Oregon 1:1 Computing Initiative

1. Oregon 1:1 Computing Initiative Goals and Measurement

2. Senior Fellow, Center for Digital Education CIO/CTO of State of Iowa, Federal Business Gateway, City of San Antonio, Vice-President NASCIO State Representative and Senator Chair, Education Appropriations Director of Telecommunications Center for Education Technology Director Iowa Communications Network 1989 1:1 Plan for Iowa 1993 College instructor K-12 guest lecturer Internship programs ETS Board President RJVC Introduction

4. Dominant Private Practice for Change High Value New Process Leap and Reap Rapidly Current Process Low Value Low Cost High Cost

5. Education Failure to Precipitate High Value New Process Creep and Weep Over a Much Longer Time Keep the Old Process But Do Less of It Current Process Current Process Low Value Low Cost High Cost

6. Clarity, Alignment, and Commitment Sponsor Advocate SPA Sustaining Sponsor Sustaining Sponsor Agent Sustaining Sponsor Sustaining Sponsor Staff Staff Implementation Team

7. Intergovernmental CAC SPA Co- Sponsor Co- Sponsor Advocate Sustaining Sponsor Sustaining Sponsor Agent Sustaining Sponsor Sustaining Sponsor Staff Staff Implementation Team

8. Leadership • C Level (Executive, Finance, Political, Operations, Information, and Change) • Style and approach • How they lead • Authority • Do they have it? • Will they use it? • Resources • Are adequate resources available and committed to the task?

9. Points ofIT Failure • Leadership and sponsorship • Pioneer, leader, manager, caretaker, maintainer, destroyer, anti-leader, or clueless fool? • Do they get IT? • Do they get the new IT? • Clarity, alignment, and commitment • Consequences

10. Points ofIT Failure • Communication • Escalation paths for problem resolution • Policy change time frames and responsiveness • No single point of accountability • Siloed money, reporting lines, and governance

11. Points ofIT Failure • No human change strategy • Misalignment • Application acquisition or development • Legal • Paperwork • Procurement • Project management

12. Points ofIT Failure • Time and money misestimated • We Bees • Turf Protectors • Passive aggressive yes wait killers • Committees • Privacy or security issue • Bad publicity

13. Points ofIT Failure • Digitizing a bad or broken process • Forcing process changes from the technology side • Engineering and technology blindness • Leadership changes • Invisible or lagging benefits

14. Points ofIT Failure • Shortchanging training time or resources • Three P’s and a T • People • Policy • Process • Tools • They forget to P somewhere

15. What Will Be Accomplished?

16. Measuring Issues • You get what you inspect, not what your expect • What will not happen BUT FOR this project? • What will be THE definite goals and measures by which this project will be judged? (Success Metrics)

17. Measuring Issues • What other measures will be noted or observed during the project? (Observed Metrics)

18. Measuring Issues • What else will the project do even if it is not part of the success report card? • What other initiatives, goals, projects, or programs will aided by this project? • How?

19. Data, Systems, and Resources? • Have it? • Use it? • Need it? • Get it? • Use it?

20. The Right Questions • What if? • If, then what? • So what? • What can’t we do but for X? • If you properly deploy technology to take advantage of its unique and complimentary strengths, then what must and what can change as a result?

21. Define and Determine • Mission, Goals, Objectives, etc. • Activities • Inputs • Data • Measurement • Outcomes

22. Decide Format and Methodology First • How you report results is critical and will strongly influence how you measure the results • Decide this first and then work on key questions

23. A Good Report Card or Dashboard • Sums up the key measures, status, trends, and areas for concern at a glance • Allows for drill down • Allows for custom analysis

