The Digital Learning Transition

Ann McMullan, Executive Director of Educational Technology, Klein ISD, TX (retired); Bailey Mitchell, Chief Technology and Information Officer, Forsyth County Schools, GA; Jean Tower, Director of Technology, Northborough/Southborough Schools, MA; Karen Fuller, Chief Technology Officer, Klein ISD, TX

Joe Ableidinger, Senior Consultant, Public Impact; Gail Pletnick, Superintendent, Dysart Unified School District, AZ

Michael Robbins, Special Advisor for Nonprofit Partnerships, U.S. Department of Education; Alex Molina, Deputy Director, Providence After School Alliance

The Project 24 framework includes seven planning elements or 201Cgears201D as shown in the graphic below. All of these elements are essential for a digital learning transition initiative to be successful. We have addressed Curriculum & Instruction in Unit 2 and Professional Learning in Unit 5, as well as touching on other components throughout. In this unit, we look in more detail at the remaining five elements, grouping them into three categories and inviting you to focus on one or more of the following: Beyond the schools walls and schedules (Academic Supports and Use of Time planning elements); Providing the technology tools (Technology & Infrastructure and Budget & Resources planning elements); Making informed instructional decisions (Data and Assessment planning element)

Please review the panel discussion with experts from across the country. The experts included in the video, who are also participating in the discussion forum, are: Lorie Kaplan, Executive Director, eMINTS National Center, University of Missouri 2013 Columbia; Joellen Killion, Senior Advisor, Learning Forward; Thomas Murray, Director of Technology and Cyber Learning, Quakertown Community School District, PA; Barbara Treacy, Director, EdTech Leaders Online, EDC, Newton, MA.

Please review the panel discussion with experts from across the country. The experts included in the video, who are also participating in the discussion forum, are: Lorie Kaplan, Executive Director, eMINTS National Center, University of Missouri 2013 Columbia; Joellen Killion, Senior Advisor, Learning Forward; Thomas Murray, Director of Technology and Cyber Learning, Quakertown Community School District, PA; Barbara Treacy, Director, EdTech Leaders Online, EDC, Newton, MA.

As we have seen in the prior units, preparing and supporting education professionals, both teachers and administrators, in changing their professional practices is essential for successful digital learning transitions, but is too often given far too little attention, time, and resources. This is compounded by the need for educators to also address many other changes in K-12 education, such as new curriculum standards and student assessments, new approaches to teacher evaluation, new data and reporting systems, and the critical need to improve the achievement of all students while dealing with increasingly tight budgets. Educators cannot be expected to address these changes without opportunities to update their own knowledge, skills, and practices through professional learning. The essential questions for this unit ask the following about your school or district: How well prepared are teachers and administrators for the changes in their knowledge and practices required for a successful digital learning transition? How can effective professional development be provided to prepare teachers and administrators for the changing expectations involved in digital learning?

As we have seen in the prior units, preparing and supporting education professionals, both teachers and administrators, in changing their professional practices is essential for successful digital learning transitions, but is too often given far too little attention, time, and resources. This is compounded by the need for educators to also address many other changes in K-12 education, such as new curriculum standards and student assessments, new approaches to teacher evaluation, new data and reporting systems, and the critical need to improve the achievement of all students while dealing with increasingly tight budgets. Educators cannot be expected to address these changes without opportunities to update their own knowledge, skills, and practices through professional learning. The essential questions for this unit ask the following about your school or district: How well prepared are teachers and administrators for the changes in their knowledge and practices required for a successful digital learning transition? How can effective professional development be provided to prepare teachers and administrators for the changing expectations involved in digital learning?

Please review the panel discussion with experts from across the country. The experts included in the video, who are also participating in the discussion forum, are: Lorie Kaplan, Executive Director, eMINTS National Center, University of Missouri 2013 Columbia; Joellen Killion, Senior Advisor, Learning Forward; Thomas Murray, Director of Technology and Cyber Learning, Quakertown Community School District, PA; Barbara Treacy, Director, EdTech Leaders Online, EDC, Newton, MA.

As we have seen in the prior units, preparing and supporting education professionals, both teachers and administrators, in changing their professional practices is essential for successful digital learning transitions, but is too often given far too little attention, time, and resources. This is compounded by the need for educators to also address many other changes in K-12 education, such as new curriculum standards and student assessments, new approaches to teacher evaluation, new data and reporting systems, and the critical need to improve the achievement of all students while dealing with increasingly tight budgets. Educators cannot be expected to address these changes without opportunities to update their own knowledge, skills, and practices through professional learning. The essential questions for this unit ask the following about your school or district: How well prepared are teachers and administrators for the changes in their knowledge and practices required for a successful digital learning transition? How can effective professional development be provided to prepare teachers and administrators for the changing expectations involved in digital learning?

