Information & Technology Plan Discussion Analysis … Plan... · Section I: Information & Technology Plan Discussion Session ... instructional technology skills. ... seamlessly integrating

In the following report, Hanover Research analyzes discussion documents related to the

formation of the new information and technology plan at The Madison Metropolitan

School District. The report summarizes common trends in respondents’ vision for

technology, desired tools and resources, and opinions about professional development.

Information & Technology Plan

Discussion Analysis – Round One

Final Report

Prepared for The Madison Metropolitan School District

December 2013

Hanover Research | December 2013

© 2013 Hanover Research | District Administration Practice 2

TABLE OF CONTENTS

Executive Summary and Key Findings ............................................................................... 3

Introduction ........................................................................................................................... 3

Methodology ......................................................................................................................... 3

Key Findings ........................................................................................................................... 4

Section I: Information & Technology Plan Discussion Session Attendance ......................... 6

Section II: Vision for Technology ....................................................................................... 7

Section III: Model Classroom and Resources ................................................................... 11

Section IV: Professional Development ............................................................................ 14



EXECUTIVE SUMMARY AND KEY FINDINGS

INTRODUCTION

The Madison Metropolitan School District (MMSD) is in the process of developing a comprehensive information and technology plan involving significant community and stakeholder input. The input process is organized in two distinct rounds of discussion. Round 1 is concerned with the vision and goals participants have for technology use in individual schools and the district as a whole. Beginning in late October, the district held large-group discussion sessions to gather feedback from faculty, community members, administrators, students, technology staff, and other important stakeholders. These meetings were scheduled for the period from October 22 to November 27. Round 2, which will draw on key findings from Round 1 discussions, will be centered on outlining central themes that will form the basis of the final information and technology plan. These sessions will be held during the month of December, 2013. Hanover Research’s role in this process is to provide qualitative summaries of the session discussions, identifying key themes to structure future discussions and planning. This document presents the final report for Round 1 discussions. The report is divided into four sections:

Section I: Information & Technology Plan Discussion Session Attendance provides an overview of the timeline of discussion sessions, number of attendees at each session, and the type of attendees at each session.

Section II: Vision for Technology summarizes the themes related to respondents’ vision for technology in MMSD. The section presents the perceived benefits of new technology and respondents’ concerns about increased technology use.

Section III: Model Classroom and Resources presents common themes related to technology tools and practices that respondents envision in a technology-enhanced, model classroom and school.

Section IV: Professional Development identifies common themes related to professional development in a technology-enhanced district.

METHODOLOGY

Hanover Research read and coded 21 documents provided by The Madison Metropolitan School District for the planning sessions related to technology during the period from October 22 to November 27, 2013. Hanover first developed a series of codes based on an initial review of the first documents, and used pattern coding to review all provided documents twice and refine the codes when necessary. This document presents the major themes identified in all documents, the number of times each theme was mentioned, and an example of a response provided for each theme.



While this report presents major themes identified in the documents, this analysis is somewhat limited due to the source. In particular, document coding does not permit us to follow up with respondents or to ascertain with absolute certainty respondents’ attitudes about the discussed topics. The documents themselves may reflect personal bias or situational factors that are not available to us in this format. Nevertheless, the themes that we have identified represent significant trends in respondents’ observations.

KEY FINDINGS

Respondents envision a district in which technology is accessible to all stakeholders and that is seamlessly integrated to enhance teaching and learning. Technology should be implemented carefully and thoughtfully, and should be differentiated by subject and grade level. Respondents envision a district in which technology is used responsibly and appropriately for students of all ages and abilities.

Benefits that respondents associate with technology use include more opportunities for collaboration, greater equality among students, and increased student engagement. Respondents believe that using technology will help students build skills necessary to succeed in college and their careers. In addition, technology keeps education aligned with the reality of the modern world. Technology also improves communication among students, teachers, and parents.

Though they are excited about the potential of technology to improve education, respondents express concerns about safety and the responsible use of technology tools by students and school staff. Respondents worry about internet security and privacy for students. Respondents also express concerns about funding for technology and the accessibility of tools outside of school.

Respondents envision a model classroom and school in which they have wireless internet access, devices such as iPads, tablets, and interactive whiteboards, and the physical infrastructure to accommodate new technological tools. Respondents are especially interested in tech-based assessment tools and online learning applications. Overall, respondents request the same types of tools at the elementary, middle, and high school levels, though they request more content-specific tools and physical infrastructure for middle and high schools.

