Sticky+Notes+from+ABEL+Groups

=Parking Lot=

- Are we "powering up" to mere gadgets and gimmicks or real learning? - We dont need to know the barriers for students in sysns but how to prepare students for exponential change. - If we think the knowledge were "teaching" now is superfluous to future needs, so too will be the "skills". - Learners first. - Continue to look for ways for students to have resources to class resources 24/7 (MOODLE) - Differentiate instructions and delivery methods. - Providing students with an engaging educational online environment.

=Curriculum/Policy (13 Dots)=

- Time table. - Building structure. - Flexible hours. - Sharing technology. - Change in policy. - Unions. - Support mapping curriculum with view to identify big ideas, integrate and incorporate technology where appropriate. - Interdisciplinary school teams (teachers). - Future unknown. Solution- 1) Define skills required in 21st century and design down 2) Modify curriculum. - Identify outcomes/goals associated with 21st century learning. - Identify key 21st century skills. (what will kids entering our system this September need when they graduate in 2024?). - Focus on how educational reform is required based on the needs of the 21st century workforce. - Integration of 21st century knowledge and skills into curriculum. - Change curriculum expectations to incorporate 21st century skills. - Defining a 21st century learner. Wher have to figure out what type of skill sets are needed to be successful in the future. - Lack of alignment of technology and curriculum. - Have curriculum assessments done so that it will better align with the 21st century learner. - Redefine "literacy" to reflect the current reality (and future reality) "The ability to express oneself in the main medium of society". - Empowering teachers with an understanding of what exactly 21st century skills are (have corporate teachers come in and speak). - Enabling students to realize that the potential of the digital tools extends beyond social networking (making them partners in learning). - Responsibility: No- firewalls, punishment. Yes + reward. - Theme-based cross-curricular integrated projects. - Senior administration to take charge and become role models.

=Structure (22 Dots)=

- Creating T-T to free teachers who are engaged to collaborate and learn from each other. - Teachers team up- plan, implement, asses in a blended way. - Take risks. - Site based distributive leadership, parents, community, students, and staff build culture together (one that embraces technology vs. system designed implement the vision model). - Knowledge based pay. - Centralized provincial direction to address best practice solutions, equity, and the multi-faceted approach required for true transformation. - Gather key stakeholders for provincial working table on technology: unions, faculties of education, education related associations, students. - Change in attitude- school staff, board staff, senior staff, trustees. - Create a superintendent level position to address and administer information technology related solutions. - Show leaders its not as scary as it may seem. - Transform libraries in to information technology resource and lending centers. - Model best practices in everything we do, every day all the time. - School boards need to provide clear directions which move beyond guidelines. - Focused/targeted goals to reach success to a clear/defined pathway. - Minimum standards for teacher knowledge/use. - Set expectations. - Ministry/board/teachers should be in committee/meetings to work together. - Not a top-down approach. Givemore opportunities for different voices to be heard (teachers, students, parents, all stakeholders). - Systemic collaboration (not just personal agendas). - Funding from government. - Advocate for your students and use resources. - Appreciate that teaching time happens outside the classroom. - Structure learning time in a more adaptive/flexible schedule. - Need to restructure the school day/week to provide more time for collaboration and authentic learning.

