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In the following report, Hanover Research analyzes discussion documents related to the
formation of the new information and technology plan at The Madison Metropolitan
School District. The report summarizes common trends in respondents’ vision for
technology, desired tools and resources, and opinions about professional development.
Information & Technology Plan
Discussion Analysis – Round One
Final Report
Prepared for The Madison Metropolitan School District
December 2013
Hanover Research | December 2013
© 2013 Hanover Research | District Administration Practice 2
TABLE OF CONTENTS
Executive Summary and Key Findings ............................................................................... 3
Introduction ........................................................................................................................... 3
Methodology ......................................................................................................................... 3
Key Findings ........................................................................................................................... 4
Section I: Information & Technology Plan Discussion Session Attendance ......................... 6
Section II: Vision for Technology ....................................................................................... 7
Section III: Model Classroom and Resources ................................................................... 11
Section IV: Professional Development ............................................................................ 14
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© 2013 Hanover Research | District Administration Practice 3
EXECUTIVE SUMMARY AND KEY FINDINGS
INTRODUCTION
The Madison Metropolitan School District (MMSD) is in the process of developing a comprehensive information and technology plan involving significant community and stakeholder input. The input process is organized in two distinct rounds of discussion. Round 1 is concerned with the vision and goals participants have for technology use in individual schools and the district as a whole. Beginning in late October, the district held large-group discussion sessions to gather feedback from faculty, community members, administrators, students, technology staff, and other important stakeholders. These meetings were scheduled for the period from October 22 to November 27. Round 2, which will draw on key findings from Round 1 discussions, will be centered on outlining central themes that will form the basis of the final information and technology plan. These sessions will be held during the month of December, 2013. Hanover Research’s role in this process is to provide qualitative summaries of the session discussions, identifying key themes to structure future discussions and planning. This document presents the final report for Round 1 discussions. The report is divided into four sections:
Section I: Information & Technology Plan Discussion Session Attendance provides an overview of the timeline of discussion sessions, number of attendees at each session, and the type of attendees at each session.
Section II: Vision for Technology summarizes the themes related to respondents’ vision for technology in MMSD. The section presents the perceived benefits of new technology and respondents’ concerns about increased technology use.
Section III: Model Classroom and Resources presents common themes related to technology tools and practices that respondents envision in a technology-enhanced, model classroom and school.
Section IV: Professional Development identifies common themes related to professional development in a technology-enhanced district.
METHODOLOGY
Hanover Research read and coded 21 documents provided by The Madison Metropolitan School District for the planning sessions related to technology during the period from October 22 to November 27, 2013. Hanover first developed a series of codes based on an initial review of the first documents, and used pattern coding to review all provided documents twice and refine the codes when necessary. This document presents the major themes identified in all documents, the number of times each theme was mentioned, and an example of a response provided for each theme.
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While this report presents major themes identified in the documents, this analysis is somewhat limited due to the source. In particular, document coding does not permit us to follow up with respondents or to ascertain with absolute certainty respondents’ attitudes about the discussed topics. The documents themselves may reflect personal bias or situational factors that are not available to us in this format. Nevertheless, the themes that we have identified represent significant trends in respondents’ observations.
KEY FINDINGS
Respondents envision a district in which technology is accessible to all stakeholders and that is seamlessly integrated to enhance teaching and learning. Technology should be implemented carefully and thoughtfully, and should be differentiated by subject and grade level. Respondents envision a district in which technology is used responsibly and appropriately for students of all ages and abilities.
Benefits that respondents associate with technology use include more opportunities for collaboration, greater equality among students, and increased student engagement. Respondents believe that using technology will help students build skills necessary to succeed in college and their careers. In addition, technology keeps education aligned with the reality of the modern world. Technology also improves communication among students, teachers, and parents.
Though they are excited about the potential of technology to improve education, respondents express concerns about safety and the responsible use of technology tools by students and school staff. Respondents worry about internet security and privacy for students. Respondents also express concerns about funding for technology and the accessibility of tools outside of school.
Respondents envision a model classroom and school in which they have wireless internet access, devices such as iPads, tablets, and interactive whiteboards, and the physical infrastructure to accommodate new technological tools. Respondents are especially interested in tech-based assessment tools and online learning applications. Overall, respondents request the same types of tools at the elementary, middle, and high school levels, though they request more content-specific tools and physical infrastructure for middle and high schools.
