Transforming Education for the Next Generation

Liz Crawford

Transforming Education for the Next GenerationA Practical Guide to Learning and Teaching with Technology

What do we mean by transformation?

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Intel’s holistic model for transformation

• Strategic, comprehensive, based on global research

• Provides a guide for moving to student-centered, personalized learning

• Emphasizes 21st century skills and rigorous academic standards

• Supports school, district, and government objectives: student achievement, equality, job skills, school participation, etc.

• Aligns strategic planning and ICT integration in classrooms based on best practices

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What do we mean by transformation?TRADITIONAL Teacher-Centered Classroom Lecture-based knowledge dissemination. Limited use of technology.

TRANSITIONAL Teacher-Centered ClassroomLecture-based knowledge dissemination. Technology used for collaboration.

Evolving toward STUDENT-CENTERED CLASSROOM

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The student-centered classroomStudent-Centered ClassroomTechnology-rich environment enables learning any time, anywhere, any way

A Guide for Transforming Education

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Introducing a practical guide for school leaders

A new, step-by-step guidebook on transforming education with inspiration from global visionaries.

www.intel.com/EduNextGen

Aligned with Intel’s holistic model‐ Chapter 1: 21st Century Education for Student Success

‐ Chapter 2: Building success with a Holistic Model

‐ Chapter 3: Leadership: Guiding Systemic Change

‐ Chapter 4: Policy: Setting the Framework for Success

‐ Chapter 5: Professional Development: Empowering Educators to Transform Learning and Teaching

‐ Chapter 6: Curriculum and Assessment: Strategies and Resources to Activate Learning

‐ Chapter 7: Information and Communications Technology: Platforms for Learning and Teaching

‐ Chapter 8: Sustainable Resourcing: Consistent Funding for Long-term Success

‐ Chapter 9: Research and Evaluation: Creating a Cycle of Improvement

‐ Chapter 10: Conclusion: Innovating Together

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Chapter 1

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Chapter 1: 21st Century Education for Student Success and Economic Development

Chapter overview

1. What do students need to thrive as next-generation citizens and innovators?

2. How can student-centered models of learning help meet those needs?

3. How can educational technologies empower students and teachers for success?

4. What are the potential goals and impacts of transformative education technology initiatives?

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Andreas SchleicherDeputy Director for Education and Skills andSpecial Advisor on Education Policy to the Secretary-GeneralOrganization for Economic Development and Opportunity (OECD), France

“It is critically important to attract good teachers, support and encourage their professionalism, continue to invest in them, and align assessment and rewards to support innovation in teaching.”

Chapter Tools and Resources

UNESCO ICT Competency Framework for Teachers Version 2.0, 2011, and other resources: http://www.unesco.org/ new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/

New Pedagogies for Deep Learning http://www.newpedagogies.info/

Case Studies: Peru and Panama.

• Peru is providing mobile devices and learning resources, establishing in-school infrastructure, and delivering professional learning to 30K educators.

• Panama is taking a comprehensive approach to transforming digital literacy and economic development though a nation-wide rollout of digital learning resources in 728 schools.

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Key Takeaway: Start from a vision of student success

1. The student-centric model better empowers all learners to reach their fullest potential. It positions students to thrive in a complex, knowledge-based global economy.

2. In a transformed learning environment, teachers take on new roles as facilitators and guides who activate each student’s unique learning path.

3. Learning-focused initiatives start from a clear vision of the intended goals and an understanding of how powerful technology can help schools achieve them.

“In a fast-changing, interconnected world, education must change to prepare students for success in life. The modern global economy doesn’t pay you for what you know, because the Internet knows everything. The world economy pays you for what you can do with what you know.”

– Andreas Schleicher

Chapter 2

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Chapter 2: Building Success with a Holistic Model

Chapter overview

1. What is second-order change?

2. How can a holistic approach create sustainable improvements in student learning?

3. How do the characteristics of transformed learning environments align to the Intel model of transformation?

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“We want to capture students’ imagination and interest, help them take ownership of their learning, and enable them to learn in meaningful ways.”

Michael GoldenCEOEducurious, U.S.A.

“Develop a detailed plan, but be flexible. It has to be a living plan.

And you’ve got to involve your stakeholders. Bring everybody on board. Leadership needs to be respectful.”

Debbie RiceTechnology Director Auburn City Schools, U.S.A.

