ccsr cps leadership summit 2013 final

ccsr.uchicago.edu

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Findings from the CCSR Technology Report: Leadership’s Role in Increasing Student In-school

Technology Use

Stacy B. Ehrlich, University of Chicago Consortium on Chicago School Research

John Mellios, Director, CPS Educational Tools & Technology

CPS Leadership Technology Summit July 16, 2013

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Consortium on Chicago School Research (CCSR)

Who we are Mission: To provide high quality research to inform policy

and practice in CPS Independent of the school system, but regularly meet with

stakeholders Work with administrators and educators to search for

solutions to problems of urban schools

Prior work on technology in CPS Detailed look at trends of educational technology use What encourages use in schools

Presenter

Presentation Notes

Regularly meet with stakeholders who help us develop our research agenda and comment on our studies Through our research findings, help build the capacity of schools/district to improve Two prior reports that came out in 2002 and 2007, looking at technology use through 2005. Also explored teacher use and the supports teachers needed to propel the use of educational technology forward

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CPS Educational Technology and Tools Department Educational Technology

- Vision for learning through technology - Initiatives: ipads, Technology Magnet Cluster - Programs: Safari Montage, Adobe Youth Voices, Virtual

Learning

Instructional Materials and Resources - Manage the RFP process for all district materials - Manage the distribution of district materials

Libraries and Information Services - Develop new libraries - Support librarians - Technology integration

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Current study explores how the use of technology may have changed in CPS in recent years

Technology use is now ubiquitous among youth

But, students do not leave high school feeling prepared - Nationally, 36% believe schools are preparing them to use

technology for post-secondary education or workforce

- Students in lower-resourced schools have least technology support, despite likely needing it the most (Goode, 2010)

Presenter

Presentation Notes

This study was done against the backdrop of a large increase/expansion in the use of technology for youth: More than 90% of youth online. Youth spend lots of time using media and technology BUT, across the nation, students are saying that they’re not being prepared by schools for the use of technology after schooling. This may be particularly true for students in lower-resourced schools.

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This study: What does technology use look like in CPS now?

What do use, support, and expectations for technology use look like in CPS? - How much are students and teachers using technology? - How much do teachers and principals expect technology

to be used for teaching and learning?

Do these differ across schools?

How much are student, teacher, and principal experiences related to each other?

Presenter

Presentation Notes

So, we wanted to take stock of what was going on in CPS now, after the explosion of educational technology over the last decade, to see how things compare to our previous findings, and what we can learn about the supports needed for technology use in schools. Here, we look at the basic uses of technology, and do not explore quality of use

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Data: CCSR/CPS My Voice, My School survey

Data collection - Online survey administration across CPS - Spring 2011 and 2012

2011 Sample (responding to technology questions) - Students, grades 6-12 (74%; n = 123,657) - Teachers, all grades (49%; n = 10,362) - Principals (61%; n = 366)

Focus here will be on high schools, but most findings were similar in elementary schools

Presenter

Presentation Notes

Most data were collected in Spring 2011 – of students, teachers, and principals. In 2012, we asked a couple of additional questions of students. Response rates in 2011 were similar to previous years (a little lower for teachers) – Looked for evidence of potential bias in responses to technology questions, and did not find evidence of that. Also 74% response rate for students in 2012, when we asked a few additional questions About 80-85% of survey responders answered the technology questions.

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Preview of main findings

Levels of technology use in CPS are lower than might be expected, given wide access

Across all school types, teachers’ expectations of use are lower than students’ actual use

Student use of technology is related to: - Teachers’ levels of technology use

- Levels of expectations for use (by teachers and principals)

- Barriers to use within the school

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Where CPS students stand: Access and preferences