With the introduction of new technological tools, respondents recommend updating classroom practices and teaching and learning standards. Many respondents would like the district to implement a one-to-one initiative, in which each student receives a personal device, though some respondents believe such an initiative to be unnecessary. Other practices that respondents request include a flipped classroom model, blended learning, and virtual learning opportunities. Regardless of the practice, respondents note that it must be aligned with the Common Core State Standards.
Respondents would like comprehensive professional development, differentiated by tool, subject, and grade level, that trains teachers and administrators to use technology effectively. To seamlessly integrate technology with instruction,
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respondents must know how to use technology well. In particular, they would like the district to hire dedicated support staff to assist and train them. Teachers would like to become “digitally literate,” and want the district to set standards and expectations for instructional technology skills.
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SECTION I: INFORMATION & TECHNOLOGY PLAN
DISCUSSION SESSION ATTENDANCE This section provides information about Round 1 discussion sessions regarding of the new Madison Metropolitan School District Information & Technology Plan that took place during the period October 22 to November 27, 2013. Figure 1.1 presents the number and type of attendees at each session. Figure 1.2 provides information about additional forms of feedback provided by MMSD.
Figure 1.1: Attendance at Information & Technology Plan Discussions
SESSION DATE NUMBER OF
ATTENDEES TYPE OF ATTENDEES
Staff Input Session October 22, 2013 44 School staff
Community Experts Input Session October 24, 2013 3 Community professionals
Principal Input Session October 29, 2013 11 Principals
Student Input Session October 30, 2013 11 Students
Technical Services Input Session November 1, 2013 17 Micro-Techs
Assistant Superintendent Elementary Input Session
November 5, 2013 2 Assistant Superintendents
Principal Advisory Work Group November 6, 2013 12 Principals
OMGE Team Input Session November 8, 2013 13 OMGE team
Assistant Superintendent Secondary Input Session
November 14, 2013 1 Assistant Superintendent
Professional Learning and Leadership Development Input Session
November 15, 2013 10 Professional Development
Group
Staff Input Session #2 November 18, 2013 13 School staff
Family Input Session November 20, 2013 13 Family members
C&A Group Input Session November 21, 2013 10 C&A Group
Educational Services Input Session November 21, 2013 3 Educational Services staff
Figure 1.2: Additional Feedback from Web and Email
FEEDBACK DATE NUMBER OF
RESPONDENTS TYPE OF RESPONDENTS
Emails compiled through November 1 November 1, 2013 5 Teachers and school staff
Web Feedback Forms #1, #2, #3 November 21, 22,
and 25, 2013 11
Staff, community members, family
Library Media Program Vision November 26, 2013 n/a Staff
Student Input Via Google Form November 27, 2013 16 Students
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SECTION II: VISION FOR TECHNOLOGY The Madison Metropolitan School District community members see many benefits to increasing the use of technology in the district. While respondents believe that the effort to increase technology is important, they want to ensure that it is introduced thoughtfully and effectively. This section provides an overview of respondents’ vision for technology in the district, including their perceived benefits and common concerns. Of utmost importance to respondents is the accessibility of technology tools and devices. Respondents would like access to a variety of tools and devices and want to ensure that all community members have equal access. Next, respondents emphasize the imperative of seamlessly integrating technology with classroom instruction. They would like to teachers to use tools in a way that enhances the curriculum and does not distract students from learning. Technology should be differentiated by age and subject, and appropriate for special student populations. Finally, responsible use policies must accompany the introduction of technology. Students and staff must be aware of cyber-safety protocol and internet ethics. Figure 2.1 provides a summary of themes related to respondents’ vision for technology at The Madison Metropolitan School District.
