Instructional Technology Integration
Overview
The fundamental purpose of the Instructional Technology Integration program is to advance learning and empower all members of the FCPS community to use technology as an essential learning tool with a focus on results. Instructional Technology Integration focuses our work on improving practice. Instructional Technology Integration works collaboratively with school based personnel including administrators and teachers. Additionally, Instructional Technology Integration works collaboratively with offices throughout FCPS including: other offices within Instructional Services, the Department of Information Technology, the Department of Human Resources, the Department of Professional Learning and Accountability, the Department of Special Services, and Cluster Offices. Our work is guided by the National Education Technology Standards as well as the FCPS and Virginia Technology Plans. Research The National Education Technology Standards (NETS), developed by the International Society for Technology in Education, outline what teaching and learning should look like in the digital age. The NETS Standards inform the work of the Office of Instructional Technology. Areas addressed by the NETS Standards include: NETS for Students:Creativity and Innovation; Communication and Collaboration; Research and Information Fluency; Critical Thinking, Problem Solving, and Decision Making; Digital Citizenship; and Technology Operations and Concepts. NETS for Teachers:Facilitate and Inspire Student Learning and Creativity; Design and Develop Digital Age Learning Experiences and Assessments; Model Digital Age Work and Learning; Promote and Model Digital Citizenship and Responsibility; and Engage in Professional Growth and Leadership NETS for Administrators:Visionary Leadership; Digital Age Learning Culture; Excellence in Professional Practice; Systemic Improvement; and Digital Citizenship NETS for Coaches: Visionary Leadership; Teaching, Learning, and Assessments; Digital Age Learning Environments; Professional Development & Program Evaluation; Digital Citizenship; and Content Knowledge and Professional Growth The Educational Technology Plan for Virginia, which was developed using the National Education Technology Standards, outlines five focus areas for educational technology. These include: Schools need to consider physical and virtual environments in new and innovative ways to support learning activities.Educators must employ multiple ways to engage students in learning through technology. This engagement should reflect student learning styles, cultural backgrounds, and personal interests. Students need to understand the proper application of technology tools (i.e., choosing and applying the most appropriate technology for communicating and problem solving) and to be creative and innovative. Students should not use technology tools just to replicate paper-and-pencil activities. Tools should extend student capabilities to perform functions that would be difficult, if not impossible, without technology. Tools should be authentic—ones students will encounter in the nonschool environment. Results are not just a matter of meeting accountability requirements but using data, including real-time assessments, to inform instruction. Teachers addressing 21st century skills and knowledge must employ intelligent assessments. The Educational Technology Plan for Virginia has also identified five key components that guide the work of ITI is aligned to. Curriculum Integration (CI) - appropriate use of technology within educational programs as effective tools in the facilitation of learning. Professional Development and Training (PD) - technology training and for instructional as well as administrative personnel. Infrastructure and Connectivity (I) - electronic infrastructure including software, hardware, and network resources providing equitable access across all levels. Educational and Administrative Applications (EAA)- instructional and administrative applications Accountability and Results (A&R)- assessment of the effectiveness of technology programs in teaching and learning environments, data management, and decision support functions. (2010). Executive Summary: 2010-15 Educational Technology Plan for Virginia. Virginia Department of Education. Retrieved from http://www.doe.virginia.gov/support/technology/edtech_plan/executive_summary.pdf The NETS and the Educational Technology Plan for Virginia guide the work of the Office of Instructional Technology Integration. Budget Information: Budget information for the Instructional Technology Integration program is available on pages 223 and 224 of the Program Budget Book available at: http://www.fcps.edu/fs/budget/documents/approved/FY15/ProgramBudgetFY15.pdf
Student Summary