Over 90% 6th-12th graders have access to the internet at home

Students prefer to use technology to find information

10%

29%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

I prefer finding informationonline

Agree/Stronglyagree

Neutral

Disagree/Stronglydisagree

Presenter

Presentation Notes

Just a bit of background context, based on what we heard from students in 2012: 90% have access to the internet at home, with about 75% of students: access through high speed internet Prefer to use technology: 61% have a preference for finding information online vs. offline So, there’s lots of access and a preference for using technology and the internet. JOHN: AFTER SHE TALKS ABOUT THE RESULTS – SHARE MORE ANTIDODIAL INFORMAITON AROUND WHAT WE KNOW TO BE ACCESS IN THE DISTRICT WE HAVE LEARNED FROM A NUMBER OF MOBILE LEARNING PILOTS AND PROJECTS, THAT STUDENTS HAVE ACCESS TO THE INTERNET BUT NOT IN TRADITIONAL WAYS WE MIGHT THINK - NEIGHBORS OR OTHER CHILD CARE LIKE PROVIDERS (GRANDMA OR AUNTS) - LIBRARIES - SMART PHONES AND OR TABLETS

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While roughly half of CPS students use technology weekly for school, 20-30% rarely or never do

19% 27%

50% 20%

24%

18%

61% 49%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Internet Computerprograms

To createsomething new

At least weekly

Montly

Less than monthly

Note: HLM analyses reveal that overall student technology use does not differ significantly between white and African American students, or by neighborhood social status.

Presenter

Presentation Notes

SET UP: Here, the most frequent use is at the top. We’re showing this for high school students, but the story is similar for elementary students (6th-8th grade). In 2011, about 61% of students used the internet regularly for school work, and even fewer use computer programs to complete their assignments on a weekly basis (fewer than 50%) – both of which are common uses of computers in today’s colleges and working environments. Of note is that 20-30% of students say they NEVER or RARELY used technology in these ways for school. -- This IS an improvement over what we found in 2005, but still seems low based on what we might expect. In addition, roughly half of students reported never or rarely using technology to make something new and creative for school. This may be a missed opportunity for educators who could capitalize on students’ interest in technology to facilitate active learning and encourage students to apply their knowledge to create something interesting and meaningful to them. JOHN WILL HAVE COMMENTS: - THOUGH WE HAVE SEEN A BIG JUMP IN TEACHER EXPECTATIONS --- WE STILL NEED TO ADDRESS THAT 20 TO 30% AND UNDERSTAND WHAT THE CHALLENGES ARE HERE. IF TECH IS IN THE BUILDING THEN THERE SHOULD BE AN EXPECTATION THAT TEACHERS AND STUDENTS USE IT.

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Most teachers use internet weekly for preparation, but fewer incorporate computers into their delivery of lessons or expect students to use technology

15% 24% 27%

15%

21% 25%

69% 51%

44%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Use internet forlesson prep

Use software forinstruction

Expect studentsto use technology

At least weekly

Monthly

Less than monthly

No access

Presenter

Presentation Notes

Lower levels of technology use are not limited to students. While teachers report that they are quite comfortable with technology, and many report using the internet to prepare their lessons (70%), far fewer regularly use computer programs to deliver instruction (51%) or expect students to use technology regularly (44%). In fact, about 25% of teachers make infrequent use of technology in their instruction and expect students to use technology infrequently (1-2x/semester at most). Technology provides rich opportunities for conducing research, exploring ideas, and more deeply understanding the concepts being taught in class. But, by limiting the use of technology to lesson preparation, teachers are not demonstrating to students the (1) importance of using technology, or (2) how to navigate the learning opportunities that technology affords. Teachers are more likely to get students to take advantage of the opportunities technologies possess by setting an example, and having clear expectations for their students' technology use. Yet both behaviors seem to lag in CPS. JOHN COMMENT – WE HAVE COME A LONG WAY ON THE ACCESS – NOW IS THE TIME TO START TO THINK ABOUT WHAT WE MEAN BY INTEGRATION AND THE LEVEL OF INTEGRATION (MENTION THE TECHNOLOGY INTEGRATION MATRIX OUT OF SOUTH FLORIDA).

