GBN LEARNING PILOT REPORT 2013

Devices provide easy access to learning tools that we otherwise would not have and it also expands the dierent array of activities that we can do in class. GBN Student

2012-2013 Pilot Team

Pilot Teacher Team Professional Development Team Leadership Team Student Leadership Team

Erin Argyros Christy Bauer Robert Berg Emily Eller Annahi Hart Kristin Olson Bill Race

Stephanie Bitter, Trainer Kelli Cohen, Tech Advisor Sue Eddington, Librarian Robert Froehlich, Tech Advisor Joan Gallagher-Bolos, Tech Advisor Kerry Galson, Tech Advisor Justin Georgacakis, Tech Advisor William Horine, Tech Advisor Mindy Ingersoll, Tech Advisor Scott Knapp, Tech Advisor Sherri Koeppen, Librarian Katie Jones, Tech Advisor Katrina LeBlanc, Tech Advisor Amanda Lazzaro, Tech Advisor Robert Milkowski, Tech Advisor Ana Peso, Librarian Jonathan Sorkin, Tech Advisor Nicholas Timmer, Tech Advisor

Ryan Bretag Chad Davidson John Finan Kris Frandson Kathy French Ann Koller Mary Kosirog Robin Levine-Wissing Bob Pieper Paul Pryma Michael Riggle Mary Rockrohr Robin Sheperd Ed Solis Rosanne Williamson

Steven Doolan Jacob Elias Arielle Goldman Christian Mergl Aaron Schmidt Simone Shuman

The Pathway to Our Learning Pilot

Over the past four years, the focus of technology has been woven into the school goals. In 2008, discussions centered on "What does it mean to be well-educated" and this armed thought, word, and deed as a continued focus.Because of this, a number of key experiences emerged in technology to support the eorts of critical thinking, literacy, and citizenship as well as the district focus of engagement. while also serving students throughout their time at GBN. Most importantly, the Google Experience has served our literacy, engagement, and critical thinking goals while also forming the building blocks of a digital citizen. With Connected Learning, we focused on the idea of making thinking visible and creating production-centered experiences for students. Through various social media tools, the focus shifted from consumption for creation. Finally, the idea of agency emerged and has been the most recent experience. It is here our focus has been on critical thinking, inquiry, and engagement through students participation and production of their own learning. From portfolios and blogs to project-based learning, students are leveraging digital tools to produce and enhance their experience. students. Through a variety of pilots, the device was determined valuable but not ideal for the four learning experiences we desired primarily in the area of Agency and the Google Experience. In 2011-2012, we explored what other schools were doing in the area of one device per student (1:1). It is here that the idea of Bring Your Own Device (BYOD) emerged: allowing students to bring their personal device and supplementing school devices for students that didnt have one. In the summer of 2012, we ran a pilot with two courses to determine the value of BYOD on learning and teaching. While the experience brought greater access, it also brought with it considerable challenges for both teachers and students: equity, eciency, management, and common learning experiences. In the fall of 2012, two devices emerged as exciting possibilities for our learning goals and at a palatable price point: Chromebook laptops and Nexus 7 tablets. Based upon the BYOD pilot experience and these emerging devices, we returned to the notion of 1:1. Seven teachers and 150 students across ve disciplines were selected to participate in a pilot that would determine the value of a standard device on the following: - engagement - literacy - critical thinking and inquiry - information and resource access - citizenship The following report represents the student and teacher experiences throughout the pilot.

Four Learning Experiences

From these conversations, the notion of mobile learning for teachers and a number of core experiences emerged that would support our core beliefs and school goals. These four experiences became our focus: 1. Blended Learning Experience 2. The Google Experience 3. Connected Learning Experience 4. Agency Experience Tied to the ongoing focus of the school with critical thinking, literacy, and citizenship, each of these items brought forth changes to our approach to learning. With Blended Learning Experience, we embraced the idea of a digital space for our classrooms for eciency, anytime learning, and resource access. For some, this space is Moodle. For others, dierent tools have served this purpose. With the Google Experience, we focused on collaboration and communication tools that encouraged students to own their learning. From Google Docs to YouTube, these tools have emerged as foundational for many classrooms

Greater Need for Access

As the four experiences became a reality in more classrooms, one important aspect continued to emerge: a greater need for access to the technologies. In order to address this, a number of options were explored: mobile carts, pockets of devices in the classroom, and lab increases. While each of these brought us closer to the idea of just-in-time access to the tools that support learning, there continued to be a growing gap. It also became clear that we needed to address the idea of students that did not have the access to technologies outside of the school day. In 2010-2011, iPads emerged and these became our rst exploration into a device for

GBN DIGITAL LEARNING PILOT REPORT

We had what we needed right in front of us. It helped me stay organized, it was easy to use, and it was quicker to access and nd information than without the device. GBN Student

Pilot Study Approach

The focus of this study was to examine the learning experience when digital devices are added for each student.

