Microsoft Education | Transforming Education

When data from all student learning activities and assessments is understood, trends visualized, and complex relationships illuminated it can help make teachers, schools, and education systems more effective and efficient.” Cathy Cavanaugh, Head of Learning and Research, Catholic Education, Western Australia author and education commentator.51 Section Two

What’s missing from these transformations?AnalyticsGreat teachers analyze data every day Student Wellbeing Indicatorsthrough observation, intuition and questioning.Now we can digitally support analytics thatcan help teachers notice more about theirstudents with less effort, by intelligentlyconsolidating extensive information andpresenting it in a usable way. For example:This kind of data display can be useful forsomeone actively investigating the wellbeingof a student; however, when trying tounderstand a whole classroom or grade ofstudents, it quickly becomes overwhelming.Analytics also enable schools to see how theyare tracking, so they can investigate the impactof new initiatives to quickly gauge the level ofservice they are providing. This helps schoolscontinually refine their planning from aninformed perspective.The best part is teachers are not requiredto be data experts, or to actively investigatecharts and diagrams to make decisionson how to best support learners. Analyticsshould proactively identify issues and exportdata in easily understandable formats. Transformation programs 52

The analytics trinity: data, cloud Three converging processing and machine learning technologiesIntelligent platforms use big data, cloud processing Machineand machine learning to analyze your information and Learningprovide meaningful recommendations in real time.Increasingly this type of computing is becoming known Data Cloudas augmented intelligence, as a deliberate counterpoint Processingto artificial intelligence, which is often misrepresented inpopular culture. DDr Cr Cavaavnaanuaguhg’hs’s KeKyeyPrPinricnicpilpelsesfofrorAugmented intelligence is about amplifying human SaSfaefteytyanadndSeSceucruitryityaction by harnessing collective knowledge to enablebetter decisions and reduce repetitive tasks. MoMvoinvgintgotaonain tienltleiglleignetnptlaptlfaotrfmormwiwthith anaanlyatliyctsicrseqreuqirueisrecslecaler aprlapnlanninnginagnadnndenwewFor teachers, this means an intelligent platform that lealernairnngin-gce-cnetrnictrpicopliocileicsi.eTs.hTehre raereartehrtehereecan, for example, automatically recommend courses or kekyepyripnrcinipcliepsletsoteonesnusreurtehitshis disodnoenien ian ainterventions based on student performance, needs and safseafaenadnsdecseucreurme amnannenr:er:preferences. It’s like a digital assistant, improving andadapting over time to become more useful and more 1. 1D. aDtaatma umsut sbtebaessaosscoiactieadtewdiwthitahsatusdtuednetnvtiaviaa apersonalized. But there’s always a “human in the loop”. robroubsut sdtigdiitgailtacrlecdreednetinatli.al.Decisions are never automatic and when an investigationis required, tools like Power BI can allow teachers to ‘deep 2. 2D. aDtaataanadnadnaanlyatliyctaicl atol otolsomls umsut sbtebaecaceccsseisbsliebledive’ into data and make conclusions for themselves. in iansaafseafaenadnsdecseucreureenetenrtperipsreisceloculoduddadtaata enevnirvoinromnemnet—nt—nontolot clokcekdeidn ipnropproripertiaertyaryThe Head of Digital Transformation Catholic Education apappspasnadnpdlaptlfaotrfmorsm. s.Western Australia, Aidan McCarthy, explains: “Whenlearning data is consolidated and analyzed over time 3. 3A. nAanlyatliyctaicl atol otolsoslshsohuoldulidncinlucdlueddeydnyanmaimc icfor large groups of students, you can obtain powerful visvuisauliazaliztiaotnio, na,gailgeilaelgaolgriothrimthsm, as,nadnsdersveircveicsespredictions and recommendations to guide teachers forfournusntrsutcrutucrteudreddadtaattahatht ainttienrtpereptrestusdtuednetntand school leaders. It can form the basis of just-in-time cocgongitniviteivaenadnndonno-nco-cgongitniviteivdeedvevloeplompemnet.nt.proactive prompts and notifications.” Using analytics on objectsThe Internet of Things (IoT) allows objects to besensed or remotely controlled across existing networkinfrastructure. This, in and of itself, creates interestingopportunities for the direct integration of the physicalworld into digital systems. But when analytics are applied,you can intelligently optimize your assets to reducerunning costs, boost efficiency and reduce repetitivehuman tasks.A school’s physical environment can actively contributeto learning when outfitted with Internet of Things sensorsthat adjust sound, air quality, and light to suit individuallearning preferences. An IoT lighting system, for example,can optimize itself to actual usage patterns, show whichareas are highly trafficked, make better use of naturaldaylight, save on energy costs, and much more.53 Section Two

Transformation programs 54

Red Flags Though it is inspiring to focus on best practice, it’s useful also to be aware of the common stumbling blocks in a digital transformation project. Keeping an eye out for red flags can help your team identify problems earlier and work quickly to correct your trajectory.Common reasons for underwhelming outcomes Projects instead of policy initiative The policy focuses mainly on ICT It may be tempting to “start small,” but the result Implementing the right technology policy is is often a policy made in bits and pieces, which usually the easiest piece to get right, so don’t doesn’t hold together. A bit like ripping off a let this fool you. The essential components sticking plaster, wholesale systemic change may that are required for success include culture, appear painful, but it will offer the greatest, most communication, processes and support. powerful results. The policy is based on bad assumptions Short-sightedness Despite decades of evidence, systems too Sometimes an initiative is implemented only to often trade evidence for convenience. solve a short-term problem. Even if it is successful, it will struggle to grow and adapt with future Devices don’t go home requirements. Building in a permanent cycle of experimentation, evaluation and adjustment Students only spend 16 percent of their waking can help future-proof your one-to-one vision. hours at school so if devices don’t go home with students, they lose 84 percent of their Current policies are replaced potential immediately. by the new government Teachers don’t have access While it’s not always possible to predict how to technology first a government is going to legislate, it’s worth taking the time to read up on their manifesto Teachers should ALWAYS have access to and policy documents to get a sense of where technology and professional development before they are likely to focus. the students start to use it. New teachers entering a one-to-one school need additional support.55 Section Two

People confuse digitization Evidence with transformation and Further Reading Moving traditional content to a computer or tablet is not transformational. To delve deeper into some of the topics in this chapter, here The policy is organizationally isolated is a selection of recommended reading and relevant case When the vision isn’t shared across your studies to serve as a useful community, it is difficult to orchestrate a starting point. committed response to the initiative. Hattie, J. (2009) The policy does not specify Teachers make a difference: what is the research measurable goals evidence? Melbourne, Australia: Australian Council for Educational Research. It’s impossible to evaluate success or pick areas for improvement if you don’t know how Huddleston, B. (2017) your efforts have fared. Digital Cocaine: A Journey Toward iBalance. Vereeniging, South Africa: Christian Art Press. A gap between government policy and education practice Oviatt, S. (2012) Multi-modal Interfaces. Handbook This unfortunate outcome can occur when of Human-Computer Interaction, government rhetoric is at odds with the Lawrence Erlbaum: New Jersey. realities of education. Cavanaugh, C. (2015). Online, blended and distance education in schools: Building successful programs. Stylus Publishing, LLC. Fullan, M. & Quinn, J. (2015). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Corwin. Transformation programs 56

