1:1 Monitoring Report Raj Adusumilli, Bridget Loft, Sarah Putnam, Darryl Joyner 2/20/20
Presentation Overview Phase 2 of Digital Learning Study Impact of Devices on Student Learning Professional Learning for Staff Current Model & Bright Spots Operational Impacts What We Learned/Moving Forward Opportunities for Improvement 2 2
3
4
5
6
7
8
9
10
Online vs. Offline TEACHER In Use (Classroom Offline, 38% REPORTED Time), 62% STUDENT In Use (School Day), Offline, 46% REPORTED 54% In Use (Classrooms), OBSERVED Offline, 57% 43% 11
12
13
Additional device use findings… Middle and high school students use devices to help keep track of • assignments and grades. – Helps to “...keep track of what’s next and what you have to do.” – One group noted “...there’s no barrier between school and home now.” Devices used at home for both academic and non-academic purposes. • – All noted value of home access to instructional materials and resources. – Parents expressed concerns about the use of devices for non-academic purposes. Use of devices for deeper analysis and problem solving likely occurs less • frequently than more routine or rote activities. 14
15
Student Outcomes: Overall Findings 16
17
18
19
20
21
22
23
Teacher Reported 1:1 PD Needs % Agreement 64% 63% 61% 59% 52% 52% 46% 46% 43% Creativity Personalization Other Research-based Locate resources Classroom Student feedback Performance-based Data analysis practices management assessment 24
25
26
27
APS Strategic Plan Core Value – Equity: Eliminate opportunity gaps and achieve excellence by providing access to schools, resources, and learning opportunities according to each student’s unique needs. 28
Vision for 1:1 • Address the opportunity gap • Transform instruction • Support personalized learning • Prepare students for current and future workforce needs 29
How Is Student Learning Affected by Devices? Student Success 30
How Is Student Learning Affected by Devices? “The tools that are available on the devices allow my students to choose the ways to access, engage with, and express their learning that works best for them . For instance, last year, one of my second graders created a movie trailer to show their learning about a famous American of their choice. Another second grader decided to build a website complete with tabs, information, and embedded images to express their learning . Student They learn that their communication will look and sound different depending on the medium they are using, and that Success they need to adjust their work based on the tool or format they are using.” – Elementary Teacher “The most valuable aspect of having a device is having access to content online to enhance the classroom curriculum ” – Elementary Parent 31
How Is Student Learning Affected by Devices? “I think it's been helpful for our teachers for collecting data because our kids are able to get online. They're taking quizzes online, tests online, whether they're doing it through like a Google form and where the answers are just populating a spreadsheet, or they're doing it through Canvas, they're able to quickly access the results and if they need to adjust their teaching ... so, I think that's been really helpful, as far as productivity for teacher s, and getting quick feedback .” – Secondary Principal “If they're engaged , and they're interested , then they're accessing the learning – I Student think that that's the goal. That's what we want. We want kids to see the relevance in what they're doing, and if that device is helping them in doing that in any way, I think Success that's okay ... Yes, there are downsides, but I think for me, I see a more positive impact than negative.” – Secondary Principal 32
How Is Student Learning Affected by Devices? Heidi Smith, Principal of Hoffman Boston Elementary School Ellen Smith, Principal of Dorothy Hamm Middle School Student Success 33
Personalized Learning Design Teams The purpose of the Design Teams is to define what personalized learning looks like in Arlington Public Schools across various content areas and grade levels. Participation Guiding Questions • Application based with principal • What does personalized recommendation Engaged learning look like in the classroom? • 183 APS educators Workforce over three cohorts • How can you show others have participated what personalized learning is? • Those educators represent 33 • What do other teachers need schools and to know and do to programs successfully implement personalized learning? 34
Personalized Learning Design Teams Participants that have participated in the Personalized Learning Design Team cohorts have shown an increase in: • Identifying purpose for learning, so the learner realizes who he or she is as a learner based on interest and goals. • Student Helping learners establish learning goals based on strengths and challenges and provided feedback. Success • Creating a learning environment for individual and group work that has a choice of learning activities, resources, and tools. • Consistently providing differentiated opportunities based on individual learner’s level of content mastery, strengths, and challenges • Learner engagement from being ritualistically engaged to being more authentically engaged in the learning process. 35
Professional Learning Courses Offered Completion of Courses • Over 1400 APS educators have • Foundations of Personalized Learning completed one or more of these • Personalized Learning Through the courses. UDL Lens • Offered Face to Face and Online Engaged • Student Reflection and Goal Setting Workforce • Recording and Documenting Learning with Technology • Using a Learning Management System: Canvas 36
Current Model K-2 shared iPads 3-8 iPads 9-12 MacBook Airs ● Supports U niversal D esign for L earning Principles of: ○ Access: Supports student access to curriculum in various ways Student ○ Engagement: Increases opportunities for student choice and learning Success preferences ○ Expression: Allows for variety in student demonstration of mastery ○ Representation: Allows content to be multi-modal ● Addresses the opportunity gap ● Extends learning beyond the classroom ● Increases instructional efficiency ● Eliminates shortage model 37
Results from Middle School Keyboarding Pilot The pilot was deployed to two MS English classrooms: 7th Grade Swanson MS 8th Grade Dorothy Hamm MS 84% of students reported using their iPad for keyboarding on a daily basis Pre-Survey Results Post-Survey Results ● 95% rated their keyboarding ability ● 90% rated their keyboarding ability as acceptable or better as acceptable or better Student ● 46% reported having difficulty using ● 54% reported that having the Success the iPad virtual keyboard physical keyboard made it easier to write on the iPad ● 34% reported that the virtual keyboard has a negative impact on ● 41% reported that the physical the quality of their writing keyboard has a positive effect on the quality of their writing ● 35% reported that the virtual keyboard has a negative effect on ● 42% reported that the physical the length of their writing keyboard has a positive effect on the length of their writing ● 64% reported a preference for using the iPad with physical keyboard over the virtual keyboard 38
Operational Excellence Budget Information Worksession in May 2019 presented includes budget projections • Breakdown of costs at each level (Elementary, Middle & High) • Cost of alternate models for Middle School Device break-fix / Turn around time Operational • Loaner Program in all Middle and High Schools • Turn around in 1 day Excellence Safety and Student Data Protection • CyberSecurity Policy – May 2020 39
What We Learned/Moving Forward • Shared vision & input • Professional learning needs • Support from Instructional Technology Coordinators • Appropriate use (safe, flexible, on task) 40
Opportunities for Improvement • Provide ongoing support for students’ digital literacy. • Incorporate strategies for balancing screen use with non- screen time into instruction. ■ Recently passed VA legislation creates guidelines for use of digital devices in public schools. Requires VDOE to develop and implement health and safety best practice guidelines for the use of digital devices in public schools no later than the 2021-2022 school year. • Systematize expectations for students’ use of devices. 41
Moving Forward • Honor that students and teachers value the impact of devices on student learning by supporting consistent and sustainable implementation practices. • Provide time for teachers to practice applying professional learning to their use of devices in instruction. 42
“We need technology in every classroom and in every student’s and teacher’s hands because it is the pen and paper of our time, and it is the lens through which we experience much of the world.” -David Warlick 43
Recommend
More recommend