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Chapter Tools and Resources

Summarized and extended from Robert J. Marzano, Timothy Waters, Brian A. McNulty; School Leadership that Works: From Research to Results, ASCD and McREL

Planning for Deep Impact: First-order versus Second-order Change (pg. 14)

Holistic Approach to Transformation: Summary of Essential Tasks for School Leaders (Table 2-2, page 15)

What Transformation Looks Like: Common Elements of a Transformed Environment (Table 2-3, page 16)

Case study: Auburn City SchoolsInsight into comprehensive, 1:1 approach to education transformation; discusses teacher professional learning, funding/budgeting, and change management.

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Key Takeaway: Transformed learning environments require holistic, second-order change

1. Real transformation requires change in each area of the Intel model for transformation

2. Change is hard and interconnected, requiring strong collaboration among multiple stakeholders.

“We’ve seen enough successful initiatives to know that this requires a comprehensive approach and effective change management across the education system. It takes modern policies and strong leadership at every level to bring stakeholders together and develop a strategic plan that is both visionary and practical.”

- Michael Golden

Chapter 3

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Chapter 3: Leadership: Guiding System Change

Chapter overview

1. What are the unique leadership demands of second-order transformational change?

2. What are strategies and best practices for key leadership tasks?

“This is hard, courageous work, and it takes time and patience. We have to leave our egos at the door and become change agents so we can better serve every learner.”

Leslie WilsonCEO, One-to-One InstitutePresident, Nexus Academy, U.S.A.

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“The point is not just to put a computer in a student’s hands. You have to ask yourself, ‘And then what?’ ”

Casey Wardynski, Ph.D. SuperintendentHuntsville City Schools, U.S.A

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Chapter Tools and Resources28-point Checklist on Leadership Implementation for School Leaders (pgs. 26-27)

– Steps to Success• Vision and goal-setting• Establishing a planning

committee• Develop a roadmap• Scale the program • Advance the culture• Communicate and collaborate

Case Study: Huntsville City Schools, Alabama (pg. 29)

Started with a mission of improving student achievement with 1:1 digital learning across the district.

Results:

• Greater student engagement

• Reduced discipline problems

• Improved graduation rates

Superintendent, Casey Wardynski offers advice on holistic change.

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Key Takeaway: Leadership matters tremendously

1. In places where we see success with education transformation, we see consistent leadership and a systemic approach.

2. Leadership is crucial to ensure that technology-enabled learning becomes a permanent part of the educational experience—outlasting the leaders who introduced it.

“In the places where we see success with education transformation, we see consistent leadership and a systemic approach… It’s not a matter of a single leader, but a leadership team that is banded together top-down and bottom-up around the strategic vision.”

— Leslie Wilson

Chapter 4

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Chapter 4: Policy: Setting the Framework for Success

Chapter overview

1. What are the characteristics of effective education technology policies?

2. What are the policy areas for technology-supported learning?

“To build success, policies should provide time, networks, resources, professional learning, and opportunities for collaboration, and a system of recognition and incentives for principals, teachers, and other school leaders.”

Thiam Seng Koh, Ph.D.Principal, St. Joseph’s Institution, SingaporeFormer Director for Educational Technology at the Singapore Ministry of Education

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Chapter Tools and Resources

Policy Implementation Checklist (pages 37-38)

‐ Steps to Success• Collaborate with policymakers• Involve a wide range of stakeholders• Join with other school systems to

influence the development of policy standards

• Streamline procedures• Communicate policies to all

stakeholders• Review and update policies regularly

Case Study: Singapore (page 39)

Singapore’s success stems in part from a long-term commitment to education and a coherent policy framework.

Their most recent master plan emphasizes the importance of delivering a student-centric, values-driven education system organized around a vision of:

• Engaged learners

• High-quality schools

• Caring educators

• Parents as supportive partners

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Key Takeaway: Policy framework creates the conditions for success

1. A robust, flexible policy framework reflects the scope of the educational technology initiative, encourages innovation and accountability, and promotes transformational use of education technology.

2. Policies should optimize the use of technology as a platform for learning and teaching while protecting students and maintaining data privacy.

“Policies should also ensure that the plan is implemented with continuity and consistency, that the implementation is systemic, and that all the critical dimensions of the implementation work together to achieve the desired outcome: to face the challenges of the future.”

- Thiam Seng Koh, Ph.D.

Chapter 5

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Chapter 4: Professional Development: Empowering Educators to Transform Learning and Teaching

Chapter overview

1. What are the new roles teachers take on in a transformed learning environment?

2. What are ISTE’s standards for teachers and educational administrators?

3. How can schools implement professional learning programs that work?

“Teachers, supported by the relevant technology tools and the right professional development, can make magic in the classroom.”

