The ltpf toolkit is designed to support school authority leaders with implementation of the Learning and Technology Policy Framework 2013
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For each policy element, descriptors are provided at the following levels:
Students, teachers, administrators and other education professionals have support for and equitable access to:
In Alberta’s education system:
Implementation Readiness Assessment: Learning and Technology Policy Framework This assessment provides an overview of your district/school’s readiness to implement the new Learning and Technology Framework by identifying current areas of strength as well as those that may require attention. Using evidence of current practices, the assessment can be completed individually or serve as a guide for collaborative discussion to determine implementation readiness for this policy framework. Spaces to note Supporting Evidence, Next Steps and Action Items are provided to facilitate informed planning and guide implementation. Based upon your knowledge of technology use in your district/school, choose the descriptor that best describes the current status of technology implementation in relation to each of the Policy Directions below. Please select one of the following descriptors for each Direction: Rarely Evident: Very few practices in our district/school meet the Learning and Technology Policy Direction Sometimes Evident: Some practices in our district/school approach the Learning and Technology Policy Direction Often Evident: Many practices in our district/school often approach or meet the Learning and Technology Policy Direction Consistently Evident: A majority of practices in our district/school consistently meet the Learning and Technology Policy Direction Note: For detailed descriptions of each of the above Policy Directions in practice please see http://education.alberta.ca/admin/technology/policyframework.aspx Policy Directions Student-Centered Learning Technology is used to support student-centered, personalized, authentic learning for all students
Research and Innovation Teachers, administrators and other education professionals read, review, participate, share and apply research and evidence-based practices to achieve innovation in education.
Professional Learning Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and teaching.
Leadership Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of student-centered learning and system efficiencies.
Access, Infrastructure, and Digital Learning Environments All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital learning environments.
Exemplars and Scenarios for Discussion School Exemplar: The Learning Environment In this particular school the curriculum is accessible to students, parents, teachers, and administrators twenty-four hours a day, seven days a week, year-round. Both synchronous and asynchronous learning environments are in place to accommodate student learning. Students continue to occupy school spaces for face-to-face learning, meetings with teachers, peers and academic mentors. Students use a variety of technologies to document different aspects of their learning and to track learning growth both on and off campus. Learning and access to learning is an anytime, anyplace phenomenon. All tasks, timelines and assessment criteria are posted and available via cloud computing. Likewise, the evidence students provide to document their learning resides in the cloud; accessible to students, teachers, tutors, mentors, parents, and school administrators. Educators collaborate with colleagues inside and outside the school to design worthwhile tasks and assessment criteria reflective of the disciplines being studied. As part of this design process students are directed towards a rich array of multi-media resources to enable them to access concepts and understand issues from a wide variety of perspectives. Each student has a learning profile that they take primary responsibility for maintaining. This profile outlines the essential knowledge and competencies students need in order to live and learn in today’s world as well as their ongoing progress towards meeting these ends. The learning profile is initiated at the time a student enters the school system and continues to be developed until they graduate. The learning profile, represents the collaborative effort of educators, parents, and the students to work together to support and monitor learning growth. Students, their parents or guardians, and educators continuously monitor student learning, the accomplishment of student goals, and progress toward the attainment of important learning outcomes. Please recommend actions that, when implemented, will move your school or school jurisdiction in the direction of this scenario. School District Exemplar: Technology Infrastructure and Information Management Technology infrastructure, support, and information management are basic requirements for living and learning in today’s world. The district technology plan is driven by learner outcomes, increased teacher effectiveness and improved staff productivity; and informs the purchase, acquisition, and implementation of digital tools. It recognizes and acknowledges identified essential conditions for leveraging technology in the service of student and teacher learning. Furthermore, the technology plan calls for the development of digital and information literacy requiring the adoption of digital resources capable of supporting learning beyond physical school boundaries. All students and staff have at least one Internet accessible device capable of delivering media rich applications that can be used in a variety of combinations to enable users to create new knowledge. Please recommend actions that, when implemented, will move your school or school district in the direction of this scenario. Classroom Scenarios: Learning and Technology Policy Framework 
In each of these scenarios a short, 5 – 10 minute look into a classroom is presented. Upon entering each of the classrooms, this is what you observe: Scenario #1 - Math Class Students are working independently at their desks answering assigned questions out of their textbooks. One student is reprimanded for using the Wolfram application on her cell phone and everyone is warned to put their phones and iPads away if they don’t want them confiscated. The teacher remains at her desk grading quizzes. Tests and quizzes are regularly scheduled on Fridays to help address truancy problems. Homework checks occur at the beginning of the class and marks are deducted for questions that have not been completed. Desks are arranged in rows facing the front of the class and students are discouraged from talking or interacting with one another. The teacher’s desk sits to the side of a large whiteboard located at the front of the room and the only computer in the room is on that desk. Scenario #2 - Science Class Students prepare to organize the pictures they took on a fieldtrip into a presentation. The assignment handout instructs students to include photos and explanations of each of the following:
