Idea Transcript
UTILIZING TECHNOLOGY TO SUPPORT CRITICAL THINKING IN ALL STUDENTS THROUGH RESPONSIVE LEARNING ENVIRONMENTS Limestone District School Board
October 2014
Utilizing Technology to Support Critical Thinking in all Students Through Responsive Learning Environments in the Limestone District School Board Background: In 2011 the Limestone District School Board engaged in dialogue with a variety of partners (students, parents, teachers and administrators) around the continued planning for technology integration in our schools. The result was an ITS (Information Technology Services) five-year operational plan called A Vision for Information and Communications technology. This long-term plan focuses on providing strong ITS support to the system so that the goals in the Strategic Plan and Board Plan for Student Achievement (BIPSA) can be achieved. What the Research Tells Us: Technology as we know it has revolutionized many aspects of society. It would be logical to predict that it will continue to do so in the future at an exponential rate. According to Laurillard (2012), technological investments in education have not been directed at changing the system but only as a matter of acquisitions. With the first personal computer surfacing almost half a century ago, technology has not had the impact on the evolution of education that one might expect. Many classroom and school settings today continue to be absent from the effective use of technology to support student learning. According to Fullan and Donnelly (2013), there is in general a lack of strong efficacy evidence demonstrating the impact of the digital innovations on student learning. In the book Stratosphere, Fullan (2013) discusses three components that are required to work together to maximize student learning: pedagogy, technology and change.
Fullan and Donnelly (2013)
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
In this framework, pedagogy refers to the clarity of the learning goals and related success criteria, the use of high yield instructional strategies, varied assessment practices tied to the teaching and learning cycle that includes assessment as, of and for learning with timely and effective feedback. Student engagement is evident through the use real-life problem-based learning. Students are empowered by being offered choices in what and how they learn. Digital technologies that do not align with what is to be learned will likely not translate into improved student achievement. Study after study has concluded that the impact of digital technology has been stifled when there is no emphasis on the pedagogy of the application of technology used in the classroom (Fullan and Donnelly). Technology is associated with the ease of use for the learner, the ease of adaptation (can the technology be used by any device and accessed anytime, anywhere and by anyone with permissions) and comprehensiveness and integration (is the technology fully integrated into all relevant aspects of the learning day? Do educators understand the purpose of the technology?). System change is aligned with implementation support (what support (technical and pedagogical) is provided for technology functions? How long is the implementation support available? Does it include training and/or professional learning?), value for money, whole system change potential (motivation for people to engage in change, continuous learning from failure and wrong paths, ability to leverage and learn with the collective group, emphasis on the very large scale). In his book Stratosphere, Micheal Fullan (2013) outlines four criteria for integrating technology and pedagogy to produce exciting, innovative learning experiences for all students. They are: 1) 2) 3) 4)
Irresistibly engaging for students and teachers; Elegantly efficient and easy to use; Technologically ubiquitous 24/7; Steeped in real-life problem solving
It is critical that we focus on the use of technology to support thinking and learning and not the technology itself. In the article, Choosing the Wrong Drivers for Whole System Reform, Fullan (2011) shares that technology is one of the four wrong drivers if the thinking is that investing in the digital world will be the answer to our problems. It is integral that we continue to focus on effective planning, instruction and assessment practices in concert with the use of technological tools. The International Society for Technology in Education (2007) has published skills that students require to be successful in today’s society (please refer to Appendix A). These skills are a standard for best practices in teaching, learning and leading in technology in education.
