Coaching Teachers To Become Powerful Users of Classroom Tech
Can Micro-credentials Create More Meaningful Professional Development For Teachers?
Digital Promise Puts Education Research All In One Place
How Rural Schools Paid for Students’ Home Internet to Transform Learning
What Are the Most Powerful Uses of Tech for Learning?
7 Big Hurdles In Education and Ideas For Solving Them
Three Goals to Spark Innovation and Collaboration
Investing in Technology: The Public Relations Problem
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Teachers regularly ask for \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/teachers-use-ed-tech-tools-rises-across-board-time-pressures-persist/\" target=\"_blank\" rel=\"noopener\">more professional development\u003c/a> on how to use the tools districts are buying, but \u003ca href=\"https://learningforward.org/docs/default-source/pdf/nsdcstudytechnicalreport2009.pdf\" target=\"_blank\" rel=\"noopener\">large skill-based workshops\u003c/a> aren’t the most effective way to get teachers integrating technology into their practice in ways that actually shift learning. Even when teachers are excited about something they’ve learned in professional development or at a conference it can be hard for them to put it into practice when confronted with the \u003ca href=\"https://www.kqed.org/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers\" target=\"_blank\" rel=\"noopener\">daily challenges\u003c/a> of the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It shouldn’t be evaluative and people shouldn't feel they need to change what they're doing when you walk in the room.'\u003ccite>Kelli Coons, technology coach\u003c/cite>\u003c/aside>\n\u003cp>A new program called the \u003ca href=\"https://digitalpromise.org/initiative/dynamic-learning-project/\" target=\"_blank\" rel=\"noopener\">Dynamic Learning Project (DLP)\u003c/a> is working to make the case that classroom-based coaching is a better way to help teachers integrate new tools. In its first year, the partnership between \u003ca href=\"https://edu.google.com/giving/dynamic-learning-project/?modal_active=none\" target=\"_blank\" rel=\"noopener\">Google\u003c/a>, \u003ca href=\"https://digitalpromise.org/\" target=\"_blank\" rel=\"noopener\">Digital Promise\u003c/a> and \u003ca href=\"https://www.edtechteam.com/\" target=\"_blank\" rel=\"noopener\">EdTechTeam\u003c/a> worked with coaches in 50 schools across the U.S. as they individually coached teachers in their buildings. Now in their second year, the program has expanded to 101 schools. The program is device-agnostic; schools using any devices or tools are welcome.\u003c/p>\n\u003cp>“The approach we really stand by is setting up individualized development plans for each teacher,” said \u003ca href=\"https://twitter.com/toolegitteach?lang=en\" target=\"_blank\" rel=\"noopener\">Kelli Coons\u003c/a>, a technology coach at Inman Intermediate in South Carolina. Coons works with 10 teachers at a time in an eight-week coaching cycle. Each teacher chooses a problem of practice she’d like to work on and Coons helps develop solutions, think through problems, recommend potential tools, and troubleshoot setbacks. Taking time to reflect on what went well and what could change is a big part of the process.\u003c/p>\n\u003cp>The DLP works with participating principals to make it very clear that coaches are not part of the administration and they should not be asked to report on teachers. A trusting relationship between teacher and coach is imperative for teachers to feel comfortable enough to try new things and fail along the way.\u003c/p>\n\u003cp>“In any coaching position, and any teaching position really, it’s building those relationships so they’re welcoming to have you in their classroom on a daily basis,” Coons said. For her, that means taking time to get to know things about the teacher’s life outside of school, bringing snacks to meetings, and delivering on promised support. It also helps to show teachers data on how much time they’ve saved or how much better students learned a topic to make the case for why new approaches are worth the effort.\u003c/p>\n\u003cfigure id=\"attachment_52655\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/DLP-progress-800x431.png\" alt=\"\" width=\"800\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-800x431.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-768x413.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-960x517.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-240x129.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-375x202.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-520x280.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress.png 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Results from pilot year surveys of teachers at DLP schools. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coons said she has teachers working on very different focus areas in their classrooms. Some are just dipping their toe into using technology to \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">give students a choice\u003c/a> in how they express their learning, while others know far more about technology than Coons. In fact, she found working with those “high flyer” teachers one of the most challenging parts of coaching because she didn’t feel she had much to offer. Feeling insecure, she turned to her DLP mentor, \u003ca href=\"https://twitter.com/heza?lang=en\" target=\"_blank\" rel=\"noopener\">Heather Dowd\u003c/a>, for advice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Heather explained that in our position, we’re not always the experts on everything, sometimes we’re a sounding board or just someone to have a conversation with to feel better,” Coons said. She has learned coaching is much more than being ready with a resource or tool; really good coaches actively listen, ask probing questions, and help teachers arrive at ideas independently so they have ownership over their growth. In that way it’s a lot like great classroom teaching.\u003c/p>\n\u003cp>\u003cstrong>WHAT MAKES A GOOD COACH?\u003c/strong>\u003c/p>\n\u003cp>Digital Promise and EdTechTeam partnered to design the DLP program based on research about coaching and the experiences of veteran coaches who’ve learned how to be effective by doing it. There’s a gap in the research about coaching for technology integration that Digital Promise is hoping to fill.\u003c/p>\n\u003cp>“We need to get much more explicit and clear about how we talk about the power of technology in learning,” said Karen Cator, president and CEO of Digital Promise. She’s frustrated that studies that look at aggregated test scores are used as proof of whether teachers and students should be using technology to learn. In her mind, it’s an incontrovertible fact that access to knowledge on the internet and to powerful tech-tools have changed everything about what school can and should be. Now, leaders need to do more to make sure teachers can use those assets effectively.\u003c/p>\n\u003cp>Digital Promise researchers regularly surveyed principals, teachers, coaches, mentors, and students involved in the first year of the project. From their responses they identified five qualities of effective coaches.\u003c/p>\n\u003cul>\n\u003cli>A coach is good at building relationships. “For a teacher to welcome a coach into their classroom there has to be trust,” Cator said.\u003c/li>\n\u003cli>Great coaches are often insiders. This is related to building relationships because someone who comes from inside the school knows its culture, their colleagues, and the students more intimately than someone coming from the outside. They can gain trust faster and make an impact on teaching and learning more quickly.\u003c/li>\n\u003cli>Coaches must be strong communicators. “This is all about communication, so you have to have someone who can give feedback to the teachers in helpful ways,” Cator said. But communication doesn’t stop there. The coach also needs to be able to communicate effectively with the principal, parents, and district folks. The coach is a connector between these stakeholders.\u003c/li>\n\u003cli>A coach believes in the power of technology. “The person didn’t have to be technically awesome, but they needed to believe in the power of technology for transforming teaching and learning,” Cator said.\u003c/li>\n\u003cli>A coach is an experienced teacher. When the coach has enough classroom experience to give advice and personal experience about a variety of classroom situations, they are much more effective. Someone who is in their first few years of teaching doesn’t yet have the credibility with other colleagues to be the most effective coach, no matter how eager they are about technology and learning.\u003c/li>\n\u003c/ul>\n\u003cp>The surveys Digital Promise has conducted of participants at all levels (principals, teachers and coaches) show that this\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\" target=\"_blank\" rel=\"noopener\"> model has potential\u003c/a> to help school continuously improve. A report on the project’s first year, \u003ca href=\"https://digitalpromise.org/wp-content/uploads/2018/08/DLP_CoachingReport_2018.pdf\" target=\"_blank\" rel=\"noopener\">“Fostering Powerful Uses of Technology through Instructional Coaching,”\u003c/a> notes:\u003c/p>\n\u003cblockquote>\u003cp>“Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. At the end of the year, more than 80 percent of DLP teachers agreed that they have the ability to use technology in powerful ways when it comes to student collaboration, creativity, communication, critical thinking, agency, and that students are better at selecting appropriate technology tools.