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Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers

Still Relevant: 3 School Library Systems Doing it Right

Despite many K-12 libraries finding themselves on the chopping block in the budget cuts of recent years, I believe this aspect of student learning is essential for academic and real-world success. Librarians, information associates, media center specialists – call them what you want, but these professionals are just as important to student success as homeroom teachers and administrators. I’ve written before about what K-12 libraries need to look like in the coming years to maintain relevancy. Today I want to look at three school library initiatives that are reaching students in the right way and cementing the libraries’ priority spot in their respective schools and districts.

Ogden School District, Utah

At the end of last school year, the Ogden School District laid off ALL teacher librarians as a drastic budget cut. An uproar from the parents, students and community at large ensued and resulted in seven of the original 20 returning to full-time spots. With something to prove, the returning librarians spent the summer developing a plan to help students become top-notch researchers in the digital age. This includes information technology training that puts the responsibility of learning into the hands of the students – and teaches them to dig a little deeper than a simple Google search for information.

Takeaway: Successful K-12 libraries will not simply house information; their staffs will teach students how to access that information for lifelong learning.

The Meadowbrook School of Weston, Massachusetts

In November, this elementary school library was honored by the American Library Association for its interdisciplinary learning track for third graders. The “Transforming Tales” program starts in the physical library, where third graders read fairy tales from across the globe. The students compare cultures through the fairy tales read and then take those comparisons back to social studies, music, art, math and P.E. classes. In the end, the third graders develop their own fairy tales in groups and incorporate building blocks, song, dance and drawing into their depiction. The end product is the result of cross-curricular learning but it all starts within the school library walls.

Takeaway: School libraries should be the common thread that ties all disciplines together for most effective K-12 student experiences.

New Augusta South Elementary School, Indianapolis

In May, this elementary school library was honored by the American Library Association as the National School Library Program of the Year. Headed by librarian Lauren Kniola, this open-access library facilitates student learning all day (not just during scheduled library visits) and also takes the lead on technology training for teachers. To help with student research, the school library has a link that maintains bookmarks of previous student’s research to help others find information more quickly. By welcoming students and teachers through the library doors, New Augusta South makes the library the hub of the school and encourages collaborative learning.

Takeaway: The resources of a K-12 library should be accessible to all students and teachers, all the time. This can be accomplished through open-access policies during school hours and virtual access to materials and research around the clock.

What all three of these library systems are doing right is avoiding isolation. By collaborating with other teachers and staff, these libraries are using their own resources most effectively and giving students the skills to succeed in research, technology and literacy well beyond their K-12 years. Instead of making information a commodity, these and other successful school libraries are viewing that information as a common right amongst students and educators – to the benefit of every individual at the school.

What other characteristics do you think make a successful K-12 library system?

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Matthew Lynch published in OpEducation, Policy & Reform, Teachers

Accountability: Just One Piece of the School Reform Puzzle

School reform can no longer rely mostly on inputs—that is, giving schools more resources and more support. In order for schools to really help the students on hand, the past must play a role and so must the individual needs of the school.

Do standards and accountability work?

Time has shown that inputs have no real impact on student performance. Federal edicts, such as NCLB, have enforced protocols based on standards, testing, and accountability. Standards emphasize performance objectives and require high levels of accountability from educators.

Required reform and accountability, particularly those which impose sanctions similar to those imposed by NCLB, often create much stress and anxiety. This certainly has been the case since NCLB went into effect. Many educators ask whether it is fair to hold schools accountable for student achievement. And, even if it is “fair,” how are we to measure such achievement? What testing and evaluation formulas will be used?  The answers to questions like the above are not easy. Obviously, achievement can only be guaranteed if we assess it in some way. However, current assessment models are flawed.

Research exists to suggest that standards and accountability may improve learning for some disadvantaged students, particularly those with disabilities. When some schools implement accountability guidelines, they promote an environment of increased collaboration among educators and created an environment where teachers expected disabled students to perform better, which in turn encouraged better learning outcomes.

Some countries have been able to show effective and useful outcomes based on their use of certain accountability policies. However, American policy-makers and researchers still do not have any real evidence that these latest accountability reforms are working to improve the performance of the vast majority of students.

