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JTC Event May, 2013Karen AndrewsDr. Veronica SmithKaren Pedersen-Bayus
The Alberta ContextInclusion promotes the full participation ofall individuals in society, regardless of theirtraits, iden...
The Alberta ContextTechnology can help learners withspecial needs to more fullyparticipate in learning activities...Itis r...
The Alberta Context• Develop and support a modified curriculum andlearning resources for students with highly specializedl...
The Alberta Context
The challenge?• Every learner is unique.• Differentiating instruction is complex• Twenty-five years of research describewh...
INclusive, INnovative learning spacesInclusion is not aboutbringing people intowhat already exists…but about making anew s...
ACCESS TOCURRICULUMCHOICEAPPROPRIATECHALLENGEENGAGEMENTDesign MattersA better space for everyone
The promise of new technologies• are versatile• are transformable• are dynamic• can be manipulatedDigital media“The soul o...
•Build and share expertize around the design and implementationof inclusive, innovative ‘learning spaces’ at the Junior Hi...
Partners in the project
School jurisdictions have agreed to:• Implement a research project that explores the role of technologyand pedagogical pra...
Communities of Practice- Etienne Wenger• share a concern or a passion for something they do• learn how to do it better as ...
Site Visits- We are hearing conversations about:• Technology access, management and planning• Technology integration• Skil...
15Developmentis about creativethinking.The Essence of DevelopmentalEvaluation
16Evaluationis about criticalthinking.The Essence of DE
17The Essence of DEDevelopmental Evaluationis about bringing criticalthinking to bear oninnovative processes
Complexity MatrixCertaintyClose to Far fromClosetoSimplePlan, controlZone ofComplexityTechnically ComplicatedExperiment, c...
19When is DevelopmentalEvaluation useful?
20When this…Slide used with permission fromRicardo Wilson- Grau
21…looks like thisSlide used with permission fromRicardo Wilson- Grau
22Flexible Pathways: The Right Conditionsfor a Developmental Evaluation Within each school authoritythe ‘program/exactpla...
Research Aims• What are the processes and context factors that shape the successfulimplementation of technology in inclusi...
Year30%40%50%1 2 3 4 520 %Traditional Evaluation GraphYourProject
Year30%40%50%1 2 3 4 5True impact!Other interventionsYourProject
Developmental Evaluation Graph30%40%50%Year1 2 3 4 5Socialinnovation
PhaseOne• What is ourcontext now?PhaseTwo• What needs tohappen first?Or what are webuilding upon?PhaseThree• How can webui...
Understanding Context –Questionnaires – Teachers andStaff• Alberta Context Tool• - resources, leadership, culture• TPACC• ...
Components• Social Capital -- Collegial trust – “I can communicate freely with the principalabout school matters/”- Suppor...
Understanding Contexts Questionnaires – StudentsExamining Participation that is Meaningful to theStudents Themselves: What...
How do children perceive their ownsituation?Children from first to fifth grade (6-12years) in fully included regular class...
BOY withAUTISM(b)GgG(g)Gg(b)bbBbb(b)LEGENDGender and SNC:G = Girl, NuclearB = Boy, Nuclearg = Girl, Secondaryb = Boy, Seco...
How do others see children with ASD?Social Network AnalysesMore diverse findings:40% peripheral but also 38%secondaryStill...
Understanding Context: What ishappening in the Classroom? –Observations• Classroom Assessment Scoring System(CLASS)Pianta,...
What dimensions does theCLASS measure?Classroom OrganizationBehaviourManagementProductivity Instructional LearningFormatsE...
Observation
Document Analysis• SETT- process documents• IPP-student learning goals• Decision Making around PD- planning and effectiven...
Interview and ongoing feedback- Provide feedback from questionnaires anddeepen understanding of data with targetedinterviews
Your turnWhat should a universally designed learningenvironment look like?
Question #2• What are important factors that support theinfusion of technology and technologicalpedagogy in school/classro...
Question # 3• Why do you think these kinds of initiatives areimportant now?
Stay in Touch• Tech. News• #flexpaths
Contact uskaren.Andrews@gov.ab.caSenior Manager - School Technology Branchveronica.smith@ualberta.caAssociate Professor,Un...
Acknowledgments• Alberta EducationSupport– Rita Wilson-Smith• Research Assistants– Stephanie Hayes– Anastasia Kulpa– Kryst...
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JTC May 2013 - Flexible Pathways Session

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JTC May 2013 - Flexible Pathways Session

  1. 1. JTC Event May, 2013Karen AndrewsDr. Veronica SmithKaren Pedersen-Bayus
  2. 2. The Alberta ContextInclusion promotes the full participation ofall individuals in society, regardless of theirtraits, identities, or circumstances. In aninclusive society, we understand thatdiversity is one of our strengths, and we areable to build on our strengths together.When we act in an inclusive way, wepromote the full participation of allindividuals in our society and acknowledgevarying perspectives.(Alberta’s Social Policy Framework, 2013).