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>ROLE OF MENTORS\u003c/strong>\u003c/p>\n\u003cp>A unique aspect of DLP is the support in-school technology coaches receive from mentors. Mentors are former teachers and coaches themselves, who often fumbled their way towards coaching over many years.\u003c/p>\n\u003cp>“When I first went one-to-one in 2010 with iPads, I was the only teacher in my building who had devices, I had no coach, and I spent the first three months crying,” said \u003ca href=\"https://www.kqed.org/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story\" target=\"_blank\" rel=\"noopener\">Jennie Magiera\u003c/a> on a panel about DLP at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> conference. “And my instruction became worse for a little while because I was struggling so much.”\u003c/p>\n\u003cp>That’s what DLP is trying to avoid for the next generation of coaches and teachers. Schools have already invested in the technology, now they need to invest in coaching for teachers to make this fairly profound shift in practice. But coaching can be a lonely job -- that person often has no one else in their building doing similar work. That’s where the mentor comes in. Mentors are a resource for coaches, so they continue their own professional growth too.\u003c/p>\n\u003cp>“I think the coaches we are working with are coaching at a higher level faster than coaches who don’t have the support,” said Heather Dowd, a DLP mentor working with coaches in South Carolina and Texas.\u003c/p>\n\u003cp>Dowd describes coaching as a continuum between being what she calls a “consultant” and being a true coach. At the consultant end of the spectrum, the coach is often providing resources, giving tool suggestions, helping teachers implement a lesson using the tool, and reflecting with them on how it went. Many people feel more comfortable in the consultant role, Dowd says, because they feel useful. “The challenge comes in if you never transition to becoming a coach and helping them do some of it for themselves,” Dowd said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal\" target=\"_blank\" rel=\"noopener\">True coaching\u003c/a>, like great teaching, is about helping the adult learner see the solution on their own. Dowd says she’s always pushing the coaches she mentors to “pause, paraphrase, and ask questions.” When a teacher brings up a challenge, rather than jumping in with a potential solution or tool, listening and asking probing questions can help the teacher come to a solution on their own.\u003c/p>\n\u003cp>And since mentors are working with coaches at upwards of thirty schools across a region, they can play a connector role, sharing ideas between coaches in very different contexts. The DLP coaches meet regularly with their mentor online, but also participate in Google Hangouts with other coaches. It’s a community of support and idea sharing that makes the job less lonely and helps everyone improve. Some coaches in a region have even started visiting one another’s schools and meeting up in person.\u003c/p>\n\u003cp>Reflection is another key piece of this program. Coaches ask teachers to reflect on what worked and what didn’t, tracking progress on coaching dashboard developed specifically for DLP. But coaches also submit weekly reflections to their mentors, who give them feedback and comments.\u003c/p>\n\u003cp>“They are making bigger changes in their schools, bigger changes in terms of the meaningful use of technology -- not just using it -- faster than what I saw happen my first couple years as a coach,” Dowd said.\u003c/p>\n\u003cfigure id=\"attachment_52657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52657\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png\" alt=\"\" width=\"800\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-160x137.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-768x660.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-960x825.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-240x206.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-375x322.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-520x447.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching.png 986w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Digital Promise found six characteristics of a successful coaching program. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT’S NEXT FOR THE DYNAMIC LEARNING PROJECT?\u003c/strong>\u003c/p>\n\u003cp>“So we have made the case for how and why coaching can be a powerful means for continuous improvement,” Cator said. “Now we want to figure out how to systematize the most important parts of it and scale it up.”\u003c/p>\n\u003cp>In its second year, DLP is working with 101 schools, up from the initial 50 in the first year. Participating schools have to pay the salaries of their coaches, but DLP pays for the mentor’s time and a summer institute for all coaches -- basically a deep dive into coaching technology integration.\u003c/p>\n\u003cp>While that’s still a relatively small footprint considering the size of the public education system, Digital Promise is packaging materials that could help other coaches and synthesizing the\u003ca href=\"https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\"> important elements of a strong coaching program\u003c/a> so other schools can simulate the model. And, while a coach may only work with 10 teachers at a time in one cycle, they go through four cycles a year. Meanwhile, teachers are sharing their winds in staff meetings and with their departments, creating a culture of experimentation and building momentum for those who are more wary.\u003c/p>\n\u003cp>“One of the themes that came out from all of the coaches was that some of the teachers from last year who were more on that resistant side came back this year and are doing really fantastic things,” Dowd said. “Our speculation is that it was one year of hearing about it and celebrating about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Coaches say that one of their biggest challenges is finding time to meet with the teachers they coach, but also having enough time to be a full time coach. Often because they aren’t in the classroom, principals will add extra duties to their plate, making it difficult for them to coach well. Mentors often try to advocate for their coaches with principals, showing them how coaches use their time and that there aren’t a lot of extra minutes.\u003c/p>\n\n","blocks":[],"excerpt":"Many schools now have access to technology, but teachers are still unsure how to integrate it into their teaching in powerful ways. A technology coach could be a powerful way to help them make the transition.","status":"publish","parent":0,"modified":1547229569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2155},"headData":{"title":"Coaching Teachers To Become Powerful Users of Classroom Tech | KQED","description":"Many schools now have access to technology, but teachers are still unsure how to integrate it into their teaching in powerful ways. A technology coach could be a powerful way to help them make the transition.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Coaching Teachers To Become Powerful Users of Classroom Tech","datePublished":"2019-01-07T07:05:18.000Z","dateModified":"2019-01-11T17:59:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52648 https://ww2.kqed.org/mindshift/?p=52648","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/06/coaching-teachers-to-become-powerful-users-of-classroom-tech/","disqusTitle":"Coaching Teachers To Become Powerful Users of Classroom Tech","path":"/mindshift/52648/coaching-teachers-to-become-powerful-users-of-classroom-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Classrooms across the U.S. have increased access to technology for learning, but that doesn’t mean devices and apps are always being used well. Teachers regularly ask for \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/teachers-use-ed-tech-tools-rises-across-board-time-pressures-persist/\" target=\"_blank\" rel=\"noopener\">more professional development\u003c/a> on how to use the tools districts are buying, but \u003ca href=\"https://learningforward.org/docs/default-source/pdf/nsdcstudytechnicalreport2009.pdf\" target=\"_blank\" rel=\"noopener\">large skill-based workshops\u003c/a> aren’t the most effective way to get teachers integrating technology into their practice in ways that actually shift learning. Even when teachers are excited about something they’ve learned in professional development or at a conference it can be hard for them to put it into practice when confronted with the \u003ca href=\"https://www.kqed.org/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers\" target=\"_blank\" rel=\"noopener\">daily challenges\u003c/a> of the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It shouldn’t be evaluative and people shouldn't feel they need to change what they're doing when you walk in the room.'