=Resources (Funding) (44 Dots)=

- Money: Time, PD, Resources. - Technological solutions: Wireless, Policy. - General resources (money, space, time). - Spectrum of learners, teachers- ability to learn. - Differences between subject areas. - Solutions: Ideas: PD - Teach the teachers how to apply the technology. - Lunch and learn, 1:1 - worked.- Subject specific "What`s in it for me?" tool, not the how open-ended projects control (by teachers to students or other teachers). - Don`t teach the same thing every year/semester. - Lack of motivation because scared? -Disdainful stuff - Accessibility - Connect to curric. content (staff feel lost) - Access to tools that meet the needs of students and class,, does`nt have to be the best computer. - Access ministry and board initiatives. Time and money to support professional learning. - Only for prices extra. No- Donations, Out of pocket. Yes- Convince board, Fund raising. - Barrier- Cost. Solution- Allow students to bring in their own devices. - Significant infusion of resources (hardware/software/training/etc.) - Advanced resources- computer for all teachers/students with software. - Wireless access in all schools. - "Wired" or "Wireless access that works consistently. - LCD is mounted in all rooms. - Laptop for every child. - Laptops required and web 2.0 integration in all teacher preparation programs. - Laptop per teacher. - Create an even playing field with respect to access to technology. - Develop a strategic plan for integrated knowledge. - Go mobile so that classrooms can have an allocation of workstations for part of the day- share with other classes. - No more dusty desktops (ruing literacy stations). - All digital resources. No more investment in textbooks. - Issue laptops to teachers. - Purchase netbooks at a reasonable price. (school pricing is inflated). - Corporations can give money/ infrastructure to schools without exerting undue influence or marketing (government and corporations can come together to provide wireless municipalities- ie. take monetary pressure off individual schools, refrain current funding levels. - If there isn`t enough money to cover stable technological platforms and the most current software in schools, have older, still useful, platforms/software for the younger grades and put the expensive, current software into grades 11/12 (so they`re not adolescent already as they leave high school to step into the "real world". - Smaller schools. - Simpler. more reliable technology - More money - Fund raising. - Re- evaluation of funding allocations at the board, ministry, school, and classroom levels. - Create government corporate partnership to ensure equitable access to technology for all students. - Allocation of funds toward technology, province to board level. - More technological staff needs to be hired to present, share, inspire,challenge, research and mentor teachers. We only have a handful for a large school board. - Commitment to a district plan that informs budgets. - Central, school, ministry initiatives. - Look at our budgets and ask how might we spend differently. ( ie. textbooks). - Invest in knowledge online ( textbooks, sites, lessons) Free up funds. - "Work hours" OSSTF. - Active, hands on technology - Each of us should write a learning blog or contribute to a wiki. - Clear vision on how to asses product. - Eliminate text books (all e-books). - Resources and money allocated to all schools. - Provide proper funding to ensure equity. - Notebooks/tech for teachers. - Schools developing plans to infuse technology into the hands of teachers/students.

=Time (38 Dots)=

- Examine how teacher "free time" is allocated and look for opportunities to utilize that time in more meaningful ways. - Shared teacher time for developing pedagogy with technology. - Provide release time during the day for hands on experimentation and/or visit other classes. - Flexibility in determining the timing of the school day. - Teacher time to work on improving their digital literacy skills. - Professional learning funds for teachers, EA`s, administrators to attend conferences, workshops, seminars, job- embedded PD sessions. - Provide time and facilitated dialogue around challenges. - Proved additional prep time for teachers to engage with colleagues in meaningful planning and professional discourse activities. - Time to learn and to practice. - Change structure of school day. - Reduce teacher workload so they have the time to plan/learn the technologies. - Embed Pd into teachers daily practice. - Time to work and play with technology. - Time during the day to learn. - Permit various time/schedules for classroom activity. - Time built into day for dialogue, collaboration, teacher support, etc. - Blended learning models for teacher PD. - Options based on learning needs. - Time to digest training to implementation

=Relationships (11 Dots)=

- Students need to be active participants in planning and shaping their own learning - More options to students for presentation of learning/focus on learning. Undercuts poor technology and systems. - Listen to student voice. - Gather information through survey from teachers and teens. - Focus on safe web practices and responsibilities of students and teachers. - Ask students for help in program planning, delivery, and assessment. - Enlist support from parents regarding curriculum and policy changes. - Block less of the sites. - Trust students to not fool around. - Have students take leadership role in introducing technology.

=Technology (18 Dots)=

- Open the networks for any equipment (students can use their own tools in the buildings). - Permit all staff/students to use all app`s available in the public domain - A reality check. - Provide 21st century learning environments that permit learning for all. - Connecting/learning about resources available. - Connectivity. Provide wireless everywhere. - Have all districts develop a 3 year plan to facilitate the transaction from a curriculum focused teaching model to a student focused learning model. - Provide teacher technology.- Device: Laptop, Netbook. -Data projector. - Provide wireless broadband access throughout the school/system so students can capitalize on their own devides and so teachers can introduce new technologies. - Money for purchasing the hardware. - Remove the photocopier from schools. - Setting up infrastructure to accommodate student smart devices. - Number of computers and digital devices. - Ubiquitous wireless through-out our schools. - Complete comfort with technology by staff. - Open wireless access to personal devices teachers and students. - Full use of wireless without restriction. - Access networks are available. - Filters need to be removed. - Provide all teachers with hardware to eliminate barrier. - Let students use their own technology in the classroom. - Permit students to use their own technology for learning. - Access to technology.