What’s the argument surrounding accountability?

Conversations around school accountability have been polarized. Politicians and parents often want to hold schools and teachers completely responsible for student achievement. Teachers point to disinterested students and uninvolved parents, saying that there is only so much they can do. But studies have shown that if teachers and students work together, and schools hold themselves accountable, great strides can be made. All of this discussion of accountability and standards is intended to bring us to a place where schools are performing better and our children are learning.

Researchers at Sam Houston State University in Huntsville, Texas observed positive strides toward improved learning outcomes among a variety of middle schools. The researchers believed that improvement strategies must not only improve learning, but also develop responsiveness and social equity. While studying middle schools, they found that teachers at high-performing schools were using teaching strategies that required students to think critically, and strategies that involved the use of real-world problems.

These teachers were not simply teaching abstract ideas or teaching to the test. They noted that student achievement can be improved when students receive recognition for efforts such as note-taking and doing homework, as well as having the opportunities to work collaboratively in groups and engage in active learning like the testing of hypothesis.

These findings show that the type of assessment or accountability that NCLB brings is not the be all and end all of the teaching equation. Rather, the quality of instruction is the biggest part of learning. It is paramount that we continue to work toward a more balanced solution, finding ways to encourage quality instruction, while also monitoring results.

Inputs alone cannot properly reform a school or district; it takes constant monitoring and understanding of the student population to effect change that will positively impact the students it is meant to serve.

 

 

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Matthew Lynch published in EdTech & Innovation, Teachers

10 Engaging Digital Education Sites For Any Social Studies Classroom

By Michael Gorman, @mjgormans

If you have performed a recent search you may have found there is a countless number of social studies resources on the internet. In this post the goal was to find ten sites that addressed the area of Social Studies across all the diversified areas found in the discipline. Below, you will find the results of some extensive searching! You will discover a wide variety of materials including readings, OER (Open Education Resources), primary documents, textbooks, lessons, activities,  interactives, videos, audios, and some great blog readings. There is bound to be something for any teacher. Best of all many of these resources will help build a Social Study Classroom e-curriculum while facilitating those important 21st century skills and engaging students! Enjoy your journey!

National Council for Social Studies – While NCSS has an outstanding website loaded with great information, you may wish to take a closer look at the Teacher Library. In this wonderful database NCSS has selected a collection of amazing classroom activities, teaching ideas, and articles from Social Education, Middle Level Learning, and Social Studies and the Young Learner. Educators can browse the collection, or search by historical period and grade level. It could pay off to take a moment and explore the site. Be sure to visit the lesson resources link for some outstanding lessons

Edsitement – The link brings you to the lesson plan page, be sure to explore other amazing areas in the site. The lesson plans can be explored by Art & Culture, World Language, History & Social Studies , AP U.S. History, and Literature & Language Arts. Be sure to explore the Student Resources. These are engaging interactive activities by grade or subject area collected from around the Web. They can be used to support related lesson plans or as standalone activities in the classroom.

New York Times Learning Network – The New York Times has a wonderful selection of articles and lessons that have a wide range of social studies ideas. You will find categories covering regular social studies, civics, american history, global history, this day in history, geography, current events, and economics. The lessons contain wonderful readings, graphics, and ideas to add to any social study class digital collection.

SAS Curriculum Pathways –  This is a wonderful collection of highly engaging lessons plans available for free from SAS Curriculum Pathways in North Carolina. With a collection of around 700 lesson plans as of this publication, the archive allows teachers to search and also browse through multiple social studies categories. The provided link will bring you to the Social Studies area of the site.

Teachers Pay Teachers – On a recent visit to this site there were  close to 80,000 social studies and history resources available.. It could then be narrowed down to almost 10,000 free social studies and history resources. The supplied link goes to those almost 10,000. With this many, it is real possible to find something. Best of all, use the keyword search and narrow it down more. If free is desired… be sure to turn on that filter.

Go Social Studies Go – This is an open education resource with a goal of bring free social studies textbooks to the work. The selection has text, graphics, movies, interactive activities, and other engaging links. Presently there are textbooks for US History, Ancient History, and World History.

