jefferson county public schools louisville, ky. cary petersen, executive director, information...
TRANSCRIPT
Tablets for Teachers “Technology Integration that Works”
Jefferson County Public SchoolsLouisville, KY
Cary Petersen, Executive Director, Information Technology
Sharon Shrout, Director, Computer Education Support (Instructional Technology)
Donna Bryant, Education Technology Teacher
Mary Beth Singleton, Education Technology Teacher
Presented by:
CES 10/2010
Large Urban School District of 97,915 students More than 54.9% of JCPS students receive free
or reduced price lunches 83% of the teachers have a Master’s Degree or
Higher Student to Computer ratio – 4.25:1
Jefferson County Public Schools
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Positive:◦ Islands of technology excellence in many schools◦ One-to-One Pilot started 2004-2005◦ JCPSeSchool – District’s virtual school◦ JCPS Online – District-wide Learning Management
System◦ Online technology assessment system – CASA
(Computer Application Skills Assessment)◦ CSILE – Knowledge Forum in 17 schools◦ Data Warehouse
Technology Environment
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Computers being under utilized in many schools.
School observation process indicated that very few
teachers (10% to 15%) were using technology for
teaching.
Many teachers didn’t have a workstation or the
workstation was the oldest machine in the classroom.
The 2003-2004 Principals’ survey indicated that
technology was the least beneficial of expenditures
for improving instruction.
The Situation
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Before we even get started!
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Before we even get started!
$30 million spent on computer technology . . . not helping students learn
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Dedicated computer for the teacher
Replace the standard overhead projector with computer as the primary instructional tool
Train teachers how to embed technology into their curriculum
How can we change?
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Desktop PC
◦ Was approximately $200 less at the time of purchase.
◦ Stationary system
◦ Because of lack of quality systems for students, teachers
tended to share their computers with their students
Laptop
◦ Portable for teachers to take home to get comfortable
◦ The unit would not be shared with the students
◦ How could we afford this?
◦ How could we not afford to purchase these?
Desktop vs. Laptop
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Similar laptop capabilities. Tablet could be used with the digital projector
with the stylus as an interactive whiteboard. Tablets were about $300 more. Fewer vendors had the convertible tablets.
Convertible Tablets
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Require relatively little training Support richer data entry – Digital pen allows for
more intuitive input More productive Potentially less obtrusive More accessible More precise Smaller Mobile
Why Tablets Are Great
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The Tablet PC has features that are not available when using an overhead projector or standard PC.
Teachers can use the inking features to highlight specific details within an instructional presentation, word processing document, or spreadsheet to enhance and strengthen the learning process.
Bottom Line
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Digital projector – effective instructional use
Training –incorporating tablet into instruction
Embedded PD – applications and content area specific
Getting Teachers Comfortable
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Technology Integration
Project
(TIP)
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Designed to increase the integration of technology into classroom instruction by providing each teacher with:
◦Tablet PC◦ Digital Projector◦ Professional Development◦ Classroom Coaching
Technology Integration Project (TIP)
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Increase teachers’ technology proficiency
Provide new and improved means of instructional delivery
Boost student achievement through more engaging classroom instruction
TIP Objectives
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Training – the first …yet, the most important step!
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TabletPC basics
Windows Journal
Ink Flash Cards
Inking in Office products
Linking tablet features to instruction
Initial Training
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1. NetTrekker
2. KET Encyclomedia
3. BrainPop
4. Windows Journal
5. SMART Notebook
6. PowerPoint
7. MS Ink Flashcards
8. ePD Endorsement/JCPS Online/ TIP Resources /CLICK
9. MS Photo Story
10.JCPS Website/Instructional Links
Embedded PD/Follow-up support
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Training Evaluation Comments
This is an excellent tool. . . I cannot wait to use this with students!
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This is totally awesome!
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Finally something that replaces my overhead projector and is actually technology based.
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I am excited to get to use this laptop . . .
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Every teacher in the system needs this computer!
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Target math teachers in middle school and 5th grade (300+ teachers)
Summer PD and school based coaching
Education Technology Teachers worked with classroom teachers
Implementation 2005 – Year 1
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The change begins…
Transforming classroom instruction
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Overheads pushed to the corner
Stylus becomes more important than chalk
Daily notes archived instead of existing in the moment
Archived notes available to students in printed or electronic format
Transforming classroom instruction
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Class in action – everything in use
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Over 700 teachers from every school in the district received the technology
Focused on high school math, middle and elementary science Summer PD was changed from 12 hours to 6 hours School based PD continued with the Education Technology
Teachers working with classroom teachers Trained 154 School Technology Coordinators (STC) during the
year for better support for Year 3 Collegial support from Year 1 Math teachers
Implementation 2006 – Year 2
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The “Year 1” Middle school math teachers were observed using technology in 91% of their classrooms.
High school math teachers were as successful as the middle school math teachers.
