2008-2009 EETT Grant Proposal
From Shifted Learning
[edit] Introduction and Background
The Networking Exemplary Teachers & Technology (NExTT) consortium has a rich history of improving teacher and student learning with technology as a result of six consecutive No Child Left Behind Title IID Enhancing Education Through Technology (EETT) projects. Prior efforts focused on initiatives supporting the integration of technology into Math and Language Arts. As teachers made connections between research-based models such as 6 + 1 Traits Writing and technology, districts began collecting student artifacts and incorporating them into electronic portfolios. Our 2005-2006 efforts built upon the collection of student projects along with aligning these initiatives to the Wisconsin Information and Technology Literacy Standards (ITLS). To target the 8th grade literacy requirement, participating districts focused on understanding, aligning, and benchmarking standards.
Continual review, understanding, and education regarding the ITLS continued in our FY 2006 and FY 2007 projects, although increased focus was put upon developing quality student projects and assessments. Participants identified and collected “transformative” examples of teaching and learning with technology. These projects utilized national educational technology assessment expert Bernajean Porter and her tools to assess student projects (Porter, 2001 & 2004). Participants worked with Bernajean to practice identifying the differences between literacy, adapting, and transformative student products. A target group was tasked with developing, implementing, and analyzing projects in the classroom. Both projects had teachers gather at the conclusion of the grant to present student projects, reflect on their learning, and discuss the impact on student learning.
The primary focus for our FY2008 proposal involves building capacity among teachers to integrate 21st century skills in blended, online learning environments.
[edit] Overview of FY2008 Proposal
Secondary educators will be provided with the tools, support, and time necessary to move a course from a traditional to a blended online learning environment. The project begins with three professional development opportunities addressing 21st century a) skills, b) content, and c) online learning and teaching pedagogy. Teachers will practice using the tools first semester while building their own online learning community inside of Moodle. With this foundation, teachers will frame a second semester course in their curriculum using Moodle. Two in-district professional development days will be dedicated second semester for teachers to build curriculum maps inside of the learning management system. A final culminating face-to-face workshop will allow teachers to share their online curriculum maps and experiences implementing a blended online course with each other and administrators. The project will undergo continuous evaluation on multiple layers. Educators will use our EETT Teacher Assessment Rubrics to self-evaluate their online skills in a pre-test, midpoint, and post-test. Project managers will continually assess this regional initiative and provide CESA #3 and their districts recommendations for a model of blended online learning that can be scaled and sustained.
[edit] Description of Need
[edit] Developing Educators' 21st Century Skills
Our consortium recognizes the Wisconsin Department of Public Instruction’s formal commitment to working with the Partnership for 21st Century Skills. We strongly agree that understanding and implementing the core concepts of this initiative will be critical to school improvement planning efforts over the next decade. We make an important distinction between the 21st Century Skills of educators and those of students. While we agree that 21st Century Skills are important for students, we continually observe that our educators and their institutions lack the skills and infrastructures to be successful in the world that our students' are living. See War of the Worlds: The Human Side of Moore's Law and Urgent: 21st Century Skills for Educators First for important evidence from nationally-recognized experts Robert Cringely and Will Richardson regarding this situation from a national perspective.
"...(how can we) talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? The more I listened, the less I heard in terms of how we make the teaching profession as a whole even capable of teaching these 'skills' to kids. Sure, there were mentions of upgrading teacher preparation programs and giving teachers additional time in the school day to collaborate, etc. But the URGENCY was all around the kids. Shouldn’t the URGENCY be all about the teachers right now?"
This evidence, as well as observations working formally and informally in our area schools, leads us to step back and focus specifically on a "skills leg" in this project. In order to meet final objective and ensure sustainability of the project, participants will need instruction and guidance around the skills necessary to build a 21st century classroom. This "skills leg" will include technical (Google Apps for Education and Moodle) instruction and practice along with building teachers' personal awareness around the tenets of the Partnership for 21st Century Skills.