  3. 3. The Alberta ContextTechnology can help learners withspecial needs to more fullyparticipate in learning activities...Itis reasonable to assume thatassistive technology will continue tobreak down barriers.(Inspiring Education, 2010, p. 29)
  4. 4. The Alberta Context• Develop and support a modified curriculum andlearning resources for students with highly specializedlearning needs.• Create ways in which students with disabilities, or whoare gifted and talented, can access the curriculum anddemonstrate their knowledge.• Provide provincial professional developmentopportunities for teachers, teaching assistants andlearning coaches to develop instructional strategies forinclusive education in schools and school authorities.• Increase access to technologies to support the learningof all students.Recommendations include:
  5. 5. The Alberta Context
  6. 6. The challenge?• Every learner is unique.• Differentiating instruction is complex• Twenty-five years of research describewhat works in inclusive practice but it isdifficult seeing how all the pieces fittogether in a comprehensive frameworkthat is practical, research-grounded, andefficient (Katz, 2012).(How do we realize the vision?What needs to be in place?
  7. 7. INclusive, INnovative learning spacesInclusion is not aboutbringing people intowhat already exists…but about making anew space… a betterspace for everyone.Dei, 2006
  8. 8. ACCESS TOCURRICULUMCHOICEAPPROPRIATECHALLENGEENGAGEMENTDesign MattersA better space for everyone
  9. 9. The promise of new technologies• are versatile• are transformable• are dynamic• can be manipulatedDigital media“The soul of new digital media is its flexibility”(Rose & Gravel, 2012)
  10. 10. •Build and share expertize around the design and implementationof inclusive, innovative ‘learning spaces’ at the Junior High levelwhere technology is leveraged to create flexible pathways tosuccess.•Of special interest is the role technology can play in supportinglearners’ increased participation and achievement of learneroutcomes in environments where there are diverse cognitiveabilities (including students with intellectual disabilities andstudents identified as gifted) .Purpose
  11. 11. Partners in the project
  12. 12. School jurisdictions have agreed to:• Implement a research project that explores the role of technologyand pedagogical practices in inclusive Junior High settings.• Use the SETT framework to identify specific assistive technologyfor targeted students.• Participate in research and in a research community of practice(RCOP).• Share stories.• Host site visits.• Contribute to the project websiteand interim and final reports.
  13. 13. Communities of Practice- Etienne Wenger• share a concern or a passion for something they do• learn how to do it better as they interact regularly.• engage in a process of collective learning in a shared domain.• Requires: Commitment to participation and sharing#flexpaths
  14. 14. Site Visits- We are hearing conversations about:• Technology access, management and planning• Technology integration• Skilled support staff• Pedagogical practices• Attitudes and Beliefs• Learner profiles• Professional learning• Learner-centred practices• Universally designed learning environments
  15. 15. 15Developmentis about creativethinking.The Essence of DevelopmentalEvaluation
  16. 16. 16Evaluationis about criticalthinking.The Essence of DE
  17. 17. 17The Essence of DEDevelopmental Evaluationis about bringing criticalthinking to bear oninnovative processes
  18. 18. Complexity MatrixCertaintyClose to Far fromClosetoSimplePlan, controlZone ofComplexityTechnically ComplicatedExperiment, coordinate expertiseSociallyComplicatedBuildrelationships,create commongroundBrenda Zimmerman, SchulichSchool of Business YorkAnarchyCommunitiesof PracticeZone of highcreativity andinnovation
  19. 19. 19When is DevelopmentalEvaluation useful?
  20. 20. 20When this…Slide used with permission fromRicardo Wilson- Grau
  21. 21. 21…looks like thisSlide used with permission fromRicardo Wilson- Grau
  22. 22. 22Flexible Pathways: The Right Conditionsfor a Developmental Evaluation Within each school authoritythe ‘program/exactplan/processes’ do not yetexist; it has to be created We want to create a theory ofchange, or an understandingof the essential conditions,through practice The situation is complex –therelationships of cause andeffect may remainfundamentally unknown, yetrich case descriptions canprovide insight retrospectively
  23. 23. Research Aims• What are the processes and context factors that shape the successfulimplementation of technology in inclusive learning environments in JuniorHigh/Middle school settings designed to facilitate the participation andachievement of learner outcomes for students who require significantaccommodations to access the curriculum?Many factorsContext andProcessesEngagementandParticipationOutcomes
  24. 24. Year30%40%50%1 2 3 4 520 %Traditional Evaluation GraphYourProject
  25. 25. Year30%40%50%1 2 3 4 5True impact!Other interventionsYourProject
  26. 26. Developmental Evaluation Graph30%40%50%Year1 2 3 4 5Socialinnovation
  27. 27. PhaseOne• What is ourcontext now?PhaseTwo• What needs tohappen first?Or what are webuilding upon?PhaseThree• How can webuild uponwhat we’velearned so far?