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Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
The skills include: a) b) c) d) e) f)
Creativity and innovation; Communication and collaboration; Research and information fluency; Critical thinking; problem-solving and decision making; Digital citizenship; Technology operations and concepts
In the article Great to Excellent, Fullan (2012) identifies six C’s and argues that these qualities facilitate the well-being of the whole student, and the well-being of society, which essentially consists of higher levels of student achievement and the capacity to apply what one knows. The six C’s entail character education, citizenship, communication, critical thinking and problem-solving, collaboration, creativity and imagination. Please refer to Appendix B for more detailed information associated with each quality. Student, Society and Well-being
(Fullan 2012) In a Vision for Teaching and Learning in the Digital Age (2013), the Ontario Public School Boards’ Association focuses on the effective use of rapidly evolving technology in instructional practices to ensure students are globally competitive. In this paper, OPSBA advocates for the province to embrace the enabling role of technology in expanding when, where and how learning takes place; a focus on equity and equality of access to technology; and a culture where teaching and learning reciprocally drive the use of technology. This vision rests on the following four pillars: 1) 2) 3) 4)
Authentic student engagement; Inspiring and inspired teachers; Skills for a digital age; Responsible digital citizenship 2
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
School Effectiveness Framework: The School Effectiveness Framework (2010) is a tool developed by the Ministry of Education used to assist schools (K – 12) in identifying areas of strength and areas requiring improvement in order to reach all students and improve teaching and learning. It highlights the need for students to have access to and use technologies to support and document their learning. Students need to be able to use these tools to communicate and collaborate in creative and engaging ways and to develop the higher order thinking skills needed for solving complex and challenging problems. Please refer to Appendix C for indicator 4.3. Looking Ahead: Student achievement forms for the basis for all work that we do in the Limestone District School Board. Our Strategic Plan and Board Plan for Student Achievement will continue to guide the teaching and learning throughout the system as we work to achieve our goals. Our vision for integrating technology into learning in LDSB is grounded on the concept that technology is a tool to support student inquiry, thinking and learning that will assist our students in accessing higher order thinking skills and be critical producers and consumers of information. Digitally rich learning tasks where learning occurs anytime and anywhere is what we are striving to achieve system-wide. In this environment, teachers and students can articulate the learning goal and success criteria, why and how they are using a particular technological tool and how the use of the tool meets the student learning need. This environment fosters a stance with teachers and students learning together where all staff and students feel comfortable taking risks and stepping outside their comfort zone. In order to achieve this, we must facilitate an awareness throughout the system of the technological applications that currently exist and foster innovative and creative practices within our schools. Therefore, we must provide support to our staff through on-going professional learning and training on the effective application of technology into research-based planning, instruction and assessment practices. Board consultants and instructional coaches will be provided with support to learn more about these technological applications and will be asked to share these practices in their work with teachers and administrators. As consultants and coaches work with a variety of staff members, the learning that they engage in can be shared with other educators in the system. The way we facilitate and support professional learning is changing. During the 12 – 13 school year, the secondary program team created the School Effectiveness Network website to support secondary schools in professional learning and resource acquisition. Educator feedback has been used to adjust content and process and the feedback of secondary teachers and administrators will further shape the content of the work shared. Website analytics will track the number of visits to each section of the website. Lead Success Teachers, Learning Program Support, Student Success Teachers and Student Support Teachers will also 3
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
be provided with additional capacity building around technology that supports student thinking and learning. Some elementary administrators engaged in collaborative inquiry work during the 12 – 13 school year. The thinking and learning from this inquiry can be shared with others administrators and teachers to deepen the learning that has occurred. We have engaged in a number of pilot projects during the last five years and we anticipate that further projects will be funded through a proposed creative and innovative instructional funding initiative to inform our future direction and practice. Part of the requirement for the successful applicants will be to share their learning journey with other schools in the system. A Learning Fair will be co-ordinated during the 13 – 14 school year that will foster the sharing of technology and the thinking and learning in relation to sound pedagogical practice. Schools engaging in these projects must also agree to share their learning over a three-year period as part of either a collaborative inquiry or a professional learning network. Technology will continue to evolve at a lightening pace. In order to keep up with rapidly evolving technology that ensures our students remain globally competitive, we must maintain an element of flexibility in our technology that will enable us to adapt to changes and emergent ideas. This can be realized through the use of mobile devices, as this increases greater access to technology and facilitates learning supported by technology in the classroom. The use of mobile labs for access by all students or the use of a smaller number of devices at one time to support differentiation can enhance the application of technology on a more frequent basis in our schools. Computer labs would be dismantled in favour of mobile carts. There are a variety of technological devices currently available to support teaching and learning. The most appropriate tool may differ, depending on the task. As a result, access to computers, laptops, tablets, digital phones, interactive whiteboards, apple television, wireless adapters, cameras and document cameras will be critical in the effective integration of technology in our schools. The concept of Bring IT (Bring Information Technology) will begin this fall in select schools. The results of the 6 pilot schools will assist in planning for future implementation throughout the system. Professional learning will be provided to schools to assist with the successful transition. This concept will also assist the individual teachers in determining what the best device might be for the learning, how it should be used and when it should be made available. The development of a Digital Citizenship Procedure will support schools in the application and management of technology. Ubiquitous access to technology that is available anytime and anywhere for students and staff is becoming the norm. When purchasing and allocating technological resources in our system, we must keep in mind the ease of use, equity of access efficiency and availability, regardless of the operating system.
