Leveraging Technology

I found this chapter the least interesting of all so far except for the very obvious statement that you can have the technology available but if the teachers do not embrace current learning pedagogy or themselves have the desired technology skills then student engagement and learning will be the same as before.
I did also relate the the comment that perhaps the technology we offer our students currently is of a poorer standard than what they use at home??? If we analysed our use of technology and the standard of our Internet what would we find?

Chapter 6 Leveraging Technology

Some good points made in this chapter although not my favourite this far. I think there are may implications for big picture planning eg CEDP. I believe that the diocese has done really well in assisting schools to embrace technology through a balance between pedagogy and devices. I perfectly understand that it is impossible to wait for all schools to be demonstrating contemporary pedagogy before devices should be used however it is very true that devices in themselves does not improve practice.
Some of the key points of this chapter include:

• The importance of a robust infrastructure as a slow internet system or devices that dont work are  very frustrating for teachers.
• The importance of a vision for learning first and go from there. "What do we want learning to look like in our classrooms?'
• I particularly agreed with the quality of computer use is connected to the teacher's confidence in using technology but my thinking is also their confidence in understanding the learning process. In this way they can explore the possibilities that technology can afford.
• The aspect of Privacy in the use of technology is becoming more an more of an issue not only in education but across many aspects of society eg Facebook. Added to this is the issue of Copyright
• The Chapter touched on the importance of ensuring systems are compatible. CEDP is improving this aspect however learning is continual and can lead to overload.
• The last point for me is how to manage the Refresh Cycle. Considerations include budget and Process.

Leverging Technology

As we have discussed on many occasions - Technology is simply a tool and if it is not driven by a deep understanding of pedagogy it remains an ineffective tool.

On page 173 the author refers: ' technology should not determine learning; pedagogy should determine learning.' After our many discussions I feel this is true at our school and we strive daily to " lead the child" through our work on feedback and constantly referring to the needs of our students.

Over the years CEDp has continued to develop the other areas this chapter touched on by developing their associations with apple, chrome etc but also thinking about 21 Century skills that need to be developed in order to aim for and achieve the best outcomes for our students.

Anther area of the chapter that I related to as seen on page 192 - 'Moving from Acceptable to Responsible Use Policies'. Our society is becoming more aware of the need for all people to be safe online but definitely our students whom like to feel grown up but still need lots of support in this area. At the beginning of the year, we sent home the CEDP guidelines and asked all students to read through them and discuss them with their parents . They were directed to sign and date the document and ask their parents to complete it also. During times throughout the year when needed we revise the document and consequences that need to take place due to them preaching their side of the contract. I feel at the age they are it is an important part of using technology but also a great way to teach the students about their responsibility when using this tool.

Moving forward in their school life they will continue to use technology so need to understand their role. One area that I feel we have a long way to go is the 'gap' between school and home when using devices whether it is because of the social divide or parent choice. I am not convinced we have the answers nor do I truly understand how deep the problem is. Some of the ideas in the chapter however were inspiring - ' leaving the bus barked in that area so students and families had access to wi-fi" or setting up Cafe's where all family members could access the wi-fi at a free or reduced rate showed me the impact schools can have to the wider community. 

Let's hope we can continue to develop our pedagogy in order for all students to achieve growth with or with out this tool. 

Making Professional Learning Personal

I am going to be simple and direct: This chapter clearly spoke to me in saying that you can give all the PD there is but if the teachers are not able to take it on ( for what ever reason) than the PL is ineffectual and that Pl should be presented in the way we would expect our teachers to present new learning to our students. Our PL should models our an inquiry based approach using the strategies that we would use in a classroom situation. Leanda has been doing this with her work on feedback. 

