Sardis Secondary Integrating Technology Curriculum

ETEC 520: Vice-Principal for a Day

Running Head: Sardis Secondary Integrating Technology and Curriculum

Assignment 2 Option 1

Vice Principal for the Day Dieder Bylsma, Nancy Castonguay, Stacy Chirico, Drew Ryan, & Tris White ETEC 520 University of British Columbia March 9, 2009

word count: 3,447 (excluding references and headers)

ETEC 520: Vice-Principal for a Day

Assignment 2: Vice-Principal For A Day A Technological Overhaul of Sardis Secondary A. Introduction Technology’s presence continues to increase in every part of our life, be it in the home, transportation or in our classrooms. Though it is everywhere and almost impossible to avoid many teachers are only now beginning to seriously consider how they can integrate it in their classrooms as they prepare society’s students for an even more-technologically-integrated future. Learning how to use wiki’s, webquests, learning management systems, and laptop clusters are all part of the learning curve that demands mastery so teachers must be able to use them in today’s classes. Some of the more technologically fluent teachers have responded by developing innovative activities and models, others are simply overwhelmed with the possibility of mass-changes needed to adapt existing curricula to include technology and either actively or passively resist its introduction into their schools and classrooms. For any school board to remain relevant today, it needs a clear and coherent plan that takes advantage of the experiences of its own in-house trailblazers and the experiences of other school-boards in similar situations. This strategic plan needs to have a vision, a rationale and a series of realistic milestones. In this paper, we present a technology plan for a suburban Metro-Vancouver high school.

B. Institutional Context Sardis Secondary is a mid-sized comprehensive publicly funded secondary school with approximately 1,500 students attending grades 8-12. The school is part of a larger

ETEC 520: Vice-Principal for a Day

district of 30 schools, including a distance education centre, serving approximately 12,000 students. The majority of the staff has 15-20 years of teaching experience but are reticent about integrating technology into the curriculum. The younger administration has a number of years of teaching experience and is more open to the possibilities of using technology as a non-integral part of the curriculum. Of a staff of approximately 70 teachers, only 25% have any type of school-affiliated web site with even minimal content available such as contact and curriculum information. Staff typically offer curriculum in the traditional teacher-centred delivery model. The school currently has an under-utilized set of older computer labs and a class-set of laptops available for booking from the library. The school has never been a recipient of any grants for technology integration pilot programs. Given these caveats, the primary goal of this technology plan is to implement a limited rollout of technology in a selection of departments. Results from these pilot projects will guide future technology deployments at the school as the longer term goal of a fully technology-integrated curriculum is realized.

C. Elearning and learning theory Any initiative needs a rationale upon which it can be based and deployed. As GuriRosenblit (2005) noted “if technology is the answer … what are the questions?” Bates (2007) suggests several reasons that an institution may want to consider eLearning including: meeting the needs of new students, increasing access to programs, enhancing teaching and learning, preparing students for business and industry, developing independent learning skills in students and accommodating different learning styles. Given the lack of technology-integration in Sardis, the primary focus for this project will be on enhancing face-to-face teaching and learning within the school.

ETEC 520: Vice-Principal for a Day

Secondary goals would include increasing access to programs, possibly through a partnership with the district’s distance education centre, and accommodating different learning styles and developing independent learning skills. A growing body of research suggests that introducing technology into classrooms can positively affect the learning process (Condie & Livingston, 2007; Davies, Ramsay, Linfield, & Couperthwaite, 2005; Gabric, Hovance, Comstock, & Harnisch, 2006; Hughes, 2007; Kennewell, 2007; Peters, 2006; Schweizer, Paechter, & Weidenmann, 2003). Technology serves as a tool to increase students’ control over the learning process, it increases their own sense of responsibility for their learning, it increases their collaboration and it situates learning in real-world contexts. Integration of technology into the curriculum changes some of the teacher’s roles from that of a “sage on the stage” towards “guide on the side” – an evolution that is fundamental to the constructivist theory and to this project. Constructivism suggests that knowledge is not static or inert; knowledge is constructed as we interact with others and our environment. Through the dual processes of dialogue and reflection, we develop and adapt mental models, allowing us to make sense of the world around us. Hannafin and Land (1997) note that “[k]nowledge, according to constructivists, is not fixed or external; it is individually constructed … understanding is derived through experience … student-centered learning environments emphasize concrete experiences that serve as catalysts for constructing individual meaning”.