More teachers requested the technology for their grade or subject area.
Continued strong support from the Assistant Superintendents and Principals.
Teacher enrollment increased for summer technology classes.
Year 2 Observations
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Approximately 2,300 teachers were trained in the summer◦ Over 1,100 elementary teachers◦ Over 1,200 middle and high school teachers
Six hour PD sessions were scheduled to handle up to 50 teachers per day.
ETT’s continue to provide instructional support to classroom teachers
STC’s provide technical support Collegial support was present at every school Enlisted support from district instructional coaches Approximately 400 additional teachers were trained during
the school year.
Implementation – Year 3
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All schools participated.
Remaining teachers eagerly anticipated the technology for their grade or subject area.
Enrollment for summer technology classes increased with each year of TIP implementation.
Project success exceeds original expectations!
Year 3 Observations
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In the first three years of TIP we were able to train over 3,500 teachers in all disciplines (i.e., math, sciences, language arts, arts and humanities, and social studies) and grade levels.◦ 2005 – 300+ teachers
◦ 2006 – 700 teachers plus 154 STCs
◦ 2007 –2,300 teachers plus approximately 400 additional teachers during the year
Summer 2008 1,918 additional teachers received this training.
Finished the project for all 5,700 teachers two years earlier than projected.
Scope
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Observations indicate increased student engagement in the classroom, because teachers used many resources (i.e., film clips, photos, Web sites) to command their attention.
Teachers inking on electronic versions of curricular materials allow students to closely follow instruction.
Teachers invite the students to write on the tablet when answering questions which adds another dimension of excitement and engagement for students.
Student Benefits
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The kids love to do problems on the Tablet! And….of course, every day I have to match the Journal page and pen color with my outfit.
Sharon Mudd, JCTMS
Teacher Comments
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Students have access to more information
Information and notes are more organized for presentation, visually and exciting
More interactions with students and teachers surrounding technology
Teachers sharing resources they’ve created
Builds a community in the room, students want to teach and participate
Impact on Student Achievement
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Lessons are more systemic and planned Tablet allows for more creative teaching Technology has become important to teachers As teachers’ comfort level increased, a more
collaborative classroom environment evolved Collegial support increases Greater participation in additional technology based
PD Instruction becomes more engaging while addressing
diverse learner styles TIP assists teachers in meeting technology goals and
standards
Impact on Teacher Practice
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A teacher has the ability to annotate, critique, and analyze student work using ink features for whole class instruction.
Middle school math and science as well as other content area teachers have their curricular materials “printed” into Windows Journal which gives them the ability to write on the documents when reviewing with students. They have the ability to save the completed work to review again as well as print out materials for students who are absent and miss instruction.
Typical activity:
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The best thing is being able to scan worksheets/ lab sheets or samples and actually be able to draw directly on the Tablet. This really helps my kids. Then I save many of the files and print them for absent students or for my ECE collaboration teacher so they can review with ECE students for extra help.
Robi Schultz, Iroquois Middle School
Teacher Comments
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I am able to save any annotations I make on our notes for the day and post them online for absent students to have a copy. Since many classes are at different levels my annotations vary, thus I have different notes posted online. It saves the hassle of students having to rely on another student for notes.
Lacey Brown Eckels, Farnsley Middle School
Teacher Comments
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Measuring Impact on Instruction
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Principal and teacher surveys
Professional Development
Classroom observations
Achievement Data
Data Sources
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Principal Surveys
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Teacher Survey
Very Mean-ingful use
36%
Low level use10%Somewhat Mean-
ingful use12%
Meaningful use42%
Level of Computer Use
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Professional Development
TIP Begins
2002 2003 2004 2005 2006 2007 20080
500
1000
1500
2000
2500
Summer Training
Courses
Attendance
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84%Random Classroom Observations
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Commonwealth Accountability Testing System (CATS)
% Novice % Apprentice % Proficient % Distinguished0
5
10
15
20
25
30
35
40
45JCPS Middle School Math
20062007
Novice went down 11.46 %
Proficient and Distinguished went up 21.23%
Note: National Average for urban districts was 5% increase for Proficient and Distinguished for the same time period (Source: Urban Educator – May 2008).
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11.46% reduction of Novice level
21.23% increase at the Proficient and Distinguished level
84% of the teachers used technology as part of their instruction
Teachers’ technology skill levels and their ability to use technology in the classroom in meaningful ways increased.
Principal surveys showed that ◦ 86% felt the program increased student achievement,◦ 96% felt it increased student engagement, and◦ 96% supported expanding the program.
Overall Impact
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Questions
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Cary Petersen – Executive Director, Information Technology
([email protected]) Sharon Shrout – Director, Computer Education Support
([email protected]) Donna Bryant – Education Technology Teacher
([email protected]) Mary Beth Singleton – Education Technology Teacher
Contact Information
CES 10/2010