Supporting Resources:
Learning and Technology Policy Framework Toolkit:
To assist in the assessment and planning process, a Toolkit of resources for school authority leaders has been developed to inform planning discussions and to guide implementation. The Toolkit includes the following:
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Implementation Readiness Assessment: Learning and Technology Policy Framework
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Sample Implementation meeting Agenda
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LTPF School Authority Actions Summary
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Learning and Technology Policy Framework 2013
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Learning and Technology Policy Framework Outcomes Matrices
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Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
Implementation Planning Agenda Sample: School Leader
Learning and Technology Policy Framework
This sample agenda is provided to assist school based leaders with implementation of the Learning and Technology Policy Framework. It is anticipated that school administrators and classroom teachers as well as those working in positions such as department heads, curriculum leaders, learning coaches and similar positions will be directly involved in implementation planning. The involvement of students, parents and school council members at particular stages may also be considered.
Please note that the elements, sequence and time allotments below are intended to be flexible. This sample agenda should be revised and adapted to suit the complexity, readiness and local circumstances particular to each school.
Core questions to consider:
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Where are we now with Learning and Technology?
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What is the readiness of our school for implementation?
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What specific steps does our school need to identify to achieve implementation?
Suggested Time Frame: 1 day
Required Documents:
Alberta Education Learning and Technology Framework (LPTF)
Implementation Readiness Assessment: LTPF
Implementation Planning Guide: LTPF
LTPF Outcomes Matrices
The above documents may be accessed at : http://education.alberta.ca/admin/technology/policyframework.aspx
Objectives:
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Understand the requirements of the LTPF
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Determine the current status of Learning and Technology within the school authority with respect to the outcomes of the LTPF
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Identify specific requirements and next steps to achieve implementation of the LTPF
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Draft an implementation plan
Sample Agenda
Review the Learning and Technology Framework Outcomes
(.5 hours)
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Read the Executive Summary pages 4-7 Alberta Education Learning and Technology Framework 2013
Note: This step may be a brief review if participants have read this material in advance.
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Complete the Implementation Readiness Assessment: Learning and Technology Policy Framework
(.5 hours)
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This assessment provides an overview of a school’s readiness to implement the Learning and Technology Framework by identifying current areas of strength as well as those that may require attention.
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Based upon your knowledge of technology use in your school, first complete the assessment individually. Choose the descriptor that best describes the current status of technology implementation for each of the Policy Directions.
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Use the spaces provided to note examples of supporting evidence for your choices and possible next steps. Please be specific.
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As a group, share your assessments and supporting evidence. Through collaborative discussion, reach consensus on an assessment of current practice and performance in your school for each of the five policy areas.
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Review the LTPF Outcomes Matrix documents
for each of the following areas:
(2.0 hours)
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While all five components of the Learning and Technology Policy Framework affect the nature of teaching and learning at the school level, the following three areas are particularly applicable to school based leaders and professional staff:
Student-Centred Learning:
Technology is used to support student-centred, 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.
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As a group, read and discuss the matrix for each of these policy areas and choose the descriptor(s) that best describes the current situation in your school.
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Use the spaces provided to note specific examples of supporting evidence for your choices and list possible next steps.
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Through collaborative discussion, reach consensus on an assessment of current practice and performance for each of these policy areas.
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From these assessments identify specific gaps in current performance as compared to the outcomes stated in the policy framework. List these gaps as Low Readiness areas.
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Prioritize those areas assessed as Low Readiness.
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Plan for Implementation
(3.0 hours)
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Determine goals that will close identified gaps to achieving policy implementation
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Review the Implementation Planning Guide: Learning and Technology Policy Framework (LTPF). This document is intended to support implementation for school authority and school level planners. It is expected that it will be adapted and revised to suit local circumstances.
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Construct the school’s implementation plan.
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Supporting Resources:
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LTPF Outcomes Matrices: A detailed matrix for each of the 5 policy outcomes has been developed to provide sample descriptions of each outcome. For each policy element, descriptions are provided at four levels ranging from Rarely Evident to Consistently Evident. Images of practices range from those that would not meet the Learning and Technology Policy standard, to those that illustrate developing understanding, those that approach standards, and those that meet them.
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Learning and Technology Scenarios: Each scenario provides a brief look into the use of technology in a classroom, and may be useful to promote discussion and to clarify policy outcomes.
These documents are included in the LTPF Toolkit at : http://education.alberta.ca/admin/technology/policyframework.aspx
School Authority Actions Summary
Learning and Technology Policy Framework
The outcomes of the Learning and Technology Policy Framework will be accomplished by implementing the recommended actions as represented below:
(Alberta Education Learning and Technology Policy Framework 2013)
Actions for School Authorities
Policy Direction
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School Authority Actions
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Policy Direction 1:
Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
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establish a vision for technology-supported, student-centred learning and attainment of competencies for all students in an inclusive K-12 education system.
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develop a coherent alignment for the use of technology across curriculum (i.e., programs of study, assessment, learning and teaching resources), instruction and online and digital learning
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Policy Direction 2:
Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance innovation in education.
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create cultures of innovation in the use of technology for learning, teaching, management and administration that are informed by research and evidence-based reasoning
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review policies and practices to ensure they support the use of research-based pedagogies, digital resources, support systems and digital learning environments that enable student-centred learning in all schools
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encourage, build the capacity of and support teachers, administrators and other education professionals in their review, participation in and application of research related to technology, online learning and digital learning
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Policy Direction 3:
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.
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use data and research to inform the design of professional programs and to ascertain and increase the effectiveness of such programs in making progress toward local goals and priorities
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use technology to provide options in the type, duration, pedagogy, location, medium and formality of professional development and to differentiate, within professional development offerings, to meet teacher-participants’ needs while also achieving local goals and priorities
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position the school as an innovative learning community that uses technology to engage students, teachers, administrators, other education professionals and their community in 21st century learning
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Policy Direction 4:
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.
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incorporate into their planning systemic, innovative and effective uses of technology to support learning, teaching, administration and management, and regularly assess progress in this regard
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update technology plans for systemic, community-based approaches to student-centred, personalized, authentic learning and support implementation in all schools
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seek out and participate in partnership opportunities (e.g., cross- jurisdiction, cross-institution, community, industry) that support innovative use of technology
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Policy Direction 5:
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.
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ensure equitable student access to devices, other technologies and, as appropriate, to assistive technologies to support student learning
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provide students, teachers, administrators and other education professionals with access to well-designed, high-speed, reliable and sustainable networks and technology infrastructures
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consider opportunities for community partnerships that expand access to technology-supported learning experiences
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ensure the administration of safe and secure networks, infrastructure and technologies
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provide students, teachers, administrators and other education professionals with access to high-quality digital learning environments
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provide and maintain timely technical support and services
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adopt and maintain effective practices and up-to-date technological standards with respect to Information Technology (IT) governance, IT management, and information security management.
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