[edit] Integrating 21st Century Content
Focusing on 21st century skills will only be effective if educators have a solid foundation of 21st century content that they can build on. Our consortium recognizes the Wisconsin Department of Instruction's recent commitment to re-rolling Thinkfinity (formerly Marco Polo) out state-wide. CESA #3 was the first region to have educators certified as trainers to deliver the Thinkfinity program during the 2007-08 school year. We plan on making Thinkfinity the "content leg" of this project, cementing it early on into the curricula of participants by providing them the skills necessary to use it effectively.
[edit] Online Learning and Teaching Pedagogy
This project intends to move beyond "skills and content" by providing educators a "pedagogical leg". This will help build awareness of online learning and teaching philosophy, i.e. "How do we teach online?", and practical matters of online learning and teaching, i.e. "What does and doesn't work with online teaching?". Few teachers in our consortium have participated in any formal online learning. Even fewer have had the opportunity to integrate online learning into their classrooms. While a few schools have taken on initiatives introducing learning management systems such as Moodle, none have been able to move further than exploring skills based professional development. This project establishes a solid skills base (21st century skills), provides content (Thinkfinity), and then builds professional development opportunities for educators to listen and learn from experienced online teachers.
[edit] Sustainability and Scalability
The final leg of this project involves ensuring long term sustainability. Participating schools range in size from 300 - 1500 students. They have expressed interest in addressing online learning in their technology plans, yet lack both the technical and human resources necessary to effectively build and sustain such a program. In order for success, regional partnerships will be critical in order to address technical concerns, professional development, policy concerns, and establishing a model for ongoing sustainability. CESA #3 is in the process of expanding its SRTNC program (video distance learning network) to include exploring web-based online learning efforts. This project proposal will work in conjunction with the SRTNC director, SRTNC board, and CESA #3 administrators to build a model for supporting online learning throughout the region.
[edit] Summary
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[edit] Planning and Partnership
[edit] Partnerships
Consortium members have a long-standing commitment to working together over the past nine years on federal, state, and locally funded educational technology initiatives. While many involve grant funding, the districts of our consortium also purchase additional educational technology services through CESA #3. Our ability to network both schools and programs allows us to build upon our past success and provide continuity from year to year. The consortium includes two private school partnerships directly involved in project design and implementation. Our planning network also includes higher education institutions (Southwest Wisconsin Technical College, University of Wisconsin Platteville, Viterbo University), CESA #3 Instructional Services Standards and Assessment Department, CESA #3 School to Work Department, and cooperation from various state and national educational technology leaders.
[edit] Planning Process
An advisory committee was formed to review the request for proposals and provide key advice in planning this upcoming project. Participant feedback gathered through previous grant initiatives played a critical role in building this proposal. Planning activities accomplished by district technology committees were also taken into account. The advisory committee met as a group, spent time reviewing research, gathered needs assessment data via enGauge and LoTi, and dialogued with consultants and organizations. A major component to our planning involved understanding the Partnership for 21st Century Skills initiative (Kay, 2007). Key influencers included:
| Local Planners | Statewide Planners | National Planners |
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Linda Erickson, Director of Curriculum, Darlington School District |
Naomi Harm, CESA #4 Educational Technology Services Director |
Doug Johnson, Director of Media and Technology, Mankato Area School District |
[edit] Project Goals and Objectives
Based on prior needs assessment that inlcude LoTi surveys, enGauge, and District Technology Planning initiatives, consortium partners established the following goals and objectives for the FY2008 grant proposal. These goals align with Wisconsin’s EETT goals and provide an outline of how we will develop 21st century skills among our educators, infuse 21st century online content with Thinkfinity, and support teachers as they work through the pedagogical issues involved in learning and teaching online.
[edit] Goal 1: All participants will be technically proficient in creating and teaching in a 21st century, blended online environment.
