mlw14 unesco - us panel on best practices and lessons learned

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Best Practices & Lesson Learned in Mobile Learning

A perspective from school leaders in the US

+Agenda

Topic Presented By

Introductions and Goals Shawn Gross

Overview of MTLC Scott Himelstein

Case Study #1 – Onslow County

Dr. Lesley Eason

Case Study #2 – Encinitas Dr. Tim Baird

Case Study #3 - Houston Dr. Terry Grier

Summary of MTLC Research Dr. Michael Corke

Questions and Answers All

+Goals and Objectives

Gain insight from three mobile learning leaders in the US from leaders in three school systems across three different regions of the US in three different size school districts and three different points along the mobile technology integration continuum.

Learn about new and innovative research collected by MTLC regarding lessons learned and best practices in mobile learning

Engage all panelists with key questions, comments or concerns related to mobile learning

+Engage

https://todaysmeet.com/UNESCO

+Introduction to Panel

Dr. Lesley Eason Dr. Terry Grier Dr. Tim Baird Scott Himelstein Dr. Michael Corke

+Geographic Distribution

+Overview of MTLC

Research & Evaluation Mobile Readiness

Technology & Innovation

MTLC researchers seek to understand how teachers and students globally use forms of mobile technology, what factors influence types of tool use and associated educational outcomes, and how districts and school leaders can best support and develop their teachers' mastery and utilization of mobile technology.

MTLC provides teachers, school administrators, policy makers including Ministries of Education with access to planning and development, training and implementation support associated with mobile learning Initiatives.

Continuing Education

Four in-depth fully online courses to earn a mobile learning certificate in eight months for teachers and administrators .

MTLC identifies and fully tests new and emerging technologies in the field of mobile learning and houses within its mobile technology learning center an innovation bar to enable educators and policy makers to interact and experiment with innovative solutions..

+Case Study #1 – Onslow County Schools

Jacksonville, North Carolina

+District Profile – Onslow County Schools

Total enrollment— 26,377

Grades served—Pre-kindergarten through grade 12

Number of schools--37

District demographics—73% White; 18% African-American; 5% Hispanic; 4%

Other—Forty-eight percent of our students qualify for free/reduced meals.

Located in a semi-rural section of North Carolina and home to Camp Lejeune.

+District Profile – Onslow County Schools

+Overview of Mobile Learning Initiative(s) Why Math & Science Skills Deficit 21st Century Skills (Globally Competitive) Digital Divide Student Assessment of Needs

When January 2008 – Current

Target student populations Initial target was 9th grade students from schools with poor math scores and high percentages of their populations

were socio-economically disadvantaged. Expanded to target 10th, 11th and 12th grade students Expanded to all 9th grade students across county.

Target subject areas (if applicable) Initial target was algebra 1 Expanded to geometry,, algebra 2, pre-calculus, calculus and statistics

Devices HTC 6800 Smartphone (Windows Mobile), Dell Netbooks, HTC EVO View Tablets (Android), Dell Laptops, Samsung

Galaxy Note 2 (Android)

Instructional tools and content used Project K-Nect, Andie Graph, BrainPop, Futures Channel and student and teacher developed curriculum,

+Outcomes - Methodology

Pre and post surveys of students

Assessments of students’ prior skills

Focus groups with students and teachers

Interviews with administrators

Classroom observations

Benchmark with Speak Up data findings

Analysis of standardized test results

+Outcomes - Findings

“The smart phone is like a teacher

in my pocket.”

Project K-Nect Student

“I can’t go back to the way I taught before Project K-Nect.”

Project K-Nect Teacher

+Outcomes - Findings

Mobile devices and 24/7 wireless access empower students to take responsibility for their learning.

Students feel more comfortable with math and demonstrate higher levels of math proficiency.

Students express increased interest in college and math related degrees and careers.

Mobile devices have the power to change the way teachers think about their teaching.

+Outcomes - Empower students to take responsibility for learning

“I’ve become more patient and gained confidence getting to know other people. It helped me with public speaking. I’ve learned its okay to be wrong.”

“I’ve helped people when they had trouble and know they see me as an expert. I thought I only knew the basics but I just picked up more as I help people.”

“I’ve learned how to make a presentation – it feels good to know that your classmates depend on you.”

“I’ve learned to be more trusting with others. There is a lot of teamwork in the project – I’ve learned to trust and be more dependable.”

“I learn better when working with peers.”

“Be brave enough to ask questions.”

+Increased comfort and success with math

Figure 3: Algebra I students report increased confidence in their math abilities

29%

59%

71%

76%

61%

72%

83%

89%

0% 20% 40% 60% 80% 100%

Math is easy

Feel successful

Comfortable learningmath

Motivated to learn math

Beginning of semester End of semester

+Increased comfort and success with math

Student Achievement Onslow School District

2008-2009 School Year

0% 20% 40% 60% 80% 100%

Algebra I

Geometry

Algebra II

K-Nect Students (SouthWest) K-Nect Students (Dixon)

non K-Nect Students Dis trict

State

K-Nect Students(SouthWest)

91%90%83%

K-Nect Students (Dixon) 93%65%81%

non K-Nect Students 66%76%70%

District 70%78%75%

State 68%73%73%

Algebra IGeometryAlgebra II

+Proficiency on end of course exams (Jan 2012 results)

90% of Algebra I students

100% of Algebra II students

+Changes to Instruction

Project based learning design

Relationships with students

Incorporation of 21st Century Skills

24x7 Learning

Students teaching students (personalized learning communities)

+Key Success Factors

Connectivity at home and school Professional development and ongoing support

(ITF) Adoption and acceptance by lead teachers Mobile device management Direct training provided to students Communications with parents and caretakers Student ownership of their learning process

+Case Study #2 – Encinitas Union School District

San Diego, California

+District Profile – Encinitas

Total enrollment – 5,448

Grades served K – 6th Grade

Number of schools – 9 Schools

District demographics – 30% minority (primarily Latino), 12% English Learners.

