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Are there digital content options that are self-contained that could be downloaded and then used without internet access?

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Are there digital content options that are self-contained that could be downloaded and then used without internet access?

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Access to devices and demonstration for all stakeholders

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Teacher support in using the digital content and how to effectively use with all student types

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Parent involvement and access to student information to support students in a user-friendly format.

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Student: Modeling, how to access, access to the devices(computer and wifi), parents to have some instruction as well
Teacher: Modeling, how to access, syncing rosters

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Students have access to devices both in and out of school.

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Find digital content that is useful for intervention and that also follows grade-level content and curriculum, as well as turn-key training for teachers that they can pass on to students

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There is a need for a platform to provide intervention -- with immediate corrective feedback.

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Access & Training (Parents/kids/teachers) (Flexible) (Multilingual)

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- Teachers needs support in terms of uniform training and consistent expectations around usage
-District needs to be sure that the needs of each group being met; the programs need to be justified from a fiscal perspective
- Digital content can't drive our instructional day; we need manageable usage expectations

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Each student has their own device

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Figuring out how to make all tools compatible to minimize time spent assigning and grading would be beneficial for students and teachers. The less time teachers have to spend grading, the more time they have to support students. Making all of the other tools compatible with Canvas and Seesaw is a priority. We also think it's really important to prioritize assignments for students. Aligning digital content to tier 1 instruction is a priority too. We need to make gains as fast as we can!

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Other districts are using Google Classroom. It is so user friendly.

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To what degree is digital content developmentally appropriate.

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Access
Practice
Universal Procedures
Parents Training
Teacher Training (Mandatory and universal)
Simpler way to login
Immediate Feedback

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Teacher and students need to know how to understand what each platform can do.

Families need support and training too!

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Students need access to devices and WIFI
Teachers need to really understand the reports and how to close the gaps.
Students understanding where they are (competencies)- Reflection and ownership.
Teachers need strategies on how to best use the tools to push student understanding and rigor.
Students should be working on specific goals rather than number of minutes.
How do you use digital content as a teaching tool.
How to support students face to face when the data provides information on student needs. PD for teachers on all of the above mentioned topics.
District supported digital content is a must for this to be successful.
PD and support needs to be differentiated.

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We need to close the gap for the students that do not have access to technology.  When we are back in school we need to make sure that we have a blended learning culture so that they can master the different apps and platforms.  One to one device ratio is needed.

Dreambox is missing standards in Math.  Some standards will change with next generation so we need to make sure that the app we choose aligns.

Digital content should align with the content area being taught.

Students need structures and routine in how their digital assignments are being delivered.  (Set time, recorded lessons so that they can be revisited.) Parents also need that.

Direct instruction is needed in how to use the platforms such as Canvas.  Build fluency with using the platform.  Would help ENL's and all other students.    Teachers and parents need this also.

Accessibility becomes a challenge.  Putting captions in videos, adaptability.  Paper supplements to digital platforms.  Benefits everyone.

Teachers need - Training, continued support, training about how to analyze the data that the platform is offering.

Training on how to make activities that are really great in person ... really great virtually too.  Lesson planning, assessment, etc.

Continued support after the training.  Feedback and support.. Even remotely during the closure.

Examples of others teachers classes would be helpful. Exemplars.

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If students have regular expectations built into the curriculum for using digital tools, then it will be better for them moving forward - rather than just emergency use.

Parents need to be able to access student information in a way that is user friendly so that they can support their children and stay informed.

Huge chunk of students/families that are not engaging online.
Engagement and accountability is missing right now - how do we get everyone on board? Whatever we roll out/however we move forward and restart school, how do we get ALL to buy in?

Some students are doing the work, but the quality is poor/low level because their is less accountability without the F2F part. How do we include appropriate levels of rigor when we are not seeing students?

How do we support students who do not feel successful sitting and getting from a computer? How do we offer flexible options to meet the needs of different types of learners? What do we do for students who don't have a support at home to keep them going? We need a consistent message across the board - we have to pick the tools and them support it across the district.

Imagine learning is too low level for some of our students. What are the options for students who are beyond IL. We know we have Newsela, but we are seeking an adaptive tool like IL.