Figure 2.1: Vision for Technology in MMSD
THEME NO. EXAMPLE
Accessible 117 Making sure the devices are accessible to all
population
Equal/equitable 42 Tech should be equal
Enhances, does not replace, instruction
40 Technology as a tool to enhance teaching, not
to replace teaching, need good foundation
Responsible use and cyber-safety
35 More ethical dimensions that need to be
discussed – not just content areas, but good citizenship – cyber-ethics
Seamlessly integrated 35 Seamless integration of technology and
instruction
Differentiated by age 34
It’s about the grade level – iPads more useful at primary, want kids at upper levels to have access to laptop or at least keyboard – need all the furnishings so kids can easily move from touch to type
Appropriate for special student populations
29 Helps teacher differentiate for TAG students
and ELLs – an avenue for them to demonstrate their understanding in a new way
Accessible at home, outside of school
24 Each student can take device home (continued
learning at home)
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THEME NO. EXAMPLE
Forward thinking 16 De-traditionalizes our classrooms (non-
traditional), to use those skills to be competitive
Meaningful, purposeful 15 Tech needs to be used for a purpose, not just
to use it – not just a substitution device
Current 14
Guidelines/policies for keeping technology current and vetting process for ensuring schools are responsibly using resources to accrue technology (ensuring they don't spend a boatload of money on something that within a few years will be obsolete)
Differentiated by subject 14
Technology that meets the needs of the grade level and classroom (i.e. tablets may be more useful at elementary, laptops at secondary, Apple computers for Tech courses, appropriate hardware for world language, music classes, etc.)
Thoughtfully implemented 13 How are we going to roll it out this week, take
the lead to set up emails, have a point person, have a team lead
Follows a plan 12
Building planning committees that can keep consistency and sustainability and then connect with district to reach out to other schools to keep common language in the entire district
Technology curriculum 10 Need an Applied Technology Department in
High Schools
Age appropriate 5 Wireless access in all schools, but appropriate
access between grade levels: elementary would have different access than high school
Focus on process, not the product
4 Emphasis on process rather than product
Respondents see many benefits to increasing the use of technology in schools and classrooms. First, respondents believe that technology will provide more opportunities for collaboration among students, teachers, and other community members. Parents, students, principals, and school staff all believe that technology will create more opportunities for collaboration and sharing ideas. Technology promotes equality among students by helping them develop marketable skills. Respondents believe that technology will prepare students for college and careers by teaching the skills necessary for success in the real world. School staff members emphasize the ability of teachers to provide instant feedback and opportunity for students to personalize their learning experience with technological tools. Respondents also see technology as a positive and efficient way to communicate with
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students, teachers, and parents. Figure 2.2 summarizes themes related to the benefits off increased technology use in MMSD.
Figure 2.2: Benefits of Technology Use
THEME NO. EXAMPLE
Collaboration, sharing ideas and resources
95 Collaboration becomes easier in terms of teacher to
teacher and student to teacher and student to student
Promotes equality, equity 42 If leveling out the achievement gap is our goal, they
would need more access to technology
Engages students 36 Engages the kids and gives them a better chance to
find that light bulb that sparks
Aligned with reality of technology use in real world
30 In a career where computers are the focus, it builds
a certain amount of efficiency and comfort, easier transition into community
Career, college readiness 28 Taking students, giving them the tools to be
competitive
Communication and connection 24 Delivering announcements, updates, news to
students and staff
Progress monitoring and instant feedback
23 Others can comment on the work, receive
feedback, and the students can go back and correct their work, make additions off of that feedback.
Self-guided, student-centered learning
23 Less teacher-centered and more student-centered
(teacher as guide/ support)// shift in pedagogy + increased student ownership
Personalization 20
Each child has a personalized device, enabling freedom of movement, not being tied to the old standards of a classroom (visual supports on the walls, a classroom library, a "book box" ...)
Parent communication and engagement
19 Tech use to connect to other people and building
bridges, tech making it easier for parents.
Efficiency 13
The model classroom/school would provide the tools for students to develop the skills, techniques, collaborations and also provide a more efficient means to access information and data to help the student stay engaged.
Global connections 12 Sharing 1 to 1: sharing to a larger screen or to
other classes, even globally
Flexible, adaptable 12 Attendance can be more flexible (skype into class
for the day)
Constant change 7 Progress times change and you have to change
with them
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While respondents believe the increased use of technology has many benefits, they have a number of concerns about the introduction of technology. Respondents are concerned with the safety issues associated with technology, as well as student information security and privacy. Students, staff, and parents all express concern about the responsible use of technology in schools. In addition, respondents express concern about students’ access to technology tools at home. To successfully implement an information and technology plan, students must have access to devices at school and at home. Further, respondents express concerns about funding for technology and technology repairs. School staff are especially concerned about the costs of maintenance and upkeep of devices. Figure 2.3 summarizes respondents’ concerns about technology use.