With the introduction of new technological tools, respondents recommend updating classroom practices and teaching and learning standards. Many respondents would like the district to implement a one-to-one initiative, in which each student receives a personal device, though some respondents believe such an initiative to be unnecessary. Other practices that respondents request include a flipped classroom model, blended learning, and virtual learning opportunities. Regardless of the practice, respondents note that it must be aligned with the Common Core State Standards.

Respondents would like comprehensive professional development, differentiated by tool, subject, and grade level, that trains teachers and administrators to use technology effectively. To seamlessly integrate technology with instruction,



respondents must know how to use technology well. In particular, they would like the district to hire dedicated support staff to assist and train them. Teachers would like to become “digitally literate,” and want the district to set standards and expectations for instructional technology skills.



SECTION I: INFORMATION & TECHNOLOGY PLAN

DISCUSSION SESSION ATTENDANCE This section provides information about Round 1 discussion sessions regarding of the new Madison Metropolitan School District Information & Technology Plan that took place during the period October 22 to November 27, 2013. Figure 1.1 presents the number and type of attendees at each session. Figure 1.2 provides information about additional forms of feedback provided by MMSD.

Figure 1.1: Attendance at Information & Technology Plan Discussions

SESSION DATE NUMBER OF

ATTENDEES TYPE OF ATTENDEES

Staff Input Session October 22, 2013 44 School staff

Community Experts Input Session October 24, 2013 3 Community professionals

Principal Input Session October 29, 2013 11 Principals

Student Input Session October 30, 2013 11 Students

Technical Services Input Session November 1, 2013 17 Micro-Techs

Assistant Superintendent Elementary Input Session

November 5, 2013 2 Assistant Superintendents

Principal Advisory Work Group November 6, 2013 12 Principals

OMGE Team Input Session November 8, 2013 13 OMGE team

Assistant Superintendent Secondary Input Session

November 14, 2013 1 Assistant Superintendent

Professional Learning and Leadership Development Input Session

November 15, 2013 10 Professional Development

Group

Staff Input Session #2 November 18, 2013 13 School staff

Family Input Session November 20, 2013 13 Family members

C&A Group Input Session November 21, 2013 10 C&A Group

Educational Services Input Session November 21, 2013 3 Educational Services staff

Figure 1.2: Additional Feedback from Web and Email

FEEDBACK DATE NUMBER OF

RESPONDENTS TYPE OF RESPONDENTS

Emails compiled through November 1 November 1, 2013 5 Teachers and school staff

Web Feedback Forms #1, #2, #3 November 21, 22,

and 25, 2013 11

Staff, community members, family

Library Media Program Vision November 26, 2013 n/a Staff

Student Input Via Google Form November 27, 2013 16 Students



SECTION II: VISION FOR TECHNOLOGY The Madison Metropolitan School District community members see many benefits to increasing the use of technology in the district. While respondents believe that the effort to increase technology is important, they want to ensure that it is introduced thoughtfully and effectively. This section provides an overview of respondents’ vision for technology in the district, including their perceived benefits and common concerns. Of utmost importance to respondents is the accessibility of technology tools and devices. Respondents would like access to a variety of tools and devices and want to ensure that all community members have equal access. Next, respondents emphasize the imperative of seamlessly integrating technology with classroom instruction. They would like to teachers to use tools in a way that enhances the curriculum and does not distract students from learning. Technology should be differentiated by age and subject, and appropriate for special student populations. Finally, responsible use policies must accompany the introduction of technology. Students and staff must be aware of cyber-safety protocol and internet ethics. Figure 2.1 provides a summary of themes related to respondents’ vision for technology at The Madison Metropolitan School District.

