2017 ISTE Conference All Students Succeed: Cultural Proficiency, Technology, and Leveraging Change

Transcription

1 2017 ISTE Conference All Students Succeed: Cultural Proficiency, Technology, and Leveraging Change

2 WELCOME! Rachel Gorton Instructional Technology Doug Johnson Director of Burnsville-Eagan-Savage

3 8,900 Students (K-12)

4 Public schools in the USA began the school year with an unprecedented demographic profile: For the first time ever, white students are the minority. Both the percentage and number of white students in U.S. schools are expected to drop slowly but steadily over the next several years, from 50 percent in 2013 to 45 percent in Toppo, G., & Overberg, P. (2014, November 25). Diversity in the classroom. USA Today.

5 Agenda Overview of Technology and Equity Why have we prioritized Digital Equity? Rethinking Access CPSS Frameworks Success Stories CPSS = Culturally Proficient School System

6 Learning Objectives Build a common understanding of Digital Equity Identify the importance of connecting our technology vision to success for all students Examine frameworks & options to address both technical access and instructional focus Explore concrete steps technology departments can take to help assure equity Image:

7 Understanding Digital Equity Pair up for 3 minutes to capture as many statements as possible that describe, reflect or define Digital Equity

8 Understanding Digital Equity Equal and fair are not synonyms

9 Understanding Digital Equity

10 Understanding Digital Equity Rigorous learning Relevant & Engaging Future Ready

11

12 Understanding Digital Equity The One91 Vision: ALL students with reliable, robust Internet access and task appropriate devices; seamlessly stay connected to classwork, assignments, teachers and all manner of necessary online resources for work and learning they accomplish at home. Consortium for School Networking Executive Summary, 2016

13 Diversity is an asset not a problem Effective school leaders understand and recognize the importance of addressing diversity in all its cultural, linguistic and human forms as assets within the school community, rather than deficits and problems to be solved. Lindsey, D. B., & Randall B. L. (2014, November/December). Cultural proficiency: Why ask why? Leadership

14 Options for Access and Participation 1. Adjust Resources and Assignments 2. Expand Access at Home 3. Work with the Community 4. Inform Parents About Low Cost Options

15 The Cultural Proficiency Continuum Unhealthy Practices Healthy Practices Cultural Destructiveness: Negating, disparaging or purging cultures that are different from the One91 employee s personal culture or the One91 organizational culture that is seen as normal. Cultural Pre-Competence: The One91 employee recognizing that a lack of knowledge, experience, and understanding of individuals with differing cultures limits the One91 employee s ability to effectively interact with students, families, and colleagues. Cultural Incapacity: The One91 employee elevating the superiority of personal or organizational cultural values and beliefs, and suppressing cultures that are different. Cultural Competence: One91 employees interacting with cultural groups in ways that: Recognize and value differences Motivate One91 employees to assess their own skills Expanding the One91 employee s own knowledge & resources, and Ultimately, cause the One91 employee to adapt relational behavior. Cultural Blindness: The One91 employee acting as if differences among cultures do not exist and refusing to recognize any differences. Cultural Proficiency: One91 employees advocating for and employing policy and practices that honor the differences among cultures, seeing the differences as a benefit, & interacting knowledgeably and respectfully among a variety of cultural group.

16 The Cultural Proficiency Continuum: A Tool to Gauge Systems Behaviors One91 Culturally Proficient Technology Integration Work In Process Living Document Journey

17

18 Leveraging Technology to reach all students Personalize learning be y o t r i p s r ta to und dive a d e Us Build c s aro nt n o i t ontent s e m e que that re v s e t u i dents h c flects a culture and s Addre ss to e c c a l a u q Secure e ources s e r g in n r a le ss lang uage n eeds ans e m l l a ure s e k a 1st 2 M g n i h eac when t kills s century all

19 Living Out the Why

20

21

22 Learning Without Limits Coding Interactive Math Learning

23

24

25

26

27

28

29 What element of our story could be used in your district?

30