BCCPAC Presentation
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Presentation given on May 3rd to BCCPAC in Richmond, BC at their annual conference.
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BCCPAC Presentation
- 1. “Own It, Activate It, EngageWith It” Innovation in Public Education May 3, 2013 CHRIS KENNEDY Superintendent of Schools,West Vancouver School District BCCPAC 2013 Spring Conference and AGM Richmond, BC
- 2. With thanks to Bill Selak: http://www.billselak.com/2012/thingsthatsuck AWESOME OR NOT!?
- 3. Your High School Experience?
- 4. Your Perception of SchoolsToday?
- 5. The Relevance ofWhat Kids Learn?
- 8. Why?
- 10. CRITICALTHINKING
- 11. INQUIRY
- 12. CREATIVITY
- 13. PROBLEM-SOLVING
- 14. INNOVATION
- 15. TEAMWORK
- 16. COLLABORATION
- 17. CROSS-CULTURAL
- 19. CONNECT
- 21. Credit: Scott McLeod – danngerouslyirrelevent.org Our kids have tasted the honey
- 25. What could be
- 27. “Students today depend too much upon ink.They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” National Association ofTeachers, 1907
- 29. DO NEWTHINGS YOU COULDN’T DO AT ALL
- 31. “If I’d asked my customers what they wanted, they would have told me ‘A faster horse.’” Henry Ford
- 32. 5 obstacles No need No money No hurry No desire No trust
- 33. People prefer things that are easy to think about
- 34. Know what teachers want
- 35. Can I change?
- 37. The goal
- 39. What many want for their children is the benefits of digital learning Relevant, connected, unlimited
- 40. Create a new norm for how teachers and students learn
- 41. Can’t scale and sustain without technology
- 42. TOOLS matter, because tools impact the way you interact.You don’t need to use every tool, but every tool you use you must use well – Seth Godin
- 43. Access Direction
- 44. Moving to one-to-one opportunities What does this mean?
- 47. Technology can help overcome barriers of access and geography
- 49. What does innovation look like in your school / school district??
- 50. Assumptions for the next 5 years
- 52. Learning, not technology, is the driver
- 53. MOBILETECHNOLOGY CAN CHANGE LEARNING GOOD WRITING STILL MATTERS USING SOCIAL MEDIA NEEDSTO BETAUGHT NETWORKS ARE ESSENTIAL THE REALWORLD IS ADDICTIVE
- 56. Personalization We need to narrow the framework Digital literacy
- 57. What should change in schools over the next five years??
- 58. What we would do
- 59. This is not a pilot project
- 60. Assessment for Learning Professional Development Staff Collaboration Technology to support learning Support teachers
- 61. Teachers will always push the boundaries
- 62. Develop a personally-owned devices strategy
- 63. For all students, on any device, from anywhere
- 64. Communication and collaboration At home and at school
- 65. Teachers help students manage the learning Tasks, homework, assignments
- 66. Personalized web spaces Don’t want social tool – kids want to stay focused
- 79. TRENDS
- 81. Teachers Schools Districts Governments • Will make it easier for students... • Will make it easier for teachers... • Will make it easier for schools... • Will make it easier for districts... To be FLEXIBLE
- 85. NEXT CHALLENGE
- 89. Luke: I can’t believe it Yoda: That is why you fail
- 91. He says the problem with teachers is What’s a kid going to learn from someone who decided his best option in life was to become a teacher?
- 92. He reminds the other dinner guests that it’s true what they say about teachers: Those who can, do; those who can’t, teach.
- 93. . . . I mean, you’re a teacher, Taylor. Be honest. What do you make?
- 94. This is . . .
- 95. OUR WORLD
- 96. OUR LIVES
- 97. OUR CHILDREN
- 98. OUR CURRICULUM
- 99. OUR CHALLENGE
- 100. OUR WORK
- 101. OUR ART
- 102. OUR JOY
- 156. You want to know what I make? I make kids wonder,
- 157. I make them question.
- 158. I make them criticize. I make them apologize and mean it.
- 159. I make them write. I make them read, read, read.
- 160. I make them spell definitely beautiful, definitely beautiful, definitely beautiful over and over and over again until they will never misspell either one of those words again.
- 161. . . . and if someone ever tries to judge you by what you by what you make, you give them this.