=Collaboration (28 Dots)=

- In class support for teachers and students at the same time. - Here we are compartmentalizing again- why are students not here at the conference, business people. parents, community leaders, why arent they here? Should we not all be working collaboratively towards change and success? - Allow students to be the teacher. - Use our best resource of all- our students. (they will bring the technologies/methods). - Face to Face exchange of ideas. - Provide clear easy sharing of work/lessons/good resources with school/board/province/world teachers. - Educators making links through sector councils/ industry representatives to get/work together for resources, in kind donations, experimental learning opportunities for students/teachers. - Sharing: - lunch and learn, - 1:1, - demo ie. the "hook", - show product. - Proactive solutions. Innovative ideas. - Subject specific sharing-help. - Technology implementation training. - Shared pool resources. - Develop shared understanding of what 21st Century skills are. - Provide opportunities for developing and deepening understanding by all stakeholders. - Consistent, congruent messaging. - Visit classrooms where technology is already integrated to see the process/end product in action. - Individuals open doors, invite others to see great things. - Acceptance by parents and those with "old school" views of new ways. - Think deeply and connect the dots for people. - Consistent system/school based communication with explicit communication of the nature of the 21st century classroom. - Get people talking about whats possible. - Develop shared visions and possibilities. - Communicate to parents, trustees on whats happening. - Have students create a video expressing what they would like as a learning environment. - Collaboration between board and union (with support from ministry). - Establish focused conversations among stakeholders (parents, students, teachers, administration). - Let students and parents be a voice. - Teachers/admin working together to overcome barriers in schools.

=Leadership (10 Dots)=

- Administration, superintendents, and ministry people need to learn technology. - Leadership at system levels honoring needs of teachers - Have students involved in policy making. - Shared, supported journey. - Embrace distention and dissonance in moving forward. (welcome diversity of ideas) - Give students and teachers more voice. - Clear compelling communications about vision, goals, strategies, to achieve 21st century leading and learning. - Locally developed (from the ground up) teacher professional development. - Shift away from ed. structure to big ideas. Embrace all learning from ministry to classroom. - Talent development of school and system leaders. - Support staff by encouraging "risk taking" and celebrate success. - Encourage leaders to take risks and demonstrate the change we need to see. - Supportive, proactive, flexible administration that allows risk taking.

=Inspiration/Motivation (8 Dots)=

- Continue to encourage creativity. - Integrate "big picture" movements with guest lectures. Tops people in their field. See www.ted.com - Start slowly "soft sell" approach. - Make teachers feel valued and relevant. - Share, discuss, collaborate, experiment. - Accept that we are no longer the expert. - Slow or well established adoption. - Use expertise in school (less intimidating). - Establish a system perspective. - Be aggressive with change. - Create a culture of embracing change. - Applauding and spreading the word of great innovative practices. - Use technology to enhance what we are already doing well, not necessarily to replace it. - Working with the parents and community to help the understand why the students are using technology tools. - Separate issues of "behavior" from issues of "technology". - Teacher fear. - Mindset of teachers needs to change to be more proactively up to date as the students are. - Many students are unaware of how their behavior can get them into trouble. Teaching parents and student have to be educated on how to protect out students from cyber bullying, predators, identity theft, etc. - Breakdown silos between departments. It is not separate from everything else we do. - Convince the ministry of Ed. of the urgent need for change in the way we educate kids. - Facilitate increased collaboration at all levels (students. teachers, schools, boards) - Get the federations on board. - Changing attitudes of teachers and administration about technology. - Emphasize co-learning culture - participatory culture. - More praise/discussion of who does things right. - Share best practices. What is really working to support student learning.

=Professional Development (25 Dots)=

- Blended learning approach to job- embedded teacher and principal PD. - Greater exposure to technology from all invested members. - Refocus teachers on what expected learning is and on what the learners need- then how can technology support this rather than use the technology because it will engage. - Provide professional learning that models using technology. - Train teacher on how to become mentor and facilitator with this new learning. - Kits for teachers to share technologies with students. - Provide examples of use for teachers- quick wins. - Time for PD for use of technologies by teachers. - Trouble of teachers and students at the same time. - On site PD. Job embedded learning- digital coach(es) to stay on location for a number of days/weeks. - Promote innovation that happens in the classroom. - Workshops to improve teachers comfort levels with technology tools. - Learning from each other. - Internal sharing communities and sessions. - Carousels within schools where teachers can learn tools from each other. - Have technology advocates in each department. - Administrative support. - Teacher familiarity/experience - Teacher engagement. - Barrier- Teacher buy in. Solution- PD - Introduce one new tool per day/subject meeting with examples of how it can be applied. - PD from teachers or teacher resource people (subject specific). - Open ended. - Kid generated ideas. - Parent feedback. - Demystify the tech as a mind tool.