3 Title 1 Schools, Community is middle to upper middle class professional with pockets of poverty on west side of district.

All schools have been recognized as California Distinguished Schools. District has been recognized at state and national level for health and wellness programs and environmental programs.

+Overview of Mobile Learning Initiative(s)

Why – 1) To engage learners; 2) To differentiate learning for all students; 3) To incorporate global competencies and higher levels of learning into curriculum.

When – Infrastructure (2009), All staff and student pilot programs (2010), 4th-6th grade (2011), 3rd-6th grade (2012), K-6th grade (2013)

Target student populations – All (including EL and Special Education)

Target subject areas (if applicable) Creative tools, ELA, Math, Science

Devices – iPads (students), iPads and MacBook Pros (staff)

Instructional tools and content used – iWorks Suite, ST Math, Ten Marks, Imagine Learning, MyOn Reader, Defined Stem, and other programs.

+Outcomes (Quantitative and Qualitative) Academic Performance Indicator (API) at highest levels

in district history

7 of 9 schools currently nominated for CA Distinguished School Award

Student, staff, and parent survey show high engagement in learning and strong support of iPads and digital curriculum

Locally designed assessments show strong student learning indicators

Digital curriculum new this year but will have data tracking and progress monitors embedded

+Key Success Factors Improved student engagement.

Ability to differentiate teaching and learning to each individual learner.

Student ability to use collaboration, critical thinking, creative thinking, and communication.

Parent access to individual student information and work progress.

Staff engagement and willingness to try new tools and instructional methodologies and pedagogies.

+Case Study #3 – Houston Independent School District

Houston, Texas

+District Profile -- HISD

Total enrollment—210,000 students

Grades served—Pre-kindergarten through grade 12

Number of schools--282

District demographics—62% Hispanic; 26% African-American; 8% White; 4% Other

Houston is the most diverse city in America.

Eighty-three percent of our students qualify for free/reduced meals.

+Overview of Mobile Learning Initiative(s)

Why Improve student engagement by changing the instructional delivery model. PowerUp is not about

giving students a device. HISD is changing instructional delivery in such a way devices become enables in the learning process.

When We started this initiative in August of 2013 and be 1:1 at every high school in three years.

Target student populations All high school students

Target subject areas All subject areas

Devices HP 9470m Elitebook

Instructional tools and content used Discovery ED, ABC-CLIO, NearPod, Office 365, Edmodo, Learning Gizmos, VoiceThread, Animotoa,

Movie Maker, Voki, GoAnimate, Weebly, Wikispace, Padlet, Screen-O-Matic

+Outcomes (Quantitative and Qualitative)

AchievementAttendanceDisciplineTeacher, Parent and Student SurveyProfessional Development EffectivenessHISD has entered into a three year

agreement with a mobile learning research institution to conduct an independent evaluation of the PowerUP program.

+Key Success Factors

Our critical success factors will change with each subsequent year of implementation. For year one here are our top 5 critical success factors: Digital Curriculum Readiness Teacher Readiness (PD) Campus Leadership Readiness (PD) Technical and Instructional Support for Pilot Campuses Technical Infrastructure / Configuration

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MTLC Research Overview

+MTLC’s Scope of Synthesis

Regional Scope

Encinitas

Solana Beach

Cajon Valley

Coronado

National Scope

Federal Communications Commission

DigitalPromise

Work in progress

Countywide technology

audit

Contextual Review

HISD Implementation

Literature Reviews

+What does Mobile Technology Integrated Instruction look like?

Increased access to learning resources

Enhanced communication and feedback

Restructured teacher time

Extended purpose & audience for student work

Shifting teacher and student roles

+Transformational Technology-infused Instruction is out there.

High Quality Instruction

• Not Universal

Technology Integration

• 21st Century Skills

Transformative Instruction

• EXISTS but it is difficult to find

WHY?

+Why so hard to find?

Context isn’t contained

The process is not linear

+Contextual Factors

School/Technology Resources

Leaders/Administratio

n

Teachers

Students

Each can function as a

barrier or support of

true technology integration

+When Context Becomes a Barrier

Teacher practice is substantive, rather than transformational

Devices are used for behavior management rather than for the development of the 4Cs

Learning opportunities are fragmented

+Characteristics of Successful Contextual Support

The stronger a teacher’s content knowledge, the better they will integrate technology in that content area.

Good teaching is a prerequisite

to good teaching with tech

Professional Developmen

t can be device

agnostic

All Teachers need instructional coaching & access to best practice models

24/7 Access to PD

materials

TIME

Yield = Tech. Integration with

Curriculum/TechnologyConnections

Content-Specific

Strategies

Differentiated Learning

+Policy Implications

We call for policy shapers to influence the context Funds to support all leaders to support teachers

Training Time to plan integration

Emphasize good instruction Plan for short and long term adoption efforts

It won’t all happen at once Circle back for those that don’t adopt immediately Universal access

Be patient but don’t wait It won’t happen overnight

Incorporate research into implementation

+Engage

https://todaysmeet.com/UNESCO

+Contact Details

shawngross@sandiego.edu

shimelstein@sandiego.edu

mcorke@sandiego.edu

hisdsuperintendent@houstonisd.org

lesley.eason@onslow.k12.nc.us

timothy.baird@eusd.net

+Links