We will focus on developing 21st century skills, both technical and collaborative, necessary to learn and teach in online environments as well as those outlined by the Partnership for 21st Century Skills. Pre, midpoint, and final evidence of proficiency will be collected through our EETT Teacher Assessment Rubrics.
| Identified Needs | Objectives |
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Our schools are just beginning to understand what are categorized as "21st century skills". CESA #3 has been very proactive regionally in bringing teachers, administrators, school boards, and community members together around speakers such as Willard Daggett discussing what lies ahead for schools. Our technologically progressive schools have started writing their technology plans with the tenets of the Partnership for 21st Century Skills and the newly revised ISTE NETS•S standards in mind. Planning efforts have been focused forward, however, teachers are recognizing the widening gap between where we are going and their own skills. |
1A: Participants will receive technical professional development and ongoing support using the Moodle learning management system and Google Apps for Education as tools for communication and collaboration. |
[edit] Goal 2: All participants will be proficient in using 21st century content resources (Thinkfinity) to modify instructional delivery and provide new learning opportunities using the Internet.
We will provide teachers with 21st century content through professional development experiences learning to search, use, and integrate online resources available through Thinkfinity. Pre, midpoint, and final evidence of proficiency will be collected through our EETT Teacher Assessment Rubrics.
| Identified Needs | Objectives |
|
In order for teachers to feel comfortable delivering 21st century content, they needs concrete examples of what we mean. Our consortium recognizes the Wisconsin Department of Public Instruction's commitment to partnering with Thinkfinity. CESA #3 was among the first to bring Thinkfinity into the state. The structure and content included in this program was very well received among teachers, technology coordinators, and library media specialists. |
2A: Participants will receive technical professional development and ongoing support using Thinkfinity. |
[edit] Goal 3: All participants will be proficient in designing learning opportunities using blended learning strategies. Participants will be proficient in evaluating the tools and methods implemented.
We will move beyond 21st century technology skills and content by supporting teachers' needs to experience the pedagogical shifts involved in learning and teaching online. Pre, midpoint, and final evidence of proficiency will be collected through our EETT Teacher Assessment Rubrics.
| Identified Needs | Objectives |
|
Many of our consortium members have attempted roll-outs of learning management systems in the past. While a few have managed basic technology infrastructures, none have successfully made the pedagogical leap necessary to sustain a successful online learning program. We strongly believe that in order for this project to be successful, teachers need guidance and support around "how to learn and teach online". Few have experienced online learning, even fewer have teaching experience in online environments. |
3A: Participants will receive a full day of face-to-face instruction, discussion, and practice on the pedagogical aspects of learning and teaching online. |
[edit] Goal 4: Project managers will work with participating district administrators to continually evaluate sustainability of this project from both a technical and a program perspective.
We will build this online, collaborative learning network in a manner that is scalable and sustainable.
| Identified Needs | Objectives |
|
The issues of scalability and sustainability in this project are a major focus for our consortium, especially during this first year of the project. Many districts have attempted similar initiatives in past years. A few have failed due to technical reasons. Others have failed to make the leap getting beyond skills and into the pedagogy of teaching online. Not only do these failures halt momentum, they cause considerable frustration among teachers and set other technology initiatives behind. Our SRTNC distance video network, of which many of our consortium belong, has also identified moving to a blended online learning environment as a priority. |
4A: The collaborative infrastructure tools (Moodle, Google Apps for Education) will be hosted by third parties to ensure the best possible support and minimal dependence on stakeholders' internal infrastructures. |
[edit] Implementation, Funding, and Budget
[edit] Goal 1: All participants will be technically proficient in creating and teaching in a 21st century, blended online environment.
We will focus on developing 21st century skills, both technical and collaborative, necessary to learn in online environments as well as those outlined by the Partnership for 21st Century Skills.