Critical ConceptsForget about just automating old paradigms.Transformation is about finding new, better waysof doing things. It is about embracing a new cultureand mindset apart from just being IT-savvy. It meansembracing lightweight processes and governance,and should adopt agile and lean methodologies.Essential steps for success Set high expectations with clear parameters Don’t start your transformation program by selecting devices Setting high, clear expectations helps orient every It’s the quickest route to failure. Start by setting aspect of a digital transformation. If you provide your vision and deciding how you want to achieve, teachers and students with limited technology manage and measure the transformation. and minimal plans for improvement, they will understand this low expectation and achieve less. Understand the role of data in unlocking a school system’s potential Don’t confuse entertainment Once you consolidate all of your data and for engagement implement analytics, you can transform your schools with improved results, teaching and Don’t mistake just playing a game or using a decision-making. device (behavioral engagement) for emotional engagement and cognitive engagement. Be ready for a major conceptual shift Take this as an opportunity to completely re- Look for support in the private sector imagine teaching and learning in your school or school system. It is a movement away from viewing Public-Private Educational Partnerships computing as a separate subject, or an appealing (PPEPs) are one way of tapping into specialist gadget that can hook in student interest, to a whole expertise and funding, as well as creating new idea of the classroom as a digital space, of the student training pathways. curriculum as a measure of what matters, and of the role of teachers and learners. Empower teachers Get your entire community Successful programs hinge on empowering behind the project teachers with professional development Public relations are essential to success. Invite all of opportunities and clear policies for student your education community to be part of the journey. use of technology that are upheld rigorously.57 Section Two

Scaffold learners Powerful QuestionsProvide flexible, temporary support—such astwinning competent students with less confident Start your digitallearners as they learn to use and manage devices, transformation by askingapps and tools. the following five questions.Encourage collaboration and teaming 1. What’s our strategic goal for digital transformation?Encourage teachers and students to work togetheras they discover and share new ways of learning. 2. How will we achieve it?This can be augmented with technologies, such as 3. Who do we want to emulate andMicrosoft Teams for impromptu sharing of insights,advice, tips and tricks. what do we want to avoid? 4. Who could help us?Set up a change management program 5. How will we manage change? 6. How will we stay on trackWhen planning your digital transformation,don’t neglect a change delivery strategy to and measure success?inspire, skill and equip stakeholders for success.Measure success and report on itUse Business Intelligence (BI) software to connectdata systems, such as records of attendance,performance, etc., so that you can monitor andreport on progress. Transformation programs 58

Teaching andLeadership59 Section Two Transformation programs 59

The OpportunityEmpowering teachers to confidently and positivelyembrace change is usually an institution’s top concern.When teachers are given the attention, developmentand support to become leaders, outcomes improveacross the board. Students do better. Schools improvetheir standings. And teachers can enjoy progressionand esteem in a difficult job that deserves more respect.Teachers matter. John Hattie’s groundbreaking Visible RespectLearning series—the largest ever meta-analysis for teachersof the factors affecting educational outcomes—revealed that five of the strongest influences on In Finland, teaching isstudent achievement involve teachers.27 considered so vital to the country’s success that allFrom understanding the impact of their behavior primary and secondary schoolon student achievement, to improving efficacy and teachers are qualified with ateaching strategies, it is clear we must support, 5-year master’s degree. Finnishdevelop and empower our teachers if we want to teachers are also largely freeensure the best for our students. Most importantly, from inspections, standardizedwe need to find ways to reveal the potential in every testing and government control.child, so teacher estimates of student achievementdo not hold so much sway over student success. Teacher education in FinlandData analytics can reveal student ability at a far more is also strongly research-granular level and this holds the promise of truly based, with all the studentspersonalized learning approaches. But ongoing on the primary schoolprofessional development in how to apply these new master’s course engaged intechnologies and strategies is key. research. As a result, Finland’s teachers have kept theThe state of teacher and leadership training as room nation near the top of thefor improvement. Few teachers report professional influential PISA performancelearning as useful.28 But when professional learning rankings since they wereis done well, it can significantly improve student first published in 2001.learning.29 So how can schools ensure they get itright? Again, we look at what works, what doesn’tand what’s worth doing. Transformation programs 60

The Challenge Ensure teachers have the technology tools required for transformationWith many teachers trained for acompletely different classroom, One of the biggest mistakes schools and schoolit’s a huge challenge to get systems make is to fail to give teachers the technologywidespread commitment to the required for transformation. The most commondigital paradigm shift. Without the examples include:right tools, training, tech support,financial support and morale, • Implementing a one-to-one program and givingteachers can easily fall back on students devices but not teachers.old strategies out of pure stress. • Investing in professional development that can’t61 Section Two be practised or implemented because teachers don’t have access. • Providing “training” on software tools that teachers can’t run on their technology. • Failing to give teachers adequately powerful technology to design the best possible teaching and learning experience. Therefore, it is critical to give teachers the right technology as early as possible to ensure the professional development is as effective as possible.

Scaffold teachers with professional We respect teaching. development that is measurable It is as important as training doctors.”Top-performing schools tend to place huge focus onschool-based professional development.30, 31 Several Kimmo Koskinen,studies have also highlighted the important link Viikki teacher training school, Helsinki.between professional development and the successof a digital transformation program.32, 33 While it’sclear that professional development is fundamentalto success, it’s also important to measure its impactso that you can refine your techniques. And it’s alsokey to make professional development an integratedpart of your school system. The rapid pace of innovationand change means that new technologies and newlearning opportunities continually present themselvesand teachers need to be equipped to evaluate andunderstand them. Transformation programs 62

School Leadership Hattie calls this new role the “learning leader”. He explains that while instructional leaders look at what Create learning leaders is taught, learning leaders emphasize how that information is taught and how we know it was taughtFullan criticizes the idea that principals should focus well.36 What’s more, because a learning leader is betteron instructional leadership, noting that it requires integrated with his or her peers, they can create aprincipals to be fully knowledgeable of—and even collegial environment where teachers trust they canpartially involved in—teaching, and this can lead to learn from each other.37micromanaging.34 DuFour and Marzano, similarly, foundthat “time devoted to building the capacity of teachersto work in teams is far better spent than time devotedto observing individual teachers”.35 In other words, it’sfar more effective to build a teacher’s capacity to lead,rather than draw principals into teaching. For Omaha Public Schools, transforming their data platform has been about transforming teaching and learning by coaching teachers to become better educators and surfacing the best instructional technology.” Microsoft Case Study.63 Section Two

OECD Recommendations381 (Re)define school leadership responsibilities With the autonomy to make their own decisions, school leaders can make a real difference in school and student performance. But granting autonomy does not automatically lead to improvements. Leaders must be well supported, with their core responsibilities clearly defined through an understanding of the practices most likely to improve teaching and learning.2 Distribute school leadership The increased responsibilities and accountability of school leadership creates a need for that leadership to be better distributed within and across schools. The trouble is, while middle-management responsibilities are considered vital for effective school leadership, these practices are often totally unclear; or those involved are not well recognized for their tasks. It’s time to broaden the concept of school leadership and adjust policy and working conditions accordingly.3 Develop skills for effective school leadership School leaders need specific training to respond to their increasing responsibilities and to help improve school outcomes. Strategy should include treating leadership development as a continuum, ensuring it is provided consistently, and ensuring it has an appropriate level of variety.4 Make school leadership an attractive profession Potential applicants are deterred by the heavy workload of principals and the fact that the job does not seem to be adequately remunerated or supported. Uncertain recruitment procedures and career development prospects for principals may also deter potential candidates.5 Empower teachers to become ‘learning leaders’ As schools worldwide have tended to experience increased autonomy and decentralization over the past few decades, principals have been put under pressure to take on more responsibilities. One of the key responsibilities that has emerged is coordinating school-based and classroom-based strategies to improve teaching and learning. This type of instructional leadership gained influence in the 70s and 80s, but its usefulness is now being questioned by some more recent studies. Transformation programs 64

