information and communication technology (ict) … plan 2015-2016.pdfinformation and communication...

Information and Communication Technology (ICT) Plan

2015-2016

Shifting Minds: C21 (2014)

Table of Contents

Table of Contents ........................................................................................................................................... 2

Evergreen School Division Foundations ......................................................................................................... 3

Evergreen Education Plan (2013-2016) .......................................................................................................... 4

Literacy with ICT and ICT Literacy .................................................................................................................. 5

Teaching and Learning in Today’s World ....................................................................................................... 6

Pedagogical Practices ..................................................................................................................................... 8

Teaching and Learning Transformed through the SAMR Model ................................................................. 10

Conceptual Framework ................................................................................................................................ 12

Baseline ICT Hardware ................................................................................................................................. 13

Action Areas ................................................................................................................................................. 14

Leadership and Pedagogy ........................................................................................................................... 14

Professional Development ......................................................................................................................... 15

Engaging Parents and the Community ....................................................................................................... 16

Network Infrastructure ............................................................................................................................... 16

Business Administration ............................................................................................................................. 17

ICT Plan 2015-2016 2 © Evergreen School Division

Evergreen School Division Foundations

Mission Evergreen School Division will engage students in learning

to become contributing citizens of a democratic society

Vision Learning Today to Improve Tomorrow

Core Values and Beliefs

1. Students Come First a) success for every student every day is the goal of our work b) every student is capable of learning c) every student has individual strengths and learns in a unique way d) a strength based approach will be used to support student learning and socio-emotional development e) every student is respected and in turn respects others f) the diversity of our students will be acknowledged, recognized and celebrated g) student learning is the basis for all school system decision making and leadership h) resources will be used effectively and responsibly to meet students’ learning needs i) student voice informs decision making

2. Learning is Our Core Purpose

a) learning empowers people to achieve their potential b) learning requires relevance and engagement c) learning requires a safe, caring and respectful environment d) positive relationships are critical to the learning process e) every person has responsibility for his/her own learning f) learning requires a balance between social, institutional and intellectual engagement g) learning requires clean, well maintained and aesthetically pleasing physical environments h) learning and engagement is enhanced through the infusion of information and communication

technologies in conjunction with effective pedagogy

3. Public Education Serves the Common Good a) public education is essential for a vibrant democracy and a sustainable future b) public education contributes to the development of citizens who work toward the betterment of their

family, community and the world c) public education is a shared responsibility of the home, school, and community d) public education requires a balance between academic, personal/social and physical development e) public education provides a foundation for life-long learning and responsible citizenship f) public education must be responsive to the changing needs of society

“We believe that learning and engagement is enhanced through the infusion of information and communication technologies in conjunction with effective pedagogy.”


Evergreen Education Plan (2013-2016) PRIORITIES FOCUS AREAS PILLARS OF PRACTICE

Well Being (Students Come First)

Resiliency Diversity Successful Transitions

Collaboration

Personalized Learning

Information and Communication Technology

Learning (Learning is our Core

Purpose)

Literacy Numeracy Contemporary Learning

Competencies

Innovation

Student/Staff Voice

Strength-Based Practice

Sustainability (Public Education Serves

the Common Good)

Education for Sustainable Development

Capacity Building

Parent and Community Engagement

Evidence-Based Decisions

Information and Communication Technology is appropriately infused into teaching and learning experiences to allow us to achieve the goals of our Education Plan. Leveraging digital allows student learning to be accelerated and contributes to unlimited progress, achievement and enhancement in each of our focus areas.

Purpose of the ICT Plan

The purpose of this document is to articulate the vision of Evergreen School Division regarding the infusion of Information and Communication Technologies into teaching and learning. This document also provides common themes and a framework for strategic actions to support this vision. Through a variety of structures including the ICT Advisory Committee and the collection of feedback from stakeholders, including teachers and students, a range of voices have been accessed in order to define a plan for action, which will support our pursuit of the vision we aspire to achieve. The 2015 – 2016 ICT Plan is a product of the Division’s stakeholders and represents a commitment to our vision and mission. Vision of the ICT Plan The Evergreen School Division is committed to creating a personalized, collaborative, inquiry-based learning environment for each student. We believe these learning conditions support student achievement, deep learning, and well-being to prepare our students to participate effectively as contributing citizens. We engage our students. We enhance their love of learning. Our students have the opportunities to collaborate with classmates, teachers, and others beyond the classroom. We expand our classrooms through experiential learning, blended learning and learning in a virtual environment. We believe our students will achieve, through effective instruction accelerated by technology, by inviting them to learn in both the physical world of the classroom as well as in the digital world beyond the classroom. Digital technology bridges these two environments and helps our students operate within them. Our commitment to create a personalized, collaborative, inquiry-based learning environment also impacts our vision of how we are using technology and digital resources to support our students. We are not engaged in an ICT project. We are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on students to drive the learning environment, supported by ICT.