Annenberg Learner – Here you will find a rich interactive collection of activities and they can all be yours to discover when you visit the Annenberg Learner  Social Science Collection. Choose from some engaging opportunities that will benefit a wide variety of social studies classrooms. You can pick from Psychology, Political Science, Area Studies/Geography, History, and Anthropology/Archeology.

OER Commons – What a wonderful place to find open educational resources. In fact, the link provided will bring up over 10, 000 resources just in the social sciences. Take some time and do a search for the exact category of social studies desired. There are some great resources that will supplement any curriculum.

Social Studies and History Teachers’ Blog – Discover this wonderful blog that allows all social studies related teacher to find something that just might fit into a lesson. Here you will find some fun reading, and a lot of engaging ideas.

Mr D’s Neighborhood – This is another creative social studies blog filled with valuable resources and information. It’s content is relevant, engaging, and bound to get students excited about learning all those areas that the social studies encompass. Get ready for a lot of resources.

Read all of our posts about EdTech and Innovation by clicking here. 

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Follow Mike Gormans on Twitter: @mjgormans.

This post originally appeared on 21st Century Educational Technology and Learning and was republished with permission.

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Matthew Lynch published in Parental Involvement, Teachers

Teaching Kids about Standing up for the Underdog

By Annie Fox

**Editor’s note – These tips are applicable to teachers too, as educators face the challenges of teaching kindness in K-12 classrooms**

Kids and teens can view of themselves as powerless in a world where adults call all the shots. But that’s not the whole story. Kids have power. And every day, your children and mine get opportunities to use that power to do good or to do harm. Sometimes, turning a blind eye and choosing to do nothing results in more harm.

If we truly value kindness and appreciate it when it comes our way, we can’t ignore suffering. We’ve got to do our part to keep kindness alive… every chance we get. And we’ve got to teach our kids to be kind. But how?

Child or adult, it takes extra social courage to exit our comfort zone and to help a vulnerable person. When kids ask me about standing up for someone who is being harassed, I tell them they should never put themselves directly in harm’s way. But I make it clear that there are many ways to help an underdog and let him or her know: “I’m not like the others who are giving you a hard time. I’m here to help.”

Fuel for Thought (for adults) —At different times we have all been underdog, top dog, and middle of the pack dog, so we know what it feels in each of those places. Being on the bottom, without support, can be terribly lonely. Think about a time when you felt like an underdog. Where did you turn for support? What response did you get?  Think of a time when you helped an underdog. What happened?

Conversations That Count (with kids)– Talk about the concept of a “pecking order” among animals and humans. Say this to your children: “Most of the time, when we’re not on the bottom, we don’t give much thought to those who are.” Now ask your kids what they think about that. True? Not true? How do you know? Talk about who is “on the bottom” in your child’s class. (Even kids as young as second or third grade have a keen awareness of social strata.) How do other people treat that child? How do you treat that child? What might happen if you stood up for the underdog?

Teach—Challenge your child to be a hero and shake up the social strata at school by standing up for someone who needs a friend. Follow up and find out from your child what happened with the challenge.

Please let me know how you teach your kids and students about the importance of standing up for the underdog.

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Annie Fox is an internationally respected parenting expert and family coach who empowers parents with the special support, leadership skills, and practical tools needed during our children’s tween and teen years. Her books include The Girls’ Q&A Book on Friendship and Teaching Kids to Be Good People.

 

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Matthew Lynch published in Higher Education, list, Matthew Lynch, Teachers

2 Reasons Colleges Need Athletes as Minority Mentors

When it comes to getting more minorities into college, and then graduating them, there are a lot of different ideas out there. Stronger high school recruiting, better guidance programs for first-generation students, and more minority faculty members are just a few of the ways to make college campuses more diverse to the benefit and success of everyone.

Having strong minority role models as mentors is another, and perhaps the most powerful idea of them all. Successful people who look like the students a particular college or university is trying to graduate, and who come from a similar background, can leave a lasting impression and inspire students to similar heights.