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Building greater awareness of Cloud solutions and increasing its use, as well as other software applications using the internet (e.g., Dropbox, Google Docs) fosters collaboration between individuals through the sharing of resources and the revisions and editing of these documents. As we explore the migration from First Class to Microsoft Office 365 we want to take full advantage of cloud based educational offerings. Technology that is obsolete and does not support the achievement of students or the effective use of ITS staff time should be discarded. ITS will set a minimum standard computer device that can access the network. In our refresh of mobile technology, the equipment not meeting the standards will be discarded. The ability to consistently access the internet in all of our schools through mobile technology via wireless access networks is imperative for the effective and consistent application of technology. Beginning in the fall of 2013, an ITS steering committee will be created and will consist of ITS staff, school administrators, teachers, support staff and non-teaching staff. The mandate of the committee will be to provide feedback on our vision and proposed threeyear plan as well as assist us with revisions and monitoring the plan. Student focus groups will be conducted twice a year. It is imperative that Program, Educational Services, Student Success and Information Technology Services align system priorities through a cohesive and aligned approach in the service of teaching and learning. As we move forward we want to ensure that we do not put technology ahead of teaching and excitement above evidence. In order to effectively integrate technology into teaching and learning, we need to ensure that we create conditions where risk taking is valued, where it is expected and accepted that teachers and students are colearners in the exploration of real-life authentic problems, continuous reflection assists us in shaping our future work and technology is a strategy that deepens and extends the learning of all staff and students.
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Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
School Initiatives: Mobile Technology: History: Most schools have fixed computer labs with desktop computers being used as a lone tool in accessing technology in our schools. Recent upgrades to our infrastructure (WAN and WIFI) allows for mobile, anytime, anywhere access to technology. Mobile carts can be split between classrooms or used in their entirety to support differentiated instruction and inclusion. As we engage in more blended learning and e-learning, the flexibility that the cart offers enables students to work in a variety of locations. This also increases the time that the devices are used. Within the last three years, some elementary and secondary schools have been involved in technology pilot projects that included mobile technology. New school builds have been provided with some mobile technology. Next Steps:
Provide mobile technology to all schools. Provide on-going training, support and professional learning to school communities so that technology is used effectively. Partner with organizations such as, but not limited to Apple, IBM and Microsoft to assist with professional learning and training for educators across the District. Develop professional learning series that support the effective use of technology. Schools will begin to transition from a computer lab mode to mobile technology. Facilitate effective school practices across the District.
Interactive White Boards: History: Interactive white boards have been shown to impact student engagement and creativity. They can be used as an interactive tool in the classroom, to collaborate with schools in the District, the province, country and across the world through such software as Skype. Many of schools currently have interactive white boards in some classrooms. Recent school builds in elementary have an IWB in all Grades 3 – 8 classrooms. We are also investigating more cost-effective solutions that would provide similar supports as IWB’s. This would include devices such as Apple TV, wireless adapters and other equivalent devices to support multiple staff and student devices connecting to wireless projectors or flat-screen TV’s.
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Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
Next Steps:
Provide support to some classrooms with learning devices over the next three years. Redeploy an IT technician to support and install the IWB’s and other related devices over this time period. Explore a partnership with Facilities Services to assist with the electrical and other facility related functions Provide opportunities for professional learning to build capacity in teachers to effectively integrate IWB and other devices into current research based pedagogical practices. Explore other options similar to IWB that can be used in classrooms that offer similar learning experiences.