Literacy with ICT and ICT Literacy

What is information and communication technology (ICT)?

Information and communication technologies include computers, laptops, tablets, digital and video cameras, digital microscopes, scanners, smart phones, electronic games, digital audio devices, global positioning systems, electronic whiteboards, the Internet, et cetera. ICT in the classroom has and will continue to evolve as new technologies emerge over time. What is Literacy?

Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society. – UNESCO The meaning of literacy evolves with the times. Literacy is not only about reading, writing, listening, speaking, viewing and representing. It is also about developing literacy with information and communication technology (ICT). What is Literacy with ICT?

Literacy with ICT means choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication as citizens of the global community. Literacy with ICT consists of critical and creative thinking, ethics and responsibility, and ICT literacy. This representation shows the relationship between ICT literacy (i.e., demonstrating ICT skills) and literacy with ICT (i.e., choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication across the curriculum). ICT literacy is a critical component of literacy with ICT, but it is not sufficient in itself. How do students develop their literacy with ICT?

Literate students choose and use ICT, responsibly and ethically, to support their critical and creative thinking about textual, numerical, visual, and aural information as citizens of the global community. They develop this literacy through a process of inquiry across the curriculum.


http://www.emsb.qc.ca/recit/ICT-TIC.htm

http://www.literacy.ca/?q=literacy/literacyinformation

Teaching and Learning in Today’s World Education is at a major turning point with digital tools permeating teaching and learning. We need to enable students to flourish, and to be prepared for using learning to take action for positive change. Without changes to the fundamental pedagogical models by which teachers teach and learners learn, technology investments have too often simply layered slightly more entertaining content delivery or basic skill practice on top of conventional teaching strategies that focus on the reproduction of existing content knowledge. We see the importance of engaging our students in personalized, inquiry-based, and rich learning environments that respond to their individual strengths and interests. The focus is on student learning, with exemplary pedagogy as the driver, and technology as the accelerator for the learning experience. “Deepen instruction and harness technology – this is the correct sequence” (Fullan, 2011).

Teaching and Learning

Pedagogy is the Driver – Teacher is Designer and Activates Learning

Student Learning is the Focus

Technology is the Accelerator of Learning

We believe that the development of deep learning competencies in our students (character, citizenship, collaboration, communication, creativity, and critical thinking) require an inter-disciplinary approach and a universal design for learning to enhance cognitive and socio-emotional learning experiences for our digital citizens (aka digizens). Being innovative and redefining creativity through vibrant technology infusion are desired outcomes for our learners so they will become positive contributing digizens of their school, local and global community.

What is Deep Learning? Deep learning is comprehensive learning that includes a range of skills and attributes related to human flourishing, e.g., creativity, connectedness and collaboration, problem solving, wellness, and the capacity to establish and pursue personal and collective visions.