24. Michigan Education Dashboard

25. BALANCED SCORECARD SUMMARY: July 2002 IN NEED OF ATTENTION OFFICER RESPONSIBLE KEY PERFORMANCE INDICATORS OUTCOMES RATING TREND The disruptive effects on the criminal environment locally, nationally & internationally GMNO Criminal activity is deterred in areas impacting on the Commonwealth Government’s interests Several arrests not to trial Substantial over-spend in xxx X The financial performance of the AFP as a cost-effective service The financial performance of the AFP as a cost-effective service Low client satisfaction in AAA X The level of client satisfaction with the services we provide Rising number of diplomats at risk The disruptive effects on the criminal environment locally, nationally & internationally GMPS Those individuals and interests identified by the Commonwealth Government or the AFP as being at risk are kept safe and secure as a result of AFP protective services X The financial performance of the AFP as a cost-effective service Impressive savings in ## Reports from Embassy @@ of dissatisfaction X The level of client satisfaction with the services we provide The disruptive effects on the criminal environment locally, nationally & internationally Rise in burglaries Policing activity creates a safer and more secure environment in the ACT, Jervis Bay and Australia’s external territories CPOACT X Blow-out in penalties The financial performance of the AFP as a cost-effective service Youths and drugs in ACT X The level of client satisfaction with the services we provide Problems with AFP role in East Timor GMNO The disruptive effects on the criminal environment locally, nationally & internationally The Commonwealth Government contributes effectively to international law enforcement interests Costs of extraditions rising exponentially The financial performance of the AFP as a cost-effective service X AFP very unpopular in Cambodia The level of client satisfaction with the services we provide The level of accountability, honesty and dedication throughout the organisation Drastic rise in numbers of 26f dismissals Community confidence in the honesty, effectiveness and accountability of the AFP is high GMPD Rise in numbers of complaints against AFP X The level of client satisfaction with the services we provide Numbers of IT resignations rising The ability to attract, satisfy and retain high-performing people 6

26. Fairfax County Public Schools Education Decision Support Library (EDSL)

27. Fairfax County Public Schools • Reports available: • No Child Left Behind • Enrollment and Marks • Student Test Achievement (SOL, DRA, AP, etc.) • Program Enrollment (Current and Historical) (ESOL, IB, AP, Title I, etc.) • Membership (Enrollment & Attendance) • Discipline Trends • Special Services Education Decision Support Library (EDSL)

28. Fairfax County Public Schools • Reports planned: • Human resource data • Financial data • Teacher data • Facilities • Graduation information • Family and early childhood education program • Head start program • Math/science completers • Professional technical studies completers Education Decision Support Library (EDSL)

29. Key Questions of Measurement • What are your objectives? • What is observable about your objectives? • How can you turn what is observable into data? • Is such data available or acquirable? • What are the relevant relationships or formulas between the data elements? (Independent Verification &Validation or IV&V performed at this stage)

30. Key Questions of Measurement • What is the minimum and optimum value of the metric formula? (IV&V) • Is the value achieved? (IV&V) • Did the achievement of the value actually contribute to the objective? (shared V&V with feedback to beginning)

31. What Should the 1:1 Objectives Be? Some Choices to Start the Conversation

32. Education Technology Objectives • Classroom and Institution Management • You want the grading and paperwork processes of teaching to be easier and more automated • You want learners and their families to be able to do self-service on classroom and institutional processes • You want to know more about your learners before they show up for class. You want to know the results of your specific programs and effort with as much cause and effect analysis as possible • You want your results based system to roll its results up to various mandated reports like NCLB and to teachers, researchers, educational leaders, policy makers, and the public

33. Education Technology Objectives • Better Lectures and Presentations • You want to hold the attention of learners during lectures and presentations and appropriately use various media to enhance learning rather than just entertain • Reflect Work Conditions • You want your learners to learn using the same tools, techniques, and systems they will use in the workplace

34. Education Technology Objectives • Remediation • You want to spend less class time on bringing everyone up to the same level and on addressing general study skill issues, subject matter gaps, and literacy problems • You want to address the achievement gap in part by making sure all have a chance to catch up and keep up

35. Education Technology Objectives • Technical Training • You want learners to learn to use tools and systems that are not in themselves part of the curriculum by using self-paced, virtual, and hands-on tutorials • Customized Learning • You want use technology to match the teaching and learning methods and materials to be tailored to the individual knowledge, skills, learning styles, and objectives of each learner