System Initiatives: Compass for Success History: In 2012, the LDSB purchased the services of Compass for Success as part of our data management system. This tool will assist the system and our schools in accessing “live” data to make the most informed decisions around teaching, learning and resource allocation. Beginning in September 2013, the tool will be piloted in the Napanee and Ernestown Family of Schools. Next Steps:
Provide training to the Napanee and Ernestown School Administrative teams on the data management tool. Laura Gilliam and Peter Bertleson will provide follow up support to the school administrators. Meet bi-monthly to share and reflect on our learning. Share Compass for Success with a pilot group of teachers in order to explore the teacher portal. Add up to 15 more school administrators during year two of the pilot. NDSS and ESS will continue to receive support. Share administrative portals with the pilot schools Share bursting reports with the pilot schools Make adjustments to the implementation plan with the goal of going live board wide by September 2015 or earlier.
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Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
Desire 2 Learn Management System: History: The D2L management system is the host for provincial e-learning courses, as well as the Ontario Education Resource Bank. This management system is also used for blended learning. The Ministry of Education set a target of 25% of students in Grades 7 – 12 using blended learning through the D2L management system. We were well below this target in Limestone in 12 - 13. In the spring, we offered two sessions for teachers interested in blended learning. Both sessions were well subscribed. Summer Session 2013 provided the opportunity to use a combination of e-learning offsite and e-learning on-site, with the teacher present to provide face to face support to students, as well as on-line support for those students not in the classroom,. Rob Switzer, our e-learning and blended learning contact has been supporting schools and teachers in developing a greater awareness in D2L. Some teachers are using tools other than the D2L management system to provide a blended experience in the classroom. Next Steps:
Follow up with teachers who attended the D2L blended learning session to determine if additional support is required. Offer additional blended learning sessions to interested teachers Share effective blended learning and D2L Practices with the District. Consider expanding the number of e-learning courses offered in the board. Facilitate the use of D2L in Alternative Learning Sites Promote D2L in locations that generally use correspondence courses. Explore the concept of the Flipped Classroom
Cloud Computing: History: Microsoft Office 365 is a subscription service that provides email, file storage and access to web-based Microsoft Office tools (Word, Excel, Powerpoint and OneNote). Next Steps:
Students and staff will be transitioned from existing Firstclass mail to Microsoft Office 365 as schools are transitioned to new AD services (projected in the 14 – 15 school year)
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Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
A detailed implementation and communication plan will be developed in the Spring 2014 and will be shared in the Fall 2014. Projected date of implementation will be February – August 2015.
Social Media History: Training was provided by the communications department during the 12 – 13 school year for administrators interested in using twitter. A number of administrators attended and as a result, a number of schools in our district have an active Twitter Account. Joe Mazza provided a parent and staff session around the use of social media to engage parents. LDSB is actively using you tube as a communication and learning tool. We are beginning to use video to share highlights and communicate learning and information to the public. There are other social media tools that we might consider exploring including instagram, blogs, tumblr and wikis. Next Steps:
Integrate social media into lessons as a learning tool LDSB will model the effective use of social media to foster communication, collaboration and sharing. Consider unblocking Facebook in our system in order to be used as a communication tool in the district. Invite educators such as George Corous to work with staff, students and parents around the effective use of social media and technology to improve learning.
Video Conferencing: History: Adobe Connect and Skype are available to staff for video conferencing. These tools have been used in the past with varying degrees of success. All of the secondary schools outside of Kingston have access to a polycom. This improves the quality of video between schools. Next Steps:
Provide training and support to designated staff in each building to engage in video conferencing. Ensure the appropriate equipment is available. 9
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
Identify potential meetings where video conferencing can be used. In schools with bandwith challenges, look for alternate solutions to the current products being used.