Instructional Technology is currently leading or involved in a number of projects that further the use of technology as an instructional tool. Projects and their alignment to the VDOE Key Strategic priorities are listed below: Curriculum Integration (CI) Professional Development and Training (PD) Infrastructure and Connectivity (I) Educational and Administrative Applications (EAA) Accountability and Results (A&R) Program, Project, or Initiative Description Alignment to VDOE Key Strategic Priorities Technology Planning The Instructional Technology Integration Office (ITI) works collaboratively with the Department of Information Technology in the development and implementation of the FCPS Technology Plan. CI, PD, I, EAA, A&R Consulting and Collaborating The ITI Office works with stakeholders throughout the division to identify, implement, and integrate technology that support teaching and learning. CI, PD, I, EAA, A&R Digital Citizenship As the world becomes increasingly connected, students are interacting using a variety of digital tools with their classmates, teachers, and the global community both during and outside of school hours. Increased connectivity provides additional flexibility and exciting opportunities for personalized learning, but it also presents challenges as students develop their digital citizenship values and skill set. Fairfax County Public Schools believes that developing responsible and productive digital citizens is an essential life skill and that it can reach its highest potential when our school staff and the community work in partnership. CI, PD, I, EAA, A&R Digital Learning Digital learning is any instructional practice that is effectively using technology to strengthen the student learning experience. ITI is working to further the implementation of digital learning throughout the school division. CI, PD, I, EAA, A&ReCART 2.0 The eCART 2.0 project supports FCPS’ digital learning, On-Time Graduation and 21st century learning initiatives to transform the way that students learn. The eCART 2.0 project will provide several distinct capabilities within FCPS: Phase 1: Improvement of the eCART Search tool;Phase 2: Roll out and training surrounding the EDSL reboot; and Phase 3: Development of tools and reports to create, score, and deliver authentic and performance based assessments. Instructional Technology Integration is the instructional lead on this project. CI, PD, I, EAA, A&R School Based Technology Specialists Professional Development Focus In their role at each school, School Based Technology Specialists provide teachers with professional development and support in the use of current technologies in the classroom to build relationships promote critical and creative thinking and collaboration and participate in developing students as digital citizens and supporting digital learning initiatives. Because of this, SBTS are experts in the use of the latest collaboration tools and software such as Google Aps and FCPS 24/7 and are skilled at communicating to adults and students about instructional technology. To support this role, SBTS meetings this year have been restructured and redesigned for the focus to be on the instructional improvement focus for the school division. CI, PD, I, EAA, A&R Access4All The mission of the Access4All team is to ensure that every student in FCPS has adequate access to reliable technology and the internet by exploring innovative programs, coordinating and supporting division wide and school initiatives, and developing public/private partnerships. ITI works with the planning and communication for Access4All. I Activate 8 Activate is a program, based on neuroscience research, it is being piloted in 5 schools within the division. It is focused on helping students develop 8 cognitive skills to encrease excective functioning.in learning. ITI supports this project with training support, technology support, and direct work with principals, teachers, and project team members. CI, PD, Adobe Enterprise Agreement FCPS is working to see if there is an opportunity in putting together an Adobe enterprise agreement for licensing. ITI serves on the project team for this work. CI, I The focus of the Blended Learning efforts is to lead and support stakeholders in a shift in student learning. This shift includes · A shift from lecture- to student-centered instruction in which students become active and interactive learners · Increases in interaction between student-instructor, student-student, student-content, and student-outside
Blended Learning resources; · Integrated formative and summative assessment mechanisms for students and instructor This definition of blended learning is from: Dziuban, C., Hartman, J., and Moskal, P. (2004) Blended Learning. Educause: Center for Applied Research, Research Bulletin. Volume 2004, Issue 7. Retrieved from http://net.educause.edu/ir/library/pdf/ERB0407.pdf. Instructional Technology Integration is working with teachers to implement blended learning in their classrooms CI, PD BYOD Schools are encouraged to allow students to bring in personally owned computing devices to support increased student access to online digital instructional resources. ITI works with stakeholders to use best practices for using personal devices in instruction. CI, I Connected Learning ITI is managing an initiative to develop a one to one computer model within teams of students at select middle schools. The purpose of this initiative is to develop a model of instruction and professional development that can be replicated at other schools as they implement the use of personally owned devices.ITI manages this project. CI, PD, I, EAA Data Integration Data integration involves combining data residing in different sources and providing users with a unified view of these data. ITI is the instructional lead on this project. PD, I, EAA, A&R eCART- Audio enabled Assessments This initiative maintains the capabilities for audio accommodations to be delivered to students for Division Assessments. This initiative requires collaboration between DSS, IS, and IT. I, EAA, A&R Enhancing Software Database The software database is a tool that is used to communicate what software has been approved within FCPS. This initiative is to enhance the software database based on feedback from end users. CI, EAA FCPS Copyright Guidelines This group is maintaining copyright guidelines for schools to use. ITI is an active participant in this project. A&R FCPS 24-7 Upgrade FCPS will be upgrading FCPS 24-7 Learning during the summer of 2014. The team working on this will be planning for and implementing the upgrade. ITI is the instructional lead on this project. CI, PD, I Google Aps for Educators FCPS Google Apps for Education (GAE) is an integrated communication and collaboration solution, hosted by Google and managed by FCPS. GAE provides the ability for FCPS students, faculty and staff to communicate, store files and collaborate on documents, spreadsheets, and presentations CI, PD, EAA