\u003ccite>Kelli Coons, technology coach\u003c/cite>\u003c/aside>\n\u003cp>A new program called the \u003ca href=\"https://digitalpromise.org/initiative/dynamic-learning-project/\" target=\"_blank\" rel=\"noopener\">Dynamic Learning Project (DLP)\u003c/a> is working to make the case that classroom-based coaching is a better way to help teachers integrate new tools. In its first year, the partnership between \u003ca href=\"https://edu.google.com/giving/dynamic-learning-project/?modal_active=none\" target=\"_blank\" rel=\"noopener\">Google\u003c/a>, \u003ca href=\"https://digitalpromise.org/\" target=\"_blank\" rel=\"noopener\">Digital Promise\u003c/a> and \u003ca href=\"https://www.edtechteam.com/\" target=\"_blank\" rel=\"noopener\">EdTechTeam\u003c/a> worked with coaches in 50 schools across the U.S. as they individually coached teachers in their buildings. Now in their second year, the program has expanded to 101 schools. The program is device-agnostic; schools using any devices or tools are welcome.\u003c/p>\n\u003cp>“The approach we really stand by is setting up individualized development plans for each teacher,” said \u003ca href=\"https://twitter.com/toolegitteach?lang=en\" target=\"_blank\" rel=\"noopener\">Kelli Coons\u003c/a>, a technology coach at Inman Intermediate in South Carolina. Coons works with 10 teachers at a time in an eight-week coaching cycle. Each teacher chooses a problem of practice she’d like to work on and Coons helps develop solutions, think through problems, recommend potential tools, and troubleshoot setbacks. Taking time to reflect on what went well and what could change is a big part of the process.\u003c/p>\n\u003cp>The DLP works with participating principals to make it very clear that coaches are not part of the administration and they should not be asked to report on teachers. A trusting relationship between teacher and coach is imperative for teachers to feel comfortable enough to try new things and fail along the way.\u003c/p>\n\u003cp>“In any coaching position, and any teaching position really, it’s building those relationships so they’re welcoming to have you in their classroom on a daily basis,” Coons said. For her, that means taking time to get to know things about the teacher’s life outside of school, bringing snacks to meetings, and delivering on promised support. It also helps to show teachers data on how much time they’ve saved or how much better students learned a topic to make the case for why new approaches are worth the effort.\u003c/p>\n\u003cfigure id=\"attachment_52655\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/DLP-progress-800x431.png\" alt=\"\" width=\"800\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-800x431.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-768x413.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-960x517.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-240x129.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-375x202.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-520x280.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress.png 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Results from pilot year surveys of teachers at DLP schools. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coons said she has teachers working on very different focus areas in their classrooms. Some are just dipping their toe into using technology to \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">give students a choice\u003c/a> in how they express their learning, while others know far more about technology than Coons. In fact, she found working with those “high flyer” teachers one of the most challenging parts of coaching because she didn’t feel she had much to offer. Feeling insecure, she turned to her DLP mentor, \u003ca href=\"https://twitter.com/heza?lang=en\" target=\"_blank\" rel=\"noopener\">Heather Dowd\u003c/a>, for advice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Heather explained that in our position, we’re not always the experts on everything, sometimes we’re a sounding board or just someone to have a conversation with to feel better,” Coons said. She has learned coaching is much more than being ready with a resource or tool; really good coaches actively listen, ask probing questions, and help teachers arrive at ideas independently so they have ownership over their growth. In that way it’s a lot like great classroom teaching.\u003c/p>\n\u003cp>\u003cstrong>WHAT MAKES A GOOD COACH?\u003c/strong>\u003c/p>\n\u003cp>Digital Promise and EdTechTeam partnered to design the DLP program based on research about coaching and the experiences of veteran coaches who’ve learned how to be effective by doing it. There’s a gap in the research about coaching for technology integration that Digital Promise is hoping to fill.\u003c/p>\n\u003cp>“We need to get much more explicit and clear about how we talk about the power of technology in learning,” said Karen Cator, president and CEO of Digital Promise. She’s frustrated that studies that look at aggregated test scores are used as proof of whether teachers and students should be using technology to learn. In her mind, it’s an incontrovertible fact that access to knowledge on the internet and to powerful tech-tools have changed everything about what school can and should be. Now, leaders need to do more to make sure teachers can use those assets effectively.\u003c/p>\n\u003cp>Digital Promise researchers regularly surveyed principals, teachers, coaches, mentors, and students involved in the first year of the project. From their responses they identified five qualities of effective coaches.\u003c/p>\n\u003cul>\n\u003cli>A coach is good at building relationships. “For a teacher to welcome a coach into their classroom there has to be trust,” Cator said.\u003c/li>\n\u003cli>Great coaches are often insiders. This is related to building relationships because someone who comes from inside the school knows its culture, their colleagues, and the students more intimately than someone coming from the outside. They can gain trust faster and make an impact on teaching and learning more quickly.\u003c/li>\n\u003cli>Coaches must be strong communicators. “This is all about communication, so you have to have someone who can give feedback to the teachers in helpful ways,” Cator said. But communication doesn’t stop there. The coach also needs to be able to communicate effectively with the principal, parents, and district folks. The coach is a connector between these stakeholders.\u003c/li>\n\u003cli>A coach believes in the power of technology. “The person didn’t have to be technically awesome, but they needed to believe in the power of technology for transforming teaching and learning,” Cator said.\u003c/li>\n\u003cli>A coach is an experienced teacher. When the coach has enough classroom experience to give advice and personal experience about a variety of classroom situations, they are much more effective. Someone who is in their first few years of teaching doesn’t yet have the credibility with other colleagues to be the most effective coach, no matter how eager they are about technology and learning.\u003c/li>\n\u003c/ul>\n\u003cp>The surveys Digital Promise has conducted of participants at all levels (principals, teachers and coaches) show that this\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\" target=\"_blank\" rel=\"noopener\"> model has potential\u003c/a> to help school continuously improve. A report on the project’s first year, \u003ca href=\"https://digitalpromise.org/wp-content/uploads/2018/08/DLP_CoachingReport_2018.pdf\" target=\"_blank\" rel=\"noopener\">“Fostering Powerful Uses of Technology through Instructional Coaching,”\u003c/a> notes:\u003c/p>\n\u003cblockquote>\u003cp>“Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. At the end of the year, more than 80 percent of DLP teachers agreed that they have the ability to use technology in powerful ways when it comes to student collaboration, creativity, communication, critical thinking, agency, and that students are better at selecting appropriate technology tools.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>ROLE OF MENTORS\u003c/strong>\u003c/p>\n\u003cp>A unique aspect of DLP is the support in-school technology coaches receive from mentors. Mentors are former teachers and coaches themselves, who often fumbled their way towards coaching over many years.\u003c/p>\n\u003cp>“When I first went one-to-one in 2010 with iPads, I was the only teacher in my building who had devices, I had no coach, and I spent the first three months crying,” said \u003ca href=\"https://www.kqed.org/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story\" target=\"_blank\" rel=\"noopener\">Jennie Magiera\u003c/a> on a panel about DLP at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> conference. “And my instruction became worse for a little while because I was struggling so much.”\u003c/p>\n\u003cp>That’s what DLP is trying to avoid for the next generation of coaches and teachers. Schools have already invested in the technology, now they need to invest in coaching for teachers to make this fairly profound shift in practice. But coaching can be a lonely job -- that person often has no one else in their building doing similar work. That’s where the mentor comes in. Mentors are a resource for coaches, so they continue their own professional growth too.\u003c/p>\n\u003cp>“I think the coaches we are working with are coaching at a higher level faster than coaches who don’t have the support,” said Heather Dowd, a DLP mentor working with coaches in South Carolina and Texas.