Anjlee PrakashCEOLearning Links Foundation, India

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Chapter Tools and Resources

1. ISTE Standards for Teachers

2. ISTE Standards for Educational Administrators

3. Professional Learning Implementation Checklist

4. Practical steps to help principals and administrators prepare for an initiative, and evolve programs as the initiative moves forward

Case Study: Pernambuco, Brazil

Their holistic approach to professional learning includes providing science software training to physics teachers and students in teaching courses.

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Key Takeaway: Professional development is pivotal to education transformation

1. Improve learning outcomes by empowering teachers, principals, and administrators with ongoing professional development that is personalized, supportive, and collaborative.

2. Effective professional development follows the same personalized, learner-led approaches that are so powerful with students.

“Meaningful and effective professional development transforms what students achieve and produces an economic impact.”

- Anjlee Prakash, Ph.D.

Chapter 6

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Chapter 6: Curriculum and Assessment: Strategies and Resources to Activate Learning

Chapter overview

1. How can you modernize the curricular framework?

2. How do digital learning environments support next-generation learning?

3. How is ICT incorporated into new teaching strategies?

4. Which digital content and resources support curriculum objectives?

5. How should you align assessment with evolving curriculum standards to improve learning outcomes?

“As teachers change the way they teach, technology is providing powerful new ways to assess student progress, both to improve outcomes by providing immediate and highly targeted feedback, and to increase accountability.”

Christian RizziEducation Innovator, Argentina

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Chapter Tools and ResourcesCase Study: Crellin Elementary School, Maryland

Technology plays an important role in supporting the curriculum objectives at Crellin. Students conduct inquiry-driven research, analyze, think critically, communicate, and collaborate with community experts. Teachers collaborate to create all-school projects that last the full year.

Case Study: San Luis, Argentina

With technology, students and teachers can access more educational resources, and each student has his/her own set of materials. Students spend more time on task and take ownership of their learning.

1. Curriculum and Assessment Implementation Checklist (pg. 63)

2. Selection criteria for digital content, tools and resources (pg. 60)

3. Using digital learning to increase educational access for effectiveness (pg. 58)

4. Student use of digital resources to explore, discover, create, and learn (graphic)

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Key Takeaway: Digital content and assessments can empower teachers to help all students

1. Modern curricular frameworks, aligned with effective assessments, are essential elements of education transformation.

2. Assessments need to change to reflect the new digital curriculum.

3. With technology and high-quality digital resources, teachers can personalize learning for students and bring the world into the classroom.

“In the hands of capable, well-supported teachers, digital content and resources can help students develop the skills and attitudes they need for the 21st t century.”

— Christian Rizzi

Chapter 7

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Chapter 7: ICT: Platforms for Learning and Teaching

Chapter overview

1. What is the best way to choose devices for learning and teaching, including BYOD initiatives?

2. How should you secure and manage the environment?

3. What planning is needed for the device life cycle?

4. How can you ensure your infrastructure and data analytics solutions can meet rising demands?

5. How should you equip ICT staff to support ICT’s expanded role?

“Our goal is not just to engage students. We are building their fascination, excitement, and passion, and then getting out of the way.”

Robert GravinaChief Information and Technology OfficerPoway Unified School District, U.S.A.

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“When it comes to choosing devices for students, we need to be as systematic in our approach to technology as we are in planning curriculum instruction or facilities management.”

Robert MooreEducation Strategist and Former K-12 CIO, U.S.A.

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Chapter Tools and Resources

Insight: Choosing devices for K-12 Learning and Teaching (Bob Moore, pg. 81)

We need to be as systemic in our approach to technology as we are in planning curriculum instruction or facilities management.

Start with student outcomes and how you’ll use the device to help achieve them.

1. Practical questions for choosing student devices (pg. 73)

2. Issues and answers for BYOD (pg. 74)

3. ICT Implementation Checklist (pg. 78)

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Key Takeaway: Technology provides essential tools for educators to modernize learning and teaching

1. Select and deploy mobile computing devices that meet education and institutional requirements. Start with your learning and teaching objectives, and be systematic.

2. Modify infrastructure, security, management processes, and technology staff training to support technology’s role in learning and teaching.

3. Large-scale educational technology initiatives often require new skills and expertise for technology professionals too!

