be provided over the web and completed anywhere, providing for a wider range of instructional opportunities for anytime anywhere learning.

Access to Information & Communication: The internet provides access to an incredible array of information sources, media, and communications. In a survey in December, 2011, students indicated that 82% of them had internet access at home. Students will be able to access the high school network from the parking lot and outside the building. Additionally, the building is open at 6 a.m. each morning to get in and use the network. We will also make the after school bus for Homework Haven available to all students who need to stay after school to work on assignments which require the internet. Finally, we are compiling a list of businesses in town which have free Wi-Fi.

Preparation for College & Career: With computers and various forms of technology moving more prominently into the mainstream of typical life and business, it is important to expose our students to different types of technology. Gaining experience in word processing, various software programs, internet research, etc., are essential educational needs for students to become successful in the workplace. Using technology allows for a smooth transition from school to work and school to college. Technology is used everywhere: in math, science, engineering, transportation, manufacturing, and every business application you can think of from sales transactions and inventory control, to e-commerce, the uses for technology are limitless. On January 11th, we had a panel of recent graduates who are attending college speak to our juniors and seniors and most of them indicated that they were heavily using the internet and free Web 2.0 tools such as Google Docs and Open Office.

Program Success

The success of the program will be defined in numerous ways including student’s knowledge and skills related totechnology, higher student achievement, better home-school communication and enhanced critical thinking and problem solving skills in our students.

Student and staff usage of web based resources will be monitored through surveys and observations to determine the level of implementation of a more blended model of delivery for both curriculum and instruction. Base line assessment data will include the use of both the schools ACT testing program using horizontal and vertical student achievement data. WorkKeys scores in Math, Reading and Finding Information will demonstrate a greater proficiency in students being able to read and think critically.

STAFF DEVELOPMENT

In order to create a digital learning environment, the role of the teacher will significantly change from the “sage on the stage” to a facilitator of student learning while providing students with projects and problems that are both relevant and rigorous. Additionally, we believe the implementation of one to one computing will be more efficient and effective in providing our students with a quality education.

The key to the success of this initiative is the teacher. Our goal to successfully integrate technology into classrooms will depend on how well our teachers use new methods and technology tools to transparently incorporate them into the curriculum. Therefore, it is extremely important to develop and deliver professional development opportunities and assist teachers and staff in the integration of technology into their curricula. These professional development activities will encompass instructional leadership, instructional practice, assessment, curriculum development, and understanding of the learning process not just the technology.

Teaching in the Digital Classroom

The days of teachers covering a defined number of pages in a textbook and assigning work at the end of a chapter are quickly disappearing. Instructors are leveraging technologies that give students access to interactive content from a myriad of sources. In the digital classroom, the teacher is more than a static oracle of information who delivers lectures. Instead, he or she is an active participant and facilitator in each student’s path of discovery and exploration. Teachers need to explore innovative ways to deliver content and continually transform their techniques to keep pace with the rapidly changing technologies.

Technology is creating a 24/7 learning environment for students that puts new demands on teachers and instructors. Students can revisit content and explore more after the typical school day. Learning communities of students, teachers and entire classes extend beyond the constraints of a physical building. Technology isn’t just and additional tool that teachers can use to enhance learning in the classroom; it has the potential to completely transform the traditional role of the teacher.

Digital content makes the learning process much more active, mobile and tailored to the individual needs of students in a diverse classroom environment. Teacher resources must be utilized effectively to make sure that students are at the center of the learning activity. (Appendix C)

Blended Learning (Curriculum and Instruction)

Blended or hybrid learning provides students with the best possible combination of in-class and online learning venues. Digital teaching in a blended learning environment allows for greater access to information and enables learning to happen anywhere.

For most teachers, technology is recognized as a positive enabler or extender in the classroom, and its capacity to support and improve the art of teaching is embraced. Teachers appreciate the ability to project images on a large screen, give students access to the internet to do research and have an electronic method to track attendance and post student assignments online. These solutions improve the classroom experience.

To get transformative value out of the new technologies, teachers and instructors need professional development focused on acquiring new teaching strategies and pedagogies. Applying the new technologies to the same old way of doing things is not the pathway to success. Professional development has to blaze a new and better trail for teachers to follow.

Professional Development

Professional training programs that implement fundamental change not just skills refreshers, but brand new skills development and utilization often must help teachers overcome fears that may accompany the introduction of new technologies. Quality professional development can help teachers see the new classroom and teaching environment as liberating. Instead of focusing their attention on lecture and content delivery, teachers can spend much more time and attention on helping students understand why the content has meaning for them. They can guide learning activities that focus on higher level thinking skills such as drawing real-life applications, investigating conflicting ideas, drawing conclusions based upon evidence and making observations. Combining these activities with the ability to use experiences and training to reach students with varying learning styles and challenges can be very rewarding.

The overall goal of quality professional development program is to further develop the skills, knowledge and abilities that are needed to get the job done in a changing environment. The goal is to transform teachers who use technology only as a secondary crutch into digital explorers who are committed to using technology creatively to improve the classroom experience. On-going professional development that is flexible for the constant change in technology is a must.

Staff Survey

On February 18, 2011 teachers were surveyed using two tools. One helped determine familiarity with Web 2.0 Internet resources for instruction and productivity. The second helped determine which of the resources were being used and at what regularity as well as to help identify any resources teachers were using that we may not have known of. The utilization of these resources helps to engage students and helps them to identify relevancy in real world situations. Being able to understand which tools teachers use currently will assist us to determine professional development needs, both current and in the future.

On January 18, 2012 the ten DLE pilot teachers completed a survey based upon their experience using the netbooks with their students during the first semester this year. A copy of a survey completed by all of the DLE teachers in the pilot program is enclosed with this document. In summary the staff overwhelming found the availability of the netbooks and network access significantly aided in enhancing their instruction. They indicated that it engaged students more, made students more independent learners, increased collaboration and gave students more choices to allow them to demonstrate their understanding. It also allowed for more differentiated instruction and assessment to meet the different learning styles of their students.