Objective #1A: Participants will receive technical professional development and ongoing support using the Moodle learning management system and Google Apps for Education as tools for communication and collaboration.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| One day professional development workshop at CESA #3 | Project Manager | August 2008 | Agenda, Registration, Workshop Evaluation, EETT Teacher Assessment Rubrics | | W:4,6,7,10 NSDC:A1,A3,B6 |
Objective 1B: Participants will explore the underlying pedagogical philosophies of social constructionism and how they relate to Moodle.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Content will be integrated and modeled during the Moodle workshop activities. | Project Manager, Moodle Trainer, Participants | August 2008 | Workshop Evaluations, Participant Reflections, EETT Teacher Assessment Rubrics | | W:1,4,6,7 NSDC:A3,B3,B4,B6,C2 |
Objective 1C: Participants will explore the tenets of the Partnership for 21st Century Skills initiative. Additionally, the will receive materials and resources for curriculum mapping.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Content will be integrated and modeled throughout the workshops. An "online support center" will be built for participating educators that will include resources from Partnership for 21st Century Skills | Project Manager | August - October 2008 | Observations of Use of Online Tools to Form Online Learning Communities | | W:2,4,6,7,10 NSDC:A1,A3,B2,B3,B5,B6,C3 |
[edit] Goal 2: All participants will be proficient in using 21st century content resources (Thinkfinity) to modify instructional delivery and provide new learning opportunities using the Internet.
We will provide teachers with 21st century content through professional development experiences learning to search, use, and integrate online resources available through Thinkfinity.
Objective 2A: Participants will receive technical professional development and ongoing support using Thinkfinity.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| One day professional development workshop at CESA #3. | Project Manager, Moodle Trainer, Participants | October 2008 | Agenda, Registration, Course Evaluation, EETT Teacher Assessment Rubrics | | W:3,4,6,7,8 NSDC:A3,B2,B3,B4,B6,C2 |
Objective 2B: Participants will adapt and/or integrate Thinkfinity resources into their online learning and teaching where applicable.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Participants will integrate Thinkfinity resources into their online learning and teaching. | Participating Educators | October 2008 - April 2009 | Evidence During Regional Sharing Activity, EETT Teacher Assessment Rubrics | | W:1,3,4,6,7 NSDC:B2,B4,B6,C2 |
Objective 2C: Participants will be provided time to return, debrief, and share out their experiences integrating Thinkfinity curriculum content.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| One Day Face-to-Face Reflection Workshop at the Culmination of the Project | Project Manager, Participants | April 2008 | Group Discussion, Online Discussion and Reflections | | W:4,6,9 NSDC:A1,A3,B6 |
[edit] Goal 3: All participants will be proficient in designing learning opportunities using blended online learning strategies. Participants will be proficient in evaluating the tools and methods implemented.
We will move beyond 21st century technology skills and content by supporting teachers' needs to experience the pedagogical shifts involved in learning and teaching online.
Objective 3A: Participants will receive a full day of face-to-face instruction, discussion, and practice on the pedagogical aspects of learning and teaching online.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| One Day Face-to-Face Workshop at CESA #3 | Project Manager | December 2008 | Agenda, Registration, Workshop Evaluations, EETT Teacher Assessment Rubrics | | W:2,3,4,6,7,9,10 NSDC:A1,A3,B6,C3 |
Objective 3B: Participants will reflect, through journaling, on the successes and failures throughout the project.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| The project will use both personal journals within Moodle and the "online support center" for educators to share reflections throughout the project. | Project Manger, Participants | Ongoing | Online Reflection Logs, EETT Teacher Assessment Rubrics | | W:4,5,6,9,10 NSDC:A1,A3,B6,C3 |
Objective 3C: Participants will work collaboratively to build this online learning community by providing documentation ensuring that others, including future participants, can learn from what we discover.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Participants will use the "online support center" to document successes, failures, and strategies used throughout the project. | Project Manger, Pariticpants | Ongoing | Participation Logs, Online Evidence Inside Learning Community, EETT Teacher Assessment Rubrics | | W:4,5,6,9,10 NSDC:A1,A3,B6,C3 |
[edit] Goal 4: Project managers will work with participating district administrators to continually evaluate sustainability of this project from both a technical and a program perspective.
We will build this online, collaborative learning network in a manner that is sustainable.