\u003c/p>\n\u003cp>Dowd describes coaching as a continuum between being what she calls a “consultant” and being a true coach. At the consultant end of the spectrum, the coach is often providing resources, giving tool suggestions, helping teachers implement a lesson using the tool, and reflecting with them on how it went. Many people feel more comfortable in the consultant role, Dowd says, because they feel useful. “The challenge comes in if you never transition to becoming a coach and helping them do some of it for themselves,” Dowd said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal\" target=\"_blank\" rel=\"noopener\">True coaching\u003c/a>, like great teaching, is about helping the adult learner see the solution on their own. Dowd says she’s always pushing the coaches she mentors to “pause, paraphrase, and ask questions.” When a teacher brings up a challenge, rather than jumping in with a potential solution or tool, listening and asking probing questions can help the teacher come to a solution on their own.\u003c/p>\n\u003cp>And since mentors are working with coaches at upwards of thirty schools across a region, they can play a connector role, sharing ideas between coaches in very different contexts. The DLP coaches meet regularly with their mentor online, but also participate in Google Hangouts with other coaches. It’s a community of support and idea sharing that makes the job less lonely and helps everyone improve. Some coaches in a region have even started visiting one another’s schools and meeting up in person.\u003c/p>\n\u003cp>Reflection is another key piece of this program. Coaches ask teachers to reflect on what worked and what didn’t, tracking progress on coaching dashboard developed specifically for DLP. But coaches also submit weekly reflections to their mentors, who give them feedback and comments.\u003c/p>\n\u003cp>“They are making bigger changes in their schools, bigger changes in terms of the meaningful use of technology -- not just using it -- faster than what I saw happen my first couple years as a coach,” Dowd said.\u003c/p>\n\u003cfigure id=\"attachment_52657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52657\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png\" alt=\"\" width=\"800\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-160x137.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-768x660.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-960x825.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-240x206.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-375x322.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-520x447.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching.png 986w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Digital Promise found six characteristics of a successful coaching program. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT’S NEXT FOR THE DYNAMIC LEARNING PROJECT?\u003c/strong>\u003c/p>\n\u003cp>“So we have made the case for how and why coaching can be a powerful means for continuous improvement,” Cator said. “Now we want to figure out how to systematize the most important parts of it and scale it up.”\u003c/p>\n\u003cp>In its second year, DLP is working with 101 schools, up from the initial 50 in the first year. Participating schools have to pay the salaries of their coaches, but DLP pays for the mentor’s time and a summer institute for all coaches -- basically a deep dive into coaching technology integration.\u003c/p>\n\u003cp>While that’s still a relatively small footprint considering the size of the public education system, Digital Promise is packaging materials that could help other coaches and synthesizing the\u003ca href=\"https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\"> important elements of a strong coaching program\u003c/a> so other schools can simulate the model. And, while a coach may only work with 10 teachers at a time in one cycle, they go through four cycles a year. Meanwhile, teachers are sharing their winds in staff meetings and with their departments, creating a culture of experimentation and building momentum for those who are more wary.\u003c/p>\n\u003cp>“One of the themes that came out from all of the coaches was that some of the teachers from last year who were more on that resistant side came back this year and are doing really fantastic things,” Dowd said. “Our speculation is that it was one year of hearing about it and celebrating about it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coaches say that one of their biggest challenges is finding time to meet with the teachers they coach, but also having enough time to be a full time coach. Often because they aren’t in the classroom, principals will add extra duties to their plate, making it difficult for them to coach well. Mentors often try to advocate for their coaches with principals, showing them how coaches use their time and that there aren’t a lot of extra minutes.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52648/coaching-teachers-to-become-powerful-users-of-classroom-tech","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20882","mindshift_721","mindshift_962","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_96","mindshift_125"],"featImg":"mindshift_52820","label":"mindshift"},"mindshift_47476":{"type":"posts","id":"mindshift_47476","meta":{"index":"posts_1591205157","site":"mindshift","id":"47476","score":null,"sort":[1487167842000]},"guestAuthors":[],"slug":"can-micro-credentials-create-meaningful-professional-development-for-teachers","title":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","publishDate":1487167842,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The article has been modified to reflect that while individual districts may require micro-credential evidence to be submitted within a specific time frame, the Digital Promise platform does not.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Districts around the country are experimenting with micro-credentials as a way to allow teachers to personalize their professional learning so they can focus on growing skills they really need.","status":"publish","parent":0,"modified":1487190647,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zFi1TvTygsg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2397},"headData":{"title":"Can Micro-credentials Create More Meaningful Professional Development For Teachers? | KQED","description":"Districts around the country are experimenting with micro-credentials as a way to allow teachers to personalize their professional learning so they can focus on growing skills they really need.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","datePublished":"2017-02-15T14:10:42.000Z","dateModified":"2017-02-15T20:30:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47476 https://ww2.kqed.org/mindshift/?p=47476","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/","disqusTitle":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","path":"/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The article has been modified to reflect that while individual districts may require micro-credential evidence to be submitted within a specific time frame, the Digital Promise platform does not.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_721","mindshift_20784","mindshift_1040","mindshift_21060","mindshift_421","mindshift_96"],"featImg":"mindshift_47565","label":"mindshift"},"mindshift_45038":{"type":"posts","id":"mindshift_45038","meta":{"index":"posts_1591205157","site":"mindshift","id":"45038","score":null,"sort":[1462951505000]},"guestAuthors":[],"slug":"digital-promise-puts-education-research-all-in-one-place","title":"Digital Promise Puts Education Research All In One Place","publishDate":1462951505,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As technology becomes an accepted tool in many classrooms, teachers and administrators are looking for the best ed-tech tools to advance their goals around student learning. Unfortunately, there are so many tools on the market claiming to be the best option, it can be hard to sort through the noise and make an informed decision.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, the congressionally authorized nonprofit charged with \"accelerating innovation in education to improve opportunities to learn,\" has \u003ca href=\"http://researchmap.digitalpromise.org/views/network/\" target=\"_blank\">developed a tool\u003c/a> to help educators and ed-tech developers sort through relevant research.\u003c/p>\n\u003cp>“There is more and more pressure for people to use research in their work,\" said Sarita Bhargava, chief communications officer for Digital Promise. \"We hope this tool will provide the first step.