Research Questions
The following research question were the drivers for our pilot experience. 1. Identify the impact of a digital learning environment on instruction 2. Explore dierences in the classroom experience with the shift to digital resources and applications - digital textbooks, online resources, Google tools, Internet, and social media 3. Explore the teaching and learning experience shaped by the infusion of a standard device in the classroom 4. Understand the impact of digital learning on student engagement

Approach
Experience Sampling Method Approach: students are notied on their devices that they are to take a quick Google Form snapshot of their current experiences. Baseline Frequency: 4 times a period call upon 5 random students (each course in the pilot) Baseline Duration: one week of gathering Pilot Frequency: 3 times a day call upon 5 random students Pilot Duration: one week of gathering Participant Observations:The Substitution Augmentation Modication Redenition Model (SAMR) Frequency: 1-2 a week per classroom Approach: Google form that notes a) what are students doing b) is the technology in use c) if no, could it be and how d) if yes, what is it and at what level of SAMR e) why the SAMR ranking Participant Observations: Field Journals Frequency: once a week for 1/2 to full class period Approach: unstructured eld notes from a non-participant perspective. Semi-Structured Interviews & Focus Groups Frequency: speak with two students per class visit and the teacher, meet weekly with student leadership team, and meet twice a month with pilot team Approach: semi-structured interviews with consistent focus group questions Survey Frequency: two surveys (middle and end) Approach:Common questions developed in partnership with GBS with individual focus on school goals. At GBN, the focus is on literacy, critical thinking, and the following four experiences: Blended Learning Experience, Google Experience. Networked Public Experience, and Agency Experience.

Data Gathering
The following are the data gathering methods used to address the aforementioned research questions. - Experience Sampling Method: Question One - Participant Observations: Questions Two-Four - Successive Sample Surveys of Students and Teachers: Questions Three-Four - Semi-Structured Interviews and Focus Groups: Questions One, Two, and Four

GBN DIGITAL LEARNING PILOT REPORT

ENGAGEMENT EXPERIENCE

Our ongoing focus during the pilot was

the impact of a 1:1 learning environment on engagement. The Experience Sampling Method focuses on engagement from the idea of Flow, a research-based, theoretical perspective of student learning that integrates cognition, motivation, and emotion (Whitson and Consoli). Csikszentmihalyi (2000), the founding research behind Flow Theory, focuses on eight characteristics that inuence engagement: 1. Challenging activity that requires skills 2. Merging of action and awareness 3. Clear goals and feedback 4. Concentration on the task at hand 5. Paradox of control 6. Loss of self-consciousness 7. Transformation of time 8. Enjoyment in the process According to Csikszentmihalyi (2000), this

I loved that fact that leaning could be more interactive and it encouraged us to think and use our brains not only for the skill we were leaning in class but learning experiences as well. This helped to keep us engaged. GBN Student

translates into clarity, centering, choice, commitment, and challenge. These items became the basis of measuring engagement during the pilot.

Students functioned within a blended environment that utilized the tools that were best suited for the learning NOT tech for tech sake. When asked about their experiences, students spoke about the increase in choice and empowerment with their work.

I liked that it made class more individual. It gave everyone a quick and easy access to the Internet resources just when we needed it instead of waiting to gain access in a lab or waiting for the teacher to tell us. GBN Student
GBN DIGITAL LEARNING PILOT REPORT

Experience Sampling Results

CATEGORY
Were you engaged? Did you enjoy it? Was it interesting? How challenging was it? How skilled were you at it? Was it important to your future? Were you learning anything or getting better at something? Did you feel nervous? How well were you concentrating? Did you have a choice in picking this activity?