Infusing Technology & Pedagogy Irresistibly Engaging for Students & Teachers

Elegantly Efficient & Easy to Use Technologically Ubiquitous

Steeped in Real-Life Problem Solving


Knowledge-Based Society

There are foundational skills (ie. literacy and numeracy) that were important in the past that remain important today. However, the combination of technology and access to information underpins today’s knowledge-based society, meaning that these foundational skills need to be applied and enhanced in various ways. To become full participants in our democratic society, we need to engage students in inquiry and project-based learning that is inter-disciplinary with real-world context, for the purpose of motivating them to create change, and resulting in deep learning that is truly transformational. We believe global education is at a turning point. There are many factors currently creating the need for change and the opportunities for change in our knowledge based society. The sheer volume of accessible information is greater than ever before and is increasing exponentially. Digital citizens (digizens) must continuously adapt to a rapidly changing world. The fabric of a knowledge-based society is built around individuals who are not merely consumers of technology, but citizens who are digitally literate, innovative, and who use information to create and evaluate. To enhance deep learning, ICT infusion is necessary and inevitable. Access needs to be ubiquitous. To remain sustainable, we must have an education system that ensures our students have foundational knowledge and skills and that they are able to flourish in such an increasingly demanding, complex, knowledge-based society. There is a real need to rethink pedagogical approaches and learning goals so students will be prepared and ready to use learning as a way to take positive action in their own lives, the lives of their families, and communities. The system must ensure that all learners are able to access technology, leverage digital tools and that they are provided with inquiry-based, deep learning opportunities which take them further, faster. We are supporting students to learn in both the physical learning environment and the digital learning environment. To do this effectively, we need to provide our students with a balanced blend in the classroom, meaning that there are opportunities to put the technology aside and to engage in rich discussions and debate. As contributing citizens, students will gain the understanding that there are times when using technology may not be the most productive and appropriate way to enhance their learning. Although some large strides have been taken in our efforts to improve pedagogical practices and to infuse ICT in our classrooms, we need to address the issue with greater urgency to create change that is truly transformational. This is a vision to enhance instruction, to be designers of learning using technology, and to invite student voice to drive the rich learning environment in classrooms. Students must be able to apply their skills both to secure their own future and to take on the responsibility of being contributing digizens in our democratic society. “It falls to those of us in education to try to design the situations in which children’s efforts become increasingly more sophisticated, sensitive, imaginative and skilled”(Eisner, 2002, p. xiv).

Skills for a Knowledge-Based Society

Functional Numeracy and Literacy Critical Thinking and Problem Solving

Creativity and Innovation

Technological Literacy

Communications and Media Literacy

Collaboration and Teamwork

Personal Organization

Motivation, Self-Regulation and Adaptability

Ethics, Civic Responsibility, Cross-Cultural Awareness


Pedagogical Practices

Effective Teaching Practices Framework The Effective Teaching Practices Framework (ETPF) encompasses five teaching principles that define professional practice for the purpose of enhancing teaching effectiveness. The framework was adopted by Evergreen School Division, educating teachers about a paradigm shift in teaching methods, and understanding knowledge, minds and advances in learning. It addresses contemporary learning, proclaiming the undeniable importance and use of information and communication technology in today’s classrooms. The Effective Teaching Practices framework “reflects both new understandings in learning from the learning sciences as well as new demands from what we are coming to call a knowledge society” (Friesen, 2008, p. 6). Many variables can impact the ability of teachers to reach every learner, but the five principles of the ETPF provide a foundation for the teachers in Evergreen.

Preparing teachers for the contemporary learning environments requires a close look at what it means to teach and learn in increasingly networked, technology-rich, digital classrooms. Schools can make major technology purchases but this requires plans for how learning should change. There are many action areas to attend to in technology planning—acquisition, security, sustainability, professional learning, parent education, and so on. Technology is not intended to perpetuate all traditional paradigms of learning; rather, technology supports change in terms of the relationships in the classroom, the learning tasks in which students are involved and the assessment strategies that allow teachers to understand and enhance progress (Fullen, M. & Langworthy, M. A Rich Seam, 2014)

Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.

The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live. Assessment practices are clearly focused on improving student learning and guiding teaching decisions and actions. Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning. Teaching is a scholarship.


Pedagogical Shift

The net result of this new model of pedagogical practice is that it will be more collaborative, differentiated, and inclusive, which involves a shift or redefinition of the roles of the student, the teacher, and the parent/caregiver. It is important to clearly illustrate what their new roles should be. Roles shift from learning alone to learning together. The strength in the partnerships between teachers, students, and parents/caregivers promotes student learning and their achievement. A shift in the teacher’s role to Activator lets students ask questions, encourages peer-to-peer learning, and allows an openness to what ideas and challenges students bring forth. “Teachers who play dynamic, interactive roles with students - pushing students to clearly define their own learning goals, helping them gain the learning muscle to effectively pursue those goals, and supporting them in monitoring how they are doing in achieving those goals - have extremely strong impacts on their students’ learning. Such teachers do not let students learn on their own, but instead help them master the process of learning.”

(Fullan, 2014)

As an Activator, it is an invitation for students to take risks and discover creative ways to use technology. Technology use in the classroom has no limits if teachers are constantly encouraging its use, involving parents/caregivers as participants in the process, and evaluating and revising pedagogical practices. Just as quickly as technology changes, educators should be in-step with the kind of innovations they can implement in their teaching, in order to enhance students’ learning experiences.