Management of IOS Devices: History: The Limestone District School Board supports the purchase of IOS devices such as Ipads and Iphones. An ITS technician will be trained in IOS devices and will support staff and the devices, as required. As a result, Apple Care will no longer be required when purchasing all IOS devices. Next Steps:
Consider training up to two additional IT Techs in IOS devices Provide on-going training to the ITS technician(s) responsible for IOS devices Communicate to schools that one of our technicians will be supporting IOS Devices Partner with Apple to have training on IOS devices completed in the district and invite interested staff.
Library: History: Many of our libraries offer a more traditional model where desktop computers are the norm and work spaces promote isolation. A new library model has been explored in some areas of the province called “Learning Commons.” In these spaces, mobile technology has replaced desktop computers, furniture is set up and designed to foster collaboration and integration to further enhance learning. Next Steps:
Consider a pilot project in one elementary and secondary school under a “Learning Commons” approach for the 14 – 15 school year. Support the school in the development and implementation of the pilot Share the learning with other schools in the system Consider moving to a Learning Commons approach in secondary schools
Bring IT (Information Technology): History: Bring IT was introduced to LSDB in September 2013. Six schools formally piloted this initiative where students were able to bring their own devices to school for educational 10
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
purposes. Students were able to able to use the devices at the discretion of the teacher and school administrative team. Not every classroom in these schools were part of the Bring IT project. As part of the pilot, the group created communication for students, parents and staff about the project as well as classroom management strategies related to the devices. Staff members from the pilot schools were able to engage in professional learning to support a Bring IT culture. Bring IT is available to all students in our schools. If students need a device for a learning task, the LDSB will ensure there is a device available to support all students. Next Steps:
Expand Bring IT to all schools, effective September 2014 Provide the resources from the Pilot Schools to the remaining schools in the Board Provide training and support to the new schools around management of devices, planning for cross platform learning and demonstrating how learning can occur in an environment where not every student has a device Share step by step instructions on how Bring IT devices can be connected to the LDSB network. Pull together a focus group three times during the 14 – 15 school year to obtain feedback related to what is working well and what supports are required for Bring IT to maximize its value.
Digital Citizenship: History: With the expansion of technology and a variety of social medial tools readily available to students, it is imperative that students are supported in their understanding of digital citizenship. The Assistant to the Director has worked with the system on the supporting staff, school communities and students with learning opportunities to better develop skill sets and strategies for effectively navigating the internet and social media. A new AP on Digital Citizenship is in the process of being created to support students, staff and school communities. This is extremely timely, especially as we move towards the implementation of Bring IT in all of our schools. Next Steps:
Complete the draft Digital Citizenship AP and share with appropriate groups Provide resources to students, staff and school communities on the importance of Digital Citizenship Digital Citizenship will be high profile at our Summer Technology Institute 11
Draft Plan to Utilize Technology to Support Critical Thinking in LDSB October 2014
Plan a Digital Citizenship week-long event in late Fall that includes parents, students, staff and communities Provide learning support to school staff so they are comfortable engaging in the use of technology as a learning tool for their students.
Staffing/Professional Learning Initiatives: District Assistive Technology Resource Teachers: History: The District Assistive Technology Resources teachers provide support to staff and students through the application of assistive technology. The effective use of SEA equipment and the IEP engine are the priorities for these two teachers. Next Steps:
Continue to provide professional learning to teachers on the effective use of assistive technology. The DATRT’s will be asked to provide technology support to the board’s consultants, coaches and specialized staff in order to integrate effective technology practices while working with teachers in the system.
Connected Technology Support Teacher: During the 13 – 14 school year, we employed a casual connected technology teacher to lead and facilitate learning through technology. Specifically, this person led teaching and technology related workshops, supported our mobile technology pilot program, assisted with the Code 21st Century Teaching and Learning Project, facilitated Bring IT resources in the system, supported a variety of technologies in classrooms throughout the system through 1:1 coaching support and small group assistance. The Connected Technologies teacher also supported schools in Collaborative Inquiries where technology was part of the learning in service of research based instruction and assessment practices. Next Steps:
Continue to employ, depending on funding, a Connected Technology Teacher to support the integration of learning and technology in LDSB through a variety of capacity building supports.