One particular group of minority mentors that I feel should be getting even more involved in the minority recruiting and mentorship process is student athletes. Whether still athletes at the school, or alumni, this particular subset of minority mentors should play an important role in graduating other traditionally disadvantaged students. Here are a few reasons why I think so:

  1. Many of them have powerful, relatable life stories.

Athletes often seem like larger-than-life superstars while they are on campus. But many of them have had personal lives that are relatable and inspirational to everyone else.

One great example of a college-athlete-turned-minority-mentor is The Ohio State University alum Maurice Clarett. The former college running back has taken on a new role as both a cautionary tale, and inspiration, to other young people. If his name sounds familiar, it is because his claim to fame was not just on the football field or as a national champion in the sport. Clarett served four years in prison for aggravated robbery and carrying a concealed weapon. It was behind bars that he started reading up on personal development and ways to grow beyond a delinquent and even ways to rise above his association with being a football star.

Today he talks with other college athletes about things like personal responsibility and being accountable for actions, no matter their upbringing. Clarett has visited athletes at Alabama, Notre dame, Tennessee and Mississippi State. He recently spoke with the national champion Florida State football team and acknowledged that many minority college athletes come from home environments that leave them “undeveloped” and without the skills needed to function successfully in life. Taking advantage of the resources available on college campuses and determining to be better than life’s circumstances are two lessons that Clarett tries to pass along to the people he mentors.

A story like Clarett’s is so much more powerful than the seemingly-empty warnings from adults on college campuses, many of whom look nothing like the students they are trying to influence and have no shared life experiences. By finding ways to tap into the stories of athletes, colleges can give their students a more impactful way of committing to success.

  1. Athletes themselves can acquire necessary life skills from like-minded mentors.

Traditionally getting into college on an athletic scholarship has been a way that minorities have been able to break onto college campuses, particularly if they came from educational environments that simply did not offer the same resources as advantaged peers. I’d argue that getting these athletes to graduation day is simply not enough; a whole other realm of life skills is needed to ensure that they are successful long after their athletic playing days have passed. When the cheers die down and the attention turns to the more practical things in life, these student athletes need ground to stand on. Pairing them up with mentors, or at the very least bringing in former athletes to share their after-college success stories, is a great way to inspire greatness that lasts a lifetime.

Leadership. Teamwork. Hard work. Earning a “win.” Losing gracefully. All of these are lessons that college athletes know in the context of their respective sports. Translating that to life beyond college can be challenging but can be made much easier with the help of mentors that have a common understanding with the students they address. Schools should make this as much a priority as recruiting minority students to sports and academic programs. Colleges and universities have a responsibility to their students to prepare them for all aspects of life and proper mentorship can be a necessary building block in that process.

Focusing on recruiting more athlete mentors for minority students is a somewhat unconventional option, but it just might work.

How do you think colleges can best mentor minority students?

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

The Implications of Universal Preschool

President Obama has been vocal about his belief that a publicly-funded universal preschool initiative is necessary to give American children an academic advantage before ever setting foot in a Kindergarten classroom. A poll conducted by the bipartisan team of Hart Research and Public Opinion Strategies found that 70 percent of respondents were in full support of a universal preschool plan as long as it did not contribute to the national deficit. Sixty percent of the Republicans polled supported the plan, despite its close ties with the Democratic Chief. It is clear that average Americans, despite party affiliation, are supportive of essentially extending the public school system to include preschool-aged students – but should K-12 educators be on

On paper, universal preschool seems like it would provide a definite boost to the K-12 academic initiatives that follow. Children with an earlier start in school settings should hypothetically have a stronger knowledge base before Kindergarten and be further developed in the social aspects that accompany the school years, and life beyond them. Common sense would dictate that adding a one-year option for preschool would lead to higher achievement throughout the K-12 journey, but the facts actually contradict this stance.

Studies of federal early education programs, like Head Start, have found that kids entrenched in academics early on show little to no academic advantages compared to kids that started school later. The positive academic impact of early education programs is non-existent by fifth grade. Further, state-based preschool campaigns in states like Oklahoma reveal no real long-term critical thinking or social advantages for the students.