From Learning Alone to Learning Together

Shifting Roles in the Knowledge-Based System

From Passive Student to Active Learner

From Parent as Supporter to Parent as Participant

From Teacher as Lecturer to Teacher as Activator


Teaching and Learning Transformed through the SAMR Model Without changes to the fundamental pedagogical models by which teachers teach and learners learn, technology investments have too often simply layered slightly more entertaining content delivery or basic skill practice on top of conventional teaching strategies that focus on the reproduction of existing content knowledge.

Fullan, M. & Langworthy, M. 2014 Rich Seam: Where the new pedagogies find deep learning

SAMR MODEL & BLOOM’S TAXONOMY What is the SAMR model?

The SAMR model is similar to a Bloom’s Taxonomy. The SAMR model represents four different levels related to the use of technology for learning purposes. Educators must develop competence and confidence to leverage digital in the classroom. This commitment to activate and accelerate learning requires educators to be reflective about their practice.

https://www.graphite.org/sites/default/files/diagram-puentedura.jpeg

Substitution: Technology acts as a direct tool substitute, with no functional change What will I gain by replacing the older technology with the new technology?

Substitution to Augmentation: Technology acts as a direct tool substitute, with functional improvement Have I added an improvement to the task process that could not be accomplished with the older

technology at a fundamental level? How does this feature contribute to my design?

Augmentation to Modification: Technology allows for significant task redesign How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

Modification to Redefinition: Technology allows for the creation of new tasks, previously inconceivable What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

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https://www.graphite.org/sites/default/files/diagram-puentedura.jpeg

A Collaborative Inquiry Cycle – A Process to “Shift Practice”

Transformative change requires innovation and system improvement. We believe that the system must provide the tools to create the rich learning opportunities that our students deserve. It is also crucial for educators to work collaboratively, focusing on effective instruction and placing high value on student learning. We believe that technology accelerates the ability for deep learning to occur, but as educators design and implement learning experiences, the focus should not be solely on the tools that will be used. Transformative change can happen in a short time frame when we take into consideration our classrooms, our relationships and the learning opportunities that are available.

Transforming Classrooms

Transforming Relationships Change Leadership Learning Relationships

Transforming Learning Opportunities

Support the improvement of pedagogical practice to enhance literacy & numeracy in our students which may include the infusion of digital tools into the classroom to accelerate learning

Support the development of critical thinking, problem solving, & higher order thinking skills in our students

Design learning experiences that are rich & engaging through collaborative inquiry

Allow the staff & students’ needs to guide decision-making

Provide ongoing professional learning opportunities

Promote distributive leadership in the school & classrooms (lead teachers/co-teaching)

Acknowledge challenges, potential solutions, strengths, progress & successes

Establish ideal conditions for learning relationships in classrooms & in schools

Commit to establishing learning relationships with staff, students, and parents/ caregivers

Commit to becoming activators, not just facilitators of learning

Support students to take responsibility for their own learning in & outside of the classroom

Participate in online collaborative groups within & across schools in the division (Edsby)

Establish a collaborative learning culture – environments where staff and students are engaged in both the physical & digital world

Document learning, share exemplars, data, & learning experiences with each other


Conceptual Framework


Baseline ICT Hardware All students from Kindergarten to Grade 12 should be provided with a learning environment that best prepares them for learning to become contributing citizens in a democratic society. Establishing a definition of baseline ICT hardware and acting in ways that support its attainment ensure equitable deployment of resources and equal opportunities for student success regardless of school or community. The tables below identify the baseline ICT hardware that Evergreen School Division is committed to providing in its classrooms. The items in each section are listed in order of priority. This baseline ICT hardware will be funded centrally allowing school budgets to be used to support unique local ICT initiatives.

Early Years The baseline ICT hardware in the Early Years classroom includes: Computing device for teacher use Mounted data projector and interactive whiteboard Sound amplification system iPads for student use (Ratio of 3 students : 1 iPad) Document camera Access to a set of iPads (Ratio of 4 classrooms : 1 set of 16)

Middle Years The baseline ICT hardware in the Middle Years classroom includes: Computing device for teacher use Mounted data projector and interactive whiteboard Sound amplification system iPads for student use (Ratio of 4 students : 1 iPad) Document camera Access to a set of laptops (Ratio of 3 classrooms : 1 set of 23)

High School The baseline ICT hardware in the High School classroom includes: Computing device for teacher use Mounted data projector Sound amplification system Document camera Access to a set of laptops (ratio of 3 classrooms : 1 set of 23) Devices for student use (Ratio of 4 students : 1 device) Interactive whiteboard


Action Areas

The primary purpose of the remaining sections in this document is to define action areas, goals, strategies and timelines employed to guide the Division’s efforts in carrying out the 2015 – 2016 ICT Plan.