Leading the ChangeEducation transformation is a process of people change asmuch as digital. The role of a leader in driving this changecannot be underestimated. They are responsible for theculture, strategies, structures and politics involved in change.65 Section Two

Some teachers will be more willing to participate in the 2. Use “natural selection” to identify early adopters:process of digital transformation than others. Leaders Innovators and early adopters will often be theneed to be deliberate about identifying and supporting first to proactively approach leadership with newchange agents and empowering them to lead those ideas when driving a digital change process. Oncewho lag behind. This is a considerable and ongoing identified, these individuals (or teams) can bechallenge. It is important to identify those who feel appointed as change agents, to motivate others tothreatened or coerced in a change process, and embrace transformation and to lead by example.those who see it as personally beneficial, enjoyableand worthwhile. 3. Consider a ‘buddy system’: Skeptics can be paired with safe and accessible peers who can Idenify and empower guide them through the change process. It can change makers help bring context and meaning to the benefits of a transformation that may not seem personallyLeadership isn’t some lofty idea just to encourage relevant on the surface. It can also give earlyteacher morale. It has a concrete effect on stakeholder adopters a chance to refine, practice and improveoutcomes. Everett Roger’s Diffusion of Innovations their own capabilities.adoption curve39 can be useful in identifying who towork with first. 4. Set out clear, digestible goals: Great leaders spend significant time on communicating the impact,1. Identify the right focus group for early adoption rationale and necessity of digital transformation. We and advocacy: There will always be around 2.5 have detailed many examples earlier in this resource. percent of a teacher workforce who are innovators. Additionally, they will set clear, achievable goals that They will embrace digital technologies early, but may tie consistently to these messages. not be accessible role models to the majority of staff. Around 13.5 percent will be early adopters, willing to embrace change and apply it across contexts.Innovation Adoption Curve2.5% 13.5% 34% 34% 16%Innovators Early Adopters Early Majority Adopters Late Majority Adopters LaggardsSource: Everett Rogers: DIffusion of Innovations Adoption Curve 1962.40 Transformation programs 66

A social revolutionvia ditigal not adigital revoution viatechnologyJohn Hattie asks, “Have wemissed the point?”According to John Hattie, the digital revolution has I watched a teacher ask a young teen a question aboutbeen coming for 50 years. There have been over 150 his work and he replied, “I understand.” But then I sawmeta-analyses (close to 20,000 studies) relating to the student ask the teacher a question about what hedigital technology and student achievement and the did not understand via a social media app—while theaverage effect-size (d=.34) has barely changed despite teacher stood beside him. Social media has the powerthe enormous advances. to privilege errors, misunderstanding, and learning in the pit of unknowns.The main question is why has there been so muchpromise with so little return. Probably it is because Is it time for a rethink?teachers still use the “tell and practice” model, whichhas worked so well for 150 years, and at best ICT can Maybe we should not look for the next ICT solutionsupplement this method. as a teaching solution, but look for ways to connect teachers and students to others to foster learningHave we missed the point? solutions. We need to look for ways to provide resources relating to excellent reporting of progress,But this misses the major revolution that has occurred; joining educators and students in collectives forteachers are huge users of ICT in their planning, planning, evaluating their impact, and debating whatreporting, research, and seeking ideas from each other. impact means. It can be a social revolution via digital,For example, our Australian Institute for Teaching and not a digital revolution via technology.School Leadership (AITLS www.aitls.org) site has millionsof hits by educators per year, the downloads of apps, John Hattiepodcasts and videos is huge, and the requests for is a Laureate Professor and Deputy Dean of theinteractions with others via the site continual. We have Melbourne Graduate School of Education (MGSE).built a national community of educators via ICT. He also holds positions as Director of the Melbourne Education Research Institute, Chair, Board of theSimilarly, in the classroom, students are huge users, Australian Institute for Teaching and School Leadershipand when we unleash the power of social media and Associate Director of the ARC-SRI: Science ofin the class (without the downsides) we can create Learning Research.communities of learners outside the classroom walls.Moreover, students can discuss what they do not know;and prioritize seeing errors as opportunities for learningas many are prepared to discuss errors via social mediabut not in front of others.67 Section Two

Hattie’s top 10 influences and effect sizesfor student achievement (2017).41Source of influence Aspect Factor Effect size Teacher attributesTeacher Teacher estimates of student 1.62 Leadership achievementSchool Prior knowledge and Collective teacher effficacy 1.57Student background Self-reported grades 1.33Teachinginstruction Strategies emphasizing Cognitive task analysis 1.29strategies learning intentionsTeachinginstruction Strategies emphasizing Response to intervention 1.29strategies feedback 1.28 1.2Student Prior knowledge and Paigetian programs backgroundTeachinginstruction Teaching instruction Jigsaw methodstrategies strategiesCurricula Other curriculum programs Conceptual change programs 0.99Student Prior knowledge and Prior ability 0.94 backgroundStudentlearning Learning strategies Strategy to integrate 0.93strategies with prior knowledge Transformation programs 68

Policy RecommendationsProfessional development and training is the best way toovercome the knowledge gap between 20th and 21st centuryteaching. The most common reasons why teachers are unableto effectively integrate ICT in their classroom come down to alack of knowledge, equipment, support or morale.42The best professional learning is practical. It focuses on A sense of community is also important to professionalspecific problems faced by teachers and supports this learning. Once a practical program is established itwith multiple opportunities to try out new approaches can benefit hugely from peer collaboration, classroomin the classroom. This is important because adults often observation and feedback.44 Conversely, a top-downlearn iteratively, needing to see evidence of something “enforced” style of change risks losing agency and trust.working several times before welcoming change.43 So how do you factor all of this into a school’s professional learning program? It cannot be assumed that incoming university students are broadly technologically literate, just as it cannot be assumed that university staff are broadly technologically backward.” Educating the Net Generation Handbook 2009.69 Section Two

