Target+Learning+Environment

From: Teh-yuan Wan, Ph.D.  Coordinator, Education Technology Programs, OCIS  New York State Education Deparment **Appendix 1**   **Priority 1:** **Student-centered Active Learning Environment (SCALE)** The Partnership for 21st Century Skills envisions the 21st Century learning environment as an aligned, active, organic and synergistic ecosystem that:
 * Creates learning practices, human support and physical environments that will bolster the teaching and learning of 21st century skills
 * Supports professional learning communities that encourage educators to collaborate, share best practices, and integrate 21st century tasks into classroom practice
 * Constructs relevant, real world contexts in which students apply 21st century skills through constructivist activities like project-and problem-based learning.
 * Ensures equitable access for each learner to quality learning tools, technologies, and resources
 * Provides a physical environment conducive and appropriate for group, team, and individual learning.
 * Supports expanded community and international involvement in learning processes through face to face, online and virtual options.

The Partnership for 21st Century Skills posits that such an environment will foster customized teaching and learning to the needs and wants of individual learners, promote learning anytime and anyplace and facilitate relevant and real world learning experiences in the form of ‘just-in-time learning’ rather than ‘just-in-case learning’ (Partnership for 21st Century Skills, 2009).

In an active learning environment, the classroom is the essential and fundamental learning space or station. It must be well equipped with modern technology including computer hardware, software, digital presentation systems, and rich digital and online curricular resources. A technology rich learning environment in which teachers effectively integrate tools promotes interactive learning, higher level thinking skills, student engagement across the content areas. Using interactive whiteboards, robust courseware, digital content and resources, computers, digital cameras or camcorders, and mobile learning devices provides students with opportunities to explore, discover, collaborate, and connect to the rich and relevant content not accessible in traditional classrooms. This is especially the case for students with highest needs.

21st century teaching and learning goes beyond school walls and school hours. By providing ubiquitous access to computers and/or mobile devices, digital learning materials and resources, online courses and collaborative tools, educators are able to shift from the traditional model of teacher-centered pedagogy. With robust professional learning, teachers are able to expand teaching and learning beyond class periods,, school buildings, and the scope of school offerings. This environment causes the shift in focus from teacher to student, from static, facts-centric content to dynamically produced -knowledge and applied skills, from teacher-led classrooms to those that are student-led self-direction and discovery.

In the transformed, 21st century classroom, technology tools are available for teachers and students to communicate one on one. Formative assessments can in a timely fashion inform teachers and students on their progress and specific areas requiring special attention and/or remediation. These activities ensure the foundation for the customized teaching and personalized learning for students.

To be successful in this knowledge-based economy, students need to master basic content and applied skills, be self-directed, adaptive while anticipating, embracing and thriving in the environment of constant change which characterizes the 21st Century.

In essence, the 21st Century Student-centered Active Learning Environment represents the State Education Department’s effort to create a modern learning environment where students are active participants in knowledge acquisition and creation.

The key elements required to transform schools are:
 * A vision for 21st Century Learning, focusing on key 21st Century skills
 * Collaborative planning among all stakeholders and stakeholder groups,
 * Investment in core components for technology,
 * Assurance of an infrastructure and bandwidth required for rapid and consistent access to the internet for school’s staff and students.
 * Enthusiastic and well-informed leadership,
 * Intensive professional learning – training teachers not only on how to use Technology but also how to effectively integrate technology tools within Teaching and learning
 * Information technology (IT) and educational technology (ET) support systems.
 * Curriculum, instruction, and assessment systems that focus on academic and 21st Century skills
 * A focus on student-centered, authentic learning (as defined by Fred Newmann)

As the graphic below illustrates (Figure 1), there are five main components that are essential to the successful implementation of the 21st Century Student-centered Active Learning Environment to ensure school/system change with a 360 degree support (SC306). They are:

**Figure 1. Essential Components of** **The 21****st** **Century Student-centered Active Learning Environment (SCALE 21)**

**Essential Technologies**

**Accountability & Assessment System**

**Digital Content** **& Resources** **Ubiquitous Access to Content**

**Quality &**
 * Effective PD**

As the graphic above illustrates (Figure 1), there are five main components that are essential to the successful implementation of the 21st Century Student-centered Active Learning Environment to ensure school/systemic change.