Each action area is accompanied with a goal statement, strategies, timelines and the person or department identified as the strategy lead. This level of specificity has been put in place to provide a structure for defining process, workflow planning and monitoring progress.

Please note the following during interpretation of the action areas included in this document:

• Action areas included in this document are not sequenced by level of priority; • Timelines refer to the fiscal school year (beginning on July 1 and ending on June 30) in which the

strategies will be carried out.

Leadership and Pedagogy Goal Statement: The Division will support enhanced teaching and learning by providing leadership, support and expectations for authentically infusing ICT into teaching and learning.

Strategies Timeline Strategy Lead

Develop a vision and framework with exemplars for authentically infusing ICT using new pedagogies that focuses on pedagogy and linked to the 6 C’s.

2015-2016 Curriculum Consultant

The Division will develop a strategy to promote ESD ICT resources. 2015-2016 Curriculum Consultant

The Division will develop a strategy where senior administration and principals develop expectations for infusion of ICT and digital citizenship into learning and will monitor progress.

2015-2016 Superintendent’s Department

The Division will develop a version of the Student Acceptable Use Policy that students can easily understand and will differentiate BYOD at Early, Middle and Senior Years.


The Division will provide central funding for purchase and maintenance of network infrastructure and required baseline ICT hardware.

2015-2016 Secretary-Treasurer

The Division will aspire to embed ICT infusion into school plans. 2015-2016 Superintendent’s

Department


The ESD Leadership Team will model the use of social media, web presence and infusion of ICT. 2015-2016 Superintendent’s

Department

The Division will develop a strategy for acquisition and use of digital learning resources. 2015-2016 Superintendent’s

Department

The Division will continue to participate with the New Pedagogies for Deep Learning initiative 2015-2016 Superintendent’s

Department

Professional Development Goal Statement: The Division will support enhanced teaching and learning by providing staff with differentiated and ongoing PD opportunities focused on infusing ICT into teaching and learning.


The Division will develop a strategy offering PD focused on infusion of ICT and will: Consist of both new and ongoing offerings Be offered in a variety of formats including

scheduled workshops, video conference sessions, on-site help, Summer Institute sessions

Support new teachers in using ESD ICT methods and tools

Be inclusive of substitute teachers Provide guidance for Digital Citizenship

2015-2016 Curriculum Consultant

The Division will develop a strategy to provide schools with supports for infusing ICT into learning. Release time for lead teachers to both learn

and work with others Hands on support from Curriculum Consultant

and IT Department



Engaging Parents and the Community Goal Statement: The Division will support teaching and learning by effectively communicating and engaging with parents and the community using ICT resources.


The Division will develop guidelines and expectations for how the Division and Schools communicate with parents using ICT. (e.g. Edsby, Website, Blogs, Social Media, etc.)


The Division will engage parents in what learning looks like today and the role of technology. 2015-2016 Superintendent’s

Department

The Division will increase the minimum expectations of teachers for using Edsby and to help build capacity in parents for using Edsby to support their child's learning.


Network Infrastructure Goal Statement: The Division will support enhanced teaching and learning by providing students and staff with reliable access to a robust and secure ICT network and providing equitable access to ICT resources.


The Division will develop disaster prevention/recovery strategy 2015-2016 IT Manager

The Division will upgrade the Wi-Fi infrastructure to support the increasing number of Division and BYOD devices.

2015-2016 IT Manager

The Division will provide open architecture to support the seamless integration of student – owned computing devices.

2015-2016 IT Manager

The Division will install UPS backup on all POE switches 2015-2016 IT Manager

The Division will establish a cyclic replacement schedule for computers and tablets. 2015-2016 IT Manager


The Division will increase the ESD Internet connection bandwidth as required. 2015-2016 IT Manager

The Division will install reliable projection capabilities from tablet devices. 2015-2016 IT Manager

Business Administration Goal Statement: The Division will utilize ICT resources to help achieve optimal sustainability and maximize efficiencies in business practices.


The Division will review and modify existing procedures and guidelines for Records Management; develop and review a classification scheme and retention schedule for electronic and paper records.

2015-2016 Secretary-Treasurer

The Division will develop a strategy for expanding use of video conferencing use for meetings. 2015-2016 IT Manager


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