ETEC 520: Vice-Principal for a Day

D. The Five Year Vision In five years, a notable change in school atmosphere towards technology is expected. There will be a generally positive attitude towards technology from teachers and administration as it applies to its use, accessibility, benefits, and funding. All department will have specific and biannual administration-reviewed plans and goals for technology and curriculum integration. Teachers at Sardis Secondary will be encouraged by peers and the administration to use innovative technology, will embrace trial-and-error as an acceptable approach to experimenting with different possible solutions. Each department will have at least one peer-expert/mentor who will look after basic technology and curriculum troubleshooting. Having a peer who is familiar with the school and the technology used will ease the anxiety of adopting new strategies in classrooms. Demonstrations and workshop opportunities will be available on a regular basis. The administration will provide continued moral, scheduling and financial support to this initiative by: inviting guest speakers and companies with relevant integrated approaches; structuring the timetable to allow for faculty collaboration; providing funding for a dedicated educational-technology-integration resource specialist. To illustrate, in Math and Science, teachers will create pedagogically-sound lessons which integrate technology that provide students with opportunities to predict, observe, and experiment with patterns. Technology will be a meaningful component of the curriculum and used solely as an information-delivery mechanism. Accessibility of technology issues will be resolved by using school resources. Since learners’ needs will be defined as part of a regular review of curricula, the school will

ETEC 520: Vice-Principal for a Day

provide the necessary resources for students to successfully access their courses e.g., laptop lending library, computer labs, computing resources in specific classrooms. Resource deployment is not limited to access to computers, but access to other technology tools such as graphing calculators, various software, or even iPods. There will be a comprehensive and coherent school-wide master-plan that can be used to provide justification for additional funding requests from the school board. In five years, not only the students, but the staff and administration will be much more comfortable with the use of technology in learning. An atmosphere of students and teachers helping each other when peers are struggling with technology will pervade Sardis Secondary. The collaboration seen throughout the school will be the result of an on-going emphasis on the uses of educational technology in classrooms and the removal of issues that hinder students’ and staff’s access to technology.

E. Strategies To Get There In order for Sardis Secondary to maximize its staff and infrastructure resources, it needs to have concise, consistent, comprehensive and coherent strategies in place. The following strategies will be established to achieve the school’s goal of integrating technology: vision development, project management approach, faculty/student support, and organizational/funding strategies. 1. The Vision Each department will be asked to submit a teaching and visioning plan with a three year scope and sequence outlining distributed learning within their department. The goal of these plans is to establish a framework in which faculty can move through ‘Wave

ETEC 520: Vice-Principal for a Day

2’ and into ‘Wave 3’ of Bereiter and Scardamalia’s information communication technologies (ICT) Waves theory. This will ensure that ICTs are being used in pedagogically-sound activities. Imagining the future will provide recognition of “how the cognitive and social dynamics of their classroom could be improved … evolve into a more successful knowledge building community” (Bereiter & Scardamalia, 2006). A managerial approach to integrating technology will be in place at Sardis Secondary. Department heads will be required to assess and evaluate their plans on a biannual basis (Bates, 2000). Regular re-evaluation of progress will enable department plans to be responsive to the needs of the school staff and students e.g., if resources are being mismanaged they can be redeployed. Embedding this proactive reflection tool within the school’s overall vision will ensure the continual meeting of staff and students’ needs. 2. Integrated Lone-Ranger/Project-Management Approach While the “lone ranger” approach is usually the catalyst for an institution acquiring and using new information communication technologies (ICTs), a managerial approach at Sardis Secondary will be taken instead. This ensures that there will be significant structural, fiscal and pedagogical support available for the pilot programs. While a managerial approach appears to be a traditional “top-down model” of applying initiatives its ability to produce desired outcomes within a limited time makes it appropriate for Sardis Secondary. Stake-holders will use their specific skill-sets to help create a comprehensive vision for the integration of technology: “there is a defined set of resources, usually determined at the outset of the project, a time line, and a clear