 * 1) **Essential Technology Equipment for 21****st** **Century Classrooms;**

For each of the high-need school buildings included in the project, five classrooms //**must**// be selected to form a cluster of the 21st Century Student-centered Active Learning Environment. The selection of the cluster of the classrooms must be based on the specific area(s) of academic needs as identified in ‘need for improvement’. Each of the five classrooms in the school building will be adequately equipped with essential technologies for effective teaching and learning. Below is a list of essential technologies adopted from some of the most successful programs in the country. Prospect applicants for the SCALE 21 grants are expected to use the following list as a reference point and develop its configuration based on the identified academic needs and existing technology capacity in the identified school buildings to ensure a student-centered active learning environment. **Core Technology for Classrooms**
 * Teacher Laptop & Productivity Tools
 * Presentation Device - Collaborative Learning System (Interactive Whiteboard, LCD or Plasma TV)
 * Projector (if needed for the presentation device or collaborative learning system)
 * Communication, collaboration tools, i.e. email, blogs, wikispaces, social networking, etc.
 * Learner Response Devices for active Participation, Formative Assessment & Individualized Instruction
 * Audio System
 * Organizational tools, ie. graphic, outline, etc.
 * Document Camera
 * Color Printer
 * Digital Camera
 * Video Camera

**Additional Elements to Consider Based Upon Location and Curricular Goals**
 * Mobile Learning Lab Carts (must ensure one device per student in the classroom with available swapouts to eliminate downtime for any student and must ensure battery capacity and re-charging protocol to eliminate down time)
 * Webcam for Teacher Computers
 * Flashdrives for each Student
 * Other…

In a 21st Century Student-centered Active Learning Environment, interaction, higher level thinking skills, and student engagement are pervasive across all core content areas. The technology tools and resources are essential for exploratory, discovery, project and problem-based learning for deeper understanding and better command of content knowledge and application skills.

For large-scale projects, districts should consider the necessity of a strong project management team for the effective the coordination of buying and installing necessary components, management of many vendor partners, and district level technical support systems to address individual teachers and school needs. With the short-term funding, funded districts should consider strong maintenance contracts and warranties to ensure the technologies’ longevity.

In designing the equipment configurations for the classrooms, funded districts are urged to consider the integration of existing equipment and digital resources with the new tools funded by this grant in an attempt to decrease the anticipated equipment costs per classroom. More importantly, coordination and collaboration with other programs would be highly valued to inter-connect with other educational initiatives and leverage resources from existing, local and other NCLB/ARRA funding sources.

Some useful resources and references:


 * Partnership for the 21st Century [|__Skills: the 21__][|__st__][| __Century Learning Environment__]
 * [|__SETDA’s 21__][|__st__][| __Century Learning Environment Models__]
 * Missouri’s __[|eMINTS Model]__
 * Texas’ __[|Technology Immersion Project (TIP)]__
 * Arkansas’ __[|EASTInitiative]__
 * Personalized Learning: The Nexxus of 21st Century Learning and Educational Technologies”; Pearson 2009
 * Philadelphia’s __[|High School of the Future]__


 * 1) **Rich, Quality and Aligned Digital Application Tools and Learning Resources;**

The focus of the SCALE 21 is //**classroom transformation.**// The project focuses on the classrooms as the fundamental units of school change initiatives, district-wide or region-wide support system(s) are expected to be in place to support the implementation of the initiative. Such district-wide, city-wide or region-wide support systems may include data-driven decision-making and/or learning management systems, educational resource portals, online learning, etc. The following are identified as common systems in supporting successful implementation of the SCALE 21 initiative.