\"\u003c/p>\n\u003cp>The Digital Promise research team used \u003ca href=\"https://login.webofknowledge.com/error/Error?PathInfo=%2F&Alias=WOK5&Domain=.webofknowledge.com&Src=IP&RouterURL=https%3A%2F%2Fwww.webofknowledge.com%2F&Error=IPError\" target=\"_blank\">Web of Science\u003c/a>, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They've organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qX6tvMdkHL0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n","blocks":[],"excerpt":"A new tool lets educators and ed-tech developers easily find peer-reviewed research articles relevant to their work.","status":"publish","parent":0,"modified":1462997562,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/qX6tvMdkHL0"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":551},"headData":{"title":"Digital Promise Puts Education Research All In One Place | KQED","description":"A new tool lets educators and ed-tech developers easily find peer-reviewed research articles relevant to their work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Digital Promise Puts Education Research All In One Place","datePublished":"2016-05-11T07:25:05.000Z","dateModified":"2016-05-11T20:12:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45038 http://ww2.kqed.org/mindshift/?p=45038","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/11/digital-promise-puts-education-research-all-in-one-place/","disqusTitle":"Digital Promise Puts Education Research All In One Place","path":"/mindshift/45038/digital-promise-puts-education-research-all-in-one-place","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology becomes an accepted tool in many classrooms, teachers and administrators are looking for the best ed-tech tools to advance their goals around student learning. Unfortunately, there are so many tools on the market claiming to be the best option, it can be hard to sort through the noise and make an informed decision.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, the congressionally authorized nonprofit charged with \"accelerating innovation in education to improve opportunities to learn,\" has \u003ca href=\"http://researchmap.digitalpromise.org/views/network/\" target=\"_blank\">developed a tool\u003c/a> to help educators and ed-tech developers sort through relevant research.\u003c/p>\n\u003cp>“There is more and more pressure for people to use research in their work,\" said Sarita Bhargava, chief communications officer for Digital Promise. \"We hope this tool will provide the first step.\"\u003c/p>\n\u003cp>The Digital Promise research team used \u003ca href=\"https://login.webofknowledge.com/error/Error?PathInfo=%2F&Alias=WOK5&Domain=.webofknowledge.com&Src=IP&RouterURL=https%3A%2F%2Fwww.webofknowledge.com%2F&Error=IPError\" target=\"_blank\">Web of Science\u003c/a>, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They've organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qX6tvMdkHL0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45038/digital-promise-puts-education-research-all-in-one-place","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_721","mindshift_962","mindshift_20784","mindshift_1040","mindshift_381"],"featImg":"mindshift_45041","label":"mindshift"},"mindshift_38512":{"type":"posts","id":"mindshift_38512","meta":{"index":"posts_1591205157","site":"mindshift","id":"38512","score":null,"sort":[1417529277000]},"guestAuthors":[],"slug":"how-rural-schools-paid-for-students-home-internet-to-transform-learning","title":"How Rural Schools Paid for Students’ Home Internet to Transform Learning ","publishDate":1417529277,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>[vimeo 97934448 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1Unr2kRH9dDEgl3olVBjT4Fwx9hsJaFl\"]\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Akin hopes that if he and his colleagues can transform the school district, more opportunities will open up in Piedmont, an otherwise struggling town. He’s not naive about the fact that many kids go off to college and never come back, but he’s hopeful that in an information economy where most work happens online, there will be good jobs that keep his graduates in the community, too.\u003c/p>\n\n","blocks":[],"excerpt":"A rural Alabama school district made a significant investment in universal Internet access for students and breathed new life into a dying community.","status":"publish","parent":0,"modified":1417562851,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1410},"headData":{"title":"How Rural Schools Paid for Students’ Home Internet to Transform Learning | KQED","description":"A rural Alabama school district made a significant investment in universal Internet access for students and breathed new life into a dying community.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Rural Schools Paid for Students’ Home Internet to Transform Learning ","datePublished":"2014-12-02T14:07:57.000Z","dateModified":"2014-12-02T23:27:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38512 http://blogs.kqed.org/mindshift/?p=38512","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/02/how-rural-schools-paid-for-students-home-internet-to-transform-learning/","disqusTitle":"How Rural Schools Paid for Students’ Home Internet to Transform Learning ","path":"/mindshift/38512/how-rural-schools-paid-for-students-home-internet-to-transform-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"97934448"},"numeric":["97934448"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Akin hopes that if he and his colleagues can transform the school district, more opportunities will open up in Piedmont, an otherwise struggling town. He’s not naive about the fact that many kids go off to college and never come back, but he’s hopeful that in an information economy where most work happens online, there will be good jobs that keep his graduates in the community, too.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38512/how-rural-schools-paid-for-students-home-internet-to-transform-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_721","mindshift_252","mindshift_20784","mindshift_1040","mindshift_765"],"featImg":"mindshift_38513","label":"mindshift"},"mindshift_36953":{"type":"posts","id":"mindshift_36953","meta":{"index":"posts_1591205157","site":"mindshift","id":"36953","score":null,"sort":[1407338752000]},"guestAuthors":[],"slug":"what-are-the-most-powerful-uses-of-tech-for-learning","title":"What Are the Most Powerful Uses of Tech for Learning?","publishDate":1407338752,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36958\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601049454/in/set-72157641138259254\">\u003cimg class=\"size-full wp-image-36958\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/web-show.jpg\" alt=\"Student produce a web show with tablets (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student produce a web show with tablets (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.\u003c/p>\n\u003cp>There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.\u003c/p>\n\u003cp>That is the message Karen Cator, president and CEO of \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">former head of the Office of Technology at the US Department of Education\u003c/a>, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by \u003ca href=\"http://svforum.org/About-Us\" target=\"_blank\">SVForum\u003c/a>, a non-profit that organizes ed-tech events. From Cator's perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.\u003c/p>\n\u003cp>\u003cstrong>ACCESS AND PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>“Anybody growing up today without access to the internet and to this learning opportunity, I kind of equate it to growing up 40 years ago without a library,” Cator said. “It’s as if you only had the minds of the people around you to learn from.” Digital Promise is working to change that by providing more internet at libraries and community centers, making sure there’s wifi in schools and workplaces and working towards a goal of 24 hour access to both devices and broadband for everyone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem with education in America is not a lack of excellence. It's a lack of equity.\"\u003c/aside>\n\u003cp>Although that's being addressed with efforts like pilot programs that allow library patrons to check out wifi hotspots in \u003ca href=\"http://www.npr.org/blogs/ed/2014/06/26/325882544/move-over-books-libraries-let-patrons-check-out-the-internet\" target=\"_blank\">New York City and Chicago public libraries\u003c/a>, providing access is not enough.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In schools, Cator asks, does access to technology offer students more voice, for example, or allow them chances to become content creators, not just consumers? And is technology use in classrooms giving students experience on the professional tools they’ll need for work outside of school?\u003c/p>\n\u003cp>“We need to help kids engage in deeper learning experiences,” Cator said. “We need to move from answering questions and these light uses to a deeper way of using technology.” In her travels throughout the country, Cator sees powerful technology use in classrooms regularly. As teachers to continue to connect around professional development online, they can learn and share these ideas with one another.\u003c/p>\n\u003cp>[contextly_sidebar id=\"GSgwpSNb1V7VHPO7Ln5vfhCWzzLO4ZiN\"]\u003c/p>\n\u003cp>“The most powerful uses are where \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">people are producing\u003c/a>,” Cator said. “They’re answering questions that they are intimately involved with.” She gave an example of one social studies assignment to create a narrative for the Mississippi river. Students started at the headwaters in Bemidji, Minnesota and told stories of the people and places all the way down the river’s banks to the Gulf of Mexico. They used publishing tools to create multimedia presentations: “It’s something you couldn’t do very well without technology,” Cator said.