Objective 4A: The collaborative infrastructure tools (Moodle, Google Apps for Education) will be hosted by third parties to ensure the best possible support and minimal dependence on stakeholders' internal infrastructures.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Register and build the infrastructure with Moodle, Google Apps for Education. | Project Manager | July 2008 | Completion | | W:6,7 NSDC:A2,B6,C3 |
Objective 4B: Project managers will work with participating district administrators to ensure participants have access to the resources necessary.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Project manager will work with grant contacts and district administrators at the start of the project to ensure participants have access to the necessary tools. | Project Manger, District Administrator | August 2008 | Checklist | | W:6,10 NSDC:A2,C3 |
Objective 4C: Project managers will work with participating district administrators to develop and/or modify district policies based on what we learn throughout the first year of this project.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Project manager and advisory team will meet bi-monthly to discuss implementation issues. | Project Manger, Advisory Team, District Administrators | September 2008, November 2008, January 2009, March 2009, May 2009 | Meeting Agendas | | W: NSDC:A2,A3,C2,C3 |
Objective 4D: Project managers will continually assess the technical stability and scalability of the project.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Gather ongoing feedback from participants regarding technical performance. | Project Manager | Ongoing | Anecdotal Evidence | | W:9 NSDC:A2,A3,C3 |
Objective 4E: Project managers and advisory team will work with CESA #3 and the CESA #3 Professional Advisory Council to make recommendations and assist in its continuation regardless of current funding sources.
| Implementation Strategy | Responsibility | Timeline | Evidence, Evaluation Tool | Budget | Standards |
| Project manager and advisory team will meet bi-monthly to discuss implementation issues, including strategies for moving the project forward in subsequent years. | Project Manager, Advisory Team | March 2008 | Agenda, Evaluation and Planning | | W: NSDC:A2,A3,C3 |
[edit] Program Evaluation, Design, and Dissemination
[edit] Project Evaluation Plan
Assessment and evaluation of this program is designed around work that began in 1992 by the Mankato Area Public Schools under the leadership of Doug Johnson, Director of Media and Technology. Mankato developed the CODE77 Rubrics to answer the simple question "What should a technology literate teacher know and be able to do?" These rubrics are published in The Indispensable Teacher's Guide to Computer Skills published in 1998. These rubrics have been refined throughout the years to align with current technologies, trends, and initiatives such as ISTE's National Educational Technology Standards for Teachers (NETS•T). The rubrics have undergone validity testing as evidenced in The Internal Consistency of the Mankato Scale: Laying the Foundation for Valid Professional Development Decisions. Grant project managers are currently working with Doug Johnson to refresh these rubrics and will be aligning them with ISTE's NETS•T standards at their release in July 2008. The rubrics we will be working from are available at EETT Teacher Assessment Rubrics.
Quantitative Data: Our project will refresh specific CODE77 rubrics, included in the appendix and available online at EETT Teacher Assessment Rubrics. Participants will be measured prior to, at midpoint, and after the project has been completed. Our project goals state 100% of our participants self-evaluate at "Proficient" level or beyond. Midpoint evaluations will gauge whether the project is on track to meet our goals.
Qualitative Data: The project will use the tools to build and model and online learning community for the teachers. Online journal reflections and discussion groups will provide qualitative data to help guide our understanding of the success of this project.
[edit] Evaluation Management Plan
Our consortium will utilize an evaluation team tasked with implementing the various assessment, evaluation, and accountability measures. This team, under the direction of our external grant evaluator Naomi Harm (CESA #4 Director of Technology Services), will work with the grant project manager, CESA instructional technology staff, and district curriculum/technology leaders. Using the rubrics developed by the Mankato Area School District and refined/re-aligned by the NETS•T standards, the team will collect baseline, mid-point, and final data regarding teacher proficiency. Teacher reflections in the form of qualitative data will also be used in reporting.
Parallel to assessing educator proficiency, a team made up of CESA #3 staff, district curriculum and technology administrators, and SRTNC distance learning staff will continually evaluate this project in terms of sustainability, both technically and from a programming perspective. The perspectives of a variety of stakeholders will be critical in ensuring that this project, still in it's infancy, can be scalable and sustainable.
[edit] Dissemination Plan
Selected consortium teams will work with the project manager to present sessions at regional/state sponsored dissemination programs. We are excited to share our work aligning EETT projects with the Partnership for 21st Century Skills and the research-based assessment process in the EETT Teacher Assessment Rubrics.