in real time from school, work, or home, all within a secure “closed campus” online environment. ITI is the instructional lead group on this project. Identity Management This project is streamlining the creation of accounts and developing and maintaining processes for account compliance with FERPA and COPA guidelines. I, EAA, A&R Internet Safety The state requires all instructional personnel to be trained in internet safety. ITI manages the training program as well as works with the community to promote responsible use of the internet. CI, PD, EAA ISIS The student information system is being replaced. ITI represents IS and SBTS on this project and provides support. I Learn 360 This initiative replaced Discovery Streaming in the classrooms. ITI represents the instructional viewpoint on this project. CI, EAA MyOn Books/ Reader Individual Student accounts This project is expanding features for MyOn Books. The Instructional Technology Integration Office is very active in this project. CI, EAA Online SOL This project oversees online SOL Testing. All assessments for the 2012-2013 school year were online. Instructional Technology Integration is an active member of this team. I, A&R Professional Development for Technology Integration including SBTS PD, North TIER, and Fairfax Academy Courses One of the roles of ITI is to provide professional development to support the effective use of technology as an instructional tool. ITI manages professional development for teachers and SBTS. This professional development is delivered in various formats including face to face academy courses, online courses, and webinars. CI, PD Read180 Next Generation This project is upgrading Read180 and Read About to the next version of the software. ITI supports the training and implementation of this project. CI, PD, EAA STEAM FCPS is developing a new, sustainable model to inspire, engage and prepare students for higher education and/or careers in STEAM-related fields. The STEAM initiative will be phased into classrooms across FCPS over the next three years. In year one, target schools will be identified for the initial implementation. By year five, the STEAM curriculum will be well-developed across FCPS and STEAM magnet schools will be developed. Instructional Technology Integration helps to support the STEAM project. CI, PD, I
Summer Curriculum Development This is an annual project to create resources and assessments for eCART and instructional technology integration. More than 300 teachers participate in this. The Instructional Technology Integration Office leads summer curriculum development as it relates to eCART and technology integration. CI, PD, EAA, A&R Technology Skills Matrix The technology skills matrix outlines the skills that elementary students should have in regards to technology. ITI works with teachers, curriculum specialists, and SBTS to understand the best use of the technology skills matrix. SBTS work with teachers to have students use and demonstrate these skills across the curriculum. All this work is done in alignment with the instructional improvement focus. CI, PD Technology Standards for Instructional Personnel The state of Virginia requires all teachers to master certain technology skills as a requirement for recertification. ITI manages the TSIP program for FCPS. CI, PD Voice Thread This project is implementing voice thread at all schools. ITI is the instructional lead on this project. CI, EAA
Approved Materials
Assessments
Instructional Technology Integration engages in ongoing data collection and program evaluations to assess overall effectiveness. Instructional questions are included on the Information Technology Customer Satisfaction Survey every year to evaluate the use of technology as an instructional tool. Usage data from enterprise and content specific applications is also evaluated regularly to monitor the use of technology. The Speak Up survey was given to student, parents, teachers, and administrators during the 2011-2012 and 2013-2014 school year. Data from this survey helps ITI to understand stakeholders views on the role that technology plays in instruction.Current Focus
Current Goals of the Program-Teacher use of technology as an instructional to support student learning either daily or weekly as indicated by the IT Customer Satisfaction Survey will increase by 1% from the 2013-2014 to 2014-2015 school year. Use of divisionwide instructional applications such as FCPS 24-7 and Google Apps for Education will increase by 5% from the 2013-2014 to 2014-2015 school year. The percentage of students that report obstacles in the use of technology related to instructional practice will decrease by 10 percent from the 2011 to 2013 Speak Survey.
