Hoover City Schools 1 : 1 Instructional Technology Initiative Plan
To increase student achievement and close achievement gaps for at-risk populations
· District strategic goal # 1
· Not maintaining status quo; increase!
o Some academic indicators have reached a plateau in recent years, so do we believe this will increase achievement?
o Will this improve performance for at-risk student populations?
· Acknowledge established research base on technology and achievement: How tech is used trumps tech presence. Beware of the expensive piece of bright paper.
Universal Design for Learning (UDL)
· Multiple means of representation to give learners various ways of acquiring information and knowledge
· Multiple means of expression to provide learners alternatives for demonstrating what they know
· Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
Common formative assessment benchmarked to mission-critical standards which is used to adapt instructional plans
More student engagement
More opportunities for students to engage with content in a variety of settings based on choice, relevancy, and learning styles
More opportunities for students to demonstrate what they have learning in a variety of performance contexts
More opportunities for students to have meaningful and relevant feedback
To increase student technological proficiency as defined by the National Educational Technology Standards
· Mission-critical indicator on balanced scorecard for goal # 1
· 21st Century Technology Test aligned to NETS-S
o Keep taking the test 5th grade and up until a proficient score is achieved
Embedding National Educational Technology Standards for Students (NETS-S) into core curriculum areas for accountability purposes:
1. Creativity & Innovation
2. Communication & Collaboration
3. Research & Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations & Concepts
Students have the necessary skills to use technology as an individual and collaborative learning resource
Students earn a district-issued Internet Driver’s License by scoring Proficient or Advanced on the 21st Century Technology Test and reaching the age of 13 (8th grade)
To increase teacher competence and confidence in using technology to shift the balance of instruction from direct teaching to models which emphasize more exploratory forms of student learning
· Problem / Project Based Learning
· Inquiry Based Learning
· “Make learning happen, teaching only when necessary.”
Embedding NETS for Teachers (NETS-T) into professional development and monitoring of quality instruction:
1. Facilitate & Inspire Student Learning & Creativity
2. Design & Develop Digital Age Learning Experiences
3. Model Digital Age Work & Learning
4. Promote and Model Digital Citizenship & Responsibility
5. Engage in Professional Growth & Leadership
Teachers have the necessary skills to use technology to create and cultivate a student-centered learning environment
Teachers are recognized for completed professional development courses aligned to NETS-T and scoring Proficient or Advanced on the 21st Century Technology Test (NETS-S)
Concerns / Fears:
As more teachers “flip” their classrooms, time requirements for ‘homework’ could exceed reasonable expectations.
Emphasis on acquiring and implementing more hardware could divert our attention from the primary goal: Instructional improvement.
A disproportionate shift to electronic writing assignments might deepen the divide between contemporary forms of communication and the conventions of Standard English.
Grades 3 - 8: Nook Tablet, teacher account controlled
Grade 8: When age 13 and proficient in NETS, switch Nook for I-pad
Grade 9 - 12: I-pad
2012 – 13 Pilot year
2013 – 14 Implementation year, one half of remaining classrooms / grade levels (3rd – 12th)
2014 – 15 Implementation year, remaining half of classrooms / grade levels (3rd – 12th)
2015 – 16 Replacement cycle begins, one third of devices per year (subtracting BYOD preferences)