digital access at wvss – our story
TRANSCRIPT
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Digital Access at WVSS: Our Story- Impacting learning
and instruction -
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What we hear from students
“Learning becomes more interesting when you have more learning options”
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In most classrooms
Our students regularly use their devices as a basic tool i.e. calculator
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Our Readiness 5 year conversation Many individual and group efforts Motivated staff Lots of staff-led ProD Library support We have never said no to an idea
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In most classrooms
Students use their devices to go broader and deeper with their learning
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What we hear from LSP Digital access will level the
learning playing field for our students
Will support many IEP accommodations
Our students are more engaged in a digital environment where they are typically more successful
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In most classrooms
Students use their devices in a responsible way
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What we see in classrooms Robust interactive teacher web
presence Increased communication with students
and parents Podcasts Flipped Classroom Edmodo Drop Box Noodle Tools ELMO projectors
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In most classroomsStudents can walk away from their devices when needed in order to engage in different ways
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What we hear from students“broadens the bank of knowledge”
“gives teachers more options”
“Google Translate in French class is helpful”
“currently varies from classroom to classroom”
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Our current situation Our department heads unanimously
decided that WVSS should be a “tech friendly” school for September 2014
Our feeder school students are already having this experience, and we should support the continuation
It is the logical next step for us and our students
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In most classrooms
Students choose the right tool for the right job, without being told
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What we hear from ELL Formative Assessment advantages
Language instruction has a visual component that technology can increase engagement
Appetite to explore new possibilities
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In our library
Students self-regulate their behaviour, and usage of their devices
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Teachers’ biggest concern? Q: What does appropriate use
look like and how will we support and address it?
A: We will develop common language that is aligned with our feeder schools and good practice
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In our cafeteria
Students collaborate anywhere, anytime, as their needs arise
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Shifting our thinking From “controlling” student use to
“managing” or “facilitating” it From “device” to “digital
access” A device is no different from a
pencil; if we want our students to focus elsewhere, we ask them to put their “pencils” down . . .
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Questions we have Will the infrastructure support
our vision? How will we respond to the
“implementation dip”? How will we best support staff
and students as we explore and develop new learning and instructional opportunities?
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Our next steps Continue the conversation to
have every voice heard and every fear addressed and supported
Leaning on department heads to be curricular leaders in this regard
Using staff committee to shape our common language and understanding
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And we worry that smartphones will make us anti-social . . .
c. 1952
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And now for something completely different . . .
Monty Python will never get old . . .