Programs must be in alignment in supporting the teacher instruction and the levels of the students we have.

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Devices and WiFi.  Half of students at Brighton don't have access, for example.

Remind App -- Helpful for quick communication from teachers to students.

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Science- more digital options, for labs and experiments
ELA- aligned to core curriculum
Teachers and Students both need computer/digital literacy- completing assignments, more professional development around usage and purpose
Technology issues- time to access digital content

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Rapid access to data.
Digital content supports small groups and personalized learning.
Holds students accountable and empowers students to make choices for their own learning schedule.

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Stakeholders (students, families, and staff) need regular access to and training to use devices and digital tools. Internet access and home and classroom is crucial

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At the high school level, Clever has been effective as a single long in. In addition, Canvas has been used by a majority of our teachers and allows students to get all their information in one place. Dream Box and Imagine Learning have been very helpful for the Elementary students. Very user friendly for the students. ELL's also agree that Imagine Learners has been very helpful to students as it was designed with ELL in mind. It addresses reading, listening, reading and writing. Also helps English students learning Spanish. Ed Puzzle has been very useful for Secondary teachers. It has videos you can stop and provide break points with questions for students to grasp the most important concepts. It is helpful when these programs all "talk" to each other and makes it easier for teachers as well. An important piece for teachers would be programs that provide roster syncing, such as Castle Learning, although it is limited.

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Students need support with managing various assignments (elementary) and classes (secondary).  It would be helpful to be able to dictate the order that lessons are completed.  It would be helpful for everyone to see what is due each day.
It can be difficult to grade in Canvas for teachers.  The layout and look being user friendly in the platform are important.
Grading in a more easily way so everything is connected it would be much more manageable for everyone.
It's important that the scope in sequence aligns with tier 1 instruction so we can make gains as fast as possible.

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Canvas shows how long each students takes on each assignment and that really helps with differentiation.

Messaging students based on their grades out of the grade book is also helping.

Canvas is providing teachers and administrators with data that is helping to determine engagement and student progress.

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- Classes that used digital content prior to closure are having much greater success staying connected with students
- Used more when it connects to the curriculum in meaningful ways
-Having digital content that supports particular curricula; this might be different in different schools and across grade levels

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Student Successes: flexibility around time is working best for students - especially some of our students who are sleeping in late and working later in the day, or early risers who get up early and get done.

Timing - flipped classroom before covid building closure. STudents prepped before coming into the classroom and more could be done in classroom because they were ready.

Monitoring - live and timely data - connected so that we can keep track and adjust daily if need.
Availability of data is great.

Seesaw and Canvas has allowed us to stay connected with families and allowed students to connect with each other.

Teachers have show great ability to learn the tools - especially with the time and flexibility during covid closure. They are participating in virtual training regularly and changing their practices quickly.

Teachers have gotten used to seeing student data and assigning specific content on the computer. DC has gone from being a babysitter in a way to being more of an instructional tool used to meet student needs. Shift from filling a teacher need to keep students busy for small group time to being a student tool for learning the specific skills and content they need.

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Canvas!  The back and forth communication and ability to track.

SeeSaw is working at Porter!  Lots of positives and able to submit work.

Some mixed reviews -- but based on ability to use.

Access to devices and WiFi is a big barrier.

Ability to progress monitor and generate specific reports.  That's across multiple platforms.

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Can't be busy works. Needs to meet students where they are and teachers need to be able to progress monitor.

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Allows for flexible instruction in the small group
Allows for working on skills that may not be addressed in the whole group instruction
Functions as a data source for teachers
Provides a better picture of the student to help inform the instruction
I think it allows students to become more fluent with the programs we are using. (See Saw)
We can push differentiated activities out to students.
Gives students a different way to explore and learn individually.
Ownership in students is more important.
Can engage students because they are game based and provide a different way of learning.
Different entry points into curriculum.
Not a one size fits all situation.

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Students/Teachers- SeeSaw uploading lessons, small groups, able to personalize lessons
Canvas- teachers able to put assignments into one spot, central location, digital support conferences helpful
Increase in teachers engaging digital learning
Students able to work at own pace

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Seesaw and Canvas has been an effective way to reach students and assign relevant work home. Art and Music teachers have also been utilizing Seesaw and Canvas. Students' brains are hard wired to naturally know how to engage in the activities. The time management is helpful for teachers and students because teachers can pair down lessons to assign and students can do it when they have time.