The idea that setting kids in a school environment earlier than Kindergarten leads to better, smarter students is flawed – if just the results of these studies are to be trusted.

So then what is with the push for this universal preschool? Critics of the plan say it is just a way to add more education jobs, particularly since proponents want to insist that states accepting federal preschool dollars pay preschool teachers at the same rate as elementary ones.

The plan has also been accused of being a federally-funded childcare angle meant to help alleviate the cost woes of working parents along with giving kids a jump on academics. Predictably, this ruffles the feathers of constituents who are already leery of Obama’s so-called “socialist agenda” and the government having too much control over family affairs. Both claims are a stretch, in my opinion, and not the real issues that need to be discussed when it comes to the worthiness of universal preschool.

The real question that needs to be answered is whether or not starting kids earlier, across the board, will have a measurable impact on the success of American students throughout their careers. This answer comes with a host of complications though. What specific gains will constitute “success” in a universal preschool initiative? Higher standardized test scores? Better graduation rates? More graduates who go on to earn math and science degrees? Laying out a preschool plan that does not spell out any goals, or steps for achievement, is like sowing seeds haphazardly in a field and hoping something comes to fruition.

The second question should be: If implemented, how long will it take to see potential improvements? At what grade level will universal preschool benefits materialize – or at what age do educators stop hoping to see any positive impact?

Education is a right for all children but the how and when of that learning is muddy. Universal preschool may be the boost American children need to regain some academic ground on the world stage – or it may prove to be a better idea in theory than practice.

What are your thoughts on publicly funded universal preschool?

 

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

School Security: Just Smoke and Mirrors?

In theory, parents and educators would do anything to keep students safe, whether those students are pre-Kindergartners or wrapping up a college career. Nothing is too outlandish or over-the-top when it comes to protecting our kids and young adults. Metal detectors, security cameras, more police presence in school hallways, gated campuses – they all work toward the end goal of sheltering students and their educators and protecting the most vulnerable of our citizens. Emotions aside though – how much does school security really increase actual safety? And do school security efforts actually hinder the learning experience? It sounds good to taut the virtues of tighter policies on school campuses but is it all just empty rhetoric?

Recently the University of Kentucky came under fire from the American Civil Liberties Union for plans to install 2,000 security cameras on campus. Representatives at UK say the move is a response to the increasing randomness of school violence at all levels of the learning process and a way to better ensure student safety. The ACLU says it is a blatant violation of privacy.

I say it is money wasted because all the security cameras in the world would not have prevented the largest school tragedies of recent history, from Sandy Hook Elementary to the Virginia Tech massacre. Security cameras and other monitoring devices give us a false feeling of security and an actionable course when there are no answers to pointless questions.

While extreme, UK’s camera monitoring plans are in sync with what is happening in K-12 schools across the nation. In the 2009 – 2010 school year, 84 percent of high schools had security cameras for safety monitoring. Over half of all middle and elementary schools had them too, with 73 and 51 percent respectively. Despite this, the National Center for Education Statistics reports that the percentage of high schools with controlled access to school buildings during normal hours is lower than that of middle and elementary students. Though not expressly stated in these findings, it would seem that in the case of high schools, cameras are more of a way to catch rule-breakers after the fact than a way to prevent violence and other criminal activities.

Students are not the only ones who are the subjects of safeguards like surveillance cameras.  Teachers, administrators and other staff are also vital when it comes to putting school safety into place – and in the case of teachers, they are on the front lines of what is going on with students. Limited access to K-12 campuses is meant to protect outsiders from harming the many people who are supposed to be there. But what about student-versus-student violence, or student-versus-teacher physical altercations? In 2011, 12 percent of high schoolers reported being in a physical fight at school that year. Nearly 6 percent reported carrying a weapon, like a gun or knife, onto school property in the month preceding the survey. By the time a security camera picks up on the fact that a student has a knife or gun, is there really any timely way to prevent the inevitable.

Given the fact that state spending per student is lower than at the start of the recession, how much should schools shell out in the way of security costs? Perhaps the best investment we can make to safeguard our students and educators is in personal vigilance. Perhaps less reliance on so-called safety measures would lead to higher alertness.