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Capacity Building: History: The LDSB has provided some training and professional learning for teachers interested in technological innovations, blended learning, and the use of specific software programs. This has been completed in both a formal and informal way. As we move forward, it is imperative that technology, pedagogy and system change work together to maximize teaching and learning in all of our schools and each classroom. Next Steps:
Invest in capacity building in order to apply effective technology practices that align with research-based pedagogy. Consultants will be asked to engage in professional learning in the area of technology and apply this to the work they are engaged in with teachers. Instructional coaches, Lead Success Teachers, Student Success Teachers, Learning Program Support and Student Support Teachers will work with teachers to develop sound pedagogical practices supported by technology. Facilitate staff capacity in the areas of D2L, Blended Learning, Interactive White Boards, Tablets, Cloud Based Learning, Apps and Software and Assistive Technology. Plan a Summer Technology institute to facilitate awareness, implementation and routine use of technology to improve learning.
Creative and Innovative Instructional Practice Funding: History This process has not been formalized in Limestone. In some cases, ideas have been presented to one or more departments in the board and based on the proposal, full, partial or no funding might have been granted. In other circumstances, managers or members of senior staff have sought out schools and staff who were willing and prepared to implement a new initiative that included technology. Next Steps:
Make funds available for teachers to seek out support for technology projects that are creative and innovative. Successful applicants will share their learning through a “Learning Fair and either involvement in a professional learning network or collaborative inquiry. The teacher(s) will be responsible for a pre, during and post survey, as well as keeping a record of student and educator learning. The connected technology support teacher will assist in the pilot project 13
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Appendix A International Society for Technology in Education Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities Students 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. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems Students apply digital tools to gather, evaluate, and use information. 15
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Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship
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Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies
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Appendix B Great to Excellent: Launching the next stage of Ontario’s education agenda Six C’s Six C’s Character Education
Citizenship
Communication
Critical Thinking and Problem Solving
Collaboration
Creativity and Imagination
Description honesty, self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, personal health and well-being, career and life skills global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability communicate effectively orally, in writing and with a variety of digital tools; listening skills think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action
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Appendix C School Effectiveness Framework: 4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies. At the school: • Professional practice, lifelong learning and leadership are modelled through the effective use of digital tools and resources. • Policies for the safe, legal and ethical use of digital information and technology are established, modelled and promoted. • Students are connected and challenged beyond the world of the school using learning technologies. • A global perspective is developed and presented in content areas where appropriate. • Critical thinking, problem solving, communication and collaboration are emphasized. • Collaboration, lifelong learning, inquiry, reflection and technology use are modelled. In the classroom: • A personal and local perspective is cultivated so that each student can make relevant links to the curriculum. • Higher order thinking skills are taught and consistently integrated across disciplines. • Students are taught to integrate, synthesize and apply content knowledge in novel situations. • Assignments and assessments require students to engage in critical thinking, problem solving and analytical tasks. • Students work with real world data, tools and experts. • Instruction includes how to access resources, connect with others and create ecommunities and learn about the ethical/legal issues surrounding access and use of information technologies Students: • Have access to and use technologies to support and document their learning.( e.g. digital cameras, film, web 2.0, podcasting, video, graphing technology, assistive software and interactive whiteboards). • Integrate, synthesize and apply content knowledge in novel situations with growing independence. • View challenges as opportunities to learn. • Work effectively and respectfully with diverse teams. • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.
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References Fullan, M. (2011) “Choosing the wrong drivers for whole system reform” Australia: Centre for Strategic Education Fullan, M (2012) :Great to Excellent: Launching the next phase of Ontario’s education agenda” Toronto Fullan, M. (2013) “Stratosphere: Integrating technology and change knowledge” Toronto: Pearson Fullan, M. and Donnelly, K. (2013) “Alive in the Swamp: Assessing digital innovations in education” London: Nesta Laurillard, D. (2012) “Teaching as design science” London: Routledge OPSBA (2013) “A Vision for Teaching and Learning in the Digital Age” School Effectiveness Framework: A Support for School Improvement and Student Success. (2010) Toronto, Queen’s Printer
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