Technology integration: What we have learned through research and practice

• Rich Thome• Dr. Veronica Garza• Dr. Katie Martin• Diana Cornejo-Sanchez

#USDMTLC

Research HighlightsDr. Veronica Garza

garciav@sandieg.edu MTLC Research Associate

What we know from our research in K-12 districts:

• There is no one way that districts carry out their technology initiatives and efforts. – Examples: 1-1 iPads, targeted classrooms or grade levels,

laptops, early adopters

• However, despite the various ways technology initiatives or efforts are carried out, we tend to see the same reoccurring themes.

District collaboration across multiple departments

Positive Outcomes

Culture Shifts

When initiatives involve all stakeholder groups from the beginning, particularly at the district office level (i.e. curriculum, professional development, IT, etc.), there is potential for this collaboration to change district culture. Departmental collaboration can influence other district initiatives and/or ways the district works together.

There is potential for these initiatives to impact collaboration and communication across district, school, classroom, and student-teacher levels.

Challenges: purpose and vision – core understanding Actual vision the district maintains for technology initiatives does not necessarily carry over into how teachers perceive the purpose and vision of technology initiatives and how they engage in the classroom with students.

Challenges: instructional - student perspective Students indicate that their teachers teach the same as before (with no technology). Students have also provided examples of just being left on the computer too long or directed to review online resources instead of receiving teacher support. Students also want a balance of technology use and student-teacher relationships. Students still want personal relationships with teachers. This aligns with lack of core understanding of the purpose and vision of the initiative.

There is a need for additional training and support across school and district levels related to the use of instruction that integrates technology in a high quality manner.

Challenges: professional development

Teachers want content, grade level specific PD; differentiated by skill; should support lesson planning and overall curriculum development.

High level school and district administrators also indicate their need for more professional development and support to be able to help other teachers and staff. Administrators have shared how they have been out of the classroom and/or have not directly experienced what it is like to teach in this new digital environment. Training on every level needed to ensure teachers get the support they need.

• Importance of shared development of the technology initiative - key stakeholder groups must be involved.

• Potential for positive culture shifts across stakeholder groups (i.e. communication, collaboration).

• Vision must align with expectations for instructional practice.

• Do our system(s) align with our vision?

• Do all stakeholder groups understand the vision?

Professional development critical at all levels:

• Teachers: content and grade level specific; differentiated by skill; focus on quality lesson plans and curriculum

• School and district leaders: • Are we ready to support our teachers

and students in these efforts? • Do we ourselves know what high

quality instruction should look like? • Do we have the capacity to support

our schools at the teacher and school-wide level?

Implications

Implications for Professional Learning

Katie Martin Martin@sandiego.edu

Diana Cornejo-Sanchez DCSanchez@Sandiego.edu

MTLC Professional Learning

Developing Leadership VisionWhat we’ve learned

• Develop a shared vision

• Communicate with all stakeholders

• Technology initiatives must be integrated with curriculum & instruction

Personalized Professional LearningWhat we’ve learned:

• Provide models and experiences of the desired transformation

• Choice and voice in the time, place, path, pace

• Need a robust system of ongoing professional learning

Teachers as Designers of Powerful Learning Experiences

What we’ve learned:

• Need models of transformational learning

• Systems to collaboratively design & evaluate learning experiences

• Empower and support teachers to take risks

• Provide time for safe practice and reflection

Instructional CoachingWhat we’ve learned:

• Establish a culture of observation & feedback

• Provide support for coaches to be effective in this role

• Provide opportunities for coaching, separate from evaluation or program implementation

CollaborationWhat we’ve learned:

• Time in the work day for job- alike teams to collaborate

• Facilitation impacts the utility of the collaboration

• Technology allows for diverse networking opportunities

Thank you!

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