ISTE 2014 – The Runbook Project: Professional learning for Hawaii technology coordinators

Download a PDF of our poster:

[click here: THE RUNBOOK PILOT PROJECT PROFESSIONAL LEARNING FOR HAWAI‘I TECHNOLOGY COORDINATORS]

The Approach

Watch the video below to learn about “The Press” model that describes the approach.

To view the Academy for 21st Century Education project description document, please click the button below:

[or use this link http://goo.gl/oy4WpA]

The 21st Learning Nexus

For more on the The 21st Learning Nexus, please click the button below. This will take you to a Google presentation.

[or use this link: http://goo.gl/NdJgUr]

The Picture Painted

For a complete description of The Picture Painted, please click the button below. This will take you to a Google presentation.

[or use this link http://goo.gl/Gx69z9]

More from the ISTE poster session description

Purpose & objective

The purpose of our poster is to share the success and challenges of our Run Book Project, a project whose goals were to provide technology coordinators with concentrated professional development with extended followup support to enable them to deploy and maintain a Google Apps for Education environment in eight Hawaii Department of Education schools. Concurrently, the eight schools were part of a pilot 1:1 computer initiative designed to support the department’s Common Core Digital Curriculum. This poster is not a description of the 1:1 computer initiative or the Common Core Digital Curriculum. Our goal is to share information about the professional development of the technology coordinators in this wider effort.
Our poster addresses three particular ISTE standards–ISTE C6, ISTE A2, and ISTE T1. We address different staff roles in the schools who ultimately support the effectiveness of digital tools in the hands of students for learning and creativity. We primarily focus on the role of the technology coordinator and his/her growth in knowledge and skills to support the 1:1 initiative Hawaii has implemented in eight pilot schools. Secondly, we work closely with the school administrators at those schools so that they understand the influence they have on establishing the digital culture at their school and by extension their community’s home environment for digital exploration and sustainability. And lastly, we constantly remind ourselves that we need to ultimately support our teachers who are at our front lines in facilitating, leading, directing, motivating, and modeling passionate discovery and creativity.
After you visit our poster, chat with us, and view our accompanying videos about implementation, we hope you will leave with the following information:
– knowledge of how our effort to support the TCs was ultimately to support the implementation of Common Core State Standards
– information about how we organized a two-day summit to brainstorm the need to balance TC needs and department outcomes
– outline of the two-day, intensive hands on professional development with TCs
– tips and tricks on how we continuously supported the TCs during their deployment and maintenance via our Google + community
– details on the devices supported, software used, issues encountered, and success stories

The eight schools with which we worked represented different aspects of school profiles and were even on different islands in our island state. Six schools were on the island of Oahu and two were on the island of Hawaii. Six were elementary schools, one was a middle school, and one was a middle-high school. Not all schools were in locations where high-speed internet was steadily available, so challenges in connectivity were known prior to the department’s 1:1 computer initiative.
The premise of our work in grounded is technological pedagogical content knowledge, or TPACK (Mishra and Koehler, 2006), a convergence of pedagogical knowledge (Shulman, 1986), technological pedagogical knowledge and technological content knowledge. The concept of TPACK was proposed to provide theoretical grounding to the notion that teachers already have a strong situated knowledge of their own teaching philosophies that needed to be pooled with essential knowledge of technology into their learning situations. An extension of Shulman’s (1986) notion of pedagogical mastery where teachers are adept at content as well as competent in teaching strategies, Mishra and Koehler (2006) proposed that new technologies also had a significant impact in transforming learning. Koehler and Mishra’s resulting model of TPACK in 2009 emphasized their belief that the interrelationship of content mastery, pedagogical strategies, and technical skills are all critical to effective representation of content to learners.
Where most TPACK studies have focused on pre-service and inservice teachers, ours focused on technology coordinators. In our case, the assumption was that technology coordinators already possess a strong technical skillset and that the understanding of how to support teachers (the pedagogy and perhaps content) needed to increase. We share in this poster information our experiences in dispelling of some of those assumptions as well as our successes and challenges so that others can hopefully benefit from our systematic investigation, reflection, and continuous refinement of our Run Book professional development project.
As we have just started the professional development effort, we do not yet have specific evidence of success to share. However, the professional development is happening in Fall of 2013 and device rollout to students is happening in Spring of 2014. We anticipate having our case studies completed and ready for share in our poster by Summer 2014.

Outline

The Runbook Overview Section
Why we are creating a runbook
Who is the Runbook for
Excerpts of the Runbook
Professional Development Overview Section
Material from the professional development component
Descriptions of the modules being offered
How implementing GAFE helps foster common core section
QR code links to online videos that address Common Core State Standards
How GAFE is the vehicle for platform agnostic teaching and learning

Standards addressed

Our poster addresses three particular ISTE standards–ISTE C6, ISTE A2, and ISTE T1.
We address different staff roles in the schools who ultimately support the effectiveness of digital tools in the hands of students for learning and creativity. We primarily focus on the role of the technology coordinator and his/her growth in knowledge and skills to support the 1:1 initiative Hawaii has implemented in eight pilot schools. Secondly, we work closely with the school administrators at those schools so that they understand the influence they have on establishing the digital culture at their school and by extension their community’s home environment for digital exploration and sustainability. And lastly, we constantly remind ourselves that we need to ultimately support our teachers who are at our front lines in facilitating, leading, directing, motivating, and modeling passionate discovery and creativity.

Supporting research

Books
Lei, Jing, The digital pencil: one-to-one computing for children. New York: Lawerence Erlbaum Associates, 2008.

Journal Articles
Buckenmeyer, J., Freitas, D. & Hixon, E. (2008). Assessing the Effects of a 1:1 Technology Program on Student Achievement: A Viable Research Design. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1051-1053). Chesapeake, VA: AACE.

Cavanaugh, C., Dawson, K. & Ritzhaupt, A. (2008). Conditions, Processes and Consequences of 1:1 Computing in K-12 Classrooms: The Impact on Teaching Practices and Student Achievement. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1956-1963). Chesapeake, VA: AACE.

Corn, J., Osborne, J., Halstead, E., Oliver, K., Tingen, J. & Stanhope, D. (2009). Results from North Carolina’s 1:1 Learning Initiative Pilot: The First Year of Implementation. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 854-859). Chesapeake, VA: AACE.

Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. AACE. Retrieved October 1, 2013 from http://www.editlib.org/p/29544.

Lancaster, S. & Topper, A. (2010). Evaluating K-12 1:1 Laptop Initiatives. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1011-1013). Chesapeake, VA: AACE.

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Retrieved from http://www.jstor.org/stable/1175860

Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2), 232-254.

Teclehaimanot, B., Hamady, C. & Arter, M. (2010). Reflections of a 1 to 1 Laptop Initiative: Lessons Learned. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3367-3372). Chesapeake, VA: AACE.

Tingen, J., Halstead, E. & Corn, J. (2011). How Laptops Digitize and Transform Learning. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3377-3381). Chesapeake, VA: AACE.

Topper, A. & Lancaster, S. (2011). Challenges and experiences of school districts in lower West Michigan that are implementing 1:1 computing initiatives. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1695-1704). Chesapeake, VA: AACE.

Websites
“Can Your IT Team Handle the Demands of One-to-One and BYOD?,” EDTECH, last modified April 1, 2012, http://www.edtechmagazine.com/k12/article/2012/04/can-your-it-team-handle-demands-one-one-and-byod

“How to Start a BYOD Program,” EDTECH, last modified April 2, 2012, http://www.edtechmagazine.com/k12/article/2012/04/how-start-byod-program

CRDG Information Technology