=Support (51 Dots)=

- What is learning? Ontario supports: Curriculum, supportive government, LNS resources- technology/staff. - Promoting principal as learning leader- co learners. - Technology professional learning for certain (volunteer) teacher leader- lit. coach/teacher/librarian. - What is working- increased professional collaborative planning/co-learning. - Teacher partnering. - Mentoring. - ICT coaches in schools. - Differentiated professional learning. - Develop a collective belief system. - Time for teachers to learn and collaborate during the day. - Teacher leadership. Building capacity in schools. - Stop paying Microsoft license fees and use cost savings for PD. - Believe in and use open source. - Continue to have IT and curriculum to sit at the same table. - Fully-functioning technology (no more glitches). - Provide digital literacy leads in every school. - Each student and teacher should be provided with basic tools (laptop). - Stakeholder teachers should collaborate more with sharing and building lesson- internet and technological tools would help this. Should this collaboration be a job expectation? - Sharing of best practices teachers/schools/family of schools. - Share the good stuff and the not so good stuff. - Multimedia exemplars of ideal 21st century lessons distributed by web. - Develop a tech competencies continuum for teachers to gauge level of skill and use- minimum competencies. - Encourage reuse of exemplar teaching and learning practice. - Facilitating mentoring of teachers new to using technology in the classroom. - Support teacher learning of technology with time line. - Team up expert teacher in use of technologies with someone who is keen to try it. - Empower teachers with technology, PD and support. - More job embedded PD focusing on integration of technology into effective practice. - Stop being afraidof change and technology. - Take teachers out of the equation. - Communicate with parents. - Changes to provincial funding formula to allow for flexibility in the allocation of resources (ie. using textbook money for IT) - Increased professional development for teachers 1) how to use the technology 2) support on how to incorporate and why it is pedagogically important. - Teachers comfort with using technology. - Some schools technologically lucky. need money to acquire technology teachers need. ie. LCD projector, upgraded computer labs. - We need on-going embedded supported release time for professional development. - We need opportunity to access professional development outside of our immediate area. - Celebrate the knocking down walls in classroom to global collaboration. - Roaming tech leadership teams: Identifying and training teachers in each school to be a leader. - Love and believe in what you are teaching. The rest works itself out. - Get rid of the dead wood. - Ensure that the best teachers are hired. - Probably the best solution came from individuals who are will to take a risk to innovate. - Expand IT support. - Barrier: teacher resistance. Solution: Professional development, time, money. - Accessibility to resources: funding. Focus on infrastructure improvements of schools to enable technology integration. - Access to reliable current technology. - Barrier: Finance. Solution: Redistribution of funds- emphasize IT needs. - Lack of equipment. -Lack of support. - Provide more support with the technology available. - Provide the schools with more technology. - Leadership (especially at school level) that has the focus on 21st century skills and is willing to invest in technology and staff. - Unleashing the power of student expertise. Have student experts support teachers in learning new technology skills. - Focus on effective professional development. - Professional learning networks/support groups by subject, experience, tool. - Use model teachers to show how and why it worked for their class. - Support for innovative ideas and attempts. - Individuals try to influence others to get on board. - Encourage collaboration and team teaching within and outside school walls. - More in school dept release time. - Deliver PD on-demand, online so a teacher can do it when they want. - Design PD to reflect adult leasing styles to needs. - Give teachers time to visit each other ( in different schools) to learn from and with each other. - Release time is consistent throughout the semester (ie. weekly not monthly) at school. - Go to PD sessions that are relevant. - Teacher support (time, PD sessions). - More regional subject specific days. - Invest in teachers because they`re front line. - Encouraging and supporting staff. - Provide opportunities for teacher to have impact- in curriculum design, communities, teaching excellence- whatever is identified as a priority recognition. - Build all kinds of support, recognition for teachers who go the extra mile. More than teacher of the year award. - Computer resource teacher support should be continued. - Digital literacy teacher available on site to introduce software. - Integrate regular web 2.0 development session. brown has lunched with colleagues. Network collaboration. - Online professional learning opportunities to learn how to use the various tools. - Teachers collaboration between boards/schools.

=Professional Learning (30 Dots)=

- PD for teachers in classroom with digital resource person giving real world implementation options and support for digital tools. - Monthly in-school during the DAM. Teacher time (1/2 day). - Lunch time workshops linking teachers in teh school to explore digital tools- supportive environment. - Revolution in mindset. - More training. - Bell schedule to accommodate PD. - Virtual PD. - Relevant to each student for fortune. - Rigorous for students- able to stretch their learning. - Differentiated. - Ability for staff to allow for student voice. - Give students voice. - Job embedded learning and coaching. - Let teachers whose focus is digital literacy. - Get teacher feedback. ask them what they need personally to help incorporate technology into their practice. - Accreditation to motivate teachers. - Provide meaningful PD. Not "one shot" learning. - Give teachers time to talk and share ideas (f2f/virtually).