Making Professional Learning Personal

I found this topic quite interested as I also often wonder how we can make Professional Learning more relevant for teachers. I agree that there is a difference between the mindset of teachers: those that see Professional learning as the responsibility of the professional - themselves- because they are just interested in learning and those that appear to see professional learning/development as something that is done to them. I respect our teachers and truely believe that each and every one of them wants to see their students' learning outcomes improve and grow. I also think that a key is to be able to measure the growth of teacher learning better, as indicated by student outcomes and a "move from hours-based to outcome-based accountability" (pg 158 Learning Transformed)

In thinking again about the Michael McDowell's sessions he emphasised the importance of a learner identifying the gap and then being able to be given the opportunities or make the opportunities to bridge the gap. Speaking generally, is the lack of uptake from teachers, as explained in the beginning of this chapter, to do with the fact that we may not see our own gaps and thus do not see the relevance in making any changes to our practice. Perhaps the reason why Professional learning such as that seen through peer observation and analysis (maths with Jenny and Tammy and literacy with Bern and Kim) seems to work better. When we see each others exemplary practice and analyse why this is working we are more likely to compare our own practice and reflect on how we are going and where we need to go next, (identifying strengths and gaps for want of a better word)  When this is combined with student data and achievement of learning growth or lack of, it then gives it substance.

A question then is, do our teachers feel that our professional Learning hour is a "top down, one size fits all, sit and get, hours based approach to professional learning"??? and if so - and it may not be all sessions - is there a completely different way we can look at professional learning in the school.

Perhaps it is an opportunity to think outside the box to try to embed what we see as already working and minimise what is not.

Designing Learning Centre Spaces

    My thoughts were simple: How can we take our teacher centric spaces and reinvent them?
Can we use other spaces in the school more creatively? Are our classrooms constraining the pedagogy or is the pedagogy restraining how we use our classroom space?

Learner-Centred spaces

It was wonderful reading this chapter again in light of the last 3 day input from Dr Michael McDowell on Rigorous PBL - one of the best professional development opportunities I have had of late. From the heading the focus is on the Learner. My new learnings  or should I say, 'recalibrated' learning makes for a more accurate critiquing of this information in Learning Transformed . A few things come to mind:

• Not underestimating the importance of surface knowledge in order to get to Deep and Transfer. This is often best done individually and not collaboratively.
• The 'guide from the side' is a diluted image of the complex work of  a great teacher who is way more than a mere guide but an astute curriculum designer and activator of student learning and attitude.
• The importance of knowing when to get learners to collaborate - what is the purpose? (Diverse points of view or perspectives for example)
• The importance of class and overall school culture and associated protocols - learning protocols not just behavioural to the learning process.

I totally agree that design can empower learning however I believe that what has a greater effect size is far more than design - and that is the teachers approach to how students learn eg clarity of learning intention, students' clarity of learning intentions and success criteria, students being able to identify the 'gap', the complex and intentional design of learning that assists learners to move from the surface level to the transfer. It is my opinion that some of these essential requirements can happen in spaces that are not deemed, contemporary by todays standards.

The danger when discussing learners' spaces is that the spaces becomes a distractor to what actually impacts on learning - the focus on pedagogy; he design and implementation of learning and the involvement of the learner in this process in a rigorous way.

Of course comfort, safety, air flow, light are important factors to be considered. Colour and distractions are also worth considering. I think that with greater intentionality teachers can assess their classroom walls and displays and reflect on the potential for learning impact. I wish I had this knowledge when I was in the classroom because I would have been more discerning as to what i had up around the room.

Designing Learner-Centered Space

An interesting read that just kept me returning to - change in pedagogy is the most important shift. At a recent 3 day conference we watched a video showing a very traditional classroom very similar to the ones in our school - this school has had maximum growth over the last ew years and it isn't because of the latest classroom design or colours in the space it is because of the learning in the space.
The teacher was using a wide variety of strategies that enabled every learner to engage and grow in through the task. He was definitely not the 'guide on the side' he was the teacher for each individual in the room. Of course lighting, movement and de-clutter has an impact but without the understanding of pedagogy the space will not have the impact needed to develop every reader the years growth they all need and deserve.
I think the key is balance - there are many ways we can adapt the spaces we have but we need to continue to adapt and improve our pedagogical content knowledge and understanding before we get trapped into the bells and whistle that may be used in the same 'traditional way' and therefore not have the impact we all desire.