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Across all school types, teachers’ expectations for student use are lower than students’ own description of use

6% 21% 18% 12%

21% 20%

81%

57% 62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SelectiveEnrollment

Neighborhood Charter

School Type

Students’ use of internet Teachers’ expectations of student use

15% 28%

36% 19%

25%

28%

64%

43% 32%

SelectiveEnrollment

Neighborhood Charter

School Type

At leastweekly

Monthly

Less thanmonthly

No access

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Though most principals expect integration of technology, far fewer believe teachers are using technology to have students interact

6%

40% 31%

37%

63%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Expect teachers tointegrate technology

Teachers use tech tohave students

interact

A great deal

Somewhat

A little / Not at all

Presenter

Presentation Notes

So, there is a bit of disconnect between each of these levels – principals say there are higher expectations for technology integration than may actually be going on in classrooms; and teachers don’t have high enough expectations given what their students are already doing. TRANSITION: Why might this be? Perhaps some barrier exist in the school.

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Most barriers have declined slightly in recent years, but lack of computers and appropriate PD continue to be largest barriers

22% 29% 25% 17% 23%

15% 23% 25%

47% 43%

36% 44% 34%

41%

60% 55%

32% 27% 39% 40% 43% 44%

17% 20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2011 2005 2011 2005 2011 2005 2011

Not enough computers Infrastructure Internet issues Lack of apprpriate PD

Great barrier Small/moderate barrier Not a barrier

Presenter

Presentation Notes

The blue on the bottom shows how many principals felt like this was a great barrier to teachers’ use of computers/internet for instruction

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Student, teacher, and principal experiences are related to each other

Some differences in student use are explained by teachers’ use, expectations, and school culture

In turn, teachers’ experiences partially explained by principals’ expectations, and schools’ barriers to technology use

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This study found that the following factors are related to student technology use

School type and composition

How much their teachers use and expect technology use by their students

Whether school culture supports technology for instruction and learning

Existing barriers to the use of technology

Leadership: higher expectations of technology use

Presenter

Presentation Notes

Together, suggests that we can better understand student technology use in a school by looking at a number of variables: LIST By focusing on technology leadership, school may see an improvement in the climate (around tech use) and may find that when structures are put into place, teachers and students are better supported in the use of technology. JOHN IS NOW GOING TO TALK ABOUT HOW THIS GETS IMPLEMENTED, AND THE TOOLS CPS HAS FOR SUPPORTING THIS.

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Leadership Recommendations Reflect on the vision of learning within your school Does it include technology?

What kind of integration? - Computer practice programs

- Creation of learning artifacts

http://edtechtools.cps.edu/leadership-resources

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Leadership Recommendations

Leverage already existing resources in CPS Safari Montage – online digital media repository and video

conferencing SOAR Library Systems District E-Book collection Online Information Databases Gooru Edmodo RTI programs Adobe Youth Voices

http://edtechtools.cps.edu/programs-and-innovations

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Leadership Recommendations

Develop a culture within your faculty around integrating technology into the everyday of learning - Adopt Google collaborative structures (share lessons plans

on a shared google drive space)

- Ask teachers to collaboratively write something together using google docs

- Survey teachers using google forms

- Go paperless

- Develop an culture of sharing by making everything open source (open and accessible for viewing)

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Leadership Recommendations Develop teacher capacity to integrate technology into their own practice Do a tech “book read” by exploring an app or tool together

Support teachers by giving them time to learn new things and space to try things out - Try out an app for one quarter and reflect how it goes

- Think through one lesson that focuses on students are using technology

- Provide teachers time to reflect on the “piloting” of ideas

- Provide reachable tech goals for the school. (i.e. we are all going to use google to communicate with each other).

http://edtechtools.cps.edu/classroom-resources

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Leadership Recommendations Attend to tech infrastructure Keep an up to date inventory Maintain equipment in your building (10-15% of budget set

aside for repair and upkeep) Remove the barriers that get in the way of the use of

technology (i.e. fix the access point) Think about unintended barriers that are inadvertently put

into place - Carts locked in one closet reduces the likely use of the cart - Checking out one cart for the whole school – results in students

only using it once a month Develop school level policies for technology equipment and

use

Many thanks to our funder, The John D. and Catherine T. MacArthur Foundation For more information, please contact Stacy Ehrlich at [email protected] Full research report available at ccsr.uchicago.edu

Thank you!

mailto:[email protected]

ccsr cps leadership summit 2013 final

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