Figure 2.1: Vision for Technology in MMSD

THEME NO. EXAMPLE

Accessible 117 Making sure the devices are accessible to all

population

Equal/equitable 42 Tech should be equal

Enhances, does not replace, instruction

40 Technology as a tool to enhance teaching, not

to replace teaching, need good foundation

Responsible use and cyber-safety

35 More ethical dimensions that need to be

discussed – not just content areas, but good citizenship – cyber-ethics

Seamlessly integrated 35 Seamless integration of technology and

instruction

Differentiated by age 34

It’s about the grade level – iPads more useful at primary, want kids at upper levels to have access to laptop or at least keyboard – need all the furnishings so kids can easily move from touch to type

Appropriate for special student populations

29 Helps teacher differentiate for TAG students

and ELLs – an avenue for them to demonstrate their understanding in a new way

Accessible at home, outside of school

24 Each student can take device home (continued

learning at home)



THEME NO. EXAMPLE

Forward thinking 16 De-traditionalizes our classrooms (non-

traditional), to use those skills to be competitive

Meaningful, purposeful 15 Tech needs to be used for a purpose, not just

to use it – not just a substitution device

Current 14

Guidelines/policies for keeping technology current and vetting process for ensuring schools are responsibly using resources to accrue technology (ensuring they don't spend a boatload of money on something that within a few years will be obsolete)

Differentiated by subject 14

Technology that meets the needs of the grade level and classroom (i.e. tablets may be more useful at elementary, laptops at secondary, Apple computers for Tech courses, appropriate hardware for world language, music classes, etc.)

Thoughtfully implemented 13 How are we going to roll it out this week, take

the lead to set up emails, have a point person, have a team lead

Follows a plan 12

Building planning committees that can keep consistency and sustainability and then connect with district to reach out to other schools to keep common language in the entire district

Technology curriculum 10 Need an Applied Technology Department in

High Schools

Age appropriate 5 Wireless access in all schools, but appropriate

access between grade levels: elementary would have different access than high school

Focus on process, not the product

4 Emphasis on process rather than product

Respondents see many benefits to increasing the use of technology in schools and classrooms. First, respondents believe that technology will provide more opportunities for collaboration among students, teachers, and other community members. Parents, students, principals, and school staff all believe that technology will create more opportunities for collaboration and sharing ideas. Technology promotes equality among students by helping them develop marketable skills. Respondents believe that technology will prepare students for college and careers by teaching the skills necessary for success in the real world. School staff members emphasize the ability of teachers to provide instant feedback and opportunity for students to personalize their learning experience with technological tools. Respondents also see technology as a positive and efficient way to communicate with



students, teachers, and parents. Figure 2.2 summarizes themes related to the benefits off increased technology use in MMSD.

Figure 2.2: Benefits of Technology Use

THEME NO. EXAMPLE

Collaboration, sharing ideas and resources

95 Collaboration becomes easier in terms of teacher to

teacher and student to teacher and student to student

Promotes equality, equity 42 If leveling out the achievement gap is our goal, they

would need more access to technology

Engages students 36 Engages the kids and gives them a better chance to

find that light bulb that sparks

Aligned with reality of technology use in real world

30 In a career where computers are the focus, it builds

a certain amount of efficiency and comfort, easier transition into community

Career, college readiness 28 Taking students, giving them the tools to be

competitive

Communication and connection 24 Delivering announcements, updates, news to

students and staff

Progress monitoring and instant feedback

23 Others can comment on the work, receive

feedback, and the students can go back and correct their work, make additions off of that feedback.

Self-guided, student-centered learning

23 Less teacher-centered and more student-centered

(teacher as guide/ support)// shift in pedagogy + increased student ownership

Personalization 20

Each child has a personalized device, enabling freedom of movement, not being tied to the old standards of a classroom (visual supports on the walls, a classroom library, a "book box" ...)

Parent communication and engagement

19 Tech use to connect to other people and building

bridges, tech making it easier for parents.

Efficiency 13

The model classroom/school would provide the tools for students to develop the skills, techniques, collaborations and also provide a more efficient means to access information and data to help the student stay engaged.

Global connections 12 Sharing 1 to 1: sharing to a larger screen or to

other classes, even globally

Flexible, adaptable 12 Attendance can be more flexible (skype into class

for the day)

Constant change 7 Progress times change and you have to change

with them



While respondents believe the increased use of technology has many benefits, they have a number of concerns about the introduction of technology. Respondents are concerned with the safety issues associated with technology, as well as student information security and privacy. Students, staff, and parents all express concern about the responsible use of technology in schools. In addition, respondents express concern about students’ access to technology tools at home. To successfully implement an information and technology plan, students must have access to devices at school and at home. Further, respondents express concerns about funding for technology and technology repairs. School staff are especially concerned about the costs of maintenance and upkeep of devices. Figure 2.3 summarizes respondents’ concerns about technology use.