\u003c/p>\n\u003cp>Another great example might be to dig into a thorny question like human water use and examine why it’s important to our lives (especially in states suffering from drought). Students could then work on ways to improve the school's water use, for example. This type of project could be done at any grade level. “There are so many questions associated with water use and then when they move into solutions they might do a campaign to conserve water,” Cator said. The learning would be relevant to their lives as students at the school, and technology facilitates the project, rather than being the central element.\u003c/p>\n\u003cfigure id=\"attachment_37245\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003cimg class=\"size-full wp-image-37245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/karen.cator_.jpg\" alt=\"Karen Cator, Digital Promise\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-128x128.jpg 128w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003cfigcaption class=\"wp-caption-text\">Karen Cator, Digital Promise\u003c/figcaption>\u003c/figure>\n\u003cp>Students can perform, compose and record themselves easily with technology, turning their work into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">digital products that can live on the internet\u003c/a> long after students have moved out of the class. And students are now able to connect globally in ways they’ve rarely been able to do before. Teachers can help students visualize complicated concepts with digital models, and students can learn to code or make robots -- projects that might have seemed fantastical when their parents were in school. The internet has made access to data and information about the world is unprecedented, letting teachers challenge students to deeply engage with the world around them.\u003c/p>\n\u003cp>Most often these powerful uses aren’t coming from a textbook or even a digital platform that tracks analytics, although that could be a powerful way for teachers to use technology, too. “I think it does come from the hearts and minds of teachers, especially when teachers collaborate with one another,” Cator said.\u003c/p>\n\u003cp>To that end, Digital Promise is pushing a new initiative called “micro-credentialing” to give teachers something to show for the many hours of learning put in around topics of interest that often don’t qualify for district sanctioned professional development. A micro-credential could be for skills like effective team building and would be displayed digitally. The micro-credential would have metadata showing who submitted it, how that person earned the badge and the artifacts that demonstrate learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Slowly, this effort could help legitimize the work teachers are doing voluntarily to become more effective, energized teachers. And, it brings professional development more in line with the kind of demonstrated mastery that educators expect from their students.\u003c/p>\n\n","blocks":[],"excerpt":"The digital divide is not just about access to devices -- a disparity in powerful uses of technology could be even more difficult to overcome.","status":"publish","parent":0,"modified":1407347934,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":971},"headData":{"title":"What Are the Most Powerful Uses of Tech for Learning? | KQED","description":"The digital divide is not just about access to devices -- a disparity in powerful uses of technology could be even more difficult to overcome.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Are the Most Powerful Uses of Tech for Learning?","datePublished":"2014-08-06T15:25:52.000Z","dateModified":"2014-08-06T17:58:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36953 http://blogs.kqed.org/mindshift/?p=36953","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/","disqusTitle":"What Are the Most Powerful Uses of Tech for Learning?","path":"/mindshift/36953/what-are-the-most-powerful-uses-of-tech-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36958\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601049454/in/set-72157641138259254\">\u003cimg class=\"size-full wp-image-36958\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/web-show.jpg\" alt=\"Student produce a web show with tablets (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student produce a web show with tablets (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.\u003c/p>\n\u003cp>There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.\u003c/p>\n\u003cp>That is the message Karen Cator, president and CEO of \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">former head of the Office of Technology at the US Department of Education\u003c/a>, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by \u003ca href=\"http://svforum.org/About-Us\" target=\"_blank\">SVForum\u003c/a>, a non-profit that organizes ed-tech events. From Cator's perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.\u003c/p>\n\u003cp>\u003cstrong>ACCESS AND PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>“Anybody growing up today without access to the internet and to this learning opportunity, I kind of equate it to growing up 40 years ago without a library,” Cator said. “It’s as if you only had the minds of the people around you to learn from.” Digital Promise is working to change that by providing more internet at libraries and community centers, making sure there’s wifi in schools and workplaces and working towards a goal of 24 hour access to both devices and broadband for everyone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem with education in America is not a lack of excellence. It's a lack of equity.\"\u003c/aside>\n\u003cp>Although that's being addressed with efforts like pilot programs that allow library patrons to check out wifi hotspots in \u003ca href=\"http://www.npr.org/blogs/ed/2014/06/26/325882544/move-over-books-libraries-let-patrons-check-out-the-internet\" target=\"_blank\">New York City and Chicago public libraries\u003c/a>, providing access is not enough.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In schools, Cator asks, does access to technology offer students more voice, for example, or allow them chances to become content creators, not just consumers? And is technology use in classrooms giving students experience on the professional tools they’ll need for work outside of school?\u003c/p>\n\u003cp>“We need to help kids engage in deeper learning experiences,” Cator said. “We need to move from answering questions and these light uses to a deeper way of using technology.” In her travels throughout the country, Cator sees powerful technology use in classrooms regularly. As teachers to continue to connect around professional development online, they can learn and share these ideas with one another.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The most powerful uses are where \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">people are producing\u003c/a>,” Cator said. “They’re answering questions that they are intimately involved with.” She gave an example of one social studies assignment to create a narrative for the Mississippi river. Students started at the headwaters in Bemidji, Minnesota and told stories of the people and places all the way down the river’s banks to the Gulf of Mexico. They used publishing tools to create multimedia presentations: “It’s something you couldn’t do very well without technology,” Cator said.\u003c/p>\n\u003cp>Another great example might be to dig into a thorny question like human water use and examine why it’s important to our lives (especially in states suffering from drought). Students could then work on ways to improve the school's water use, for example. This type of project could be done at any grade level. “There are so many questions associated with water use and then when they move into solutions they might do a campaign to conserve water,” Cator said. The learning would be relevant to their lives as students at the school, and technology facilitates the project, rather than being the central element.\u003c/p>\n\u003cfigure id=\"attachment_37245\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003cimg class=\"size-full wp-image-37245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/karen.cator_.jpg\" alt=\"Karen Cator, Digital Promise\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-128x128.jpg 128w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003cfigcaption class=\"wp-caption-text\">Karen Cator, Digital Promise\u003c/figcaption>\u003c/figure>\n\u003cp>Students can perform, compose and record themselves easily with technology, turning their work into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">digital products that can live on the internet\u003c/a> long after students have moved out of the class. And students are now able to connect globally in ways they’ve rarely been able to do before. Teachers can help students visualize complicated concepts with digital models, and students can learn to code or make robots -- projects that might have seemed fantastical when their parents were in school. The internet has made access to data and information about the world is unprecedented, letting teachers challenge students to deeply engage with the world around them.\u003c/p>\n\u003cp>Most often these powerful uses aren’t coming from a textbook or even a digital platform that tracks analytics, although that could be a powerful way for teachers to use technology, too. “I think it does come from the hearts and minds of teachers, especially when teachers collaborate with one another,” Cator said.