ETEC 520: Vice-Principal for a Day

‘deliverable’ in that it is clear what the project has to achieve” (Bates, 2000). The administration’s use of professional learning communities (PLC) will keep them informed of staff and students’ needs and allocate resources accordingly. 3. Faculty and Student support Teaching and learning in a distributed eLearning environment may be a significant change for many staff who are unaccustomed to working with technology in the classroom. This may lead to frustration and a loss of commitment to the eLearning vision of the school unless staff are well-trained, committed and comfortable with the tools they are expected to use. When confronted with new ideas, theories, or technologies, teachers become novice learners, requiring degrees of scaffolding much like what they would offer to their own students (Baylor & Ritchie, 2002). All staff will participate in a set of introductory workshops. These will introduce the eLearning vision of the school where they will, through a series of collaborative workshops get an overview and detailed information on how and why technology will be incorporated into daily curriculum across a wide variety of subjects. Grade and subject specific professional learning communities (PLC) will be the most appropriate method of bringing the professional teaching community on board with the e-vision of the school (Chen, 2008; Davis, 2003; Garet, Porter, Desimone, Birman, & Yoon, 2001; Graham, 2007; Lester, 2003; Penuel, Fishman, Yamaguchi, & Gallagher, 2007; Yuen & Ma, 2008), Establishing a number of grade specific PLCs within the school will help support the transition to distributed learning. Recognizing that teachers have a limited amount of available time to meet, the administration will create a

ETEC 520: Vice-Principal for a Day

supplemental reduced-instruction-day timetable to provide all members of the school community a common time when the PLCs can meet. The school will create an instructional technology support position that will work with staff to develop online learning resources. This eLearning educator would give teachers priority help and, time permitting, be available to provide workshops and remedial help for some groups of students who may require additional explicit technological instruction. While many students will likely already have the necessary resources to successfully engage with Sardis Secondary’s new classroom contexts, the creating of an e-Educator Support position will help lower the learning curve as the school transitions to the new model. Technology will be widely accessible to all participants, through technological infrastructure, multiple resource labs, roaming laptop carts, a bank of wireless computers in central learning environments and multiple LCD projectors for each department. Duplication of technology resources will be avoided and a common computing standard established for access to the school’s e-resources and courses. With access available through classrooms, the library, and equipment-loancontracts possible for those who don’t have access outside of school, the issue of convenient access to courses on-and-off-campus is rendered moot. 4. Organizational and Funding Strategies To realize the five-year vision, one where staff and students are comfortable with technology inside the classes and within the curricula, the fundamental strategy is to encourage maximum staff buy-in by providing in-house, peer, mentoring and external support opportunities to reduce some of the resistance and apprehension common to

ETEC 520: Vice-Principal for a Day

introducing significant change to an organization. By beginning this transition with a clearly articulated vision from the Sardis school community, everybody will be able to see not only the ultimate destination, but see and understand the decisions needed to manifest the five-year vision. Using a managed-deployment structure will also include teachers’ professional input about how budgets will deployed and achieve the common goal. Bates notes “the more resources that can be devolved to departments the better” (Bates, 2000). Not only will this approach demonstrate its support of teachers, it creates a system of inclusion and accountability. Since departments will be accountable for how they spend their technology dollars in the context of the school’s plans, the productive use of resources in meaningful student-centred learning will be ensured.