**Student Performance Data System** – A student performance data system is crucial for accountability and to provide meaningful data on students’ readiness or achievement in regard to specific learning objectives. It fosters the practice of data-driven, personalized and customized instruction. **Student-centric Learning Management Systems** – Learning management systems (LMSs) have been widely adopted in the K-12 learning community. The expectation for this particular initiative is the emphasis on shifting from a school-centric LMS towards a systemic, student-centric learning management system. With a student centric LMS, students are empowered to have access to critical educational information and resources, have dynamic application tools to develop and manage their academic and extra curricular activities, taking the responsibility for managing their learning experiences. In addition, a student-centric learning management system fosters the following for students:
 * Meeting learning expectations,
 * Staying engaged and connected with teachers, peers,
 * Receiving ‘just in time’ updates regarding achievement, learning objectives, experiences and outcomes.

With the same system, school administrators and teachers can perform more personalized engagement with students and their parents on students’ learning expectations, academic challenges and customized learning experiences as they can provide more appropriate and personalized assistance and resources to individual students based on their differentiated needs through the student-centered learning management system.

**Education Portals** - Education Portals offer a one-stop set of resources for educators, parents/caregivers, and students to support teaching, learning, and leading. Portals provide access to shared resources and create an entry point to other information, content and resources or services. A portal allows educators to quickly search for lesson plans or other resources by content standard, grade level, specific student and classroom needs, and/or topic. Besides the popular mode of education portals which tend to focus on resources and tools for educators, the SCALE 21 initiative expects funded projects to expand the portal concept with more student-centric educational content, resources and tools for constructivism, standards-aligned, just in time learning and collaborations, in addition to establishing and supporting professional learning communities for students and teachers.

**Digital Content –** Funded schools districts can purchase and/or develop digital content to enhance teaching and learning. Digital content, through multi-media applications, provides students the opportunity to participate in virtual field trips, virtual lab simulations, online learning and other interactive activities for in and beyond school learning. Digital content also offers the opportunity for teachers to differentiate instruction with standards-aligned learning content and activities in response to students’ specific needs.

**Online Courseware** - Online courseware provides educators access to online courses. Teachers may have access to several clusters of courses. For example, in one cluster, teachers learn what types of curricula and learning principles will ensure students’ success in the 21st Century workplace and post-secondary education. In another cluster, teachers receive the skills and knowledge necessary to implement technology in the classroom through web-enhanced lessons, project-based learning, and online/virtual field learning experiences.

**Online Web 2.0 Tools –** Accessibility to online tools such as blogs, wikis, microblogs, online collabortories, digital lockers, and networked publics for teachers and students provide foundational elements of the digital environment required for 21st Century Learning.

Digital Tools and Software – Ubiquity of digital tools is now possible through wireless networks and low-cost availability of handheld devices and laptop computers. To enable students and teachers to become informed consumers, producers, and problem-solvers/thinkers using digital innovations, the a range of tools must be readily available (e.g., laptop computers, iPod Touch, digital cameras, digital editing suites, etc.).

**Virtual Learning -** Virtual learning programs can provide vast opportunities for students and teachers that may not otherwise be available. Virtual learning can supplement the bricks and mortar school approach to enhance learning and promote 24-7 access, supporting the notion of life-long learning. Virtual learning supports equity and access for all students; highly qualified teachers; flexible learning opportunities; and credit recovery/remediation. Specifically, the following are the recommended elements of digital content, resources and tools for consideration in the development of this module of the SCALE 21 Program.

