Blackboard as a Foundation for a 1:1 Initiative

Duncan Moss, Sr. Director, K12 Marketing

Marla Walker, XXX, N. Kansas City School District

To close the gap between the way students live and the way they learn.

Our Vision

Our Mission To increase the impact of education, by transforming the experience of education.

We Are ListeningMOVING TO A LEARNER-CENTRIC EXPERIENCE

Organizational

Classroom Supplement

Community Outreach

Content Management

Compliance Training

Instructional

Standards Based Teaching

Lesson Planning Virtual Courses Blended Learning Online

Professional Development

Learner-Centric

Individualized learning

Student created and collaboration around content

Teachers as facilitators

Driving Standards-Based Teaching and Learning

WE ARE LISTENING

Lesson Planning Standards Alignment and Reporting

Curriculum Management

Standards Based Instruction in Release 9.1

Deliver Organized and Flexible Instruction

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Lesson Planning

Involve Teachers in Standards Alignment

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Course Level Standards Access

Search and Add Alignments

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Course Level Standards Access

Make Standards Alignment Transparent

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Visible Standards at Course Level

Identify Student Needs Quickly

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Standards Reporting

Update Standards Alignments Automatically

DRIVING STANDARDS-BASED TEACHING AND LEARNING

Standards Mapping

Developing 21st Century Skills

WE ARE LISTENING

Active and Social Learning

Individualized Instruction

Integrated Media and Engaging Content

Accessible, Learner Centric Approach in Release 9.1

Promote Active Collaboration

DEVELOPING 21ST CENTURY SKILLS

Course Wikis

Provide a Structured Learning Experience

DEVELOPING 21ST CENTURY SKILLS

Learning Modules

Integrate Visually Engaging Content

DEVELOPING 21ST CENTURY SKILLS

Mash-Ups

Beginning the PartnershipLET’S TALK

Empowering Schools and Districts to Drive Student Success

N. Kansas City School DistrictBLACKBOARD LEANR AND 1:1—A SUCCESS STORY

North Kansas City Schools• Suburban Kansas City, Missouri metropolitan area• 32 Sites – 18,000 students• 9 Secondary, 21 Elementary• 42% Free Reduced (50% increase in 5 years)• 18% ELL (67% increase in 5 years)• 15 elementary schools qualify for Title I• Demographic differences throughout the district• Year 6 of Online Courses• Year 2 of High School 1:1

1:1 Readiness• Online Learning since 2004 ― 10,000 users, 27 courses, 700

enrollments per semester• Teacher laptops since summer 2007• Laptop carts with student access at most high schools since summer

2007 • Wireless networks installed summer 2007• Wide screen projectors with sound amplification installed summer 2008• Student and staff remote access to a district portal with network drives

and email• Onsite technical and instructional support

R3Rethink, Redesign,

Restructure

R3 Basics

R3 +

R3 4Admin“Teaching to prepare digital learners for the 21st Century”

• May 2009- External Data Collection by KNS• Observed in all 4 high schools- 35 classrooms (core & elective)• Visited with numerous students• Met with Building Administrators, Technology Coordinators, Director of Technology &

team

2009 Snapshot of “Current Practice”

80-90% of classes observed used printed worksheets

80% of all teachers observed used their projector and teacher laptop

Nearly 100% of the classrooms were arranged with straight rows of student desks and the teacher stationed at the front of the class

The majority of the teaching was whole group instruction

91% of the classrooms were teacher-centered

In 9% of the classes, teachers served as facilitators while students worked collaboratively

Students interviewed had no reservations about moving toward 1:1 computing

Teachers interviewed were eager, however, concerned about classroom management

NKCS teachers fall on a variety of places on a technology integration spectrumAs well as instruction in a student-centered environment

October 2010- External Data Collection by KNS of 2010 R3 Plus teachers

2010 Fall Snapshot of “Current Practice”

Teachers could also use a new tactic – “upside down” teaching. This tactic includes havingteachers post their notes in BlackBoard for students to download, rather than wasting precious classtime to dictate information. Class time is then spent in either discussing the information as it relates to today’s world or using the knowledge to create projects based on the information. Knowledge-based level note-taking can be eliminated, yielding time for higher level thinking and collaborative activities.

Algebra 1 - Polynomials• Traditional setting – desks in rows; teacher station at front; teacher-centered instruction• Assignment is displayed via the projector and screen• Teacher has notes displayed on distributive properties. Asks students to write down thenotes. Students use paper, not mini-notes to record the notes.• Students will use a graphing calculator to complete the assignment.• Teacher has good classroom management techniques and teachers with a high energylevel, thereby helping with student engagement.• Recommended Technology Integration:

o Use “upside-down” teaching – send notes to students via BlackBoard so classtime can be used for higher level thinking.o If teacher wants them to copy the notes, have them use the mini-notes withWord and create a table to reflect the notes that are projected on the screen.

R3 Plus Teacher Staff Development

High School Blended Class

Online Course