F. Challenges 1. Framing the argument for technology Given that Sardis Secondary has a pool of experienced teachers and that there is no demonstrated significant interest in integrating technology into their regular practice, a blend of collaborative visioning and “manager-directed” conversion of the school to an integrated technology curriculum will take place. Ultimately, the success of this initiative will be driven by the a wholehearted buy-in of the entire school community: administration, teachers and students. The question is not whether the project will take place, but how it will be implemented to minimize the distance to successful implementation. As Fong (2008) suggests, one possible path to creating this buy-in can be through the sharing of other successful integration experiences in the region.

ETEC 520: Vice-Principal for a Day

Hearing and witnessing how other schools have succeeded in integrating technology into their daily teaching practice will help reduce the resistance to changing the status quo. On a pragmatic level, the use of introducing the technology through pilot programs at Sardis will reduce the resistance to its eventual introduction throughout the whole school. Promotion of a culture of innovation through tech-integration is dependent upon the energy of the administration (Fong, 2008), the staff and its students. 2. Putting Learning And Learners At The Center Of The Argument For Technology Learning should be at the forefront of the argument for innovation. Technology planning is about meeting the needs of today’s ever-demanding, challenging and mobile learners (Tapscott, 2004) and preparing them for a knowledge economy. Student are habituated to “hav[ing] the world at their fingertips, [and] having access to powerful tools that facilitate ‘inquiry, analysis, self-expression, influence and play’ ” (Tapscott p.3) These ‘digital natives’ have a constant need to be active, connected, and engaged (Prensky, 2001). Engagement will not be possible if a school does not reflect the technological society in which it exists. Preparation of learners for the tomorrow’s work force requires equipping them to fulfill the needs of a work force that uses everincreasing amounts of technology. As Bates (2000) argues, these future-skill requirements — i.e. web-based-skills and the knowledge-based economy — are fundamental in instructional design and educational planning. From entry level jobs to highly specialized professions, today’s workers are required to be able to adapt to different modes of working, be it working from home, at a specific work site or to access information while travelling. Daily interactions during a single work day may include

ETEC 520: Vice-Principal for a Day

searching and downloading from a variety of sources and formats, selecting and storing information, communicating with colleagues, and sharing and manipulating information (Bates, 2000). There is no argument whether students should be equipped to handle the various workspace needs of today and tomorrow, the only question is how this will be achieved. Implementing an integrated curriculum at Sardis Secondary over a five year period is a solution. 3. Building Momentum for Sustainable Integration of Technology As Bates (2000) points out, the success of any plan is related to the level of support it will receive. Having teachers claim ownership of the vision is one way to create a sense of ownership. Involving teachers and the administration in every step of the planning process will reduce the sense that there is a push for change from the “top layers of the school board” solely as a way to cut funding and resources (Bates, 2000). In their many years of teaching, most teachers will have seen ‘good ideas’ come and go. Inviting faculty and their departments to become the agents of change will help reduce fears that collaborative plans conceived will never be implemented. Support from the school board and the school’s administration will also reassure teachers that there will be institutional support for them as they embark in the journey. Planning to support both faculty and students with support for the new technology is central to assuaging faculty’s fears of increased workload without useful levels of support as they make the transition. Supporting teachers will promote innovation, and supporting students will enable them to use new technologies to their full potential (Bates, 2000).

ETEC 520: Vice-Principal for a Day

Bullen’s (2006) and Fong (2008)’s discussion about the forces at play in the higher education environment are relevant for the secondary school context. A sustainable quality eLearning development plan must be anchored in a managerial approach but the collegial nature in education can make this restructuring challenging since collegial and managerial cultures are by definition in conflict with one another. Whereas autonomy and academic freedom drives collegial culture, leading, planning, organizing and controlling are at the center of managerial tenets (Bullen, 2006). Given that both are key players if quality and sustainable eLearning development is to occur, Bullen suggests that a managerial approach can be acculturated, minimizing the clash by emphasizing the fostering of strong relationships between departments and the eLearning support unit. Keeping department heads informed of the benefits of eLearning as it pertains to each department will promote a feeling of control and ownership as an extension of the PLC units. This will all combine to ensure fair representation and input in the decisionmaking process. Other small but important details include the language used with the staff, minimizing jargon and is collaborative instead of being “managerial” and cold. Fong comments that by paying attention to the language use, and the manner in which ideas are presented, sustainable core values that will foster innovative culture within an institution are established (Fong 2008). As ex-president of Foothill College (1995), Fong attributes success to a two simple steps: a climate of ‘trust and forgiveness’ that creates a non-threatening environment necessary to foster innovation; faculty knowledge that administrators would sooner have them “try and not succeed than not try at all” (Fong, 2008, p. 413). Cultivating innovation also requires investing in faculty support as well as technology.