Future Focus
Future Focus of the Program Adjust SBTS professional development plans to support IS work Develop a way to evaluate how SBTS work is changing teacher behavior Evaluate the impact of the SBTS PD Plan. Further develop best practices around GAE to support collaboration, communication, and critical thinking for all students. Drill down more on the pedagogy of teachers around instructional integration. Develop a plan to move beyond the TSIPs to support the full integration of technology into instruction Refer to eCART Program profile for eCART future focus.Data Narrative
The program identified three goals last year. These goals were: Teacher use of technology as an instructional to support student learning either daily or weekly as indicated by the IT Customer Satisfaction Survey will increase by 1% from the 2012-2013 to 2013-2014 school year. Use of divisionwide instructional applications such as FCPS 24-7 and Google Apps for Education will increase by 5% from the 2012-2013 to 2013-2014 school year. The percentage of students that report obstacles in the use of technology related to instructional practice will decrease by 10 percent from the 2011 to 2013 Speak SurveyThe status of each goal is listed below.
Goal:
Teacher use of technology as an instructional to support student learning either daily or weekly as indicated by the IT Customer Satisfaction Survey will increase by 1% from the 2012-2013 to 2013-2014 school year. While the use of instructional technology on a daily or weekly basis did not reach the stated goal, data from the April 2014 IT Customer Satisfaction survey shows that teacher use of technology as an instructional tool continues to grow. From 2008 to 2014, the percentage of teachers who indicated that they use technology to support student learning either daily or weekly has grown from 92.8 percent to 94.3 percent. Additionally, the percentage of teachers who say they never use technology to support student learning or who only use technology on a monthly basis has dropped by 6.7 percent to 5.7 percent. As FCPS moves from an additive model of technology integration to a model of full integration, the frequency of use should increase.
How frequently do you use technology to support student learning?
Daily Weekly Monthly Never Survey Year 2008 (2007-2008 School Year) 72.2% 20.6% 5.1% 1.6% Survey Year 2009 (2008-2009 School Year) 75.1% 18.8% 4.6% 1.6% Survey Year 2010 (2009-2010 School Year) 76.9% 17.5% 4.2% 1.4% Survey Year 2011 (2010-2011 School Year) 81.3% 13.6% 3.5% 1.5% Survey Year 2012 (2011-2012 School Year) 79.9% 15.6% 3.6% 0.9% Survey Year 2013 (2012-2013 School Year) 78.3% 16.4% 3.8% 1.4% Survey Year 2014 (2013-2014 School Year) 76.3% 18.0% 4.1% 1.6%
How frequently do you have students use technology in your classroom activities?
Daily Weekly Monthly Never
Survey Year 2013
(2012-2013 School Year) 47.9% 36.2% 12.4% 3.5% Survey Year 2014
Goal: Use of divisionwide instructional applications such as FCPS 24-7 and Google Apps for Education will increase by 5% from the 2012-2013 to 2013-2014 school year.
Data from the April 2014 Customer Satisfaction survey indicates increased or consistent use of divisionwide instructional tools. While usage of FCPS 24-7 on a daily or weekly basis dropped by 2%, usage of Google Apps for Education on a daily or weekly basis increased by more than 10%.