What role should school security play on K-12 campuses, and should it be a financial priority?

 

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

Ask An Expert: Teachers Are Mandatory Reporters of Child Abuse

Question: I am a third-grade teacher who works in a suburb outside of Philadelphia, PA. Based on several signs and a gut feeling, I suspect that one of my outgoing students is experiencing child abuse. I plan to report my suspicions through the proper channels, but my question is: can I be sued by the child’s parents if I am wrong? Helen S.

Answer: Helen, don’t be so hard on yourself. Parents who abuse their children go to great lengths to cover up their crime and convince everyone else that all is well. Child abuse and child neglect are issues that we would rather avoid. Unfortunately, they are all too real and are so prevalent that, as teachers, we must rise to the challenge.

It is very important to remember that it is not always obvious in which family abuse might occur, and abuse and neglect do not necessarily have to be ongoing. Parents may end up becoming abusive for various reasons, including financial or psychological stress, or unrealistic expectations of their children. It can be as simple as losing one’s temper under stress and calling a child “stupid,” or smacking them in the face.

As a teacher, you are a mandatory reporter of child abuse and neglect. In simple terms, you are legally obligated by your state to report signs of child abuse and neglect to the proper authorities, especially in situations where you see physical and emotional signs of possible abuse. You should report your suspicions at the first sign of trouble while also following district and state guidelines.

Many teachers clam up in this type of situation, mostly due to their fear of falsely accusing someone of such a heinous crime. Thankfully, social service agencies do a good job of investigating reports of child abuse, so if a child is being abused, more often than not social services makes the right call. Also, many teachers are afraid of being sued by the child’s parents, and possibly incurring their wrath.

The good news is that, in the United States, teachers are protected from litigation in situations where they report suspicions of child abuse, as long as they follow the requirements specific to their district and state. So breathe a sigh of relief, as chances are your worst fear will never come true. In the end we have to realize that the safety of the students placed in our care is our number one priority, and if we are proven wrong … well, we want to be proven wrong, don’t we?

Child abuse is a very serious problem that must not be taken lightly. Any sign of abuse must be reported, and teachers must be ready to offer support and encouragement to these students. You can never be 100% sure that your suspicions are right, but don’t let your doubt stop you from following your intuition.

As you gear up to report your suspicions through the proper channels, take solace in the fact that you are doing the right thing and will not face litigation as a result. Not only are you performing your legal duty, but you can sleep comfortably at night knowing that you took the bold action required to protect the students under your care.

 

 

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Matthew Lynch published in EdTech & Innovation, Teachers

Peering Past the ‘Pixie Dust’ of Technology

How schools can ensure that technology is used effectively to transform teaching and learning

By Jill Hobson

When it comes to technology use in schools, a persisting tendency exists to believe that infusing classrooms with new technology will miraculously change teaching and learning. Unfortunately, education technology isn’t like Tinker Bell’s pixie dust.  Sprinkling it in classrooms won’t magically transform instruction.

The novelty of new technology simply doesn’t change instruction by itself. Teachers must have guidance and direction, as well as a model for effective edtech use, in order to truly transform teaching and learning.

Today, many administrators expect technology to be used in daily instruction. The sentiment is admirable, but without setting clear expectations for how technology should transform instruction, what districts will see is “mood use.” If teachers are in the mood to use technology, they will. Otherwise, the district’s significant investment in new learning technologies may sit idly by, gathering dust.

For technology to be an integral part of a school district’s strategic improvement plan, technology directors must outline and communicate specific goals to all stakeholders. Then, they must measure progress toward that goal, continually coaching and improving as necessary.

Developing common language

The first step is to develop a common language. The education community works diligently to ensure its members have a common understanding around most aspects of instruction. For instance, if asked, “What does it mean to teach fractions effectively?” a school’s math department probably has a standard definition by which to measure learning outcomes against a stated objective. But if asked, “What does it mean to use technology effectively to teach fractions?” that’s another question altogether, and one where responses likely diverge.