ETEC 520: Vice-Principal for a Day

4. The Financial Incentive for Technology Integration Showing how technology integration can also bring in additional revenue for the school district is relevant to individual schools such as Sardis Secondary. In an increasingly competitive public education environment, funding is subject to student enrolment levels. Although not all teachers may feel the need to integrate new technologies in their courses, the mounting pressure to compete technologically is undeniable. This pressure is further exacerbated by government legislation that increased competition between BC schools, allowing students to enroll in any school, providing that there is space (School Act, section 74.1). Whereas students traditionally had to attend a school in their catchment area, they can now shop around with the result that the amount of funding grants based on class head-counts may well change significantly if there is a compelling eLearning course offered. While the focus in Sardis Secondary is on in-class technological integration, any course that already has been adapted to use technological resources may be further modified to become a distanceeducation course, pulling in students from outside of the school catchment area or the district boundaries.

G. Conclusion The truism that change is never easy and rarely proceeds exactly as planned will doubtless apply to this proposed pilot program for Sardis Secondary. For Sardis Secondary to continue to be a relevant and effective institution, offering its students the best possible education for the 21st century, change is required. By creating a set of pilot programs at the outset, adapting and modifying the project to better fit the school, having administration and faculty work together, this technology-integration program will

ETEC 520: Vice-Principal for a Day

succeed. Sardis will make a paradigm shift from a traditional teacher-centred to a more learner-centered system, with technology playing a significant role. Ultimately the factors that will be most important are not the technologies chosen since these will be obsolete in a relatively short period, but the attitude of the administration, teachers and staff towards technology and its use within the secondary school environment. If, after five years have passed, technology is embraced by the entire school community as a tool that helps fulfil Sardis’s mandate to fully prepare its students for the world, then this project will have succeeded.

ETEC 520: Vice-Principal for a Day

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Bullen, M. (2006). When Worlds Collide: Project Management and the Collegial Culture. In B. Pasian & G. Woodill (Eds.). Plan to Learn: Case Studies in E-Learning Project Management. Toronto: Canadian E-Learning Enterprise Alliance, 169176. Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 201(1), 65. Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38(2), 337. Cuban, L. & Kirkpatrick, H. (1998). Computers make kids smarter - Right? Technos, 7(2), 26-31. Davies, A., Ramsay, J., Linfield, H., & Couperthwaite, J. (2005). A blended approach to learning: Added value and lessons learnt from students' use of computer-based materials for neurological analysis. British Journal of Educational Technology, 36(5), 839. Davis, K. S. (2003). "Change is hard": What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3. Fong, Bernadine Chuck. (2008). Open for what? A case study in institutional leadership and transformation. In T. Iiyoshi & M.S.V. Kumar (Eds.). Opening Up Education. Cambridge, MA: MIT Press, 405-415.

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Gabric, K., Hovance, C. Z., Comstock, S. L., & Harnisch, D. L. (2006). Scientists in their own classroom: The use of type II technology in the science classroom. Computers in the Schools, 22(3/4), 77. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. Graham, P. (2007). Improving teacher effectiveness through structured collaboration:A case study of a professional learning community. Research in Middle Education Online, 31(1). Guri-Rosenblit, S. (2005). Eight paradoxes in the implementation process of e-Learning in higher education. Higher Education Policy, 18, 5-29. Hannafin, M. J. & Land, S. M. (1997). The foundations and assumptions of technologyenhanced student-centered learning environments. Instructional Science, 25(3), 167-202.