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To personalize the learning experience so students can demonstrate what they know. It also allows you to meet students where they are and to work at their own pace. It helps provide differentiation strategies for ALL learners. It also provides an opportunity to teach skills for a modern working world.

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Meets students where they need to be. Can provide an opportunity and freedom for kids to work at their own pace.

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Newsela (good for ELL)
Canvas - text to speech
Canvas - integration with Office 365
Talking Points - ELL (translation ability)
Myon - highschool?
Seesaw - engaging / draw / videos
Imagine Learning - data points
Dreambox - differentiate for students, assign different lessons

grade work anytime anywhere

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Test standards and practice content
Reinforce content
Personalized instruction at level, meet needs of all learners and meet goals
Able to learn needs of students
Used with playlists and station rotations

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Students like the quick turnover with grading.  They like getting a grade right back on Canvas.

Students are using Canvas on computers, PS4's, and linking to Castle Learning is really working.

MIddle school math teacher use Prodigy and it has really been working both in school and during remote learning.

Elementary math.  Zearn is matching up better with the math curriculum than Dreambox.

Language Live was working during school, but is hard to manage remotely.

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personalize instruction at students individual levels, to teach remotely, to reinforce tier one instruction, way the whole world is moving forward...digital, devices, students need to learn to use tech to write, type, etc., teach at mutiple levels, address gaps, track progress, time on task, if teacher is using correctly, teacher can give feedback that students can act on, expand or extend time students work on classwork, global tool to get data on trends we are seeing on student performance to plan reteaching lessons based on what kids are doing individually and independently, builds student ownership if students know where they stand then they get immediate feedback. Students can gain ownership of their own learning process - specific path and own rhythm. Flexible time, space, path and pace. Students with IEPs - this can be a flexible/better way for some of them.

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- Provides independent work/ practice for students that aligns with curriculum and content
-Targets students individual skill level
- Streamlines assessment data for teachers and provides evidence to inform targeted instrution
-Choice and flexibility within curriculum
-Continuity between home and school and across grades
- Develops skills with digital tools and technology; promotes "digital literacy"

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We need a way to reach all of our students. It is also an excellent way to differentiate for all students so we can meet students where they are to push their learning forward. Digital content can have a dynamic way of reaching kids though distance learning. In addition, an effective tool will help us collect relevant data.

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Individualize instruction
Allowing for data driven instruction
Pandemicable
Flexable time

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Engagement factor when done well.  Also some students prefer.

Pushes teachers to maximize independent work.

It's fun and interactive!

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Building Leader: To ensure learning is personalized and meets where the student is.
Students can work on content they need to work on
Students can fill in some gaps
Students can accelerate in their learning
Can help to make curriculum accessible for students (ELLs and SPED pop)
Can provide data to the teachers on where students are struggling by standard.
Can focus on standards and mastery
Can help to build small group instructional needs in the classroom.

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Digital content should provide a diverse set of tools that allow stakeholders to engage in the cycle of learning. This is only possible when students are able to access grade-level curriculum and intervention at home and in the classroom.

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We want to give students multiple ways to show their learning.  Having content that works across platforms is important for access.
Also, to provide the ability to meet students where they are at and offer differentiation and personalization.

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As a teacher, it helps me to create groups.  I can make sure that everyone is working and I can work with students who need me.

Also provides students a chance to work where they are. You can differentiate in the classroom.

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Seven. That's the magic number. Why?

In the report published last week by the Stanford Center for Opportunity Policy in Education, Professor Linda Darling-Hammond and I summarized research findings about the conditions and practices that support positive outcomes of technology use and digital learning experiences for underserved, under-resourced, and underprepared students. We reviewed countless articles, reports, and white papers, and have pulled together a series of relevant and detailed examples for those interested in what the promising practices really looks like when used effectively. The report introduces these seven practices in two categories: technology and context.