Professional Learning Give teachers Provide demand-driven, more credit just-in-time trainingThere’s a damaging assumption that no teacher is While MOOCs can be useful for professionaltechnologically savvy, yet every student is. To put development, there is also a plethora of new onlinethis to bed, a coalition of researchers from Australian courses that serve up recommendations based on auniversities found that the concept of students as Digital teacher’s capabilities and interests to provide tailoredNatives and staff as Digital Immigrants is in no way professional development.supported.45 They also found that there was no singletechnology that all students, teachers and staff could Microsoft has been working with partners to developagree was universally appropriate for learning. new models of professional learning, based on the best change management research, the latest gamificationIt’s important to recognize that students, too, are on psychology, and the most cutting-edge reward,a learning curve when it comes to using ICT in the recognition and incentive programs available.classroom. The study found that many students gainedunexpected benefits from Web 2.0 technologies. This has seen the development of sites that provideStudents reported that using publishing and teachers with a simple way to develop teaching andinformation-sharing tools, such as wikis, blogs and technology skills, suggesting appropriate courses basedphoto-sharing sites, had a positive impact on many on a teacher’s interests and capabilities.students’ engagement with the subject material, theirpeers and the general learning community. Meanwhile, Many use similar psychology to Xbox games providingthe use of new and emerging technologies provided a proven mix of incentives like micro rewards, pointsnew opportunities for teachers in their assessment and achievements along with gamification to makepractice. Technology also opened up opportunities learning more rewarding and appealing. Some teachersfor “contingent teaching,” because teachers could love “upvotes”. Other just like badges. And many like totailor their classes to better align them with the accrue points that bring material benefits like being firstneeds of students. in line for the next conference, a parking spot or a free period next time there’s a relief teacher in the school.The takeaway here is students are not always theyardstick of technological ability, so encouraging These sites also include forums creating a communityteachers simply to adapt to the favorite technologies for sharing new ideas, support and best practice, asof students can be unproductive. Approaching the well as ways to track professional development andchallenge as a collective experiment, by enabling certifications to build up a portfolio.teachers and students to pick and choose the righttechnology for the task at hand, is a much more For schools this opens the door to cost-effective,effective strategy. customized and up-to-date professional development for staff, reducing the cost of professional development and offering a far more flexible alternative. They can also monitor professional learning and capacity across staff and recognize, incentivize and reward a lifelong learning mindset in teachers. For teachers this is a more flexible way to tackle professional development, which can be achieved both off and online line with visibility to school leaders. Transformation programs 70

Empower teachers to develop By setting up a Teacher Research Group (see opposite), new pedagogy and curricula you can foster an environment that homes in on the best pedagogy and curricula for schools. It’s worth includingIn a Dutch study investigating the reasons teachers reciprocal teaching, feedback and spaced practice.find themselves unable to use digital tools, the resultsrevealed three key influencing factors: The first two were Reciprocal teaching is when students becomethe need for technical support and a principal with a the teacher in small, managed reading sessions.positive attitude, but the most important factor was the Spaced practice, also known as distributed practice,teachers’ own beliefs and skills. In fact, teacher beliefs is a technique in which learning is broken into smallerand skills significantly outweighed all other factors.46 sessions over a longer period. And feedback is just that—specific, quality feedback that both encouragesThe most influential teacher beliefs were concerning and challenges students. What these techniques have inwhat should be taught (curricula), and how it should common is that they are relevant to the needs of today’sbe taught (pedagogy). The most influencing skills, students. They allow students to help drive their ownmeanwhile, were teacher competence in managing learning, but crucially, in a way that is fully scaffoldedclassroom activities, pedagogical skills, and, less by the teacher. Spaced practice perfectly encapsulatesimportantly, computer-handling technical skills. the modern idea of bite-sized information digested for longer, and feedback reflects a desire for relevant,What this revealed, in a nutshell, was that if the personalized support.technology matched the teacher’s pedagogy,they used it. Teachers need to be given the evidencethat ICT can make their lessons more interesting, easier,more fun for them and their pupils, more enjoyable andmore motivating; otherwise, it simply doesn’t happen.4771 Section Two

Professional Learning for teachers5 areas that have a proven positive impact.1 Mentoring and Coaching According to Smith and Ingersoll, intensive mentoring and coaching that includes regular classroom observation and feedback helps improve teacher quality.48 Mentoring and coaching is a great way to help teachers diagnose students’ learning needs, develop classroom management skills and take on new pedagogy specific to their subjects.492 Lesson and Grade Groups Teachers improve by observing each other’s classrooms, identifying and solving problems as they arise, and jointly improving each student’s learning.50 Lesson and grade groups are a fantastic way to bring teachers together, so they can more easily discuss approaches, plan lessons and examine student progress. Working and learning together has also been shown to boost leadership skills and prevent stress and burnout.513 Tailor teacher training to specific, personal needs Teacher success comes from training that is relevant and applicable. When teachers feel professional development activities are both aligned with the content they teach and attuned to their teaching practice, they are more likely to integrate technology into their teaching.52 A sense of personal ownership is key. When teachers take an active control of their professional development and that of their colleagues, they are more likely to use technology with their students.534 Teacher Research Groups These are like lesson and grade groups, except with a focus on research for the future. Teachers come together to select a research topic, such as “ways to introduce a new pedagogy,” and work together to analyze evidence, best practice and case studies. They can then opt to trial any promising new practices and evaluate the impact on their students. The emphasis here is on collective teacher efficacy. Hattie found that teachers are more successful when they adopt evidence-based teaching strategies.545 Teacher Feedback Teacher appraisal and feedback has a significant positive impact on professional learning. It helps teachers improve their teaching skills by identifying and developing specific areas of their teaching for improvement. Feedback also improves the way they relate to students and colleagues, boosts job satisfaction, and greatly improves student outcomes. Feeback can also include badges, certification, recognition from industry, and is promoted through sharing of resources and professional publications.55 Transformation programs 72

If you were to change only one thing in how you conduct a teacher-centered lesson, it would be to annotate on top of digital content with a digital pen. A day in the life of a Panda73 Section Two

Focus on practices that work, When the traditional and discard practices that don’t laptop was compared with the Microsoft SurfaceProfessor Gordon Sanson, and Associate Professor device, it became apparentNathan Bailey, formerly at Monash University, that adding the stylusconducted a longitudinal study to understand interface had some realthe impact of digital delivery on higher education tangible impacts on teacherstudent attendance, grades, churn and satisfaction. and student learning. The analysis indicated a greaterIn 1990, attendance, satisfaction and average number of those learninggrades were significantly higher than in 2000. experiences that requiredChurn was lower. students to engage in higher order thinkingThey discovered, that as more content was served (understand, apply, analyse,to students in a digital form (high fidelity), students evaluate and create).”were less likely to consume it in a way that aidedthese key metrics. They posited that in 1990, the Dr Terry Byers, Anglican Churchemphasis was on whiteboard, blackboard and Grammor School, Brisbane.overhead projectors (low-fidelity inputs), and thereplacement of low-fidelity teaching came at a cost.In the early 2000s, they realized that thecombination of low and high fidelity works farbetter than either mode alone. What does thismean? That if a teacher presents content in a digitalform, they should always balance this with lowfidelity as well. They reported the best results occurwhen a teacher uses a digital pen to annotate onhigh-fidelity content at a ratio of 40 percent highfidelity, 60 percent low fidelity.The impact of digital delivery on higher educationstudent attendance, grades, churn and satisfactionImapct 1990 1995 2000 2005 2010 2015Source: Monash University. Time Transformation programs 74

Red Flags Though it is inspiring to focus on best practice, it’s useful also to be aware of the common stumbling blocks in a digital transformation project. Keeping an eye out for red flags can help your team identify problems earlier and work quickly to correct your course.Common reasons for underwhelming outcomes Lack of confidence in ICT Teachers need new classroom management strategies Every teacher is different. Some may be thrilled at the opportunity to teach with new technology, When new technology is introduced, teachers while others may have had bad experiences in often require extra assistance monitoring the past. Be deliberate when pairing groups to students to ensure they are focused and balance experience, confidence and ability. behaving appropriately.  The reason for change L ack of ICT specialist leaders isn’t clear enough Identifying and championing technology It is vital to ensure the entire school community leaders among teachers helps spread the both understands and is committed to the goal of burden of change and inspire confidence. your digital transformation project, with processes in place for continual tweaking and review.  Unreliable technology availability A positive transformation cannot be expected  Tech support is inadequate if the basic needs for technology access are Technology can involve teething problems, so not met. it’s important to staff or outsource a dedicated technology support service. Teachers need to be  Lack of ICT Process and Training able to call for immediate support if something ICT teams need professional development on goes wrong during class. Many schools have had both processes and the latest tools for planning, great success with student-run help desks. design and deployment.75 Section Two