**Core Digital Tools and Resources for Learning** **For School Administrators** **For Teachers** **For Students**
 * Communication and collaboration tools (email, blog, wikispace, collaboration, social networking, etc)
 * Access to online leadership development courses, community and resources
 * Access to professional learning, support & management systems
 * Access to standards-aligned curriculum & instructional materials and resources
 * Access to integrated student learning and support & management system
 * Other tools and resources…
 * Communication and collaboration tools (email, blog, wikispace, collaboration, social networking, etc)
 * Graphic organizers and Illustration tools (paint, photo, graphic drawing, video, etc)
 * Access to student assessment data and reporting tools
 * Access to standards-aligned curriculum & instructional materials and resources
 * Access to integrated student learning and support management system
 * Online professional learning and development courses, tools and resources
 * Other tools and resources…
 * Office application software (word processor, spreadsheet, presentation, etc)
 * Communication and collaboration tools (email, blog, wikispace, collaboration, networking, etc)
 * Graphic organizers and Illustration tools (paint, photo, graphic, video editing and publishing)
 * Standards-aligned engaging learning materials and resources
 * Access to Student-centered learning and support management system
 * Access to online courses, online tutoring, and online social/academic support system(s)
 * Other tools and resources…

The body of literature clearly indicates that professional learning is an essential key to the success of a technology-integration program. Coherent and comprehensive strategies are called for to ensure great success and significant impact of the SCALE 21 initiative. As the objective of the program is to systemically transform schools, the key players involved in the process of schooling must be committed. The funded projects must engage professional learning for not only classroom teachers, but, as importantly, school building administrators, curriculum leaders, and student leaders to promote common understanding and coherent efforts to transform the learning environment. The transformation includes the belief system, learning content and materials as well as learning process (Fullen, 2002; McREL 2007).
 * 1) **Sustained and Quality Professional Growth and Training on Effective Learning and School Change.**

The comprehensive framework of professional learning for technology integration by Mishra & Koehler (2006, Figure 2) will be the guiding framework for mapping and developing professional growth strategies and activities in support of the creation of the SCALE classrooms.

**Figure 2.** //The TPACK framework and its knowledge components.// While the TPACK framework helps guide the development of the professional learning module of the SCALE 21 program, three key groups of players need to participate in the professional growth process. For the participating school buildings, the school administrators, teachers, and student leaders are required to be engaged in professional learning activities around specific focus areas.

The following strategies are cited as key to this professional growth model: comprehensive Professional Development Integration applied through on-going and job-embedded professional learning, creation of technology coaches/integration specialists, and online professional learning communities. The //**intensity**// of the professional learning process has also been observed as the cornerstone of a successful technology integration program.

The following list of professional learning focuses and requirements is provided as a reference for consideration in the module development and implementation.

**Guide for Required Core Professional Learning and Development**

**For School Administrators** (to lead and support Student-centered learning) > > **For Teachers** (to effectively integrate technology into Student-centered learning) > > **For Student Leaders** (to support teachers and peer students in using technology)
 * 40 hours participation in professional learning activities and 2 school visits/interviews over 18 months (including Intel Leadership Forum 4-8 hours)
 * Creation of a shared vision exemplifying a paradigm shift
 * Leading ‘change’ in schools that leads to transformation
 * Leadership of technology integration
 * Essential Technology Literacy and Application Skills for Teachers and Students
 * Communication and collaboration tools (email, blog, wikispace, collaboration, social networking, etc.)
 * Essential Roles, Skills and Supports for Systemic Change
 * 150 hours participation in professional learning activities and 5 – 7 classroom visits/observations over 18 months (including Intel Teach Program 24-40 hours).
 * Standards-aligned curriculum and instructional materials and resources
 * Access and use of student-centric learning management system and assessment reporting tools
 * Essential proficiency and skills in using provided technologies
 * Communication and collaboration tools (email, blog, wikispace, collaboration, social networking, etc)
 * Professional learning activities on technology integration proficiency and knowledge which includes the intersected areas of technology, core content, and pedagogy
 * One online course on technology integration
 * Digital authoring and publishing tools
 * 75 hours participation including 5 – 7 classroom visits/observations over 18 months
 * Essential computer proficiency demonstration or tutorial program
 * Learning application software (office applications and learning tools etc)
 * Communication and collaboration tools (email, blog, wikispace, collaboration, social networking, etc)
 * Access to and use of Standards-aligned learning materials and resources
 * Access to and use of Student-centered learning management system
 * Digital authoring and publishing tools
 * Online resources and courses for enrichment and credit earning

