Ready, Aim, Fire: A presentation about technology integration and iPad integration
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In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
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Ready, Aim, Fire: A presentation about technology integration and iPad integration
- 1. “Ready Fire Aim” A Conversation between Dr. Joan E. Hughes & 21st Century Consortium Districts
- 3. “We all have been adamant that this is not an iPad initiative. This is about transforming learning and so the kids own it and kids have the ability to have those resources at their fingertips and that’s I think what’s most important about it.” (District leaders)
- 4. Transformation or Tool Transformative •Developing global learners and future- oriented thinkers •Supporting “a flexible, adaptable, individualized educational environment” •“…personalization, individual learning, student directed, activity-based, producers of their knowledge, all could be accomplished with that one device, that mobility, that access 24/7.” •Students work at own pace •Project based; peer learning 24/7 •“Kids own it” Tool •“so kids …have resources at fingertips” •“maybe try one new tool in your classroom and see how it goes over” •“it’s just second nature” •Access information •Not just “a little toy, little gizmo”
- 5. From: Scott McLeod, dangerouslyirrelevant.org
- 6. “I don’t think we’re there yet as a district but in my mind the curriculum and instruction kind of should be the center of it not the technology.” (District Leader)
- 7. What are the goals of technology integration in your district? On mobile whiteboards, write up to 3 goals that underlie your district’s digital technology integration efforts.
- 10. Meaningful Change (transforming student learning) New materials: iPads & robust Internet Provide only:
- 12. “We are ready. Let’s fire.We’ve got a general direction, but we’ll figure it out. The problems will present themselves and we have faith that we can figure them out.” District Leader “I mean this was totally as Michael Fullan says, ‘Ready, fire, aim.’ ” District Leader
- 13. Do you go beyond providing new materials?
- 14. Meaningful Change (transforming student learning) Teacher practices: less teacher- directedness; more high-level thinking projects with authentic contributions Teacher beliefs: student-centered learning; roles of teachers and students
- 15. Apps in English • Safari, PDF annotator, cloud-based storage, word processing, email, e-readers • Less use of subject-specific apps (e.g., Poetry,Aesop’s fables, script-writing Celtx) • Students used iPads to consume e-texts and web content; with some annotation
- 16. Activities • Developed new media literacies • multimedia expressions of learning: wrote screenplays, films, PSAs – literature themes • Authentic publishing (web,YouTube) • Efficiencies • Learning materials • Quick access, less lost • Just-in-time information (Internet)
- 17. SAMRRAT RAT considers shifts in student learning, instruction, and/or curriculum
- 18. My approach to teaching. Well, it’s very much you know presentation, lecture, give them practice while I’m up here. I try to stop throughout lessons and make sure they have time to work on stuff. Not just solid listening to me. That is pretty much how it goes. Tom, math teacher
- 19. I started this year, I did this filming project for the iPad and we went outside and we just kind of explored with popping ropes back and forth and watching a kind of sine wave form and then we took that back and froze a frame and made it a little see through and put it on graph paper. This is all on the iPad and then they had to figure out well if regular sine goes from 0-2 pi and your rope is 9’ long you know the period of this one is 0-9. Get out the calculator or graphing software and what makes the same curve stretch, what makes it squish and what makes it stretch vertically and squish vertically and find an equation that will map your rope.
- 20. … No, we [team] all need to do the same because everybody needs to have the same thing and equal and all the same time so that makes it hard to be unless you’re spending your weekends dialing this up as a perfect unit. Actually that needs to be about three weeks in advance so you can present it to your team, see if they like it. If they don’t then you’ve got this discussion of well, if you don’t do that material and you don’t give them that quiz and that test, well that’s not fair. Your kids are making some frilly little project they’re going to get an “A” on and my kids have to factor something which is hell.…if they just say no we’re not doing that then I’m like oh good, I’ll just put this in a folder of things we’re not doing this year.