The following chart shows the responses to the question: How frequently do you use FCPS 24-7 for teaching and learning in your classroom?
Daily Weekly Monthly Survey Year 2008 (2007-2008 School Year) 36.2% 34.3% 16.3% Survey Year 2009 (2008-2009 School Year) 45.1% 35.6% 11.7% Survey Year 2010 (2009-2010 School Year) 48.5% 34.9% 10.2% Survey Year 2011 (2010-2011 School Year) 50.6% 33.7% 10.2% Survey Year 2012 (2011-2012 School Year) 52.3% 32.1% 10.5% Survey Year 2013 (2012-2013 School Year) 55.9% 31.2% 10.5% Survey Year 2014 (2013-2014 School Year) 52.8% 33.3% 11.5%
The following chart shows the responses to the question: How frequently do you use the following tool for teaching and learning in your classroom? Google Apps for Education
Daily Weekly Monthly
Survey Year 2012 6.7% 14.2% 19.4% Survey Year 2013 10.1% 20.0% 27.8% Survey Year 2014 16.0% 25.7% 30.6%
Goal: The percentage of students that report obstacles in the use of technology related to instructional practice will decrease by 10 percent from the 2011 to 2013 Speak Survey
A comparison between the 2011 and 2013 Speak Up Data shows that according to students, some of the major obstacles to using technology in school have decreased.
Question from SpeakUp Survey
What keeps you from using technology at your school? (check all that apply)
Grades Student Response % of Responses in 2011 % of Responses in 2013 Difference between 2013 and 20011 Grades 3-5 I am unable to access the Internet 7% 6% -1% Grades 3-5 I cannot access my personal email account 15% 9% -6% Grades 3-5 I cannot use text messaging at school 14% 15% 1% Grades 3-5 I cannot use my own laptop at school 17% 15% -2% Grades 3-5 I cannot use my own cell phone, smartphone, tablet computer or MP3 player at school 19% 20% 1% Grades 3-5 Internet is too slow/Internet is not fast enough 12% 12% 0% Grades 3-5 My school blocks websites I need 12% 5% -7%
Besides not having enough time in your school day, what are the major obstacles to using technology in your school? (check all that apply)
Grades Student Response % of Responses in 2011 % of Responses in 2013 Difference between 2013 and 20011 Grades 6-8 Cannot communicate with classmates using text messaging at school 42% 31% -11% Grades 6-8 Cannot use my own mobile devices (cell phone, smartphone, tablet computer, etc.) at school 52% 28% -24% Grades 6-8 My assignments don't require using technology 18% 22% 4% Grades 6-8 Teachers don't know how to use the technology 26% 10% -16%
Grades 6-8 Teachers limit our technology use 45% 29% -16% Grades 6-8 The Internet is too slow 51% 38% -13% Grades 6-8 Too many rules against using technology at my school 44% 39% -5% Grades 6-8 Websites that I need are blocked (through school filters or firewalls) 44% 27% -17% Grades 6-8 Not a big deal. I rarely use the technology at my school 14% 20% 6%
Besides not having enough time in your school day, what are the major obstacles to using technology in your school? (check all that apply)
Grades Student Response % of Responses in 2011 % of Responses in 2013 Difference between 2013 and 20011 Grades 9-12 Cannot communicate with classmates using text messaging at school 46% 21% -25% Grades 9-12 Cannot use my own mobile devices (cell phone, smartphone, tablet computer, etc.) at school 66% 20% -46% Grades 9-12 Teachers don't know how to use the technology 31% 22% -9% Grades 9-12 Teachers limit our technology use 51% 51% 0% Grades 9-12 The Internet is too slow 56% 44% -12% Grades 9-12 Too many rules against using technology at my school 58% 40% -18% Grades 9-12 Websites that I need are blocked (through school filters or firewalls) 54% 26% -28% Grades 9-12 Not a big deal. I rarely use the technology at my school 9% 16% 7%
