06AC Presentation Morphing Elephant

Technology: A Morphing Elephant in a Morphing Classroom: 

Technology: A Morphing Elephant in a Morphing Classroom March 2, 2006 National Association of Independent Schools

Slide2: 

Who we are How we initially thought about technology’s role In our educational program Why our thinking began to change How we are taking “fairly” confident steps without knowing where we are going. How our thinking “morphed” as we traveled in time to our decision to implement a one to one mobile computing environment grades 4-12.

Punahou SchoolHonolulu, Hawaii: 

Punahou School Honolulu, Hawaii Diane Anderson, Director of Instruction Wendi Takemoto, CIO and Director of Information Technology

Punahou School Mission: 

Punahou School Mission We are committed to providing an environment where students can: Develop moral and spiritual values consistent with the Christian principles on which Punahou was founded, affirming the worth and dignity of each individual Develop intellectual, academic and physical potential to the fullest degree, preparing them for college and for challenges facing them now and in the future. Develop and enhance creativity and appreciation of the arts Appreciate cultural diversity and develop social responsibility

Slide5: 

Kindergarten through 12th grade Coeducational 3,700 students – largest independent K-12 school on a single campus in the nation College preparatory 75 acre sloping campus in Manoa valley

1980’s – Our traditional curriculum: 

1980’s – Our traditional curriculum English History Foreign Language Science Mathematics Drama Visual Arts Music Physical Education

Computing History at Punahou: 

Computing History at Punahou Wang system for our modular schedule (1970)

Computing History at Punahou: 

Computing History at Punahou IBM computers Wandah: UCLA writing and word processing - 1981

How did our thinking “morph” in considering the value of technology in our learning environment? : 

How did our thinking “morph” in considering the value of technology in our learning environment?

Technology – what is it?: 

Technology – what is it? (Is it curriculum, like English or Math?) (Is it a resource replacement, Instead of teachers, workbooks or paper books? ) (Is it a tool?) (Is it a fad?)

Take a Step Back…: 

Take a Step Back… It’s an elephant! (It’s a culture.)

Questions we asked in the 80’s and early 90’s: 

Questions we asked in the 80’s and early 90’s Will student writing get better? Will it take less time for a student to create a final product? Will it take less time and work for a teacher to teach? Will it take fewer resources (cost and “people” savings) for a school to support teaching/learning? Are we sure technology will immediately improve learning? What can technology do that we CANNOT do now?

Our initial answers to these questions: 

Our initial answers to these questions No No No No No No Not too much, except do it faster. Is “faster” good? So Have we failed?

Late 90’s and since….: 

Late 90’s and since…. Experimented with one to one computing in the 4th grade – 1996+ And began to see possibilities related to…

Slide15: 

Our teachers’ recognition of the greater diversity in their students’ learning style preferences, demonstration of learning strengths, learning needs, etc.

Slide16: 

Increasing resources available through the Internet giving us easy access to people and places beyond our classroom walls in time and space Martha Ballard’s Diary Yuhigaoka High School, Japan (and our students – simulcast)

Slide18: 

Plethora of brain research which supported multiple modalities learning opportunities

Development of electronic readers: 

Development of electronic readers

Development of multiple modalities, semantic software such as Stella: 

Development of multiple modalities, semantic software such as Stella

Slide21: 

Advancing software which makes student thinking and learning more VISIBLE

All of which converged to tell us that we could further honor our mission to …. : 

All of which converged to tell us that we could further honor our mission to …. Attend to the individual dignity and worth of each of our students and to Help them develop the hearts and minds that would allow them to honor the worth and dignity of other human beings in socially responsible ways by…….

One to One Computing: 

One to One Computing One to one laptop program 24 hours a day to allow them to learn… From resources around the world In ways that best suit them as individuals

When we think about technology as a “culture,” and not a tool, or curricular strand, or resource replacement, we then consider:: 

When we think about technology as a “culture,” and not a tool, or curricular strand, or resource replacement, we then consider: Technology as a curricular strand? Technology as a tool??? Technology as a resource replacement Technology as culture?

Rate of Change – Innovation!: 

Rate of Change – Innovation!

What is the IT perspective?: 

What is the IT perspective? Supporting technology Culture of Technology Planning for technology Visioning

Supporting Technology: 

Supporting Technology Learning curve to realizing potential Lab environments desktops Evolved to one to one environment Mobile technology Evolving technology parallel to evolving classroom Technology is evolving faster Success = Challenges in IT ‘Over resourcing’ support – make sustainable change and learning possible

Culture of Technology: 

Culture of Technology Sandbox – R&D with technology Environment and culture Support finding out the potential Partners – not just vendors Participation in potential and use Both act as resource for information, ideas

Planning for Technology: 

Planning for Technology Enable potential Infrastructure ready Tipping point theory Partners – not just vendors, really Looking ahead Anticipating, and staying ready for potential Identify system needs early, and often

Visioning for Technology Use: 

Visioning for Technology Use Prepare students and provide environment Challenges ahead – problem solving, resiliency Put it in the hands of the learners. Possible strategy – involve students? Look forward by looking younger? We know, we will not know. For their tomorrow

Questions We Ask Today: 

Questions We Ask Today What range of examples do we use to assess how well our students construct their understanding? How do these examples differ from our previous models of student achievement? How do these examples reflect greater depth of understanding, imagination, and creativity?

Slide33: 

What examples do we have of teachers structuring their classes for greater individual expression? What research supports our belief that technology is improving our school’s culture and the environment in which students are learning? How is the actual curriculum/culture changing or evolving? Is technology planning and use an isolated phenomenon, or is it well integrated into the planning for and use of effective pedagogy?

Slide34: 

So as our technological environment and culture evolves, will our schools, technology, teachers, our classrooms, and our students resist, adapt, survive, thrive?