The SOS MethodImplementing Software in the

Classroom

Arjan KhalsaConceptual Calculations, LLC

akhalsa@comcast.net

Arjan Khalsa CEO, Conceptual Calculations, LLC Principle Investigator on a number of

federally-funded educational technology and assistive technology R&D projects

20 years as the leader of IntelliTools, Inc. Have run implementation projects in many

districts This presentation focuses on:

Experiences with about 10 large implementations over the past 5 years

Experiences working with Spotlight on Learning for the past 3 years

And You?!

Your interest in implementation

The schools you work with

Types of computer applications

Grade levels

Sizes of potential implementations

Special situations and interests

Technology Implementation

We’ve used pencils, paper, and books in classrooms for 300 years

We’ve used computers for 25 years

Computer Use Varies

3 machines in the back of the room

A lab the students visit for 30 minutes per week

1:1 initiatives

Each method has merits

Implementation Results

Low Socio-Economic Status, note the lower starting point THE Journal, July 2005, SETDA

Iowa, Rural School Districts

The Iowa Professional Development Model

Employed EETT funds, Title IID

Implementation Results EMINTS

R2 = means that students’ prior knowledge + IPDM + technology account for 63.6 percent of variance in the improvement of reading scores for fourth-grade reading comprehension.

What Kinds of Software Deployments Can Benefit from Implementation Services? Tools Curriculum Assistive Technology Web-based or locally hosted Progress Monitoring Administrative ALL Kinds

SOS

Some Snapshots of Classrooms Analyzing a set of videos Ask these questions:

To what extent do the students seem to be engaged and on-task?

What role is the teacher playing in supporting the learning experience?

Is anything getting in the way of student engagement or understanding?

Videos Shown at the Conference They are not included in this version Themes:

Teachers monitoring computer labs while students work quietly

Teacher interacts with a student during a computer lab session

Students plan their computer lab session, preparing to make progress

Example of a lab where the teacher must essentially teach two classes at once and students lack attention

Teacher leads discussion on math to prepare students for computer lab session

Teacher leads discussion on math to summarize student lab experience

Could this take place at your school? What preparation can lead to this result? What preparation can avoid this result? Who gets short-changed in this multi-tasking

scenario?

In large-scale implementations When students are using software to learn When teachers need support to maximize the

learning experience When the ratio gets much higher than 1:1 The purpose for careful

implementation is to get predictable results.

Identifying Stakeholders

Steps to engagement Find out if the stakeholders are on the same

page? Are they willing to make this technology project a

success? You are not likely to make them change.

A Tale of Three School Boards

What could go wrong? Computers Headphones Setting Scheduling Seating and positioning for an AT user

Begin with the end in mind Schedule computer use carefully Insure that the room is quiet and ready for student

work Make sure every student and teacher knows their log-

in Try a run-through before expecting high-quality results

Computer time is valuable time Minimize start-up time

Log in Getting headphones distributed Setting up assistive technology while a student

waits Worries about students getting ahead of the

teacher Behavior management issues

Using signals can make a computer lab and efficient work space

Set expectations for the learning that will take place

In a lab setting with a large group: Begin each session with an “opener” that places

mental attention on the upcoming experience Monitor student engagement and understanding,

provide individual coaching and support End each session with a “closer” that seals the

student experience

Surround teachers with support

The Desired Results Students learn more effectively. Teachers feel empowered, more able to reach

their students. Administrators know their investment is

paying off for teachers, students, and parents. You have done your job well, and can replicate

the success.

Next Steps – What You Can Do Be very strategic with your technology

implementations Remember SOS

Structure the environment Optimize time Support student learning

Work with groups that specialize in implementation services: Conceptual Calculations, LLC Bridges

Come to my next presentation! Tomorrow – 1:00 Teaching Fractions w/Technology: Wipe Away the

Tears

akhalsa@comcast.net