Figure 2.3: Concerns about Technology Use
THEME NO. EXAMPLE
Safety, responsible use 35
Education using technology: still need to be very flexible using new skills, students will have to adapt with future technology as technology changes, but learning how to be responsible with the technology, taking care of it, (positive) other than just knowing how to use the devices.
Accessibility outside of school 24 Need to have a bridge to the home; instead right
now there is a divide to the home, whether it is access or lack of technical skills.
Budget and funding 24 Sustainable funding
Holistic learning, social and emotional
12 Are we just teaching them technology or social
skills? Can they only use the tech but not interact with others?
Security and privacy 8 Open access to internet, personal privacy is
protected, keeping students information protected
Maintenance, upkeep 8 Increase funding for support, and increase funding
for time repairing devices
Other concerns 4
Although, I'm concerned that classrooms will become too "technology-centered”… Our children are exposed to technology on a regular basis and too much "screen-time" has been linked to childhood obesity, low mental health, and behavior problems.
Distracting 1 More distractions…teaching tech control
Unwanted 1 Idea of forcing this on the kids
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SECTION III: MODEL CLASSROOM AND RESOURCES Information and technology plan discussions asked attendees to consider the tools and resources they envision in a model school and classroom. Respondents identified specific technology resources and practices they would like a model school to provide. Respondents would like the school to provide technology-based assessment tools, wireless internet access, and iPads and tablets. They requested access to online applications and resources, and would like an updated physical infrastructure to accommodate new technologies. Most respondents would like elementary, middle, and high school students to have access to the same types of resources, though they request more content-specific tools for middle and high school students. Respondents would also like middle and high schools to have more physical infrastructure, such as labs and media centers, to support technology use. Figure 3.1 provides a summary of the tools and resources that respondents would like a model school to offer.
Figure 3.1: Model School/Classroom Tools and Resources
THEME TOTAL
Assessment tools 56
Wireless internet access 54
iPads, tablets 54
Online applications and digital resources 49
Physical needs, facilities 44
Videos and images 40
Interactive whiteboards (Smart Boards, Promethean boards)
37
Laptops, netbooks, Chromebooks 33
Audio 23
Computer lab or cart 21
Interactive technology tools 17
Smartphones and mobile devices 16
Whiteboards 14
Communication technologies, teleconferencing 12
Presentation rooms 12
Content specific tools (digital media lab, science tools, physical education tools)
12
Printing 11
E-books 10
Response devices 9
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THEME TOTAL
Functional technology 9
Keyboards 7
Social media 7
Microphones 6
Software 6
Computers 6
YouTube access 5
Television 4
With the introduction of technology, respondents would like a model school to implement new practices related to technology use in the classroom. Practices that respondents would like the district to implement include offering a “one-to-one” initiative and providing uniform devices to all students. Staff and students especially express their desire for a one-to-one initiative, though not all respondents agree that such an initiative is necessary. Respondents also emphasize the importance of aligning technology practices with the Common Core State Standards, and updating the standards for teaching and learning with technology. Other technology practices that respondents would like schools to offer include blended learning, virtual learning opportunities, and a rent or “bring your own device” policy. Figure 3.2 provides a summary of the practices that respondents would like a model school to offer.
Figure 3.2: Model School/Classroom Practices
THEME NO. EXAMPLE
One-to-one 59 Would have 1:1 devices; paperless… devices students
could checkout; clear Acceptable Use Policy
Teaching and learning standards for technology
22 Important standards, not just teaching students to use the
device, that seems to be shucking out of our responsibilities
Learning portfolio 17 May make it easier to maintain students work/portfolio of
work, and keep track of progress over time.
Common Core integration 16 Teachers have an understanding of the sammer model
and how to integrate into teaching/CCSS
Consistency 14 Same devices for uniformity, but which one?
Redefine classroom model 12 Model Classroom should be redefined
Flipped classroom, blended learning
11 Flipped learning more possible (homework becomes
practice and background) so ready to work with others
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THEME NO. EXAMPLE
Virtual learning opportunities
9 Virtual learning in the classroom or in auditoriums and in
those areas have access to the world
Changing student-school relationship
8 Continuous opportunities for schools to become “open
schools” so parents and schools come together.