  28. 28. Understanding Context –Questionnaires – Teachers andStaff• Alberta Context Tool• - resources, leadership, culture• TPACC• -knowledge about teacher’s use of technology and pedagogy, including use withdiverse learners• QIAT• -knowledge about assistive technology – selection, use, implementation,monitoring• Social Capital• - social trust, norms and• shared expectations; and channels for new information• ISTE• - essential conditions for technology standards• Tell them from Me• - student engagement questionnaire•
  29. 29. Components• Social Capital -- Collegial trust – “I can communicate freely with the principalabout school matters/”- Support for risk taking – “Teachers in my school manifest trustand team spirit.”• Learning – “My students are motivated to learn”• Pedagogy – “The use of technology has enabled me to createmore ways for my students to express their thoughts andanalyse their ideas.”• Receptivity – “ I am eager to know how IT can improve myteaching practice.”• Perceived effectiveness of Professional Development – “Myconfidence in using IT in teaching and learning has increasedafter attending staff development programs.”
  30. 30. Understanding Contexts Questionnaires – StudentsExamining Participation that is Meaningful to theStudents Themselves: What is valued? Social NetworksWhat do we know about children’ssocial participation at school?Main interest at school concerns relationships with peers….• Interest in how children perceive their own situation– Understanding of friendships– Loneliness at school• How others perceive the included student– How are children in the class connected to the child with developmentaldisabilities?• Critical in understanding how to intervene!
  31. 31. How do children perceive their ownsituation?Children from first to fifth grade (6-12years) in fully included regular classroomsThey also reported having a friendReport poorer friendship qualitycompared to typicalMore loneliness compared to typicalchildrenDevelopmental shift across studies withproblem compounded later indevelopmentStudy 2 Study 3 Study1Loneliness by group andstudy
  32. 32. BOY withAUTISM(b)GgG(g)Gg(b)bbBbb(b)LEGENDGender and SNC:G = Girl, NuclearB = Boy, Nuclearg = Girl, Secondaryb = Boy, Secondary(g) = Girl, Peripheral(b) = Boy, PeripheralgGGG(b)B
  33. 33. How do others see children with ASD?Social Network AnalysesMore diverse findings:40% peripheral but also 38%secondaryStill very few isolated kids(6%)0510152025303540Social NetworkStatusisolateperipheralsecondarynuclear
  34. 34. Understanding Context: What ishappening in the Classroom? –Observations• Classroom Assessment Scoring System(CLASS)Pianta, La Paro, & Hamre, 2006 – Center for Advanced Study of Teaching and Learning (University of Virginia) CLASS: System for observing and assessing the qualitiesof interactions between teachers and students inclassrooms (Classroom Quality). CLASS: Measures instructional and social-emotionalinteractions proven to contribute to students academicachievement and social competencies CLASS: Can be used to reliably assess classroom qualityfor research and program evaluation CLASS: Validated in over 2,000 classrooms
  35. 35. What dimensions does theCLASS measure?Classroom OrganizationBehaviourManagementProductivity Instructional LearningFormatsEmotional SupportPositiveClimateNegativeClimateTeacherSensitivityRegard forStudentPerspectivesInstructional SupportConceptDevelopmentQuality ofFeedbackLanguageModelingLiteracy FocusPreK/K OnlyClassroomQuality
  36. 36. Observation
  37. 37. Document Analysis• SETT- process documents• IPP-student learning goals• Decision Making around PD- planning and effectiveness surveys
  38. 38. Interview and ongoing feedback- Provide feedback from questionnaires anddeepen understanding of data with targetedinterviews
  39. 39. Your turnWhat should a universally designed learningenvironment look like?
  40. 40. Question #2• What are important factors that support theinfusion of technology and technologicalpedagogy in school/classroom settings?– Where are we struggling?– Where are do we have exemplars of practice?
  41. 41. Question # 3• Why do you think these kinds of initiatives areimportant now?
  42. 42. Stay in Touch• Tech. News• #flexpaths
  43. 43. Contact uskaren.Andrews@gov.ab.caSenior Manager - School Technology Branchveronica.smith@ualberta.caAssociate Professor,University of AlbertaKaren.pedersen-bayus@gov.ab.caEducation Manager –School Technology Branch@kpbayus
  44. 44. Acknowledgments• Alberta EducationSupport– Rita Wilson-Smith• Research Assistants– Stephanie Hayes– Anastasia Kulpa– Krystle-Lee Turgeon– Ewa Wasniewski• Students, Teachers, SchoolPrincipals, School SupportStaff in our fivejurisdictions: Lakeview,Rocky View, Prairieland, St.Albert Catholic, and FortVermillion

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