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
+
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
+Links