36. Education Technology Objectives • Diagnostic Model of Education • You want to use brain research, assessment, real time feedback, and (if it becomes commonly available) physical indication of learning activity in the brain to know if a learner is in fact learning and responds accordingly • Extended Learning • You want the exceptional and the motivated learners to go beyond what is required in the class or program and beyond what you have time to teach them

37. Education Technology Objectives • Self-Directed Learners • You want learners who can and will learn on their own to be able to do so and receive credit for what they learn. You want to be able to spend more time being a mentor, motivator, creator, guide, evaluator, and/or expert learner

38. Education Technology Objectives • Collaborative Learning • You want your learners to work in collaborative teams and networks that are not bound by the walls and grounds of your location • More Learning • You want your learners to learn more than previously possible through print technology and gain greater mastery over the subject matter

39. Education Technology Objectives • More Cost-Effective Learning • You want learning the amount of learning per dollar spent to be greater

40. Unbundling the Teaching Profession • One job category • Job description? • Do it all and do it well • What does that mean? • We need to face up to our teaching disabilities...

41. Teaching Assessment expert Diagnostic expert Curriculum designer Advisor Mentor Researcher/Writer Public servant Social worker Community and Parent Liaison Bureaucrat Policymaker Medical manager Content expert Technology integrator Disciplinarian Disability manager Secretary and data entry clerk And did I mention you have a life? Job Description for a Teacher

42. Education Technology Objectives • Differentiating Roles and Specializing • You want to allow each person to focus more on the more narrowly defined role, specialize, and improve the quality of their work on their areas of expertise (e.g. assessment, curriculum development, discussion, administrative processes, lecture, mentoring, counseling, etc.) and use technology to help free up time and reorganize the work to make this possible.

43. Education Technology Objectives • Virtual Reality • You want to be able to simulate real environments that are too dangerous, expensive, and/or remote to provide at your school

44. Education Technology Objectives • Courseware Development and Delivery • You want to do what was once only the province of textbook companies, moviemakers, and computer specialists: make multimedia courseware • You want to provide an environment for on-line collaborative learning • You want to replace traditional paper-based and easily outdated resources with electronic ones • You want to reuse other electronic objects, materials, and even whole courses

45. Do You Remember? Plop Pop Cop

46. Plop Plop Fizz Fizz Revisited • COMMUNITY COLLEGE INTRODUCES IPOD PROGRAM The Community College of Southern Nevada (CCSN) is launching an iPod program to try to find out if the devices can assist in student learning. Faculty in those courses will augment the syllabus with podcasts of lectures and other lessons, as well as additional resources, such as music or other recorded material that helps explain a concept. After the semester is over, faculty involved in the program will be surveyed on whether the devices improved student outcomes; if so, the program is likely to be expanded in later terms. Faculty can continue to lecture, he said, which will simply put students to sleep, or they can "step up to the plate and deliver the material in a way that is more palatable." • http://www.lasvegassun.com/sunbin/stories/sun/2006/nov/07/566678255.html

47. Technological Ethics • Would it be unethical to make learning addictive? • Hint: TV, music, game, drug, pornography, gambling and other industries do not understand the question • Time=Value=Mind Share=Learning—where the time goes, the mind goes

48. Technological Ethics • Which does not fit: Licentiousness, Extremes, Titillation, Comfort, or Learning? • We try to do analog replication and combination of these “easier” things to help learning like with games that teach or a dramatization of an idea such as with Le Miserable

49. Technological Ethics • What about when we can digitally and elementally duplicate the pleasurable to achieve the difficult? • As we identify the electrochemical processes and stimulants that are involved with pleasure, spirituality, comfort, fun, etc. will the vice and commercial industries be the only ones willing and able to use them? • If we can make learning to solve quadratic equations feel like eating junk food, gaming, and skateboarding all at once, what is wrong with that?

50. Courseware Layers • Experience, Information, and Knowledge • Objects • Modules • Units • Courses or Competencies • Degrees, Certificates, and Documented Achievement