1:1 Success Indicators

Sharing desired outcomes for our 1:1 program.  Building an idea of success around these goals/statements.  Hoping to get some feedback...

The success of our 1:1 program is measured against the skills needed to excel in a rapidly evolving global society.  The notion of what it means to be college and career ready has been reshaped by a world where access and connectivity are becoming ubiquitous.  By placing connected devices in the hands of students learners possess the autonomy to:

CREATE

COLLABORATE

EXPLORE

and

SHARE WITH THE GLOBAL COMMUNITY.

Indicators of success for the 1:1 program are linked to a student’s ability to create, collaborate, explore and share. Definitions for these core digital age skills are provided below.

CREATE

Students and Teachers will “make” content in ways not witnessed in the past and offer product/solution in ways not conceived before.

COLLABORATE

Students will connect with others and develop PLNs.  As a result, problem-solving will become a collaborative endeavor in which students have to effectively work in teams/groups to realize a solution.

EXPLORE

Students will tackle complex problems and  use the DISCOVER research process to gather evidence needed to make informed decisions.

SHARE WITH THE GLOBAL COMMUNITY

Students and Teachers will communicate ideas to both local and global audiences.

I Can Statements

CREATE

Students and Teachers will “make” content in ways not witnessed in the past and offer product/solution in ways not conceived before.

• I can be a trusted source of information
• I can produce relevant content not only for myself but to be consumed by a public audience
• I can create and publish authentic products
• I can participate in the feedback loop by providing critical feedback and be accepting of constructive suggestions

COLLABORATE

Students and Teachers will connect with others and develop personal learning networks (PLNs).  As a result, problem-solving will become a collaborative endeavor in which students have to effectively work in teams/groups to realize a solution.

• I can connect with others who reside both in the building and district and with individuals who exists outside the school district
• I can expand my personal learning network
• I can activate my personal learning network to assist in the problem-solving process
• I can listen and honor others’ viewpoints
• I can fairly contribute and allow others to contribute equitably
• I can build consensus from multiple viewpoints.

EXPLORE

Students and Teachers will tackle complex problems and  use the DISCOVER research process to gather evidence needed to make informed decisions.

• I can define a thesis or identify research problem.
• I can develop empathy through observation
• I can gather data/information, and verify the sources of this information.
• I can organize and analyze this information in order to draw conclusions.
• I can effectively express my conclusions, supported by data/information.
• I can reflect on the process and identify successes and weaknesses, and use these to inform future research

SHARE WITH THE GLOBAL COMMUNITY

Students and Teachers will communicate ideas to both local and global audiences.

• I can articulate thoughts effectively and clearly through multiple modes of communication
• I can adjust style and vocabulary to meet the needs of my audience
• I can publish products for varied audiences
• I can accept feedback and make adjustments

Authentic Excitement

Last week the 1:1 iPad program I am part of was officially launched.  Over the course of two days we handed out iPads to 400 7th graders.  We spent two days distributing  and setting up devices and also providing an extended help desk to students.

To say that students were excited about the prospect of receiving an iPad would be a gross understatement.  7th graders did their best not to release an joyous scream upon entering the classroom.  It was refreshing to witness such a collective sense of genuine enthusiasm.  I know full well that a single device is not a magical cure all.  One of the reasons why iPads were handed out last week was to extend the amount of time administrators and teachers could reflect on the changing dynamic.  Time was needed to exchange ideas about what it means to instruct in a 1:1 environment where equity in access and connectivity exists between teachers and students.

The level of excitement was an observation that resonated more than anything from the roll-out. I really did not have the chance to ask students why they were so excited.  However, I believe there was a connection between two distinct worlds.  The roll-out of iPads served as a bridge between the personal and academic arenas.  I was in charge of leading several classes through the set-up process.  I say in charge, but in many instances students were assisting one another and volunteering information about use of the device or specific apps.  Students were eager to share their experience and knowledge with peers and adults.  

Even though we are in the infancy of the 1:1 iPad program, the initial stage started to fuse two worlds together and fostered a genuine level of interest that we can hopefully continue to build on.

Worth Reading...

Wanted to share articles, resource and videos that I came across this week.


1. What School Can Leanr From Google, IDEO and Pixar (McIntosh)- article to stimulate thinking about the way school is structured and whether the current physical environment is conducive to creative and innovative endeavors.

A community about to build or rehab a school often creates checklists of best practices, looks for furniture that matches its mascot, and orders shiny new lockers to line its corridors. These are all fine steps, but the process of planning and designing a new school requires both looking outward (to the future, to the community, to innovative corporate powerhouses) as well as inward (to the playfulness and creativity that are at the core of learning)

 2.  The Smithsonian's EdLab-

The EdLab is a place for educators to explore and establish new media practices for their classrooms. We provide workshops that put teacher in the creative role, solving missions, working in teams, and exploring digital and analog (non-digital) tools. We emphasize learning from failure, using the right tool for the job, building 21st century skills, and empowering teachers and students to make a difference in the world.

 3. Failing to Notice What We Fail to Notice (Connected Principals)- lesson for both teachers and students

I think that it is vital to ensure we take the time to actively put the ego aside, let the defences down, and do some self-reflection. Maybe time for my own reflective “inquiry?” 

4. Making the Case For Student Control of Devices (Gliksman)-  I wanted to share primarily because of the excerpt provided below.

Our desire for con­trol­ling the use of tech­nol­ogy is emblem­atic of a deeper prob­lem. Top-down insti­tu­tional con­trol isn’t a work­able model in an era where the mar­ket­place requires grad­u­ates to have skills for learn­ing any­thing, any­where and at any time. Fol­low­ing instruc­tion is impor­tant but there’s also an urgent need to develop per­sonal inno­va­tion — the sort of flex­i­ble, cre­ative thought and action that’s required to deal with a world of tumul­tuous change. Inno­va­tion requires that we open the metaphor­i­cal class­room win­dows and doors. Instead we still feel more com­fort­able keep­ing them closed. Is it about con­trol or are we more con­cerned with effi­ciency? Are we mak­ing deci­sions based on their needs or ours?

5. Design Thinking: not just for Design and Technology Class (McIntosh)-Design Thinking father Tim Brown blogged a while ago this great pleading from some of Britain's best designers and design educators for Government and schools to heighten the importance of design, technology, design thinking and prototyping skills through the vehicle of engineering subjects such as design and technology.

6. Is the skatepark a Professional Learning Community (Dr. Tae)