Hughes, G. (2007). Using blended learning to increase learner support and improve retention. Teaching in Higher Education, 12(3), 349. Kennewell, S. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media Technology, 32(3), 227. Labonte, R. (2006). Leading the charge for elearning in British Columbia's high schools. In B. Pasian & G. Woodill (Eds.). Plan to Learn: Case Studies in E-Learning

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Project Management. Toronto: Canadian E-Learning Enterprise Alliance, 169176. Lester, J. H. (2003). Planning effective secondary professional development programs. American Secondary Education, 32(1), 49-61. Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958. Peters, S. (2006). Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills. Retrieved from https://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Pape r_Archives/NECC_2007/Peters_Sharon_N07.pdf

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), Retrieved from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Dig ital%20Immigrants%20-%20Part1.pdf Sangrá, A.,Guardia, L., González-Sanmamed, M. (2007). Educational Design as a Key Issue in Planning for Quality Improvement. In M. Bullen & D.P. Janes (Eds.). Making the Transition to E-Learning: Strategies and Issues. Hershey, Pa: Information Science Publishing, 284-299.

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Schweizer, K., Paechter, M., Weidenmann, B. (2003). Blended learning as a strategy to improve collaborative task performance. Journal of Educational Media, 28(2/3), 211. Tapscott, D. (2004). The Net generation and the school. Retrieved from http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=109 University of British Columbia. (2009). Master of Educational Technology. In ETEC 520. Retrieved March 9, 2009, from https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct?JS ESSIONID=DL4FJ1kGTQVJvJ83NNJ2zkyjL2snpMrVxLKQlcshyNqsXW84Dcvm! -1388045156!node07.vista.ubc.ca!20001!1!1764866399!node08.vista.ubc.ca!20001!-1. Yuen, A. H. K., Ma, W. W. K. (2008). Exploring teacher acceptance of e-learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243.

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References Bates, Tony. Strategic Planning for Elearning in a Polytechnic. In Mark Bullen & Diane P. Janes (Eds.) Making the Transition to Elearning: Strategies and Issues. (pp. 47-65). Hershey PA: Information Science Publishing. 2007. Fournier, Hélène. (2006). State of the Field Report: Elearning. Retrieved January 20, 2009 from http://www.unb.ca/ALKCSymposium/documents/eLearningreport1_000.pdf

Guri-Rosenblit, S. (2005). “Distance education” and “eLearning” Higher Education 49:467-493. DOI 10.1007/s10734-004-0040-0 Haughey, Margaret. Organizational Models for Faculty Support: The Response of Canadian Universities. In Mark Bullen & Diane P. Janes (Eds.) Making the Transition to Elearning: Strategies and Issues. (pp. 17-32). Hershey PA: Information Science Publishing. 2007. Helft, Miguel. (Sept 8, 2008). Google to Digitize Newspaper Archives. New York Times. Retrieved January 23, 2008, from http://www.nytimes.com/2008/09/09/technology/09google.htm Kelly, Oriel. Moving to Blended Delivery in a Polytechnic: Shifting the Mindset of Faculty and Institutions. In Mark Bullen & Diane P. Janes (Eds.) Making the Transition to Elearning: Strategies and Issues. (pp. 33-46). Hershey PA: Information Science Publishing. 2007.

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Sinclair, Gerri. McClaren, Milton. Griffin, Michael J. (2006). Elearning and beyond : a discussion paper prepared as part of the Campus 2020 process for the British Columbia Ministry of Advanced Education. Retrieved January 19, 2009, from http://www.llbc.leg.bc.ca/public/PubDocs/bcdocs/405566/elearningaug15.pdf Strong, Bart. (2007). Strategic Planning for Technological Change. Educause Quarterly (3). pp. 48-51. Retrieved January 24, 2009 from http://www.educause.edu/ir/library/pdf/EQM0737.pdf