Maximizing the Impact of Technology in a 21st Century Education System

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Maximizing the Impact of Technology in a 21st
Century Education System

• Mary Ann Wolf, PhD, SETDA

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You Know Youre Living in 2009 if
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• You accidentally enter your password on the
  microwave.
• You havent played Solitaire with real cards in
  years.
• You have a list of 15 phone numbers to reach your
  family of 3.
• You e-mail the person who works at the desk next
  to you.
• Your reason for not staying in touch with friends
  and family is that they dont have e-mail.

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• You pull up in your own driveway and use your
  cell phone to see if anyone is home to help you
  carry in the groceries.
• Every commercial on television has a web site at
  the bottom of the screen.
• Leaving the house without your cell phone, which
  you didnt have the first 20 or 30 (or 60) years
  of your life, is now a cause for panic and you
  turn around to go and get it.
• You get up in the morning and go on line before
  getting your coffee.

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• You start tilting your head sideways to smile.
  )
• Youre reading this and nodding and laughing.
• Even worse, you know exactly to whom you are
  going to forward this message.
• You are too busy to notice there was no 9 on
  this list.
• You actually scrolled back up to check that there
  wasnt 9 on this list
• AND NOW YOU ARE LAUGHING at yourself.

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The Time is Now

• Speak Up 2008 National Findings, Project Tomorrow
• 67 of the Title I students have use of a cell
  phone outside of school, 79 a music or video
  device, and 46 a laptop computer respectively
• More than 94 percent of teachers used e-mail
  communication regularly in 2008 up from 64 in
  2006.
• 32 percent of 3rd5th grade students share
  videos, podcasts or photos via the Internet

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The Time is Now

• National School Boards Association (NSBA) 2007
  Survey Results
• Nine to 17-year olds report spending almost as
  much time using the Internet and social
  networking activities as they do watching
  television about 9 hours per week.
• 96 of students with online access report using
  social networking technologies.
• Almost 60 of students report using social
  networking to talk about education.

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Student Bill of Rights
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Results-Driven Uses of Funding

• North Carolina IMPACT
• Texas TIP
• Missouri eMINTS
• Maine MLTI
• 2009 National Trends Report on EETT
• http//www.setda.org/web/guest/nationaltrendsrepor
  t
• Class of 2020 Action Plan for Education
• http//www.setda.org/web/guest/2020

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North Carolina IMPACT Model

• Students in the high need schools with the IMPACT
  program have demonstrated that they are 33 more
  likely to improve one full grade level each year
  than the control/comparison schools.
• Student achievement is consistently higher in the
  IMPACT schools
• Teacher retention is 65 higher with this
  program.
• College-going rates in Greene County High School,
  with a modified IMPACT model, increased from 26
  to 84 in five years.

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eMINTS

• 4th Grade - Language Arts
• eMINTS - 58.8
• non-eMINTS - 49.7
• 4th Grade - Mathematics
• eMINTS - 57.2
• non-eMINTS - 43.3
• 4th Grade - Science
• eMINTS - 38.9
• non-eMINTS 26.6

• 5th Grade - Language Arts
• eMINTS - 59.5
• non-eMINTS - 44.1
• 5th Grade - Mathematics
• eMINTS - 53.2
• non-eMINTS - 31.3
• 5th Grade - Science
• eMINTS - 41.8
• non-eMINTS 15.6

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Texas TIP

• The Technology Immersion Pilot (TIP), implemented
  in middle schools, demonstrated that discipline
  referrals went down by over ½ with the changes in
  teaching and learning
• In one school, 6th grade standardized math scores
  increased by 5, 7th grade by 42, and 8th grade
  by 24
• Floydada High School and Middle School students
  demonstrated double digit gains in Math and
  Science and most Seniors took on-line college
  classes

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Maine MLTI

• Writing Results
• 41.4 of 8th graders met the States writing
  pro?ciency standard up from 29 (after year 4).
• Only 21 of students that did not use technology
  in the writing process met the writing pro?ciency
  standard as compared to 43.7 of 8th grade
  students who did use technology in the writing
  process.
• Economically disadvantaged students outperformed
  economically advantaged students in some
  situations

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Systemic ChangeKey Elements

• Visionary leadership for systemic change
• Ownership among all stakeholders
• Curriculum, content, and tools, including online
  learning
• On-going and sustainable professional development
  for teachers and administrators
• On-going use of data to individualize instruction
  in all subjects for all students

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Professional DevelopmentJoyce Showers (2002)
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Professional Development

• Alabama ACCESS
• Arizona IDEAL
• Iowa Administrator Training
• Massachusetts One

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OpportunitiesReading and Writing

• Engaging Students
• Using Assessment Data in an On-going Way
• Individualizing Instruction Multiple Learning
  Styles and Variations of Activities/Tasks
• Home School Connection
• Professional Development

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Results-Driven Uses of FundingReading and Writing

• Grade 3 and 4 students in the Technology
  Integration in the Elementary Classroom (TIE)
  project in Arkansas showed an increase in
  literacy among third graders from 67 to 84
  proficient and above, and among fourth graders
  from 47 to 69.
• ELL Kindergarten students in Eugene, moved from
  the lowest level of DIBELS to the highest in 10
  weeks . Early readers use MP3 players to develop
  phonemic awareness  and reading fluency. 

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Results-Driven Uses of FundingReading and Writing

• Technology Rich Classrooms (TRC) Irving
  Elementary School, a Title I school in Wichita,
  Kansas, provided greater opportunities for
  students from a highly Hispanic, high poverty
  population and resulted in higher engagement of
  students and more parent involvement. Irving
  Elementary reported TRC has had a direct impact
  on student achievement results, including an
  increase of 10.42 in the Kansas State Reading
  Assessment for grade three from the 2005-2006
  school year to the 2006-2007 school year. Kansas
  provided third and fourth grade teachers
  professional support and training in using
  technology to enhance the curriculum.
  http//www.usd259.com

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Results-Driven Uses of FundingReading and Writing

• In Hillsborough, Florida, with the Implementation
  of an automated benchmark monitoring system
  resulted in significant student reading skill
  gains. In second grade, 70 of students
  identified students at risk of reading failure at
  the start of the school year were On Track for
  reading success at the end of the year.
• In Anchorage Alaska, at College Gate Elementary,
  average 6-Traits Writing score in a Technology
  Teacher Leaders (TTL) participants 3rd grade
  classroom increased from 2.1 in the fall of 2007
  to 3.8 in the spring of 2008.
•  

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What You Can Do

• Maximize the potential of technology by making
  technology an integral part of planning,
  implementation, and professional development
  not a nice to have
• Encourage reaching across silos at the state,
  schools, and districts to ensure that technology
  is part of executive teams for decision making
• Consider how technology can engage students and
  provide key data and learning opportunities

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SETDAwww.setda.org