Technology Impact Study

  • WHY?

    Equitable access to student technology will ensure attainment of the Teaching and Learning compass goal of "Blended learning structures and integration that enhances high-quality instructional opportunities for students."

    HOW?

    36 teachers in grades 3-12 are participating, providing individual students with iPads and Chromebooks to determine which has greater impact on teaching and learning. These teachers will provide feedback for future planning as they implement strong instructional practices that use technology to enhance student collaboration, creativity, critical thinking and communication.

    In addition, 16 Lindbergh High School students are provided Chromebooks, followed by iPads, to evaluate the home-to-school connection, including the application of web filters at home and WiFi accessibility. Feedback from students gives us a practical student perspective on both usability and learning enhancements.

    WHAT?

    Teachers in the study share devices with a partner teacher responsible for the same curriculum using the timeline outlined below:

    • May 2019: Teacher survey to collect data on technology use and learning impact prior to the commencement of the impact study.

    • July 2019: Teacher professional learning on iPads and Chromebooks

    • Aug. 15-Oct. 31:

      • Teachers: One teaching partner implements iPads while the other uses Chromebooks; during this time, there is ongoing professional learning on device capability.

      • Students: Students and parents are introduced to the study and sign a contract to ensure personal responsibility; students begin using Chromebooks as individual devices to transfer learning between school and home and are provided learning opportunities to enhance its use.

    • Oct 31: Students transition to iPads for the remainder of the study; an initial training is provided for them. Students provide feedback on the Chromebook.

    • Nov. 1: Teacher partners switch devices to ensure equitable feedback; partner collaboration and professional learning occurs to support the transition. Teachers provide feedback on the impact of instruction with their first device.

    • Nov. 4-Jan. 31:

      • Teachers: Partners implement the alternative device and continue professional learning on its capabilities.

      • Students: Students have continued learning opportunities on how to maximize their iPads when learning.

    • Jan. 30: Students provide feedback on iPads and select the device for continued use throughout the school year.

    • Feb. 2020: Garner final feedback from teachers to analyze and make recommendations for future technology implementation