Link to Prezi - Click Here!


Team Name Question Period
Team members
Colin Jagoe
colin_jagoe@kprdsb.ca

Alana Callan
acallan@flemingc.on.ca

Stephen Harper
stephen_harper@kprdsb.ca

Shelley Merton
shelley_merton@kprdsb.ca

Andrew Carr
andrew_carr@kprdsb.ca

Sarah Nelson
sarah_nelson@kprdsb.ca

Lisa Noble
lisa_noble@kprdsb.ca

Darren Kools
Darren_Kools@kprdsb.ca

School Our schools reflect a broad sampling of all that education has to offer in our province. Members of our team work at schools that cover grades JK-post-graduate; some of our schools (and team members) offer instruction in multiple languages (English, French, Ojibwe); we guide staff and administrators towards becoming lifelong learners; we are fiercely proud of the potentials and achievements of each building in which we walk.
Abstract
Problem:

There is a continuum of self directedness among teachers, and this results in varying levels of success with use of any technologies.


Want to do:

We would like to empower teachers in developing their skills for self directed learning.


How to re-engage teachers to become self directed?


Enhance and build colleague self-efficacy in creating more nuanced use of Twenty First century technology.

Problem, Issue, or Possibility (Topic/Driving Question (What is guiding you?)
How do we develop a diagnostic tool to guide a plan for differentiation for a professional learning model?
Objectives and Assessment
We were looking for a way to help teachers become more self- directed learners in terms of technology; and we wanted this to support our board's roll-out of netbook carts and individual teacher laptops. We were getting these great new tools, and wanted to see teachers using them in ways that enhanced 21st century learning.
Eventually, we realized that one of the first things we had to do was find out where teachers were in their use of technology, and to do that, we needed to gather some data. We were able to use our own experience, and some research from our team leader's masters research to develop a survey which we piloted at our individual school communities. This would then help us begin to plan professional development opportunities that allowed our colleagues to "start where they are". We also realized that we would need to use this information to help design professional development for the next academic year
Implementation Plan (Both teacher led activities and student led activities)-
- creation of survey (PLP group) (April 2012) - Link to Survey
- survey sent out to PLP members worksites, and completed by over 200 participants, including elementary, secondary and college level teachers, as well as teachers working at the consultant level. (April 2012)
- data collated, and main areas of interest highlighted, in order to help design P.D. for next year. (May 2012)
-implementation of professional development - fall 2012 and ongoing
- implementation of an e-learning strategy and implementation plan - including development, supports, and technology (Fleming - Summer 2012 and ongoing)
Evaluation and Results
There were two main parts to our survey. One asked what technology tools participants were already using, and how important those tools were to them, and the second asked which tools they wished to learn more about, in the context of applying them to their professional practice.
Everyone in our group found different data in the results that intrigued them. Why did college instructors indicate far more interest in video/audio conferencing tools than elementary/secondary teachers? Why did people indicate that they used social networking tools regularly, but had little interest in applying them to their professional practice?
Our results also helped us identify gaps that would need to be remedied before the survey went out to a larger cohort - we needed to allow space for people to indicate that they were already using a technique/tool in their classroom; we needed to ask people about their comfort level with the tools they were using, to truly allow us to start where they are.
One way that we thought to look at the results is the following:
  • Focus only on areas that at least 51% of the staff were interested in. Each question is divided into 3 categories:
  • -responses in which 70 (q1) or 71% (q2) to 100% of the staff stated as important/ interested in learning
  • -responses in which 60-69% of the staff stated as important/interested in learning
  • -responses in which 51-59% of the staff stated as important/interested in learning
  • (NB In q1 I combined scores of very important and indispensable into one category.)

  • Q1
  • 70-100% of staff stated the following as important:
  • To communicate with others using text
  • To create electronic documents
  • To search for articles on the internet

  • 60-69% of staff stated as important:
  • To create/edit multimedia items
  • To create presentations using digital tools
  • To search for short videos
  • 51-59% of staff stated as important:
  • To communicate with others using text chat
  • To access digital maps
  • To use and share a calendar/personal agenda

  • Q2
  • 71-100% of staff stated they were interested in learning:
  • To create/edit multimedia items
  • To create presentations using digital tools
  • 60-70% of staff stated they were interested in learning:
  • no items in this category
  • 51-59% of staff stated they were interested in learning:
  • To communicate with others using text chat
  • To communicate with others using text
  • To create electronic documents
  • To use a learning management system
  • To use databases
  • To use collaboration/shared document tools