Just as a school or district develops a common understanding of what effectively teaching a concept looks like, developing a similar definition for effectively teaching with technology is a must. Once established, schools can design professional development and classroom behaviors around this standard.

In developing a common understanding, school and district leaders should focus on teaching and learning, and not on the technology itself. Begin by asking questions such as: “How should instruction look?” and “What kind of learning do we want to see?” Next, leaders should outline attributes they would like to see realized in the classroom, such as students developing higher-order thinking skills; project-based and authentic learning; collaborative, personalized, and rigorous learning.  Once a common language is established, district and school leaders can begin building a vision that will be clearly defined – and understood.

Various models

Models that describe the effective use of ed-tech already exist, and they can help decision makers as they bring their vision for technology use to life.

For example, the LoTi (for Levels of Teaching Innovation) model defines technology use from Level 0 (non-use) through Level 6 (Refinement). Another model, Grappling’s Technology and Learning Spectrum, defines ed-tech use as a three-step progression: from technology literacy, to adapting, to transforming.

The Technology Integration Matrix, developed by the Florida Center for Instructional Technology at the University of South Florida College of Education, outlines five levels of performance: Entry, Adoption, Adaptation, Infusion, and Transformation. Five learning characteristics are described at each of these levels, including: Active, Collaborative, Constructive, Authentic, and Goal-Directed.

Using a model is highly effective for any entity in the education space. Promethean’s model, which guides the development of all its educational technology products, believes that ed-tech must enhance four critical capabilities for teachers, students and schools: increase student engagement, provide learning feedback, personalize instruction, and foster collaboration. Within each capability, products must allow for the three teaching and learning modalities of developing, applying, and creating.

Whether using an existing model or creating a model, districts must establish a vision for effectively teaching and learning with technology. Then, they can start to measuring progress toward their vision by collecting data.

Classroom walkthroughs

While districts should spotlight stories that demonstrate successful use of technology, it’s important to remember that anecdotal evidence doesn’t paint a complete picture of what’s going on in classrooms. It represents one sample. Peering past the ‘pixie dust’ of technology features and functions will uncover patterns of use or non-use and allow us to see what’s really happening

Collecting data is critical to this effort. One of the best ways to collect data is walking through your building, looking in classrooms, and observing how technology is being used. The point is not to use this information in a punitive way, but as a snapshot of where you are – and what actions you need to take in order to improve.

As the director of instructional technology for Georgia’s Forsyth County Schools, I conducted numerous classroom walkthroughs and developed professional learning plans based on this information. After doing more than 2,100 walkthroughs in Forsyth County, I firmly believe they should not be done alone. By conducting walkthroughs as a group, more in-depth and reliable data is collected, and the team of stakeholders can collaborate after the fact about what they observed.

The selected technology use model will determine what data to collect during walkthroughs. It will indicate the characteristics to observe and offer guidance on how to tally the observations. Many models encourage observers to create a summary of the lesson activities observed. In my experience, it’s also advisable to create a short coaching statement for the teachers observed in a given walkthrough that guide a teacher on next steps for technology integration in their classroom.

 

To delve even deeper into your schools’ technology use, focus observations and efforts on key areas for students and teachers:

  • Look at the work product students are producing.
    • Are all of the products exactly the same?
    • Does the student work simply report back facts or does it go beyond existing information?
  • Look at teachers’ lesson plans.
    • Is there evidence of project-based learning?
    • Do the plans suggest that students have ownership of their own learning?
    • Is there evidence that formative assessment information is being used to adjust the instruction?
  • Talk with your teachers, students, and parents.
    • Ask about the best examples they have seen of technology use in the school.
    • Where do those examples fall within the technology integration model for your school or district?
    • Are the examples similar across stakeholder groups or is there some difference?

Use all of this information to assess the district’s current standing with technology use. Now ask, do practices match the goals set as a district?

Look for patterns, such as an over-emphasis on teacher-led instruction, a lack of instruction guided by formative assessment data, or student projects that don’t involve collaboration, which can lead to better insights into where to focus professional development efforts. Also make sure to coach for better performance. The old saying, “There is no finish line,” rings true. Even when effective technology use is realized, encouraging continuous improvement of performance ensures students always receive the highest level of instruction.