Teachers are not given enough Evidence time to successfully integrate and Further technology into curriculum Reading Teachers often learn iteratively and need the To delve deeper into some time to try out new methods before they will of the topics in this chapter, be adopted effectively. Expecting results here is a selection of too soon can dampen enthusiasm and recommended reading and diminish confidence. relevant case studies to serve as a useful starting point.  Cultural resistance DuFour, R. & Marzano, R. (2009) Many schools and individual teachers feel High-leverage strategies for principal leadership, worried by the idea of a ‘student-machine’ Educational Leadership, 66(5), 62-68. relationship replacing the student-teacher relationship. Giving teachers the time to try Hattie, J.A.C., & Anderman, E. (2013) small innovations over a longer period of time, Handbook on Student Achievement. Routledge, while scaffolded by collegiate support, can help New York. them see the positive human benefits of digital transformation for themselves. Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership, Volume 1: Policy and Practice, OECD Publishing. Transformation programs 76

Critical Concepts Teachers are pivotal to success. Five of the strongest influences on student achievement involve teachers.55 Scaffolding teachers with professional development to embrace change confidently and positively is critical to the success of a digital transformation program.Essential steps for success Evaluate devices Teachers need modern, powerful devices that Support all pillars of are fully featured if they are to achieve true digital professional learning transformation, not just digital engagement. • Mentoring and coaching: regular classroom observation and feedback. Give teachers credit • Lesson and grade groups: teachers improve Encouraging teachers simply to adapt to by observing each other’s classrooms. the favorite technologies of students can • Teacher research groups: teachers work be unproductive. Enabling teachers and together to analyze evidence, best practice. students to choose the right technology • T eacher feedback: teachers improve teaching for the task at hand is more effective. skills by identifying areas for improvement. If teachers find technology matches Offer personalized professional their pedagogy, they use it development Teachers need evidence that ICT can make their Use online courses that serve up lessons more interesting, enjoyable and motivating; recommendations based on a otherwise, it doesn’t happen. teacher’s capabilities and interests. Set up a teacher research group Ensure teachers have the technology Foster an environment that homes in on the best tools required for transformation use of technology to pedagogy and curricula. One of the biggest mistakes schools and school systems make is to fail to give teachers the Empower teachers to become technology or training they need. learning leaders Teachers have close integration with peers, which creates a collegial environment that they trust.77 Section Two

Leadership has a concrete effect Powerful on student outcomes Questions An OECD study identified four major areas Challenge your assumptions of responsibility that can improve student by asking the following five outcomes.56 questions. • Supporting, evaluating and developing teacher quality. 1. Does our system or school make teaching • Goal-setting, assessment and accountability. an appealing rewarding career path? • Strategic financial and human resource management. 2. How well supported are our teachers • Collaborating with other schools. when it comes to embracing digital transformation? Follow the OECD best practice recommendations 3. How do we involve our teachers in • Leaders must be well supported, with undertaking and evaluating digital their core responsibilities clearly defined. transformation? • Broaden the concept of school leadership beyond the principal and adjust 4. How do we encourage, recognize and policy accordingly. reward our best teachers to inspire others? • School leaders need specific training. Treat leadership development as 5. Where does our school leadership a continuum. reside and how is it scaffolded in • Make school leadership an attractive our system/school? profession by clarifying recruitment, remuneration and career prospects. Key Tip • Involve professional organizations of school leaders to create an open forum Many schools have had that promotes knowledge sharing and great success with student-run helps disseminate best practice help desks. between policymakers. Transformation programs 78

Devices, Curriculum and Assessment79 Section Two

The OpportunityProperly implemented, modern technology enables schools to delivercurriculum and assessment that is more engaging, equitable andpersonalized than ever before. Studies show that technology can improvestudent performance and support more flexible tuition models. It can alsoenable real-time feedback and adaptive assessment, and is crucial to thedevelopment of critical thinking and collaborative learning.Today’s teachers face a dazzling array of choices when Getting the balance rightit comes to using technology to enhance curriculum It’s essential to evaluate which technology is the best fitand assessment. Educational software, apps, for your curriculum and provides the best opportunitiessimulations, videos and computer games, podcasts, for your students to undertake learning that is effective,webisodes, robotic kits and HoloLens simulations authentic and sufficiently challenging. No small task. Inabound. Data-driven learning serves up personalized this chapter we look at the evidence and best-practiceinterventions. Cloud collaboration technologies guidance to help you take the right approach.support timely, contextual feedback. And theproliferation of lightweight devices enable learning What isto be delivered more equitably to more students. blended learning?What does the evidence say? A formal education program in which a student learns at leastThere is clear evidence that technology can support in part through online learningteachers in effective integration of curricula and and in part in a traditionalassessment in classrooms,57 and that it serves as classroom setting, with botha “valuable and well-functioning instructional tool” experiences connected toin schools and classrooms in which teachers: provide an integrated learning experience.a. Have convenient access.b. Are adequately prepared.c. Have some freedom in the curriculum.d. Hold personal beliefs aligned with a constructivist pedagogy.58According to studies, blended learning, whichcombines the use of technology with face-to-facetuition, has achieved the best academic outcomes.Two meta-analyses both concluded that students whoreceived blended learning performed better than thosein traditional classroom environments by just over33 percent of one standard deviation.59 60 Transformation programs 80

The ChallengeFor every outstanding piece of learning technology there are manymore poorly designed ones. Disappointing courseware that is littlemore than a text document. Shiny tablets that allow students tobrowse the Internet and use fun apps, but not to engage in deeplearning. Without clear goals and guidelines, schools can be luredinto unwise investments that short-change students and createdistractions—or worse, fail to deliver a net positive benefit.Take time to find the right Ensure it supports better communicationblend of technology and collaborationDon’t be dazzled by new technology. Or pressured by Learning is frequently a collaborative and social activity,students and parents because it looks (or claims) to so look for technologies that support informationbe somewhat educational. Start with your curriculum conversation, reflection, dialogue and collaborativeand the learning outcomes you are looking to achieve, content generation. Make sure students can choosethen use the guiding questions below to evaluate their digital tools to suit their context, and that they arewhich technologies support the teaching and learning supported by a knowledgeable teacher. McLoughlinapproaches in your school. and Lee stress the importance of students being able to select and personalize tools, and have the necessaryAssess the proposed technology scaffolding and support if they are to successfully undertake self-regulated learning.63Take time to carefully assess any proposed technologyto ensure it fits your requirements, and ideally provides Ensure the technology supports richan opportunity for students to explore, model, interact assessment and feedbackwith and learn something new in the context of arelevant, contemporary issue. Innovations in both Assessments must provide multiple opportunitiescurriculum and assessment work best when they are for the creation of artifacts. When this occurs,tied to academic content and practice61 and when they assessment becomes more than just a processofare based in authentic, real-world problems.62 learning; it becomes a process for learning.64 In STEM, as well as other topics, the publication of artifactsEnsure it promotes student provides teachers with a way to “infer the process byownership of learning which students transform meanings and strategies appropriated within the social domain, making thoseImportant curricular and assessment innovations, strategies their own.” This also provides opportunities forespecially in key learning areas such as STEM, must also feedback from teachers and others which can promoteprovide learners with a sense of ownership in both the knowledge construction, knowledge integration,65design of the problem and the solution. higher order thinking and self-regulatory behavior.6681 Section Two