ENGAGEMENT EXPERIENCE

+/- DIFFERENCE BETWEEN BASE AND PILOT

20% increase 15% increase 10% increase 3% decrease 16% increase 4% decrease 9% increase 2% increase 5% increase 6% increase

Process
1. Students paged at random times during class and asked what is the main activity you are doing right now and what are you thinking about. 2. Students are then asked to score the 10 questions on the right using a likert-scale. 3. This was done as a baseline prior to the infusion of the technology and during the infusion. Results were then compared as noted here. 4. The results were also color coded to determine connections between higher engagement scores and specic instructional strategies as noted here.

Most Engaging Activities

Collaboration Discussions Project-Based Work

Least Engaging Activities

Lectures Question and Answer Worksheets
* These results are consistent with the HSSSE data points. * * despite the above ranking lower for engagement based upon this methodology, there were still a number of students that rated these high especially when combined with higher engagement activities such as lecture combined with discussion time.

* These results are consistent with the HSSSE data points. * * despite the above ranking higher for engagement based upon this methodology, there were still a number of students that rated these low.

GBN DIGITAL LEARNING PILOT REPORT

I liked that I had access to an abundance of information and it made life easier and better because I had access to online experiences/ practices all that time. GBN Student

As part of the pilot experience, we wanted to focus on meaningful uses of technology that made a dierence in learning. In order to measure this, we used the SAMR observation instrument. Using the SAMR model developed by Dr. Rueben Puentedura, we framed our discussions around the following questions when determining the value of technology infusion: 1. Does it make learning more ecient/easier? [Enhancement] 2. Does it alter a past learning experience for the better? [Enhancement or Transformative] 3. Does it create a meaningful learning experience not otherwise possible? [Transformative] Throughout the pilot, we met frequently to document the learning and teaching perspective of the teachers. At the end, we surveyed our teachers. These items became the basis for measuring the impact of 1:1 on teaching as well as triangulating our engagement results.

TEACHER EXPERIENCE

A 1:1 environment gives students the ability to research, create, solve problems and collaborate in ways that they couldnt before. We were experimenting and learning with the kids. That created a whole new level of education for the kids, too. GBN Teacher

Almost all pilot teachers spoke about an increase in positive collaboration. For some classes, this made collaboration possible that was not prior to the technology. For others, it enhanced collaboration. Students spoke about their ability to collaborate together but still work independently because of the devices and Google Apps suite of tools

SAMR Model of Technology Integration

Another aspect that both teachers and students discussed was the increased sense of community. Students spoke about the sharing of creations, ideas, and resources. The built-in discussion features on all Google tools made peer-topeer feedback a natural part of the classroom experience.

GBN DIGITAL LEARNING PILOT REPORT

TEACHER EXPERIENCE

SAMR Model of Technology Integration

Technology in Use No Technology in Use Redenition Augmentation Modication Substitution

Process
1. Each classroom observed an average of twice a week using the SAMR observation instrument. 2. Observer would document whether the classroom was using the devices or not. More than 1/2 of the students using the device constituted technology in use 3. If technology was in use, observer would document which level of integration was aorded by the technology. 4. The observer would document a rationale for said placement 5. If technology was not in use, the observer would document whether or not it could be and on which level. These were shared with the teachers as part of continued professional development.

27%

15%

7%

34% 44%

73%

Of the 44% of the time technology was used at the Augmentation level, the majority of the time this eciency reduced the need for teachercentered activities thereby increasing student-centered experiences. Of the 27% of the time when no technology was in use, nearly 70% of the time there was no reason to be using technology. In other words, use would have been tech for tech sake. Of the 7% of the time technology was used at the Redenition level, the majority of these items occurred at the latter stages of the pilot. This could indicate that as comfort grew with the technology so did transformative uses.

GBN DIGITAL LEARNING PILOT REPORT

TEACHER EXPERIENCE

Teacher Survey and Discussion Data

Benefit to Learning Benefit to Literacy Benefit to Engagement

Process
1. Pilot teachers met every other week during the pilot to review what is working, what opportunities exist, and what lessons learned others could utilize 2. These observations were recorded 3. Extended classroom visits occurred to document in eld journal non-participant observations and informal discussions 4. A survey was provided at the end of the pilot to capture data aligned with the pilot goals.