\u003c/p>\n\u003cp>To that end, Digital Promise is pushing a new initiative called “micro-credentialing” to give teachers something to show for the many hours of learning put in around topics of interest that often don’t qualify for district sanctioned professional development. A micro-credential could be for skills like effective team building and would be displayed digitally. The micro-credential would have metadata showing who submitted it, how that person earned the badge and the artifacts that demonstrate learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Slowly, this effort could help legitimize the work teachers are doing voluntarily to become more effective, energized teachers. And, it brings professional development more in line with the kind of demonstrated mastery that educators expect from their students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36953/what-are-the-most-powerful-uses-of-tech-for-learning","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_721","mindshift_1040","mindshift_221"],"featImg":"mindshift_36958","label":"mindshift"},"mindshift_34878":{"type":"posts","id":"mindshift_34878","meta":{"index":"posts_1591205157","site":"mindshift","id":"34878","score":null,"sort":[1396555250000]},"guestAuthors":[],"slug":"7-big-hurdles-for-creating-innovative-schools-and-ideas-for-solving-them","title":"7 Big Hurdles In Education and Ideas For Solving Them","publishDate":1396555250,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34884\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\">\u003cimg class=\"size-full wp-image-34884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png\" alt=\"Digital Promise\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-320x180.png 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>An infographic can hardly contain enough space to tackle the big, hairy challenges of American education. But the non-profit, \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise, \u003c/a>has tried to identify some of the biggest challenges -- and ideas for solutions -- identified by the 46 schools in their \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\" target=\"_blank\">League of Innovative Schools\u003c/a> that are trying new techniques. They address issues like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based learning\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-online-teacher-training-program-joins-mooc-madness/\" target=\"_blank\">personalized professional development\u003c/a>, as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\" target=\"_blank\">students' ownership of their learning\u003c/a>.\u003c/p>\n\u003cp>Click on the image above to see \u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\" target=\"_blank\">all seven challenges\u003c/a> and their solutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Seven challenges facing schools trying to shake up the education paradigm and solutions to push forward.","status":"publish","parent":0,"modified":1396553648,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":85},"headData":{"title":"7 Big Hurdles In Education and Ideas For Solving Them | KQED","description":"Seven challenges facing schools trying to shake up the education paradigm and solutions to push forward.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Big Hurdles In Education and Ideas For Solving Them","datePublished":"2014-04-03T20:00:50.000Z","dateModified":"2014-04-03T19:34:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34878 http://blogs.kqed.org/mindshift/?p=34878","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/03/7-big-hurdles-for-creating-innovative-schools-and-ideas-for-solving-them/","disqusTitle":"7 Big Hurdles In Education and Ideas For Solving Them","path":"/mindshift/34878/7-big-hurdles-for-creating-innovative-schools-and-ideas-for-solving-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34884\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\">\u003cimg class=\"size-full wp-image-34884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png\" alt=\"Digital Promise\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-320x180.png 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>An infographic can hardly contain enough space to tackle the big, hairy challenges of American education. But the non-profit, \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise, \u003c/a>has tried to identify some of the biggest challenges -- and ideas for solutions -- identified by the 46 schools in their \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\" target=\"_blank\">League of Innovative Schools\u003c/a> that are trying new techniques. They address issues like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based learning\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-online-teacher-training-program-joins-mooc-madness/\" target=\"_blank\">personalized professional development\u003c/a>, as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\" target=\"_blank\">students' ownership of their learning\u003c/a>.\u003c/p>\n\u003cp>Click on the image above to see \u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\" target=\"_blank\">all seven challenges\u003c/a> and their solutions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34878/7-big-hurdles-for-creating-innovative-schools-and-ideas-for-solving-them","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_721","mindshift_1040","mindshift_765"],"featImg":"mindshift_34884","label":"mindshift"},"mindshift_16757":{"type":"posts","id":"mindshift_16757","meta":{"index":"posts_1591205157","site":"mindshift","id":"16757","score":null,"sort":[1320864387000]},"guestAuthors":[],"slug":"three-goals-to-spur-innovation-and-collaboration","title":"Three Goals to Spark Innovation and Collaboration","publishDate":1320864387,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1320868397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":679},"headData":{"title":"Three Goals to Spark Innovation and Collaboration | KQED","description":"Flickr: Spacepleb It's been roughly two months since the launch of the Department of Education's Digital Promise, and though it's still very early in the process, a few pointed goals are emerging. The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Goals to Spark Innovation and Collaboration","datePublished":"2011-11-09T18:46:27.000Z","dateModified":"2011-11-09T19:53:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16757 http://blogs.kqed.org/mindshift/?p=16757","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/09/three-goals-to-spur-innovation-and-collaboration/","disqusTitle":"Three Goals to Spark Innovation and Collaboration","path":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_29","mindshift_721","mindshift_221","mindshift_765","mindshift_149"],"featImg":"mindshift_16770","label":"mindshift"},"mindshift_15722":{"type":"posts","id":"mindshift_15722","meta":{"index":"posts_1591205157","site":"mindshift","id":"15722","score":null,"sort":[1317666849000]},"guestAuthors":[],"slug":"investing-in-technology-the-public-relations-problem","title":"Investing in Technology: The Public Relations Problem","publishDate":1317666849,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tsakshaug/3384616685/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15736\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3384616685_e6b7911514-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Tsakshaug\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>A few weeks ago, the Department of Education introduced its \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, an initiative to invest in “breakthrough technologies\" aimed at transforming the way teachers teach and students learn. Though the message from the top about the importance of leveraging technology seems to be clear, it's a different story on a local level.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.siia.net/visionK20/pages/progress.html\">recent SIIA study\u003c/a> indicates a decline in what had been steady progress toward schools and universities building technology and e-learning into their frameworks. Karen Billings, vice president for Education for the Software & Information Industry Association (SIIA), links this change in part to the economic climate. She notes that it's not just budget cuts, but also the emotional impact of those cuts -- and of prolonged economic hardship in general -- that's affecting how schools buy and integrate technology.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/aside>\n\u003cp>“I liken it to the situation that many companies are finding themselves in,” she says. “Even if they find themselves with some money in the bank, they're waiting longer before making any decisions about what to do with it. They are too nervous about the future.” Particularly when it comes to \u003c!--more-->bringing in new technology, she says, schools are taking a longer time to evaluate the products and their potential impact and long-term viability because they think “they can’t afford to make the wrong decision.”\u003c/p>\n\u003cp>In this \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?