- 21. ra“T” Challenges • Time • Effort • Standardized (testing) culture • General tool focus (in PD) • Competing reforms
- 22. a ra“T”ty proposal Problems of Practice (POPs) •Subject-specific or at least thematic/interdisciplinary •P.D. begins with thorny problems of practice (why change things that seem to work already?) •P.D. interjects ‘images of the possible’ •Involve assessment data Professional Learning Communities •Collaborative, collegial culture •Learning culture •Involve teachers, technology integrationists, and curriculum specialists •Lesson study or observational experiences •Longterm •TIME •TIME •TIME
- 23. “It was the first time I had really been able to look over student work and see what it felt like to put it into some type of framework. I found the experience …very worthwhile and I have a better understanding of the importance of teachers reviewing student work to determine if students are meeting the required outcomes. I can also see how a Professional Learning Community (PLC) could look at student work to determine how the work fits into the RAT framework and how to increase technology integration.” (Participant; Hughes, 2005) RAT PACKS
- 24. Questions A narrated version of this presentation will be available soon at: http://www.slideshare.net/joanhughes
- 25. Photo Attributions Slide 2: Woman cuddling with technology. Photo by Jeremy Keith http://en.wikipedia.org/wiki/File:Cuddling_with_multiple_devices.jpg Slide 5: Figure by Scott McLeod at www.dangerouslyirrelevant.com Slide 11: A graph of Everett Rogers Technology Adoption Lifecycle Model by Natebailey. http://en.wikipedia.org/wiki/File:DiffusionOfInnovation.png
Editor's Notes
- Today i ’ m going to talk with you about technology integration, shifts in thinking, and actions you can support to effect change in your districts. I started my career in education teaching computers in elementary and middle school in Silicon Valley in the late 90s. As I helped the grade-level teachers integrate with technology, questions about technology ’ s role in education and my anticipation of its future required role in K-12 and preservice teacher education - drove me to graduate school - in which I studied Cognition and Technology. In the 14 years as a university professor, my research has focused on technology integration in PK-12 schools and in preservice teacher education. I ’ ve studied early adopter teachers; teachers participating in technology inquiry/PLCs; conducted school case studies on tech integration; conducted a 6-year longitudinal study of 1:1 computing in preservice teacher education; and most recently studied early stages of a school-wide transform-learning-with-iPads. My thoughts today emanate across all my work but I ’ ll use examples sprinkled in from my iPad study. You may recognize “ Ready Fire Aim ” - from Michael Fullan ’ s work on meaningful change. The underlying message here is action-orientation towards reform and change rather than overplanning.
- In a similar high school as you are likely familiar with, I studied the first year of an iPad immersion 1:1. The school was suburban, high-achieving school in which most students go on to college. We engaged in ethnographic-type research in which we interviewed school leaders and teachers and staff and observed in classrooms over time and attended community events. We were trying to understand the school change process. At this point in time, due to various issues, we did not collect evidence of student learning but we do have some understanding of the nature and process of student learning through our observations. We are still in our analysis phase so I will present some of our preliminary findings along with broader questions and issues related to school change with technology integration. weekly class observations and written field-notes Observational field notes were completed immediately after observation, followed by elaboration and analytic memo-writing, allowing researchers to write about emergent ideas from the data during data collection and analysis. biannual semi-structured interviews informal chats analyzed using both a priori codes developed from the theoretical literature guiding this research and open-coding techniques reflecting emergent categories Constant comparison method of rereading and recoding the data occurred until saturation and no rival explanations existed.
- The goal was NOT to introduce iPads, but to “transform teaching and learning”
- So in our research, we examined the vision for the innovation across the leaders, which included district and school level leaders. We found that everyone felt the important goal was “transforming teaching and learning” through the use of this tool, the iPad. However, not everyone provided clear articulation of what they meant by transforming teaching and learning. Some evidence you can see on the left side, [READ them]. While on the right side shows some of the more tool-oriented comments which are not necessarily negative – it’s just they open questions for interpreting what such means and how it will occur. If all the leaders cannot articulate what the transformation is, it might be problematic as you consider what the teachers take from the leaders’ orientations.
- I think collectively, this school and district was working towards a MEANINGFUL CHANGE that involved these 3 shifts, that are articulated well by my friend, Scott McLeod. They desire movement from factual recall, procedural regurgitation to students engaging in tasks that are creative, critical, problem-solving, collaborative and require communication. Clearly, they are moving from analog materials to digital devices and Internet. And finally, moving from teacher-directed / centeredness to student-directed or owned, more student agency in the learning. This depiction of high-level student thinking through digital tool infusion and student-directed learning environments --- let’s take that to mean “transformative teaching and learning”.