Resources for Professional Learning and Development:


 * __[|//The TPACK framework and its knowledge components//]__
 * __[|Intel Teach Leadership Forum]__
 * Intel Teach Program
 * Student Technology Leadership Program ( __[|HFM BOCES]__ and __[|GenYes]__ )
 * eMINTS __[]__.
 * Texas’ __[|Technology Immersion Pilot (TIP) Program]__
 * Philadelphia’s __[|High School of the Future]__

Ubiquitous access to technology is defined in four areas: To fully take advantage of technology’s power to automate, inform and innovate learning process and experiences, funded projects should explore appropriate strategies in response to its local needs, existing capacity and resources to maximize teachers’ and students’ access to technology in the aforementioned areas. Given specific needs, capacity and resources, technology configuration for ubiquitous access to technology, the funded district’s equipment and/or devices may vary from a one-to-one student laptop/netbook implementation to a ubiquitous access scenario where students use laptops/netbooks in class, school and/or community. Other appropriate variations of one-to-one delivery systems include laptop, network, mobile labs, and digital devices such as iPod Touch. Each strategy must address the goal of promoting students’ ubiquitous access to technology. It is important for funded projects to base their strategies on evidence-based promising practices and proven effective implementation strategies. References for Ubiquitous Access to Technology
 * 1) **Ubiquitous access to technology and resources for learning anytime and anyplace**
 * 1) Uninterrupted access to broadband by students and teachers in schools and beyond in order to acquire media rich digital resources for learning. This addresses classroom, school building and larger learning community infrastructure capacity for Internet connection.
 * 2) Uninterrupted access to technology equipment and/or devices by teachers and students to engage in effective learning in classrooms, school buildings and/or beyond. This is a critical area of concern for effective use of technology by teachers and students to enrich and expand learning experiences and knowledge acquisition. This is also related to the policy issue of closing the digital divide, especially among the target student populations.
 * 3) Access to standards-aligned, high quality and engaging digital content and resources for teachers and students to enhance teaching, enrich and expand learning opportunities. To achieve the objective, district-, region- or city-wide enterprise solutions //**must**// be leveraged to support the classroom-based SCALE 21 projects.
 * 4) Access to quality online courses for both teachers and students to expand learning opportunities for teachers to engage in professional learning and for students to enrich supplement their learning experiences and earn credits towards graduation at any time, any place and any pace.
 * __[|Intel’s Teach Program: Enhancing Student Learning in a one-to-one computing environment]__
 * __[|Apple’s ACOT2 Ubiquitous Access to Technology]__
 * __[|Classlink’s Ubiquitous Access for Educational Technology = Desktop Virtualization]__
 * __[|iThinkEd » Ubiquitous Access Tranforms Pedagogical Possibilites]__
 * Metiri Grop’s dimensions 21

The component of Accountability and Assessment represents looks at the alignment between vision, goals, strategies, practices, assessments, and results. It establishes logical connections among the vision, goals, selected strategies and activities and ensures the objectives are tangible and measurable, assessment instruments are appropriate and reliable, and progress, results and impact are properly gauged and adequately documented. It is also an important mechanism to provide timely information on progress and identify needs for adjustment and improvement. **Budget Requirements for Professional Development** Each grant recipient is expected to budget a minimum 25 percent of its funds to provide ongoing, sustained, and intensive, high-quality professional development. The recipient must provide professional development in the integration of advanced technologies, including emerging technologies, into curricula and instruction and in using those technologies to create new learning environments. Professional development, in the case of these grants, would be centered on appropriate use of the available technology for infusion into the curriculum.
 * 1) **Accountability and Assessment System for 21****st** **Century Learning**
 * Accountability System Aligned to the Vision
 * Clarity, Transparency, and Consequences
 * Comprehensive, prioritized funding
 * Decision making informed by data, research, and results.