Next steps

Four more strategies that can help make change happen in schools and districts includes:

Practice rating ed-tech use as a group. Look at several examples together, whether from one’s own district, from YouTube, or an online teaching and learning community. Free online communities, such as Promethean Planet, that contain pedagogically sound video resources can help start conversations about technology in the classroom: what works, what needs to be improved, and so on.

Have teachers observe each other. Peer-to-peer learning is a profound form of professional development. Giving teachers opportunities to see examples from their colleagues’ instruction can help visibly move the needle. In order to make observation a reality, be a resource that supports your teachers. Assist with scheduling, make connections between teachers who can learn from each other, and provide information to help guide their discussions.

Build a library of exemplary lessons. Ask teachers to share their most effective lesson plans utilizing technology to transform learning. If possible, record short videos of these lessons. Collect lessons and videos in a single repository that educators can easily access to see examples of success.

Celebrate every success. Moving from point A to point Z takes time. Changing and improving technology usage during instruction is a continuum. It’s important to acknowledge each small step taken toward the end goal.

Everyone in your school or district can be working toward the same goal of ensuring that educational technology investments effectively transform teaching and learning. The first step is aligning to a common vision for effective ed-tech use followed with a means of measuring progress and a system for continual improvement. After all, to reach the same place, we must start with the same goal in mind. Unless your goal is the power of flight – then I recommend pixie dust.

Read all of our posts about EdTech and Innovation by clicking here. 

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The former Director of Instructional Technology for the Forsyth County Schools in Georgia, Jill Hobson is now Senior Education Strategist for Promethean. She can be reached for questions at [email protected]

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Matthew Lynch published in Parental Involvement, Policy & Reform, Teachers

Student and Teacher Records: What are the Privacy Rules?

By Matthew Lynch

Personal histories and records exist for every student who attends, and every teacher who teaches, at a school.  This history, in the form of school records, test scores and the opinion of teachers and mentors, can have a huge impact on a student’s future. In some cases, it is on the basis of these assessments about an individual’s potential and overall disposition that life-changing decisions are made about them.

These histories could determine what colleges they attend, the privileges that they are allowed, or even the jobs that may eventually be able to attain. It’s important, then, for these records to be maintained properly and justly and be void of impartial or biased content.

School records and who should have access to them was first realized in the 1970s when instances of parents and students being denied access to them came into the spotlight. The passing of the Family Educational Rights and Privacy Act (or the Buckley Amendment, as it is popularly known) by the U.S. Congress in 1974 was the first federal piece of legislation that expressly addressed what students could and could not access.

The Act makes clear who may have access to a student’s records and who may not. The move was largely beneficial for parents who were previously denied access to records that were very likely to affect their children’s lives.  The Act made it mandatory for schools to share all information about students with their parents, when requested.  It also required schools to explain or interpret the recorded observations to parents, with the failure to do so resulting in federal funds being denied to the school. At the same time, the Act serves in the best interests of teachers.  It clearly denies parents the right to inspect a teacher’s or an administrator’s unofficial records.

The Buckley amendment applies to all schools that receive federal money.  The act has been a promising step in ensuring transparency in dealing with and handling student’s records.  Aspects of the Act, such as the confidentiality granted to both parties, and fundamental fairness, make it stand out as a reformative measure in ensuring the right to privacy for individuals wanting to be educated.

Here is how the FERPA Act empowers parents and guardians and puts them in a better position than they were previously:

  • Parents and guardians can inspect their child’s school records.
  • The Act ensures that information about students under 18 years of age cannot be passed on without parental consent.
  • Parents have the right to challenge the accuracy of information at any point in time and to request a hearing to contest such information.
  • A legal route to get corrections made in children’s school records and to place a statement of disagreement in student regards too is now open to parents.
  • Parents can single-handedly decide who can access the information about their child.
  • In cases where parents find any discrepancies, they can always file a complaint with the U.S. Department of Education to seek relief in the civil courts.

It is important for schools, parents and students to realize the importance of what is contained in teacher and student records, while still having reasonable access to both.

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