Press pause on the race for change.”Anthony Salcito,Vice President of Education for MicrosoftCorporation’s Worldwide Public Sector. Transformation programs 82

Policy recommendationsThere are powerful ways for teachers to harness the latesttechnology to achieve great outcomes. But don’t start withthe next cool thing. Start by ensuring that the technologyyou plan to implement has the right capabilities for learningin your context. Below we consider best practice for selectingdevices, implementing curriculum and managing assessment.Choose technology that allows maximum Learn from the mistakes of the pastpedagogical potential In 2015 LA Unified School District provided a district-Technological innovations to either curriculum or wide rollout of iPads pre-loaded with curriculumassessment are inevitably imbued with pedagogical software. It proved spectacularly unsuccessful. Michaelstrategies and/or beliefs. How closely they match Horn, executive director of the education program atyour own will, to a large extent, determine the success the Clay Christensen Academy commented that it wasof your implementation. a classic case of a school district getting caught up in the “ed tech frenzy” without fully thinking through whySometimes technology drives pedagogical change, technology is important in the first place.68 LA has sincecreating more effective opportunities to teach and regrouped and the team now assess technology byassess students. Other times, technology, regardless asking four key questions.of how engaging it looks, simply fails to match thepedagogical strategies of the teacher or the learning 1. What will students learn?needs of the student. Research suggests that manycurrent approaches to technology integration into 2. How will students learn?teaching are “technology-centric” and that failingto consider the dynamic and complex relationships 3. What resources will be needed?between content, technology, pedagogy, and contextcan lead to underwhelming results.67 4. How will it work?83 Section Two

Ask essential questionsBy putting measures in place to scaffold learners and trainteachers, and evaluating technology to ensure it matches yourpedagogical strategies, you will be far more likely to succeed. TheU.S. Department of Education69 outlines nine essential questions:1. How does the use of computers, the Internet and 6. What are the fiscal expenditures of educational other applications by teachers and students affect technology at the school, district, state, and student performance, knowledge, and skills? national levels?2. What is the impact of computer and Internet use 7. What are the professional development and on the way teachers teach and students learn, technical support strategies for enhancing and what is the impact more broadly on teachers’ effective use of technology? educational reform? 8. What are the duration and types of technology3. How does the investment in technology compare uses for teaching and learning both inside and with other educational innovations, such as smaller outside of the school? classes or individualized instruction, in terms of costs and benefits? 9. What are the effects of different types of technology applications on particular types of students (e.g.,4. What are the types of technologies available in limited English proficiency, special education, gifted schools (e.g., quality/speed, types of Internet and talented)? connections, software applications)?5. What are the organizational changes to schools that will enable the increased use of technology (e.g., administrative efficiency, home-school connections, collegial communication) or the sustainability of technology implementation and use? Our goal must be to find ways in which children can use technology as a constructive medium to dothings that they could not do before; to do things at a levelof complexity that was not previously accessible to children.”Professor Seymour Papert. Transformation programs 84

Selecting devices for deep learningWhen selecting devices, it is useful to map their capabilities to theirstudent learning potential. The more capable the device, the moreuseful it is for learning and the development of higher order thinkingskills. Minimally spec’d devices introduce a high level of compromiseand often have limited capability to support deep learning. Look for devices that support The upshot? Many schools may have inadvertently multi-modal learning impeded learning by providing under-specified devices that have limited their students’ cognition,Recent academic studies have shed light on how a ideation and representation of new ideas.device can greatly enhance or seriously underminestudent learning. It makes sense that different subjects Transformation means using technology to helpand students require different interfaces—touch, type, students to learn how to reach their potentialpen, voice. More surprising are the findings that show through well-designed learning experiences,that using the ‘wrong’ interface for a task can have a informational resources, and skills mastery practice.serious impact on student learning. Technology should enable them to tackle real-world problem solving that requires creativity, critical thinking,In her book “The Design of Future Education Interfaces”, collaboration, self-awareness and self-management,Professor Sharon Oviatt found huge discrepancies responsible decision-making, and the practice ofbetween the methodologies and outcomes of students constructing complex solutions.depending on what devices they chose.85 Section Two

Different devices and their capabilities High Compromise Higher Order Thinking Skills Consumption LowSmart Phone Tablet Laptop Three in OneApps only, Apps only, Fully functional, Fully functional, personal,connected device. connected device. personal, portable portable computer computer (with touch). (with touch, detachableCapabilities keyboard and fully digitized pen). Transformation programs 86

Make it real: devices Windows 10 with Digitized Stylus Designed for every lesson and learner, Windows 10 devices switch effortlessly from tablet to laptop, making them suitable for every student and subject. There’s a touch screen for browsing and a full keyboard for assignments. Plus, a full digital pen for note-taking, sketching and diagramming. With plenty of battery life and weighing almost nothing, they’re everything students need—at an affordable price.87 Section Two

Ensure the device doesn’t force You’ll need to run thought-limiting compromise software and appsRestricting students to under-performing technology Make sure the devices you choose can run a wide rangecan seriously undermine thinking and performance. of apps and full software. Students should have accessWherever possible, empower students with a to the kind of applications they will use in the workplace,combination of interfaces including, at a minimum, with limitless possibility to discover and express theirtouch, digital pen and keyboard. And, ensure students ideas. Apps are often good to teach a specific conceptare empowered to take advantage of full software as or idea, but deep learning requires powerful, open-well as apps and web tools. ended software. There are 669,000 apps in the Windows Store, and over 4 million full pieces of software availableWith a high-resolution display, text reads like a for Windows.printed page, while a digitized pen’s sensitivity makessketching, writing and erasing feel natural and intuitive Good educationfor students. When you combine Windows 10 and interfaces:Office 365 Education with a quality device, you have • Increase students’ expressive powerthe foundation for connected learning. Powerful apps (ability to create and refine rich content).and device features work together to nurture inquiringminds, unleash deep learning and inspire creativity. • Reduce students’ cognitive load (simplicity, lack of distraction). Connectivity matters • Increase students’ total activitySchoolwork is diverse. Your devices need to enable (physical and/or communicative).students to easily connect to printers, projectors,cameras, digital microscopes, robotic models, musical • Include input capabilities (e.g., representations,keyboards and graphics tablets. modalities) well matched with students’ learning activity or content domain. • Include input capabilities well matched with students’ native language. • Increase input capabilities well matched with students’ ability level.Providing optimized personal learning for all requires aweb browser, touched-based apps and full software• >4.5 million software tools Full Touch • Caters to pen, voice, touch, (e.g., Minecraft). software based apps natural language translation, full accessibility options.• Caters to pen, voice, touch, Cloud natural language translation, • Provides simplicity for full accessibility options. younger learners.• >99% of technology skills • Full online/offline functionality. demanded by industry require full software to develop and • Predominatly keyboard demonstrate. and mouse.• Full online/offline functionality. • Requires connectivity. • Limitless in content. Transformation programs 88