20% 40% 60% 80% 60% 40%

Great Deal

Quite a Bit

Quite a Bit

Somewhat

Great Deal

Quite a Bit

Position on Going 1:1

1:1 Teacher Expecations (Before & After Pilot)

Distraction as an Issue

20% 100% 80%

20% 40%

40%

Strongly Favor

Exceeds

Far Exceeds

Very Little Quite a Bit

Somewhat 100% of the Pilot teachers preferred the Chromebooks over Nexus tablets or reviewing other devices

GBN DIGITAL LEARNING PILOT REPORT

Learning tends to be more uid. It made the learning experience more enjoyable and we had access to better resources including more time with the teacher and others. GBN Student

STUDENT EXPERIENCE

The student experience was critical through this pilot experience. From the experience sampling method to ongoing discussions during classroom visits, the insights of students shaped both the direction of the pilot as well as the direction post-pilot. As part of the pilot, the following mechanisms were used to capture student experience data: 1. Focus group discussions 2. Whole class discussions 3. Survey data at the mid-point and end of the pilot 4. Field notes based upon classroom observations

The Chromebooks helped us to work together to become more independent learners. I enjoyed the ability to have connections as well as access to resources. GBN Student

o sm s a l c ade dent m t at i N Stu h t B ked G I li idual. iv ind

re
I liked tha and at o t we could wor k on ou ur r own help, we own pace. Wh en we n could a eeded sk the t GBN St eacher udent or a pee r.

GBN DIGITAL LEARNING PILOT REPORT

STUDENT EXPERIENCE

Student Survey and Observation Data

Benefit to Learning Connect to More Resources & Content Different Learning Experience

11%

5%

23% 45%

2% 36%

2% 30% 2%

26%

22% 39%

12%
Not at All Very Little A Great Deal

5%

40%
Great Deal Very Little Not at All Quite a Bit Somewhat 91% felt the Chromebooks were Easy to Very Easy to use.

Great Deal Somewhat Not at All

Quite a Bit Very Little

Quite a Bit Somewhat

Position on Going 1:1

1:1 Student Expecations (Before & After Pilot) 11%

Distraction as an Issue

5% 5% 20% 41% 15%

26% 21%

13%

15%

32% 29% 48% 19%

65% of the Pilot students preferred the Chromebooks over the Nexus tablets (24%) or Reviewing Other Devices (11%).

Strongly Favor Somewhat Favor Neutral Somewhat Oppose Strongly Oppose

Meets Exceeds Far Exceeds Meets Some

Very Little Quite a Bit A Great Deal

Somewhat Not at All

GBN DIGITAL LEARNING PILOT REPORT

It allowed for us to learn wherever and whenever we wanted. I liked that this allowed us to be more ecient than going to labs. GBN Student

Professional Development Approach

These items were put in place to understand how best to provide professional development for a 1:1 experience. The results will inuence our professional development during the expanded pilot. Personalized P.D. Plan In order to maximize each person's time and to develop the best possible plan, our core PD focus was on the development of personalized PD experiences. These personalized PD experiences were supported directly by the following people: Coordinator Cross-Discipline Tech Advisor Discipline Specic Tech Advisor Librarian Student Leader Tech Trainer These plans were built after visits from Google and site visits to 1:1 schools. Just-in-Time Experiences During the pilot, just-in-time learning opportunities emerged based upon SAMR observations and interest from teachers. This included a book of ideas based upon their Personalized PD Plans. Whole-Group Experiences These experiences were done in cohort fashion to grow our knowledge and skills. Google Apps Team On-SIte PD: Google helped us to collectively explore a wealth of Google tools that can be used regardless of discipline. The target was to focus on 1-2 ideas for the pilot while also growing in familiarity with the devices. School Site Visits: Each member visited a school already implementing 1:1. They spent time in classrooms within his or her discipline garnering 1-2 ideas for the pilot implementation and understanding the devices to a greater degree. 1:1 Management Strategies: We met as a collective group to explore classroom management strategies, distraction strategies, and logistics review IDEA-Thons: We met every other week as a cohort to share ideas and experiences. These informal gatherings served to continue growing ideas rooted in solid pedagogy.
Great Deal

Benefit of Personalied PD Plan

20%

80%

Quite a Bit

Benefit of Cohort Meetings

20%

Tips from the Pilot Teachers

Ask students for help & what theyve discovered Find a department member to develop activities

60%
Be Open-Minded Quite a Bit Somewhat A Great Deal

20%

Dont be afraid to try something new.