During Units 1-3, we2019ve explored many of the big ideas about K-12 digital learning to help you define the vision and goals for your own initiatives. We2019ve also looked at many school and district initiatives, and the lessons learned from them, to inform your understanding of the challenges involved in creating a successful digital learning transition and strategies for addressing those challenges. The essential questions for this unit are: (1) How can we effectively communicate our goals for digital learning, and the challenges to meeting those goals, with the members of our school or district community? (2) What new insights and ideas have we gained about digital learning that will impact our work?

During Units 1-3, we2019ve explored many of the big ideas about K-12 digital learning to help you define the vision and goals for your own initiatives. We2019ve also looked at many school and district initiatives, and the lessons learned from them, to inform your understanding of the challenges involved in creating a successful digital learning transition and strategies for addressing those challenges. The essential questions for this unit are: (1) How can we effectively communicate our goals for digital learning, and the challenges to meeting those goals, with the members of our school or district community? (2) What new insights and ideas have we gained about digital learning that will impact our work?

During Units 1-3, we2019ve explored many of the big ideas about K-12 digital learning to help you define the vision and goals for your own initiatives. We2019ve also looked at many school and district initiatives, and the lessons learned from them, to inform your understanding of the challenges involved in creating a successful digital learning transition and strategies for addressing those challenges. The essential questions for this unit are: (1) How can we effectively communicate our goals for digital learning, and the challenges to meeting those goals, with the members of our school or district community? (2) What new insights and ideas have we gained about digital learning that will impact our work?

The expert panel for Unit 3: School and District Digital Learning Transitions includes leaders from some of the example schools and districts highlighted in this unit: Mira Brown, Director of Development and External Relations, Summit Public Schools; Jon Deane, Chief Information Officer, Summit Public Schools; Jeremy Macdonald, Integrated Technology Systems Coordinator, Bend-La Pine Schools, Oregon; Rebecca McLelland-Crawley Science Supervisor for the West Windsor-Plainsboro Regional School District.... The questions answered in the video are listed below, with the times they are answered: How is Summit Public Schools working with students and teachers to grow your digital transition? (Jon & Mira, 1:11); What has been your experience working as a teacher and coach in your district? (Jeremy, 3:04); What comes first, the culture change, or the technology? (Jeremy, 4:27); What has your experience been teaching and assisting other educators start a 1:1 initiative? (Rebecca, 5:45); Why aren't we asking students what they think this needs to look like? (Jon & Mira 9:08); What has been your experience with ownership based on student personalization of technology? (Jeremy, 13:58); Do you see students leaving K-12 more prepared for college and/or careers based on your initiatives? (Rebecca, 15:45); How do you view the "new" role of the teacher as you develop and implement initiatives to support the digital transition? (Jon & Mira, 18:22); Do you agree that the teacher as a peer collaborator is "bigger" than the roles in the classroom? (Jeremy, 20:55); How important is it to have an instructional coach/tech specialist to provide extra support in schools and districts? (Rebecca, 22:53); What is the balance between standardized testing and this "leap of faith" with the varied types of learning described? (Jon & Mira, 25:40); What advice would you share about leadership in schools and districts in order to be successful in this transition? (Mira, 28:01; Rebecca, 28:58); What advice can you share for leaders in districts and schools when they are planning for their own transition?(Jon & Mira, 30:48)

The expert panel for Unit 3: School and District Digital Learning Transitions includes leaders from some of the example schools and districts highlighted in this unit: Mira Brown, Director of Development and External Relations, Summit Public Schools; Jon Deane, Chief Information Officer, Summit Public Schools; Jeremy Macdonald, Integrated Technology Systems Coordinator, Bend-La Pine Schools, Oregon; Rebecca McLelland-Crawley Science Supervisor for the West Windsor-Plainsboro Regional School District.... The questions answered in the video are listed below, with the times they are answered: How is Summit Public Schools working with students and teachers to grow your digital transition? (Jon & Mira, 1:11); What has been your experience working as a teacher and coach in your district? (Jeremy, 3:04); What comes first, the culture change, or the technology? (Jeremy, 4:27); What has your experience been teaching and assisting other educators start a 1:1 initiative? (Rebecca, 5:45); Why aren't we asking students what they think this needs to look like? (Jon & Mira 9:08); What has been your experience with ownership based on student personalization of technology? (Jeremy, 13:58); Do you see students leaving K-12 more prepared for college and/or careers based on your initiatives? (Rebecca, 15:45); How do you view the "new" role of the teacher as you develop and implement initiatives to support the digital transition? (Jon & Mira, 18:22); Do you agree that the teacher as a peer collaborator is "bigger" than the roles in the classroom? (Jeremy, 20:55); How important is it to have an instructional coach/tech specialist to provide extra support in schools and districts? (Rebecca, 22:53); What is the balance between standardized testing and this "leap of faith" with the varied types of learning described? (Jon & Mira, 25:40); What advice would you share about leadership in schools and districts in order to be successful in this transition? (Mira, 28:01; Rebecca, 28:58); What advice can you share for leaders in districts and schools when they are planning for their own transition?(Jon & Mira, 30:48)