- This is their goal – it’s a meaningful goal (to use Fullan’s language). They are not there yet. I suspect you all are working towards goals for technology integration as well.
- What are the goals/outcomes of the technology integration efforts at your schools. Brainstorm, write on white boards and discuss.
- So you all have a range of goals related to technology integration efforts. To truly be meaningful – such as reduce learning gaps, provide more equitable learning experiences; such a change is difficult and: Meaningful change requires changes in all three: materials, teacher beliefs, and teacher practices.
- To go back to the iPad study / example; to achieve the transformations in teaching and learning that school aimed for: they need to provide new materials (iPads), They need to work towards changing teachers beliefs regarding such issues as: student-centered learning; the roles of teachers and students; They need to work towards changing teachers’ practices from less teacher-directed instruction to more student-directed with more high-level thinking activities and projects that push them toward authentic, global contributions.
- Many technology reforms rest after providing new materials, such as iPads, laptops, graphing calculators, SIS, learning management software, grading programs, learning software. The reality is: there is no meaningful change in such cases. Larry Cuban from Stanford has shown no impact from technology integration on teacher practices and student achievement often because the initiatives rest after providing the new materials.
- You might say NO! I ’ ve seen it. I ’ ve seen change in practices and I ’ ve seen really cool technology integration. Cuban has also seen that as have I. With just general addition of materials, the changes you see reflect people who are Innovators (2.5%) and Early Adopters who happen to have the beliefs and knowledge to adopt the technologies in ways you see as innovative. But the change will stop there without intervention. Everett Rogers
- But you have to start somewhere. In the high school I studied, they didn’t have everything worked out as shown by these quotes. They didn’t EXACTLY know where they were aiming but they fired anyway. The leaders were action-oriented and did not overplan as Fullan warns of. While planning is important, overplanning can prevent a reform from every getting going.
- So let’s consider changing teacher practices and accordingly, beliefs, or vice-versa. In the context of the high school study, the teachers we worked with in the study were typically the Innovators or the Early adopters as they had agreed to really try to use these tools in their classes. I’m going to share some of what we observed with these and then later, talk about how to try to shift practices for more teachers.
- Brett 15-year veteran teacher feels his busy schedule leaves him little opportunity to discover as many “cool” ways of using the iPad as he would like. aims to be innovative and engaging, while providing his students learning experiences that will help them be successful in the future Teacher-led pedagogies Julie 17-year veteran teacher respected by her peers for her instruction AP English 4 and In four of her AP English classes, she utilizes more direct-instruction pedagogies in two alternative AP English classes she utilizes more student-centered learning pedagogies.
- New media literacies - Efficiencies – decreased teacher prep time; organized students; So in order to frame these practices, we use a model called RAT which I developed in 1999 but that is similar to SAMR.
- In order to understand change in teacher practices, you need a framework. I use RAT but you can use SAMR. My perspective is you are looking for shifts in practices that range across R, A, and T. If you only have R, that is problematic. But you will definitely have R because it ’ s the nature of technologies that some things you do, you will do anyway with technology. But the goal should be to have T. That ’ s where you can argue technology is worth its cost, right. (a) instructional methods (including teacher’s role, interaction with students, assessment of students, professional preparation, and administrative tasks); (b) student learning processes (including the activity’s task(s), mental thinking processes, task milieu, motivation, and student attitude); and (c) curriculum goals (disciplinary knowledge and experiences) Transformation The actual mental work is changed or expanded The number of variables involved in the mental processes are expanded The tool changes the organisation in which it had been used New players become involved with the tool's use (or expanded use of the tool). New opportunities for different forms and types of learning through problem solving, unavailable in traditional approaches, are developed.
- Consider another example in terms of the issues we are considering: Teacher beliefs Teacher practices And RAT (ipad-practices)
- The key to getting to T is POPs and PLCs. POPs are subject-specific.
- Things that will get in the way of technology PLCs: competing reforms Time high stakes tests (competing reform) no POPs (is there a reason for change then?)