New role of teacher 7 Teachers, no longer the info deliverer, kids learn
independently, need check points that the teacher can work off of
Standardized classroom experience
6
The standards, and static parameters for learning are defined (as in rubrics), but space is clearly provided for choice in learning, both in accessing content and producing content that demonstrates competence.
Sustainable technology practices
4 Hardware, software, bandwidth, and electricity
sustainability.
Changing student-teacher relationship
4 Create efficiencies and blears the line between students
and teachers, and principles to teachers
Rent or bring your own device policy
3 Resources for flipped classrooms-devices for checkout
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SECTION IV: PROFESSIONAL DEVELOPMENT With the introduction of new technology, respondents request comprehensive professional development and training in the proper use of tools. Respondents emphasize the imperative of knowing how to use technology and would like to seamlessly integrate technology with their instruction. Respondents recommend hiring dedicated technology support staff at the school and district levels to administer professional training. The district should set clear expectations for the types of skills that staff should develop. Respondents would like professional development that is differentiated by tool, subject, and grade level. Figure 4.1 provides a summary of themes identified in responses about professional development. All respondents in this section are employees in a Madison Metropolitan School District school or office.
Figure 4.1: Common themes related to professional development
THEME NO. EXAMPLE
Dedicated support staff 64 A well-trained staff member familiar with the new tech
in the classroom
General professional development
52
My number one input is that integrating technology into the classroom requires extensive PD…For every new type of technology we buy, we need to invest much more $$ in PD than we spend on hardware and software.1
Training for teachers 49 Ongoing school-based training/professional learning
Digital literacy 12 Assessments and platforms for commenting and building
on each other’s skills, building digital literacy skills, judge the relevance of the author
Expectations for teacher use of technology
10 Help teachers understand what they’re trying to
accomplish
Teacher skill development 9 General understanding what is needed, why kind of skills
do teachers have, and what do they need? Some are lacking skills, and some are way above
Technology coach, leadership
8
Schools need instructional technology allocation/coach- who knows good instructional, instructional technology, and how to deliver PD. In the moment basic technology support. These people should regularly attend central office coordinated PD.
More professional development resources
8 Don’t over commit to one product/hardware
Clear school protocol and procedures
6 Specific plans/protocols so that tech
support/accountability doesn't live within one person or a precious few in the building
1 Comment modified to ensure anonymity of respondent.
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THEME NO. EXAMPLE
Research on best practices in technology use
5
Need research on exemplary practice in instructional technology - what does this look like? What practices are effective in improving student learning and engagement and not just keeping students busy. also, need district guidelines/parameters on how schools can develop a school-based plan
Tutorials 2 Face to Face and Jing Tutorials Team 2 District-level team
Many of the responses about professional development were prompted by a discussion question. As such, we have reproduced the discussion question below as well as themes that emerged from responses. Overall, responses that were prompted by a discussion question about professional development are consistent with general themes related to professional development throughout all documents. When prompted by a discussion question, respondents mention digital literacy and teacher skill development less frequently, and place a greater emphasis on professional development resources. Figure 4.2: How would the model classroom/school change what kind of support we need
to provide for schools? What would it mean for professional development?
THEME NO. EXAMPLE
Dedicated support staff 12 Staffed tech support for students and staff – first point of
contact for troubleshooting and emergencies
General professional development
11 More professional development around effective and
meaningful use of technology
Training for teachers 4 Training for everyone in the building, having
representation for everyone and including micro techs, should be meeting daily and working as a team
Expectations for teacher use of technology
4 Need some guidelines and expectations, what do we
expect our students and our teachers to know?
More professional development resources
4 Our support would be multi-pronged: the content and
how to use the device to deliver the content
Technology coach, leadership
3 Professional tech coach for schools but ALSO for our
district so that each dept. can have PD that is aligned and information that is shared is best practice
Clear protocol and procedures
2 Teaching process, protocols, taking care of devices
Research on best practices in technology use
2 Information that is shared is best practice
Tutorials 2 Face to Face and Jing Tutorials
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THEME NO. EXAMPLE
Digital literacy 1
Introducing new tech, how do we help those who are technology illiterate, someone to direct those problems, a person that has a really rich knowledge of instruction, PD that is done is relevant and Fits technology to the instruction not the other way around.
Team 1 Team approach (cross-curricular), including micro-tech
Teacher skill development 1 Need for multiple-dimensional level of skill, good teachers
at every level to monitor the use
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