  • Musings:
  • Overall, there is agreement between what people think is important and what they want to learn. This extends to what they think is important in their personal life is often connected to what is important in their professional life.
  • In terms of future planning, it seems as if support for activities that involve creation, communicating and using of specific items would be the focus within a class centred framework. Teachers want to learn something they can use.
  • It was interesting to note that by far the highest score for "No, not at all" for interest in appying in professional practice was for using social networking systems. I think teachers want a clear delineation between the personal and professional. Perhaps helping them see some usefulness in the world of Twitter and Pinterest might be something to consider....??
  • Two interesting questions would have been around (1) what level of comfort people have with technology and (2) how proficient they feel they are at using technology.
Artifacts and Documentation
Teaser:
http://animoto.com/play/hyjCwgWIW56jx1ypkOBtTw

Survey Results:
Question: Are you interested in learning how to apply this to your professional practice?
Answer Options
Yes (Teachers)
Yes (Consultants)
To communicate with others using text chat (SMS, MSN, Skype, FirstClass, Groupwise Messenger)
54%
65%
To communicate with others using audio (Skype, MSN, phone)
38%
59%
To communicate with others using video (Facetime, MSN, Skype, Videoconferencing)
43%
75%
To communicate with others using text (email, discussion boards, blogs, wikis)
61%
71%
To create electronic documents (word processing, presentation, spreadsheets)
58%
35%
To create/edit voice recordings (podcasts, voice memos)
43%
71%
To create/edit multimedia items (photographs, movies, slideshows, music creation .. )
74%
82%
To create presentations using digital tools (Smart Notebook, Powerpoint, Prezi, Photostory … )
78%
82%
To access digital maps (MapQuest, GoogleMaps) or a GPS (TomTom) to find my way or to get directions
43%
24%
To use social networking systems (Facebook, Twitter, Pinterest ...)
27%
29%
To use a learning management system (Edmodo, eLearning Ontario, WebCT, Google apps for education, Moodle .. )
49%
71%
To use databases (EBSCO, World Book, Teen Health and Wellness, Chilton Auto Repair...)
55%
47%
To use collaboration/shared document tools (Google Docs, Dropbox, Office 365 etc.)
60%
71%
To share publicly my works and ideas (blogs, flickr, YouTube, Slideshare…)
43%
53%
To search for articles on the Internet
51%
41%
To search for short videos (i.e.: YouTube, Learn360, Blip.tv) on the Internet
57%
53%
To search for and download movies from the Internet (NFB .. )
54%
59%
To search for and download music from the Internet (iTunes, Amazon, Naxos … )
41%
47%
To search for and download books from the Internet (iBooks, Kindle, Amazon, Kobo ..)
39%
50%
To use and share a calendar/personal agenda (FirstClass, Google Calendar, iCal,... )
49%
29%
To create and use concept maps or mind maps (Smart Ideas, Inspiration... )
50%
53%
To sort large amounts of data (Google Docs, Excel, Tinkerplots... )
38%
35%
To produce graphs from numerical data (Excel .. )
43%
47%
To do complex calculations (Markbook, Excel, graphing calculators... )
43%
47%

Survey Results from Fleming College:

Email preamble:

The following survey is to help determine what technology-related tasks employees feel are important to them and whether or not they are interested in learning more about how to use them in their professional practice.

The data collected will enable us to focus in on learning and development topics and issues that employees are interested in, are motivated to learn and are deemed to have personal value.

This survey was setup in partnership with the Kawartha Pineridge School board and a joint action research project I participated in.

This survey may also help individuals determine where their technology skills are strong and where they may want to investigate and develop further.

https://www.surveymonkey.com/s/M8RP3BQ

The survey will be available until May 2, 2012 for the action research project completion.

Thank you in advance for your participation!