A digital pen, or stylus, helps smooth the handwriting-to-technology gap. The more content we provide in a digital format for students, the more critical it is that students can annotate and mark up in the digital. Sharon Oviatt. Make sure your recommended 0.5 Laptop (no intervention) student devices support a digital pen LonghandRecent research has uncovered some new evidence 0.4 Laptop (intervention)around the cognitive importance of good old-fashionedhandwriting. 0.3Princeton University researchers Pam Mueller and 0.2Daniel Oppenheimer have discovered that students whohandwrite notes in class (rather than type them 0.1on a laptop) have significantly better knowledgeretention rates and conceptual understanding 0of ideas, and do better on tests. -0.1Mueller and Oppenheimer’s research is now beingexplored by researchers globally who believe that taking -0.2notes by hand requires different types of cognitiveprocessing than taking notes on a laptop, and these -0.3different processes have consequences for learning.Because handwriting allows for personal expression, -0.4 Factual Conceptualnon-linguistic characters, a connection between finemotor skills and concentration, and an often-slower Mean Z-scored performance on factual-recall and conceptual-recording, the brain is more engaged. This is true for application questions as a function of note-taking condition (studymillennials as much as Gen X, Y or older. 2). Error bars indicate standard errors of the mean.89 Section Two

Passive StylusMimics finger painting forlimited apps and plug-ins.Digital PenMimics real pen withprecise, pressure sensitive,palm cancelling smartink, supported at theoperating system level. Don’t settle for a led to a 9-38 percent improvement in performance.71 smudge tool/stylus Additionally, research revealed that informal marking of existing content (using a digital pen on top ofGiven the importance for students to be able to take digital content) helps students to group and organizenotes, sketch, brainstorm and develop ideas with a information, and has been associated with a 24.5digital pen, it’s essential not to confuse a basic stylus percent higher solution correctness.72with a passive stylus. The example above shows thesame task completed with a passive stylus compared to The advantages of using a pen interface includeda genuine digital pen. improved speed, improved focus, high-level synthetic thinking, more fluent communication and betterIn two different studies in which high school students information recall.73 Meanwhile, the lower-performingsolved the same mathematics and science problems, students who had used tablet or keyboard interfacesthe best results came from students using a digital pen, experienced elevated cognitive load, exacerbatingwhile marking up on the digital content.70 Using the achievement gap between groups.74pen, students produced 56 percent more non-linguisticcontent (i.e., diagrams, symbols, numbers, etc.), which Transformation programs 90

How to test device capabilitiesBefore you select devices for school, this simple testwill reveal how appropriate they are for deep learning.Step One Step ThreeProvide four groups of students with one device each. Once students have completed their task, use the criteriaGroup 1 – smartphone listed below to evaluate the skills they were able toGroup 2 – tablet demonstrate on each device. Then compare the differenceGroup 3 – laptop in performance against each of the metrics. The differencesGroup 4 – three-on-one device will reveal themselves very quickly and become more profound as teacher expectations and student capabilitiesStep Two build over time.After providing basic guidance on how to use eachdevice, set each group the same open-ended inquiryquestion. For example, Sharon Oviatt, in her researchused an image of a chimpanzee foot, and ahomo sapiens foot and tasked students to explainwhy they differ. Chimpanzee foot Homo sapiens footObservation Skills DemonstratedHow many sources did they Consumptionconsult for ideas / information?How many diagrams did they draw? SynthesizingHow many diagrams were correct? ComparingHow many ideas / hypotheses did they generate? Contrasting TestingHow many ways did they present their information? UnderstandingHow much non-linguistic content did they generate Evaluating(e.g., content that can’t be created on a keyboard)? CreatingHow much linguistic content did they generate (contentthat CAN be created on a keyboard)? CreatingWhat compromises did they have to make to Explainingaccommodate the technology? Applying Interpreting Summarizing Distractions Functional stops Process Fails Work arounds (e.g., chunking multiple apps to do a simple task)91 Section Two

Transformation programs 92

Make sure school devices to suit different students or groups. Each student’s are easy to manage settings follow them to whichever notebook theyMost schools find it difficult to manage student and sign into next time. At the end of the school year,staff devices. In today’s classrooms, over 90 percent one click in Windows Automatic Redeployment returnsof students use shared devices and educators face your student notebooks to their original settings, readymore demands than ever before, with nearly for the next intake.50 percent of teachers serving as their own techsupport in their classrooms. Specially designed for schools who want to put devices in classrooms and not touch them again for the restIt takes just three steps to set up class notebooks in of the school year, Intune for Education makes it easyWindows 10 using the ‘Set up School PCs’ app. And for either IT admins, or teachers playing the role of ITyou can quickly provision them with a wide selection of in the classroom, to get up and running in minutes oneducation apps from the Microsoft Store for Education Windows 10 devices and easily manage shared devices.93 Section Two

Make it real: device managementSimple Windows 10 Management Easy application deploymentThe express setup feature in Intune for Education Set up student devices in minutes. Intune formakes it easy to set up default policies for all the Education makes it easy to assign and deploy anydevices and users in a class, school or district in combination of web apps or education apps froma matter of minutes. The management console has the Windows Store for Business. Once apps arebeen simplified to be friendly to non-professional customized, they are available to users at theirIT staff, and it contains wizards, default settings, next sign on and follow them to any device,and group types that are appropriate for schools. so students and teachers always see the apps theyIn addition, it supports shared devices, roaming are supposed to see, and no apps they shouldn’t.user settings, and a device lock-down mode forstudent testing. Schools can customize over 150 Automated setupgranular settings, assign them to a student andapply them to hardware, apps, browsers, the start By integrating with School Data Sync, Intune formenu, Windows Defender and more. Education automatically creates groups based on school roster data, so apps and settings can be applied to students, teachers, devices, specific schools, or specific classes or sections with no additional work required. Any changes to the roster will be reflected automatically in the group. For example, if a student is added to a photography class in the school roster, they will automatically be added to the group in Intune for Education and get the relevant apps. Transformation programs 94

Selecting technology for your curriculumThere are two key criteria to consider when selecting digitalcurriculum. How much can the software or courseware supportlearning that is collaborative, personalized and problem-based?And has someone done the hard work for you so you can licenseor freely use material or adapt it easily? Refer to these guiding questions • How are future-ready skills placed in the context of content standards?The Microsoft Education Transformation Frameworkfeatures a white paper on curriculum and assessment, • What are the course management andauthored by Richard E. Ferdig, Summit Professor of administration requirements?Learning Technologies at Kent State University. Ferdigproposes the following guiding questions and research • Do you have a system to allow adaptive teachingsummary for curriculum, content and assessment. and learning (authoring, branching?)• Does the digital tool or curriculum support Look for technology that constructivist learning through communication encourages collaboration and collaboration and how will this be supported Researchers agree that collaboration is an important and managed? factor in increasing student interest and building their critical thinking75 through communities of practice where• How will classroom task/resource management they can try out ideas and challenge each other.76 and teacher orchestration/workflow be supported? Much of this collaboration has been made possible by emerging technologies.77 Again, it’s important• How will future-ready learning skills be structured to note what constitutes collaboration: There is a and integrated? big difference between a file-sharing service and a full collaboration suite that allows face-to-face• What knowledge management is required? communication and the fluid exchange of myriad file How does it link to national curricula internal types, all of which can be edited and annotated through and external repositories and agencies to ensure typing, digital pens and more. compliance with state and safety requirements? Use these recommendations for• How balanced is the curriculum for authentic technology-supported collaboration performance-based formative and summative • Learners need multiple entry points into assessment? collaboration around various topics.• Does the curriculum support collaborative • Some learners will engage instantly in synchronous differentiated and game-based experiences? chats; others prefer to reflect and to post more time- intensive asynchronous experiences.• Does the digital content from publishers, teachers and students reflect the interactive and collaborative • Model exemplary collaboration within the experiences of future-ready learning? learning context so that students understand what is expected.• How easy is it for the community to search, create, collaborate, store and share curriculum content?• Does the curriculum and assessment enable pedagogy for deep learning?95 Section Two