- 266. . . . Here, let me break it down for you, so you know what I say is true:
- 267. Teachers make a goddamn difference! Now what about you?
- 268. Excerpts from poem: What Teachers Make by Taylor Mali Leading in Learning –SD45
- 269. Where you can find me: ckennedy@sd45.bc.ca 604-202-4379 @chrkennedy Chris Kennedy cultureofyes.ca www.sd45.bc.ca
Notas del editor
- To better prepare students for the future there will be more emphasis on key competencies like:
- . . . With the world outside of school
- We can’t wait for the decisions of others – it is go time . . . now
- Your budget is one-third of what you would require to do all that you feel would be effective
- All the necessary infrastructure is in place
- Do old things better
- If I'd have asked my customers what they wanted, they would have told me "A faster horse.” – Henry Ford
- Expense, effort, risk
- Result:Everyone benefitsThe “state-of-the-art” progresses and changesIncrease in [number] and diversity of learners (also financial goal of SD . . .)
- It is access to the benefits of a digitized world that is the greater goal. For our students to thrive in this world, they need to have ACCESS and DIRECTION.
- To be clear, one-to-one computing is not the solution to any challenge – it may, though, be part of the answer to going forward.
- If we think by placing an Internet appliance in a student’s hands alone will create a more creative, innovative, or more intelligent student, we are missing the point. Like the paper and pen of the last generation, it is the “oxygen” to breathe in a digital world.
- Won’t this further divide our students (and teachers) into haves and have-nots?Given that it is unlikely any grand plan will come together to support all students and staff with technology, implementation will be incremental.
- If we believe technology is crucial for students moving forward, we need to find a way for all students to have a base level of access.
- Teachers and schools are not going anywhere (sense of community/social-emotional learning)
- All efforts need to be learning efforts. The goal is to increase personalized learning that improves engagement, relevancy and achievement. The technology is there to SUPPORT this goal.
- Complex problems often have a simple solution
- External inventions will continue to dramatically impact what we do, and we have no control over it!
- Start at Grades 4–7 (maybe 6-8 if a middle model) – spill both ways over time – the “sweet spot” extends from 4 – 10 depending on your school organization
- Teachers need to have the technology in their hands early on to become comfortable with it BEFORE students are using it on a regular basis. There is also a lot of work to be done to support teachers in adopting pedagogy in this “new” classroom environment.
- There will be teachers who continue to push the boundaries, who will do amazing and edgy stuff – teachers always have and always will. This should be encouraged, but it is not the base expectation.
- Develop a personally owned devices strategy that addresses equity. Simply encouraging students to bring their own devices is not enough, or an effective strategy. The strategy must be purposeful, supported and unified for both TEACHERS and STUDENTS.
- Focus on a web environment / space for learning / personalization that allows a common structure that changes the norm of how we do business
- Have high expectations for leadership with your administrators and librarians
- Make our learning leaders our digital learning leaders
- Find your “simple thing” that changes the norm – it could be:1. Digital writing2. Digital content3. PortfolioNote all 3 fit into the content, learning, assessment triangle. Need to find the one sticky piece to expand learning.
- Link technology to physical activity and the arts – it is not just about language arts – integrate, integrate, integrate! (High Tech High examples)
- Distributive learning – we want all classes to be blended classes / others are experts – get out of competing – let a few do it well for the students who need it - focus on what we will do for all students
- Not allow technology to solely report to the business side of the organization
- Slate crazy (iPads) – doesn’t lend itself to creation and participation – more (at least so far) about consuming information – we want to create creators
- Something for everyone – focus on some students, in some schools – nice to say you have an IWB in every class – but to what end?
- More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!Digital content will increase / devices will get cheaper
- Tension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!
- Digital content will increase / devices will get cheaper
- More staff (and not just students) will be bringing their own devices to workDistricts will own and store lessTension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!Digital content will increase / devices will get cheaper
- Moving from a space to a plan – how will we manage personalized learning in the digital space?Use the Khan Academy map of an individual plan – layered into assessment and demonstrations
- Link technology to physical activity and the arts – it is not just about language arts – integrate, integrate, integrate! (High Tech High examples)
- Start at Grades 4–7 (maybe 6-8 if a middle model) – spill both ways over time – the “sweet spot” extends from 4 – 10 depending on your school organization
- Tension between formal and informal learning will increase; what matters most is what happens in informal settings – the true learning!