Figure 2.3: Concerns about Technology Use

THEME NO. EXAMPLE

Safety, responsible use 35

Education using technology: still need to be very flexible using new skills, students will have to adapt with future technology as technology changes, but learning how to be responsible with the technology, taking care of it, (positive) other than just knowing how to use the devices.

Accessibility outside of school 24 Need to have a bridge to the home; instead right

now there is a divide to the home, whether it is access or lack of technical skills.

Budget and funding 24 Sustainable funding

Holistic learning, social and emotional

12 Are we just teaching them technology or social

skills? Can they only use the tech but not interact with others?

Security and privacy 8 Open access to internet, personal privacy is

protected, keeping students information protected

Maintenance, upkeep 8 Increase funding for support, and increase funding

for time repairing devices

Other concerns 4

Although, I'm concerned that classrooms will become too "technology-centered”… Our children are exposed to technology on a regular basis and too much "screen-time" has been linked to childhood obesity, low mental health, and behavior problems.

Distracting 1 More distractions…teaching tech control

Unwanted 1 Idea of forcing this on the kids



SECTION III: MODEL CLASSROOM AND RESOURCES Information and technology plan discussions asked attendees to consider the tools and resources they envision in a model school and classroom. Respondents identified specific technology resources and practices they would like a model school to provide. Respondents would like the school to provide technology-based assessment tools, wireless internet access, and iPads and tablets. They requested access to online applications and resources, and would like an updated physical infrastructure to accommodate new technologies. Most respondents would like elementary, middle, and high school students to have access to the same types of resources, though they request more content-specific tools for middle and high school students. Respondents would also like middle and high schools to have more physical infrastructure, such as labs and media centers, to support technology use. Figure 3.1 provides a summary of the tools and resources that respondents would like a model school to offer.

Figure 3.1: Model School/Classroom Tools and Resources

THEME TOTAL

Assessment tools 56

Wireless internet access 54

iPads, tablets 54

Online applications and digital resources 49

Physical needs, facilities 44

Videos and images 40

Interactive whiteboards (Smart Boards, Promethean boards)

37

Laptops, netbooks, Chromebooks 33

Audio 23

Computer lab or cart 21

Interactive technology tools 17

Smartphones and mobile devices 16

Whiteboards 14

Communication technologies, teleconferencing 12

Presentation rooms 12

Content specific tools (digital media lab, science tools, physical education tools)

12

Printing 11

E-books 10

Response devices 9



THEME TOTAL

Functional technology 9

Keyboards 7

Social media 7

Microphones 6

Software 6

Computers 6

YouTube access 5

Television 4

With the introduction of technology, respondents would like a model school to implement new practices related to technology use in the classroom. Practices that respondents would like the district to implement include offering a “one-to-one” initiative and providing uniform devices to all students. Staff and students especially express their desire for a one-to-one initiative, though not all respondents agree that such an initiative is necessary. Respondents also emphasize the importance of aligning technology practices with the Common Core State Standards, and updating the standards for teaching and learning with technology. Other technology practices that respondents would like schools to offer include blended learning, virtual learning opportunities, and a rent or “bring your own device” policy. Figure 3.2 provides a summary of the practices that respondents would like a model school to offer.

Figure 3.2: Model School/Classroom Practices

THEME NO. EXAMPLE

One-to-one 59 Would have 1:1 devices; paperless… devices students

could checkout; clear Acceptable Use Policy

Teaching and learning standards for technology

22 Important standards, not just teaching students to use the

device, that seems to be shucking out of our responsibilities

Learning portfolio 17 May make it easier to maintain students work/portfolio of

work, and keep track of progress over time.

Common Core integration 16 Teachers have an understanding of the sammer model

and how to integrate into teaching/CCSS

Consistency 14 Same devices for uniformity, but which one?

Redefine classroom model 12 Model Classroom should be redefined

Flipped classroom, blended learning

11 Flipped learning more possible (homework becomes

practice and background) so ready to work with others



THEME NO. EXAMPLE

Virtual learning opportunities

9 Virtual learning in the classroom or in auditoriums and in

those areas have access to the world

Changing student-school relationship

8 Continuous opportunities for schools to become “open

schools” so parents and schools come together.

New role of teacher 7 Teachers, no longer the info deliverer, kids learn

independently, need check points that the teacher can work off of

Standardized classroom experience

6

The standards, and static parameters for learning are defined (as in rubrics), but space is clearly provided for choice in learning, both in accessing content and producing content that demonstrates competence.