“Technology is never just about the device. It’s about providing professional development, in combination with other tools and content to support for the teachers to use technology to change the way they teach and the way students learn.”

— Robert Gravina

Chapter 8

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Chapter 8: Sustainable Resourcing: Consistent Funding for Long-term Success

Chapter overview

1. What are the keys to successful, sustainable budget planning?

2. What are proven savings and cost-avoidance strategies?

3. Where can you find funding sources and strategies?

“Sustainable resourcing for ICT is essential to enable transformation, improve educational outcomes, and reduce the attainment gap.”

Valerie ThompsonCEOeLearning Foundation, England

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“To create and fund technology, you have to start from a clear vision of what you want to be able to do with the technology. You need a sound financial model to show how expenditures on technology will provide the best education for the students.”

Gary KynastonHeadmasterHammersmith Academy, England

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Chapter Tools and Resources

Insight: Sustainability at a West London Academy (Gary Kynaston, Headmaster, pg. 94)

To create and fund technology, they start with a clear vision of what they want to do with the technology. They created a sound financial model to show how investment in technology will provide the best education for the students and achieve real learning impact. Kynaston discusses specific suggestions on resourcing education technology they use at Hammersmith Academy.

1. Cost categories for Learning-Focused ICT initiative (pg. 89)

2. Sustainable Resourcing Implementation Checklist (pgs. 91-93)

3. Funding, purchasing, and longitudinal budgeting strategies (pgs. 88-93)

Case study snapshots: Innovative Approaches to Funding in Portugal, Nigeria, and Russia

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Key Takeaway: Sustainable resourcing ensures ICT is a permanent part of learning

1. Budget planning starts from the initiative’s goals, objectives, and requirements.

2. Develop a 7-10 year plan and budget to cover all aspects of technology-enabled learning and teaching.

3. Think broadly about funding sources—a range of methods can help reduce the costs of an educational technology initiative and extend funding resources.

Chapter 9

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Chapter 9: Research and Evaluation: Creating a Cycle of Improvement

Chapter overview

1. When should you conduct research and evaluation, and why is it important?

2. What are key program implementation questions?

3. What are key indicators of success?

“Research and evaluation often start with a desire to get evidence that you’re achieving great results, but the real need is often to understand which strategies led to success and which didn’t.”

Saul RockmanEvaluator and researcher, U.S.A.

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Chapter Tools and Resources

Case Study: Evaluating Progress and Furthering Success in Macedonia (pg. 109)

Research identified significant results after three years:• Macedonia’s teachers are improving student outcomes with

ICT• Professional development has scaled over time, leading to

higher rates of ICT literacy and greater use in the classroom• Wireless has been made available in all classrooms

It also identified areas for improvement:• Greater outreach to parents to emphasize the importance of

mobile devices• Establish clear lines of oversight• Continued focus on professional development• Continued development of educational content and

applications and other tools

1. Program Implementation. Examples of goals, questions, and indicators of success (pg. 104)

2. Results and Impact. Examples of goals, questions, and indicators of success (pg. 105)

3. Research and Evaluation Implementation Checklist (pg. 107)

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Key Takeaway: Research and evaluation are important for determining what works (or doesn’t)

1. Develop a plan for evaluating the initiative’s ongoing success and conducting research to establish evidence-based practices.

2. Use the results of your research and evaluation to improve the initiative, create a cycle of continuous improvement, and build capacity.

“Technology is never just about the device. It’s about providing professional development, in combination with other tools and content to support for the teachers to use technology to change the way they teach and the way students learn.”

— Robert Gravina

Chapter 10

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Chapter 10: Conclusion: Innovating Together

Chapter overview

1. What are the most important practices in successful education transformations?

2. How can you create learning initiatives that improve learning outcomes, increase equity, and deliver a strong educational return on ICT investments?

“Education must continue to innovate. The rapid pace of global change means we can’t avoid it. As educators and education leaders, we have to empower students to succeed in and create a world we can’t anticipate.”

Brian LewisCEOInternational Society for Technology in Education (ISTE)

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Chapter Tools and Resources

Highlights of the guidebook’s most important practices and themes:

1. Start with a vision

2. Focus on learning outcomes and equity, not technology

3. Take a holistic approach

4. Empower teachers to use technology in meaningful ways

5. Work with stakeholders at every stage

6. Increase the impact from your investments

7. Learn what works, and follow evidence-based strategies

8. Share your successes and failures

9. Continue to improve

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Where to find the guide

www.intel.com/EduNextGen

Discussion