Answer Options
Yes
No
To communicate with others using text chat (SMS, MSN, Skype, FirstClass, Groupwise Messenger, etc.,)
40%
52%
To communicate with others using audio (Skype, MSN, phone, etc.,)
45.3%
54.7%
To communicate with others using video (Facetime, MSN, Skype, Videoconferencing, etc.,)
56.1%
43.9%
To communicate with others using text (email, discussion boards, blogs, wikis, etc.,)
64.3%
35.7%
To create electronic documents (word processing, presentation, spreadsheets, etc.,)
54.4%
45.6%
To create/edit voice recordings (podcasts, voice memos, etc.,)
44.2%
55.8%
To create/edit multimedia items (photographs, movies, slideshows, music creation, etc.,)
64.7%
35.3%
To create presentations using digital tools (Smart Notebook, Powerpoint, Prezi, Photostory, etc.,)
70.3%
29.7%
To access digital maps (MapQuest, GoogleMaps or a GPS (TomTom) to find my way or get directions, etc.,)
30.1%
69.9%
To use social networking systems (Facebook, Twitter, Pinterest, etc.,)
50.0%
50.0%
To use a learning management system (WebCT, Edmodo, Google Apps for education, etc.,)
58.4%
41.6%
To use collaboration/shared document tools (Google Docs, Dropbox, Office 365, etc.,)
58.4%
41.6%
To share publicly my works and ideas (blogs, flickr, YouTube, Slideshare, etc.,)
35.5%
66.5%
To use databases (EBSCOhost, ProQuest, Knowledge Ontario, etc.,)
44.8%
55.2%
To search for articles or resources on the internet
53.2%
46.8%
To search for short videos (YouTube, Learn360, Blip.tv, Films on Demand, etc.,)
50.3%
49.7%
To search and download movies from the Internet (NFB, etc.,)
36.3%
63.7%
To search for and download music from the Internet (iTunes, Amazon, Naxos, etc.,)
29.4%
70.6%
To search for and download books from the Internet (iBooks, Kindle, Amazon, Kobo, etc.,)
30.4%
69.6%
To use and share a calendar/personal agenda (Groupwise, FirstClass, Google Calendar, iCal, etc.,)
51.5%
48.5%
To create and use concept maps or mind maps (Smart ideas, Inspiration, etc.,)
50.0%
50.0%
To sort large amounts of data (Google Docs, Excel, Tinkerplots, etc.,)
47.6%
52.4%
To produce graphs from numerical data (Excel, etc.,)
45.1%
54.9%
To do complex calculations (Gradebook, Excel, graphing calculators, etc.,)
41.5%
58.5%

Comments:

  • interested in communicating using video and text (not just email)
  • interested in creating content especially multimedia and video
  • interested in collaborative tools/document creation
  • not as interested in sharing their works publicly - hopefully this will change once they start communicating publicly and creating media content
  • not as interested in knowing how to search for music or movies to download - assume they are already comfortable with these skills

Interesting comment from a faculty member about the survey:

OK, survey done. (Interesting way to set up the survey: ask the same set of questions twice, and see if the match.)

The practical issue for me is not what I want to learn...there have always been offerings of things that I could use which are of interest to me. Nor is it finding the time to take a workshop...I can find time to take a half-day workshop. The issue is how do I find the ongoing time to become proficient enough to really use the technology.

There is a steep (and ongoing) learning curve to use sophisticated technologies like WebCt, and in the end it seems they consume as much time as they release. If we are expected to use them, they need to be SWF'd! (how we contract faculty - alana)

Since I arrived at Fleming 10 years ago, I have learned for use here: at least 2 different email systems, at least 2 operating systems, several versions of Word (the latest of which is a curse), WebCt, Powerpoint, videocameras, youtube, the portal, the library e-resources, various networking websites, and other things I can't remember at the moment. All of this has been "on my own time", which is to say I was expected to deliver a full course load while also accomplishing a continuous onslaught of e-upgrading.

I know this is not your fault in any way, but perhaps you could pass this comment on to whoever determines when we are required to "upgrade".... . My colleagues agree. Thanks.

(Was happy that the faculty member shared this with me as it is the type of resistance that we experience as we support the use of technology - what I think is missing from this is that we need to focus on the intentional use of technology - not the use of technology for technology sake - support is required to make this shift.)


external image kpr%20logo%20no%20text.gif

Kawartha Pineridge District School Board

Colin Jagoe
colin_jagoe@kprdsb.ca

Alana Callan
acallan@flemingc.on.ca

Stephen Harper
stephen_harper@kprdsb.ca

Shelley Merton
shelley_merton@kprdsb.ca

Andrew Carr
andrew_carr@kprdsb.ca

Sarah Nelson
sarah_nelson@kprdsb.ca

Lisa Noble
lisa_noble@kprdsb.ca

Darren Kools
Darren_Kools@kprdsb.ca