_r=2&pagewanted=all\">highly charged context,\u003c/a> however, sometimes even the right decision can seem like the wrong one. “There is definitely a problem in communication of those programs,” Billings says. She's referring to the flack that schools face when community concerns – and media headlines – focus on issues like budget cuts, layoffs, and overcrowding. “Computers in the classroom might be right for one school in a district while at the same time they’re needing to close another school because it’s under-performing or under-enrolled. But once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/p>\n\u003cp>As the PTO co-president from \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">tech-rich, budget-embattled Kyrene\u003c/a> recently put it in the New York Times article, “You don’t go buy a new outfit when you don’t have enough dinner to eat.” This is recession psychology, and it has a powerful hold on the way we will fund technology in education going forward.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These aspects of recession psychology at work speak to the current state of our “animal spirits” – the human emotions and outlooks that drive economic action. In the book \u003ca href=\"http://press.princeton.edu/titles/8967.html\">\u003cem>Animal Spirits:\u003c/em>\u003cbr>\n\u003cem>How Human Psychology Drives the Economy, and Why It Matters for Global Capitalism\u003c/em>\u003c/a>, authors George Akerlof and Robert J. Shiller address “the sense of trust we have in each other, our sense of fairness in economic dealings, and our sense of the extent of corruption and bad faith.” What those animal spirits seem to need now -- if they are to be boosted in this or any other area of the economy -- are equal parts hope and hard facts.\u003c/p>\n\u003cp>In Billings’ analysis, this means that educational technology companies need to be prepared to speak to current and potential users in terms of long-term value for their investment – especially in terms of instructional and administrative efficiencies. “Some schools might choose to switch to a virtual field trip, for example” she says. “They save money on gas, buses. But that needs a lot of bandwidth, so that’s where the investment is.”\u003c/p>\n\u003cp>Take, for example, the cost of iPads. Last year, Presidio Middle School in San Francisco \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">piloted an algebra class using the iPad\u003c/a>, funded by the publisher of the algebra curriculum, Houghton Mifflin Harcourt. Pam Clisham, the principal, knows well that the devices are costly.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\"They’re expensive, but so are textbooks,\" she says. \"If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\" Once you add the cost of each textbook per student per year, the investment in the devices are more than justified.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it's more than just about buying the devices. It's about the mindset around change. When it comes to deciding on priorities, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a>, president of the Alliance of Excellent Education, said recently: “By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1317686193,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":815},"headData":{"title":"Investing in Technology: The Public Relations Problem | KQED","description":"Flickr:Tsakshaug By Sara Nolan A few weeks ago, the Department of Education introduced its Digital Promise, an initiative to invest in “breakthrough technologies" aimed at transforming the way teachers teach and students learn. Though the message from the top about the importance of leveraging technology seems to be clear, it's a different story on a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Investing in Technology: The Public Relations Problem","datePublished":"2011-10-03T18:34:09.000Z","dateModified":"2011-10-03T23:56:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15722 http://blogs.kqed.org/mindshift/?p=15722","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/03/investing-in-technology-the-public-relations-problem/","disqusTitle":"Investing in Technology: The Public Relations Problem","path":"/mindshift/15722/investing-in-technology-the-public-relations-problem","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tsakshaug/3384616685/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15736\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3384616685_e6b7911514-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Tsakshaug\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>A few weeks ago, the Department of Education introduced its \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, an initiative to invest in “breakthrough technologies\" aimed at transforming the way teachers teach and students learn. Though the message from the top about the importance of leveraging technology seems to be clear, it's a different story on a local level.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.siia.net/visionK20/pages/progress.html\">recent SIIA study\u003c/a> indicates a decline in what had been steady progress toward schools and universities building technology and e-learning into their frameworks. Karen Billings, vice president for Education for the Software & Information Industry Association (SIIA), links this change in part to the economic climate. She notes that it's not just budget cuts, but also the emotional impact of those cuts -- and of prolonged economic hardship in general -- that's affecting how schools buy and integrate technology.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/aside>\n\u003cp>“I liken it to the situation that many companies are finding themselves in,” she says. “Even if they find themselves with some money in the bank, they're waiting longer before making any decisions about what to do with it. They are too nervous about the future.” Particularly when it comes to \u003c!--more-->bringing in new technology, she says, schools are taking a longer time to evaluate the products and their potential impact and long-term viability because they think “they can’t afford to make the wrong decision.”\u003c/p>\n\u003cp>In this \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?_r=2&pagewanted=all\">highly charged context,\u003c/a> however, sometimes even the right decision can seem like the wrong one. “There is definitely a problem in communication of those programs,” Billings says. She's referring to the flack that schools face when community concerns – and media headlines – focus on issues like budget cuts, layoffs, and overcrowding. “Computers in the classroom might be right for one school in a district while at the same time they’re needing to close another school because it’s under-performing or under-enrolled. But once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/p>\n\u003cp>As the PTO co-president from \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">tech-rich, budget-embattled Kyrene\u003c/a> recently put it in the New York Times article, “You don’t go buy a new outfit when you don’t have enough dinner to eat.” This is recession psychology, and it has a powerful hold on the way we will fund technology in education going forward.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These aspects of recession psychology at work speak to the current state of our “animal spirits” – the human emotions and outlooks that drive economic action. In the book \u003ca href=\"http://press.princeton.edu/titles/8967.html\">\u003cem>Animal Spirits:\u003c/em>\u003cbr>\n\u003cem>How Human Psychology Drives the Economy, and Why It Matters for Global Capitalism\u003c/em>\u003c/a>, authors George Akerlof and Robert J. Shiller address “the sense of trust we have in each other, our sense of fairness in economic dealings, and our sense of the extent of corruption and bad faith.” What those animal spirits seem to need now -- if they are to be boosted in this or any other area of the economy -- are equal parts hope and hard facts.\u003c/p>\n\u003cp>In Billings’ analysis, this means that educational technology companies need to be prepared to speak to current and potential users in terms of long-term value for their investment – especially in terms of instructional and administrative efficiencies. “Some schools might choose to switch to a virtual field trip, for example” she says. “They save money on gas, buses. But that needs a lot of bandwidth, so that’s where the investment is.”\u003c/p>\n\u003cp>Take, for example, the cost of iPads. Last year, Presidio Middle School in San Francisco \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">piloted an algebra class using the iPad\u003c/a>, funded by the publisher of the algebra curriculum, Houghton Mifflin Harcourt. Pam Clisham, the principal, knows well that the devices are costly.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\"They’re expensive, but so are textbooks,\" she says. \"If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\" Once you add the cost of each textbook per student per year, the investment in the devices are more than justified.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it's more than just about buying the devices. It's about the mindset around change. When it comes to deciding on priorities, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a>, president of the Alliance of Excellent Education, said recently: “By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15722/investing-in-technology-the-public-relations-problem","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_721","mindshift_81","mindshift_720"],"featImg":"mindshift_15736","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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