=Professional Learning (17 Dots)=

- Apprenticeship programs in good learning environments for longer than 1 year. - Digital literacy as a rational for learning/teaching. - Board wide or school wide focus on technology - Common goals in using technology. - Remove pressures like high stakes standardized testing. - Literacy at school classroom/learning entres. -Model literacy assessment and inst. learning practices for colleagues. - Focus on teaching/learning through technology, not on how to use technology. - Build in PD opportunities that model what we want to see in classrooms (activation research, inquiry based) - Build collab. ing. comm. blended F2F. - Give all teachers a laptop to take home (its theirs). - Model use of technology in a context relevant to teachers. - Look globally for new ideas in education. - Cross curriculum to increase relevance, engagement, etc. - New hardware. - Small groups building capacity one or two at a time. - Empower teachers to effect change. - Change assessment of teachers for learning. - Respect needs of learners. - Honor all learning. (formal and informal). - Regular dismissal or late start to allow for teacher learning. - Focus teacher learning on moderation of student assessment products. - More math and science examples of use of technology. - Demonstrate to schools where teacher could go for periods of time to learn new methods in a deeper way. - Hire people who demonstrate good learning skills but not necessarily in school. High marks doesnt always mean good teaching. - Build collaborative work time into school day, - Make sure principals are lead-learners from leadership.

=Organization (3 Dots)=

- Alternate school year/daily schedules. - Flexible staffing models and increased members of staff to facilitate collaborative team-teaching opportunities. - K-12 schooling.

=Research (4 Dots)=

- Acquire research that connects the direction with student achievement. - Reduce the provincial curriculum to a set of 3 year benchmarks and introduce a research based set of developmental learning stages based on big ideas that all children must achieve.

=Empowerment (8 Dots)=

- Transparency with parents. - Clearly articulated beliefs around learning that embraces voice, creativity, innovation, VS conformity, one size fits all. - Give students a voice in their learning. - Identifying you official and unofficial teacher leaders and empower them in the process. - Awareness. If we can see the benefits in practice (not just theory) great things can happen. - More computers in school.

=Habits of Mind (4 Dots)=

- Things big. Start small but do something. - Make use of 21st century technologies, natural and normal.

=System Modification (10 Dots)=

- Flexible groupings according to need. - Revamp the school day.year. - Creativity/flexibility with scheduling to facilitate sharing of equipment other than with laptops. - Redrawing school boundaries to share space. - Family of schools to support change in secondary, - Allow students to start and end on more flexible schedules. - Raise the profile of secondary PLAR and how to apply/complete it. - Far too much class time is spent preparing for and writing assessments. Cannot use technology in the assessments. - Re orient the assessment structure to check off when overall expectations have been learned (not just met). - Teacher accountability for using technology effectively. - Rewrite the curriculum. - Accountability toward essential skills versus specific learning outcomes. - Making use of technology a graded subject, - Scheduling time for technology.

=Teaching Pedagogy (2 Dots)=

- Teacher education programs that are blended learning in design so that these new teachers develop habits of mind and practice around using new tools. - Model use. Follow up with discussion. - Differentiated learning -> moving from station to station. = = =Self Efficacy (0 Dots)=

- Model. - Develop the language of advocacy. - Individuals can advocate.

=Accountability (5 Dots)=

- Model effective use of technology. - Curriculum consultants need to know the tools so it is part of their subject/knowledge toolbox. - Adding a technology component into the TPA process. - Hire peopel who are adept to change and embrace new learning tools. - Assess teachers on ability.

=Movement ( 2 Dots)=

- Identify a significant problem in the school or system that would benefit from a technology based solution. Then focus assets on solving that problem. - Develop a bias for action approach board our provinces wide. - Develop packets of inquiry in schools.classrooms and a responsibility to report out findings to the broader community. - Research which technologies/resolves can deliver the most "bang" for your money. - Compare student success at schools with significant technological integration to those without. - "Ground" in a few principals and celebrate innovation.

="Outside the Box" (1 Dot)=

- More away dismantle factory model of school to allow flow, access, choice, and differentiated life-long learning. - Involve students by asking them what they need to keep them engaged "student voice". - Semestered? Perhaps our school subject curriculum could be a list of expectations and with completed the course is done not a whole semester. - Cost-sharing? how to do.

=Misc. (1 Dot)=

- Acknowledge, appreciate informal/personal learning. - Push the boundaries of where, when, and how learnings can take place/ be shared/ measured.

=Community (3 Dots)=

- Provide opportunities for students and teachers to plan effective use to technology. - Talk to the local community to gather feedback as to what level of integration they are comfortable with. - Investment in community infrastructure,