GBN DIGITAL LEARNING PILOT REPORT

PROFESSIONAL DEVELOPMENT

The Personalized PD Plans were the foundational steps for our steps into 1:1 learning. At our late arrival day, we began this process by completing our interest inventories. The following represents a snapshot of the preferred approaches that have emerged from this inventory and where we will begin to place our focus on how to provide the best PD for each teacher. Top Three Preferred Formats 1. Small Group 2. Department-Based, 3. One on One Top Three Preferred Times 1. Late arrivals 2. Lunch periods 3. Summer Preferred 150 Maybe Not Preferred

It is time for the students in D225 to have a device. It will enable them to better connect to the outside world, to research, nd problems, and solve problems. It will give them more opportunities to create and collaborate. GBN Teacher

112.5

75

37.5

Small Group

Online

Large Group

One on One

Department-Based

Cross-Department

GBN DIGITAL LEARNING PILOT REPORT

PROFESSIONAL DEVELOPMENT

The table below represents areas of high interest instructionally (over 50%). The table to the left represents areas of interest identied as somewhat or very interest. Please note that these are areas of interest NOT necessarily areas of needs. The bottom graph depicts the best times for PD as indicated by faculty.
AREA OF HIGH INTEREST
Formative Assessment Collaboration Communication Literacy Critical Thinking Project-Based Learning Inquiry-Based Learning Engagement Portfolios Learning Spaces Content Delivery Discussions

AREA OF INTEREST
Google Calendar Google Docs & Spreadsheets Google Presentations Blogger

% SOMEWHAT INTERESTED
43% 23% 20% 37% 33%

% VERY INTERESTED
21% 65% 65% 21% 55%

% QUITE A BIT TO A GREAT DEAL

50% 74% 64% 51% 76% 64% 64% 75% 50% 55% 52% 58%

Google Chat Google Forms Google Drive Gmail Google Groups Google+ Google Hangouts Google Sites YouTube Google Maps LMS (Moodle, Open Class) Social Media Chrome, Apps, & Extensions

24% 21%
30% 28% 18% 23% 27% 35% 35% 27% 35% 31%

65% 65%
40% 55% 56% 38% 48% 45% 33% 40% 30% 45%

I would denitely attend 150 112.5 75 37.5 0

I might attend

I would never attend

Summer

Before School

After School

Lunch Periods

Late Arrivals

GBN DIGITAL LEARNING PILOT REPORT

DEVICE EXPERIENCE

Device selection is a uid process. At this point, the Chromebooks emerged as the best device to meet our goals with learning and teaching: critical thinking, engagement, and literacy. These devices also best serve our school-wide focus on the technology experiences that assist us with our learning and teaching goals: 1. Blended Learning Experience 2. Google Experience 3. Connected/Network Learning Experience 4. Agency Experience One of the most important aspects to understand is that the device is a uid choice in our environment. As new devices emerge that better serve to meet our learning and teaching goals, we will evaluate. This ongoing review of the devices reinforces that we are not embarking upon a Chromebook journey but a 1:1 learning environment journey.

The Chromebook provides an easier transition into a 1:1 learning environment, but we need to realize that the best device for our students may change as the devices change. GBN Teacher

Non-Learning Advantages of Chromebooks

Battery Life of nearly 7 hours Power-on to full usability in 10 seconds Cloud-based so nothing is lost if something goes wrong with the machine Students can access Chromebook experience across all devices if needed Cloud-based updating so the machine is constantly evolving - no reimaging needed School lter goes with the device regardless of location Ever evolving suite of apps both from Google as well as other vendors Sign-in is tied to Google login so no need for multiple logins Hold Power down for 30 second to refresh the system - the solution to almost all technical problems Growing list of 3rd Party applications benecial to management, instruction, and user experience Apps and tools can be sent directly to students Built-in security and management

GBN DIGITAL LEARNING PILOT REPORT

1:1 is quickly emerging around Glenbrook North as the norm both with our feeder districts and neighboring districts. This trend is also consistent nationally where districts are exploring various means for 1:1 including bring your own device. While tablets are the most common device selection currently, Chromebooks are an emerging choice that many districts are exploring as the tool that best supports their learning goals. Snapshot of Chromebook 1:1 Schools Maine High School District Leyden High School District Fond du Lac School District Richland School District Council Blu School District Presently, a number of other districts are exploring 1:1 with Chromebooks leading the way as the device of choice.

DEVICE EXPERIENCE

FEEDER DISTRICTS
District 27 District 31 District 28 District 34 District 30

DEVICE SELECTION FOR 1:1

Laptops iPad Mini No Device Selection at this Time iPads iPads

GBN DIGITAL LEARNING PILOT REPORT

GLENBROOK NORTH HIGH SCHOOL

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