Sustainable technology practices

4 Hardware, software, bandwidth, and electricity

sustainability.

Changing student-teacher relationship

4 Create efficiencies and blears the line between students

and teachers, and principles to teachers

Rent or bring your own device policy

3 Resources for flipped classrooms-devices for checkout



SECTION IV: PROFESSIONAL DEVELOPMENT With the introduction of new technology, respondents request comprehensive professional development and training in the proper use of tools. Respondents emphasize the imperative of knowing how to use technology and would like to seamlessly integrate technology with their instruction. Respondents recommend hiring dedicated technology support staff at the school and district levels to administer professional training. The district should set clear expectations for the types of skills that staff should develop. Respondents would like professional development that is differentiated by tool, subject, and grade level. Figure 4.1 provides a summary of themes identified in responses about professional development. All respondents in this section are employees in a Madison Metropolitan School District school or office.

Figure 4.1: Common themes related to professional development

THEME NO. EXAMPLE

Dedicated support staff 64 A well-trained staff member familiar with the new tech

in the classroom

General professional development

52

My number one input is that integrating technology into the classroom requires extensive PD…For every new type of technology we buy, we need to invest much more $$ in PD than we spend on hardware and software.1

Training for teachers 49 Ongoing school-based training/professional learning

Digital literacy 12 Assessments and platforms for commenting and building

on each other’s skills, building digital literacy skills, judge the relevance of the author

Expectations for teacher use of technology

10 Help teachers understand what they’re trying to

accomplish

Teacher skill development 9 General understanding what is needed, why kind of skills

do teachers have, and what do they need? Some are lacking skills, and some are way above

Technology coach, leadership

8

Schools need instructional technology allocation/coach- who knows good instructional, instructional technology, and how to deliver PD. In the moment basic technology support. These people should regularly attend central office coordinated PD.

More professional development resources

8 Don’t over commit to one product/hardware

Clear school protocol and procedures

6 Specific plans/protocols so that tech

support/accountability doesn't live within one person or a precious few in the building

1 Comment modified to ensure anonymity of respondent.



THEME NO. EXAMPLE

Research on best practices in technology use

5

Need research on exemplary practice in instructional technology - what does this look like? What practices are effective in improving student learning and engagement and not just keeping students busy. also, need district guidelines/parameters on how schools can develop a school-based plan

Tutorials 2 Face to Face and Jing Tutorials Team 2 District-level team

Many of the responses about professional development were prompted by a discussion question. As such, we have reproduced the discussion question below as well as themes that emerged from responses. Overall, responses that were prompted by a discussion question about professional development are consistent with general themes related to professional development throughout all documents. When prompted by a discussion question, respondents mention digital literacy and teacher skill development less frequently, and place a greater emphasis on professional development resources. Figure 4.2: How would the model classroom/school change what kind of support we need

to provide for schools? What would it mean for professional development?

THEME NO. EXAMPLE

Dedicated support staff 12 Staffed tech support for students and staff – first point of

contact for troubleshooting and emergencies

General professional development

11 More professional development around effective and

meaningful use of technology

Training for teachers 4 Training for everyone in the building, having

representation for everyone and including micro techs, should be meeting daily and working as a team

Expectations for teacher use of technology

4 Need some guidelines and expectations, what do we

expect our students and our teachers to know?

More professional development resources

4 Our support would be multi-pronged: the content and

how to use the device to deliver the content

Technology coach, leadership

3 Professional tech coach for schools but ALSO for our

district so that each dept. can have PD that is aligned and information that is shared is best practice

Clear protocol and procedures

2 Teaching process, protocols, taking care of devices

Research on best practices in technology use

2 Information that is shared is best practice

Tutorials 2 Face to Face and Jing Tutorials



THEME NO. EXAMPLE

Digital literacy 1

Introducing new tech, how do we help those who are technology illiterate, someone to direct those problems, a person that has a really rich knowledge of instruction, PD that is done is relevant and Fits technology to the instruction not the other way around.

Team 1 Team approach (cross-curricular), including micro-tech

Teacher skill development 1 Need for multiple-dimensional level of skill, good teachers

at every level to monitor the use



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Information & Technology Plan Discussion Analysis … Plan... · Section I: Information & Technology Plan Discussion Session ... instructional technology skills. ... seamlessly integrating