Seven Items to Consider When Choosing Tools or Activities

Related to technology specifically, the education research indicates that underserved students benefit from:

1. Opportunities to learn that include one-to-one access to devices.

2. High-speed Internet access. This is needed to prevent user issues when implementing digital learning.

3. Using technology designed to promote high levels of interactivity and emphasize discovery.

4. The right blend of teachers and technology and only rarely one without the other

And related to the context, education research tells us that underserved students benefit from:

1. Learning activities that focus on the development of higher order thinking skills (such as problem solving, making inferences, analyzing, and synthesizing) and 21st century skills.

2. Learning activities that draw on culture and community, specifically activities that integrate culturally relevant practices, foster student development of expertise, and highlight this expertise by providing opportunities for students to share their knowledge and skills with authentic audiences.

3. Underserved students benefit from learning activities that provide them with opportunities to drive their own learning. This often means that students are content creators rather than passive consumers.

Seven Considerations for Successful Technology Deployment

These promising practices can be used as guidelines for evaluating existing tech tools and levers for change-but strong alignment among several key elements in a given context supersedes any of the practices above.

These elements are outlined within a framework called the Digital Learning Ecosystem (DLE). The DLE version 1.0 captures the elements indicated by education research to have the most impact on learning outcomes for underserved students using technology.

Specifically, we found that learning outcomes are the result of interactions among numerous elements at play within a complex system. No single element will ensure a desired outcome on its own, as all the parts at play within the ecosystem are mutually interdependent. (Think of a game of double dutch where all players and tools must hum along in harmony in order for the jumper to be successful.) The research suggests that taken as a collection, "each component must be evaluated in terms of its alignment to all other variables, if sound decisions are to be made about the use of technology for learning."

Successful deployment of technology for learning exhibits strong alignment within and between these seven key elements. (Think of a step-by-step action plan with dates and measurable objectives that will lead a site towards strong alignment within an acceptable timeframe.)

1. Student needs-taking into account their prior knowledge, level of technological literacy, personal interests, and those other things that make our students special and unique individuals.

2. The specific learning objectives and intended outcomes for using the technology with students.

3. The details of the learning activities, those parts that include the tech and those parts that are wrapped around the technology.

4. The skills, mindsets, and beliefs of the learning community including the teacher implementing the tool but also members of the wider community including other teachers, administrators, IT staff and parents. This also includes the wider community of students- beyond those in engaged in the learning activity of interest.

5. The specific features of the digital resource being used. Does the design of the technology stack up with its major selling points? Those purchasing the tech should be responsible for vetting the features through hands on engagement with the digital resource. Navigate through menus, click all the places a kid might click and play with the different tools being offered to find the obvious features and others that, for better or worse, sit below the surface.

6. The model students will use for accessing the technology which can be defined as "the organization of the learners and a particular device as well as the time, place, and frequency of access to this device. In schools, common models for access include one-to-one stationary computer labs, mobile computer labs, and bring your own device (BYOD)."

7. The site and district technology infrastructure which refers to the "back end" of the technology setup including but not limited to amount of bandwidth, servers, storage, and data hosting models.

To sum it all up, this report offers "seven and seven"-seven promising practices for technology use by underserved students, and seven crucial elements to align when evaluating or adopting technology. With these in mind, think about your classroom, school district, or technology tool and ask yourself-how do we stack up? One of the greatest things about this whole landscape of technology for learning is its constant march forward; tomorrow brings new students, new tools and new goals and along with those, new opportunities for us to get it right.

Molly B. Zielezinski (@mollybullock) is a doctoral candidate at the Stanford Graduate School of Education with a dual specialization in Learning Sciences & Technology Design and Curriculum & Teacher Education.

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What 7 Factors Should Educators Consider When Choosing Digital Tools for Underserved Students? - EdSurge News

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Seven. That's the magic number. Why? In the report published last week by the Stanford Center for Opportunity Policy in Education, Professor Linda Darling-Hammond and I summarized research findings about the conditions and practices that support positive outcomes of technology use and digital learning experiences for underserved, under-resourced, and underprepared students.

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Review all posts. Identify & post ONE top priority for digital content & tool selection. Speaker should be prepared to share whole group.

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What do our teachers still need from digital content?

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What is working for our teachers with our current digital content?

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What do our students still need from digital content?

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What is working for our students with our current digital content?

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Why do we use flexible content & tools with SCSD Students?