Ensuring a Return on Instruction

          As I read Ch 3 I ask myself these questions:

• What data (results based evidence) can we collect at our school to show our investment in technology is more valuable than our investment in PD for teachers? Or that our investment in technology drives the learner to higher levels of thinking?
• Does our learning focus on critical thinking, problem solving and creativity and are we skilled enough to design a curriculum that promotes this?
• I love all the ideas about what 'good teaching is' but wasn't the best one to "have students enjoy learning for the sake of learning?"
•  Do we need more opportunities to show all teachers what 'high quality' learning looks, sounds and feels like?
• I did like the way they phrased the primary goal of education. What would the goal be for those who don't use technology as one of the tools for learning?
• Such an obvious statement: "its not the devices that change the learning its the accompanying change in pedagogy.'
• This article does reinforce the necessity for the leadership team to do purposeful learning walks and give feedback as a result of this. Do we do this part enough?
• If students don't have a personal learning goal how can we show evidence of growth and improvement? Or if teachers don't have a goal or learning intention then what evidence of growth and improvement can we collect?
• Wouldn't it be good if we could share with each other one aspect of professional growth this year and how we have integrated this new learning into our practice to improve student learning?
• Have we established  ' a common vision and expectations ' for all our staff? We have agreed practices should we revise them? Do they include the use of technology?
• Lots of things we have already established: growth mindset, aligning practices to current research, relevant PL, co teaching, co-observing. What did you think of the personal reflecting and the portfolios?

Ensuring a Return on Instruction

So much of this chapter spoke to me and realised the importance of leading through example but also not just becoming caught up in the FADs that come into education. At the moment they may include technology but that is just one example.
The message of changing pedagogy came through so strong throughout the entire chapter. I really see the idea of 80/20 to allow teachers to develop their own educational passions as something that is so beneficial. Although the chapter focussed on a High school model transferring it to our Professional learning session with 2 sessions a term being used for teachers to research their own passion with the built in accountabilities of using our term 4 meetings for the presentation of their results sounds doable.  Relating it to improved student data would have to be explicitly stated but I see such value and also see a connection to their learning goals. We often talk about bottom up model and the importance of ownership - maybe this would be the answer. I think sometime we need to loosen the strings, just as we are encouraged to do with our students. We need to move away from the lecture model and develop the staff through more effective strategies.
I believe this model truly encompasses the primary goal of education as cited on page 86 " empowered to own their learning, create artifacts that demonstrate conceptual mastery". Although this may be talking about students it can also be transferred to teachers as well. maybe this model will help the shift in pedagogy that is needed to improve our practice. Like we focussed on during the 'Feedback' sessions - what can we drop so we have the space to feel 'empowered to try different things and, ultimately, see the results for themselves.' (pg 89 - Learning Transformed)
I feel excited by this approach and eager to see the positive impact small changes in my leadership will make by following some of the strategies to shift my own practices.

Lockport City longitudinal study

Success came from a shift in pedagogy NOT from technology per se. 67% lecture to 21%. Student engagement from 21% - 75%. This is improved teaching not improved technology or even improved use of technology.
The 'how to' of technology is still imperative but the freedom to effectively use these skills to promote transformative change in learning outcomes comes from the teacher recognising their role as facilitator rather than 'font of all knowledge and wisdom'.
Discipline improves with engagement. Engagement improves with the improvement of fundamental skills. Fundamental skills come through quality teaching that is both individualised and appropriately timed to allow for maximum success for the learner. Engagement improves with choice. Technology provides choice. Should we as teachers be more skill than content focused? Are our silos (syllabus documents) inhibiting learning??