Teacher: “You may create your presentation in any program you wish but you only have 2 class periods to complete it. You can work by yourself or in a group.” Students immediately rush to the cart of laptops at the back of the room to secure one of the computers. The teacher returns to his desk to check his email. Students gather in groups of all different sizes. One group of five spends the remainder of the period taking pictures of themselves for their title page. A number of the students take the opportunity to plug in their headphones and listen to some music while they check out their Facebook page. There is a great deal of conversation occurring amongst students but very little of it seems to be about ecosystems. When asked about the purpose of the assignment and how work was going to be assessed one student explained, “I’m not sure really. I think we just have to put the pictures from a folder into a PowerPoint. I don’t know how it will be marked. I think you just have to make sure you have lots of pictures and write some stuff about each one if you want to get a good mark.” Scenario #3 - English Language Arts Class Students are sitting in table groups with approximately 4-5 students at each. Very few of the students have opened their books. A number are slouched down in their chairs and 2 or 3 students are sitting with their heads resting on their table. Teacher: “The English diploma exam that you will be writing at the end of grade 12 will make up 50% of your final mark. Right now universities require you to have an 80% average in order for you to get accepted. So in order to be successful, high school must prepare you to meet that challenge. Therefore, the English department has spent considerable time looking at old diploma exam results in an effort to determine the areas where students have experienced the most difficulty. As a result we have compiled a list of vocabulary terms that many students don’t seem to understand. You need to become familiar with these terms so that you will be better prepared for the diploma exam. This list is also available in D2L in a folder called vocabulary. Oh, and don’t be surprised if you see a number of these terms on the grade 10 English midterm exam coming up in a few weeks. Remember the more practice you have with writing these types of tests the more prepared you will be to write the grade 12 diploma. To help you to learn these terms and prepare you for the future, I would like you to define each of these terms in the glossary section of your notes.” Teacher begins handing out the assignment sheet to students. On it, are 2 columns of vocabulary words. Teacher: “Now I don’t think I need to remind any of you about our policy on plagiarism so please do not make the mistake of copying out the definitions word for word from the source. Write the definitions in your own words. You may use any references you like including the Internet, a dictionary, the glossary section at the back of your English text or whatever source you choose. You have the remainder of the period to work on this assignment but I’ll be collecting it tomorrow so make sure you have it completed. I’ll also post this assignment on the homework page of our class website for those of you who have a tendency to forget your books at school!” Scenario #4 – Social Studies Students are in a computer lab as the teacher outlines their assignment. The teacher begins by providing the following background: “The Internet can be a powerful tool. Not only is it a source of unlimited information but it also gives us the opportunity to explore numerous viewpoints and perspectives. Part of the Internet's power comes from the audio and visual aspects available. Many sites on the Internet incorporate powerful images, sounds and music to support their texts. How can these audio visual aids be utilized to portray ideas?” After the preamble, the teacher outlines the assignment as follows: “Using only visual and/or audio (no text or written work) create a comparison between a developed and developing nation or global region. Your comparison should be done via PowerPoint, iMovie or any other technological means available. Visuals should be relevant, appropriate and meaningful. Comparisons should be geographical, historical, political, economic and social. Audio should be relevant, appropriate and meaningful as well. Any music played should fit the mood or comparison. We’ll be using a rubric to assess your projects.” Students begin logging into their computers. A few students appear to be searching the Internet aimlessly, not looking for anything in particular. Another student is searching Google Images under the heading of “developing nations”. He appears to have several million images to look at. Given the Policy Framework Outcomes above, discuss:
Scenario: Middle School Science
Groups of teachers at two Pine Valley district middle schools recently collaborated to design a Science task. The task involved students in analyzing energy use and waste management in each of their schools, constructing improvement plans, and creating public service videos using various forms of digital media to solicit support for their initiatives. Teachers planned to fully integrate technology to facilitate research, local site data gathering and analysis, to work with discipline experts to provide ongoing feedback to students, and to foster student ongoing collaboration between the two schools. Arrangements were made for students to use sophisticated digital data gathering and testing equipment from neighboring high schools and a local college. Student interest was high, friendly competition between the schools was envisioned, and teachers successfully acquired sponsorship from local power and waste management companies. Once underway however, teachers and students discovered that technology access was inadequate for the task as it was only available to students on one afternoon per week in computer labs, which both had restricted web access, inadequate software tools for the task and hardware reliability issues. Given these shortcomings, the teachers encouraged students to bring their own technology devices from home, but neither school's network supported student owned devices. Frustration mounted, and the teachers then directed students to complete large portions of the task at home on their own time where most students were believed to have ready access to appropriate technology. While most students were able to complete portions of their work using home based technology, overall the task was not a success. Teachers were constantly frustrated and complained to the principal that their attempt to use technology authentically, to promote intellectual engagement, and to foster collaborative learning within their task design could not be realized. Further, a significant proportion of students expressed frustration that as they did not have access to suitable technology either at school or at home, they were unable to complete the task fully and felt disadvantaged. Their parents also complained to the principal and the area superintendent, demanding that this task be removed from their students’ term Science assessment. To what extent does this scenario meet each of the above LTPF policy directions? What recommendations and actions would you provide to resolve the problems within this scenario and move it closer to achieving the policy directions? What are the implications from this exercise for your school or school jurisdiction? Comparative Case Studies: Learning and Technology Policy Framework The case studies below provide sample situations that are reasonably representative of two contemporary Alberta school districts. Comparisons of these case are intended to foster discussion and provide insights to assist in determining the actual position of your school authority or school with respect to successfully implementing the Learning and Technology Policy Framework.
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