Make it real: collaborationAvailable as part of Office 365, Microsoft Teams provides a digitalhub that brings together content, conversations, apps, chat, voice,video, even OneNote, into a single continuous experience. It enablesstudents to engage with each other in the way that suits their task andlocation. Teachers can use Teams to create group discussions arounda topic, training, ad hoc news, school events, or notifications.Microsoft Teams helps to foster deeply engaged classrooms,strengthen professional learning communities, and create moreeffective school communication. Transformation programs 96

Look for technology that promotes cross-cutting repertoires of practice, young people uncompromised connected learning need concrete and sustained social networks, relationships, institutional linkages, shared activities andThe proliferation of digital information and social communication infrastructures that connect their social,connection has led to the development of connected academic, and interest-driven learning.” 81learning environments, where everyone and everythingis interconnected. These connections magnify the reach Examples of learning environments that integrateand value of not just information but also relationships, peer, interest, and academic pursuits include spellingcreating excellent opportunities for personalized, competitions, debating, hackathons or athleticsauthentic learning experiences.79,80 Devices that go programs, which feature school recognition andhome (personal devices) are up to 80 percent more embody values of equity, social belonging,effective than devices that are locked up at school. and participation.In their research, Ito et al. define the opportunity: An excellent example of connected learning“Connected learning posits that by connecting and technologies are social networking tools that can betranslating between in-school and out-of-school used in conjunction with collaboration apps, like Teamslearning, we can guide more young people to and OneNote, which allow students to collate text,engaging, resilient, and useful learning that will help links, images, sketches, audio, video, tables, prototypes,them become effective contributors and participants and other multimedia, with the ability to use a stylus toin adult society. We also believe that networked and annotate notes. It’s important to distinguish this typedigital technologies have an important role to play of software from other online document spaces thatin building these sites of connection and translation. don’t support many file types or fail to provide richOur hypothesis is that in order to develop these collaboration options like video conferencing.Connected learning Make it real:extends learning Long distanceopportunities collaborationA typical K-12 student spends just Skype in the Classroom enables16 percent of their waking hours teachers and students to joinin school. Historic emphasis on Skype collaborations with othercomputer labs or laptop trolleys classes around the world. Popularhas confined technology use to shared projects include culturalthis small window. But with a exchange and environmentalpersonal device and a connected investigations. Simply sign up tolearning environment, students join with your class.can learn almost anywhere. www.education.microsoft.com/97 Section Two skype-in-the-classroom

What constitutes a connectedlearning environment?The following summaries are taken from the ConnectedLearning Research Group’s learning and design principles.82 Learning principles: Interest-powered Peer-supported Academically oriented Interests power the drive to Learning in the context of peer Connected learning recognizesacquire knowledge and expertise.Research shows that learners who interaction is engaging and the importance of academic are interested in what they are participatory. Research shows that success for intellectual growth and learning achieve higher order among friends and peers, young as an avenue toward economic learning outcomes. people fluidly contribute, share, and political opportunity. and give feedback to one another, producing powerful learning. Design principles: Shared purpose Production-centered Openly networkedToday’s social media and web- Learning that comes from actively Learning resources, tools, and based communities provide materials are abundant, accessible exceptional opportunities for creating, making, producing, through open, networked platformslearners, parents, caring adults, experimenting, remixing, decoding, and public-interest policies that teachers, and peers in diverse protect our collective rights toand specialized areas of interest and designing fosters skills and circulate and access knowledge and to engage in shared projects dispositions for lifelong learning culture. Learning is most resilient and productive contributions to when it is linked and reinforced and inquiry. today’s rapidly changing work across settings of home, school, peer culture and community. and political conditions. Transformation programs 98

Make it real: collaboration Included in Office 365 Education, which is available free for Schools, OneNote Class Notebook provides a single location where students can manage their work, collaborate with peers and share learning with their teacher. It’s an ideal technology for organizing learning in a modern collaborative context. Student notebooks are shared between the teacher and each individual student. Teachers can access these notebooks at any time, but students cannot see each other’s notebooks. Content Libraries are where teachers share course materials with their class or selected students. Collaboration Space allows students to share, organize and collaborate on projects. It is extremely flexible, and can be used for group activities, meeting notes and shared initiatives.99 Section Two

Personalized learning customized for each user, answer specific questions and is critical update dynamically to provide current information.Every student enters the classroom with different Today's advanced analytics tools like machine learningbackground knowledge, abilities, and levels of can show the trajectory that students are on (forinterest. Numerous studies confirm that if teachers example, at risk; high achiever; social learner), andcan personalize students’ learning, it improves their hence make more timely interventions possibleoutcomes. Consequently, increasing personalization in by offering extra social and academic support, orschools as a strategy for increasing students’ academic presenting more challenging tasks.achievement and social development is a long-standing goal of educational reform.83 However, without Move to personalizedtechnology—ranging from digital content to adaptive learning modelslearning software and analytics—it is difficult andresource-intensive for teachers to easily or consistently An example of analytics being used to personalizepersonalize instruction. student learning is the platform used by the Catholic Education Office of Western Australia. Using integrated Use the power and potential Microsoft technologies, this holistic school technology of new technologies platform enables schools to combine analytics with the use of software tools and content providers to create,Fortunately, we’re seeing the emergence of adaptive, manage and analyze individual learning pathwayscloud-based, personalized learning platforms and for students.learning management systems that track studentprogress across content providers and enable teachers Teachers can also support personalized learning into personalize learning. With modern cloud platforms, their classrooms by using technology to offer choices.analytics and machine learning we now have the For instance, in a history unit, students could choosetechnology to provide detailed windows into each between just reading, and reading along as they listenstudent’s past learning, their present situation, and to the text. They could take notes on a tablet or recordtheir most probable future. Students' static data (for their thoughts verbally as they start to analyze theexample, demographics; past attainment) and dynamic situation. When they write it doesn’t have to be andata (for example, pattern of online sign ins; quantity of essay; it could also be a website, a podcast, a videodiscussion posts) can be understood by educators with script or speech that they record. Content is alsopowerful data visualization tools. These tools can be served up based on student achievement and learning requirements.Look for technologies that help you provide choices in:What students learn How they learnLook for a choice of Provide options for interactive,courses and content. self-paced, audio, video and collaboration technologies.The pace at whichthey learn How they demonstrateOffer adaptive and pre-emptive their learningplatforms that provide appropriate Through artifacts like video,extension and remediation audio, digital, spoken oractivities to scaffold learning. through interactive quizzes and formative assessment. Transformation programs 100