INNOVATION DRIVING K-12 - 2020 HURDLES + ACCELERATORS - COSN
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Driving K–12 Innovation 2020 HURDLES + ACCELERATORS
CHALLENGE
Technology is an essential element of learning,
yet the use and application of it is inequitable.
VISIONCoSN is a community of visionary technology
leaders empowering every learner to achieve
their unique potential in a changing world.
MISSION
CoSN provides current and aspiring
education technology leaders for PreK–12
with the community, knowledge, and
professional development they need
to create and grow engaging
learning environments.
CoSN is vendor-neutral and
does not endorse specific
products, services or
solutions.Welcome!
Dear Colleagues,
Welcome to the first of the 2020 Driv-
“
TOGETHER, WE CAN
DRIVE MEANINGFUL
INNOVATION IN
K–12 EDUCATION”
on Tech Enablers (tools). CoSN members
PAGE 3 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
ing K-12 Innovation publications—two will also have access to a Toolkit to help
reports and a toolkit designed to help apply these insights to leverage technolo-
you identify and engage with the most gy for learner success.
important topics for K-12 innovation this I hope you use this resource to spark
year. As educators, leaders, researchers, a conversation about innovation in your
learners, and changemakers, we are chal- school system, and encourage you to
lenged to adapt education in the face of share this report with your colleagues. To-
rapid technological and societal change. gether, we can drive meaningful innova-
Yet it can be difficult to know how to tion in K–12 education—and ensure that
evolve our systems and practices. students are the ultimate benefactors of
To help you navigate this changing technology-enriched learning.
landscape, the Consortium for School Sincerely,
Networking (CoSN) has convened an
international Advisory Board of distin-
guished educational technology experts
to identify and rank the most important
topics for K-12 innovation today. This
report discusses key Hurdles (barriers) and
Accelerators (megatrends) for innovation, Keith R. Krueger
and its forthcoming companion will focus Chief Executive OfficerIntroduction
“
THIS REPORT
ILLUMINATES THE
TOP 5 HURDLES AND
PAGE 4 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
TOP 5 ACCELERATORS. ”
T
he roadways of education and
technology are full of potholes
and detours, expressways
and carpool lanes. To help navigate
the complex map of K-12 education,
CoSN’s Driving K-12 Innovation initia-
tive brings together approximately
100 educational leaders, researchers,
technologists, and changemakers
to discuss and determine the key
Hurdles (barriers), Accelerators
(mega-trends), and Tech Enablers
(tools) for advancing K-12 innovation
in 2020. This report illuminates the
Top 5 Hurdles and Top 5 Accelerators
and provides a deep-dive into two
Hurdles—Data Privacy and the Evolu-
tion of Teaching & Learning—and two
Accelerators—Data-Driven Practices
and Social Emotional Learning.Top 5
Hurdles
Top 5 most important Hurdles for schools to address in 2020 in
order to pave the way for teaching and learning innovation and
extraordinary student outcomes.
1 Scaling and Sustaining
Innovation
Whether it be effective teaching practices or
technology usage, schools are challenged
to support risk-taking projects and identify
4 Pedagogy vs.
Technology Gap †
When new technologies are introduced that
educators are expected to utilize, there is
not always sufficient training, professional
value-adding innovations—then invest in development, or time to understand how
their ongoing integration; adapt and apply to effectively teach with or integrate these
what is working well at a small scale to a tools within curriculum. The forced use of
school, district, or state level; and embrace technology in a district can blindside edu-
the transformation of practices and culture cators across the education system—not
led by innovations. just the classroom—and the surmounting of
this Hurdle needs to include all stakeholders
2
(including students, teachers, school leaders,
Data Privacy* district administrators, and others).
5
Student data can be a powerful tool for
teaching, learning, and student support.
Yet increases in use and awareness of student Digital Equity
data spark more questions about student This nuanced hurdle encompasses equitable
access to and quality of digital technologies,
PAGE 5 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
data privacy, collection, and control. Schools
are challenged to create digital ecosystems— Internet and connectivity, knowledge and
and this depends on building understanding digital literacy skills, effective technology use,
and fostering active participation in the com- support, and digital content. For example, not
plexities of data and data governance. (Note: every student has sufficient Internet connec-
This Hurdle was called “Data Privacy and tivity or access to tools/technologies; not all
Ownership” during the Advisory Board voting schools can afford the latest equipment.
process, but has been shortened for clarity.)
3
Evolution of Teaching
and Learning*
The teaching and learning landscape is chang-
ing, opening up the opportunity to move
toward a balance between teacher facilitation
and student learning with the help of tech-
nology. As teaching, learning, and learning
outcomes are constantly being redefined,
schools are tasked with ensuring that teaching
practices and pedagogies are not outpaced
by technology trends, nor by advances in our * Featured in this publication.
knowledge of how people learn. †Featured in 2019 publication.Top 5
Accelerators
Top 5 most important Accelerators for schools to address
in 2020 in order to pave the way for teaching and learning
innovation and extraordinary student outcomes
1 Learners as Creators†
The idea that students don’t have to
wait to graduate to change the world is
motivating schools to embrace real-world
learning experiences that promote stu-
dent-generated ideas and solutions.
4 Social and Emotional
Learning*
Schools are working to build empathy,
grit, persistence, flexibility, and adaptabili-
ty into curriculum, which arguably shapes
worldviews and students’ penchant for
2
successful collaboration, problem-solving,
Data-Driven Practices* and civic responsibility. Further, learning
experiences that help build students’
With more student engagement/perfaor- character and identity, encourage creative
mance and other kinds of data being col- and social risk-taking are being empha-
lected, schools are leveraging that data to sized.
make decisions about curriculum, hiring,
5
teaching and learning, and technology
Building the Human
PAGE 6 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
investments. Increasingly, school leaders
are using data visualization to view aca-
demic and operational outcomes.
Capacity of Leaders
When leaders take actions to strength-
3
en the professional community of their
Personalization† schools, providing opportunities for ed-
ucators and all K-12 professionals to learn
As the consumer sector has exploded
and master new skills—regardless of title
with new ways to customize user experi-
or rank—it leads with a strategic vision
ences and products, schools are finding
and opens the door to the innova-
ways to provide learning support at the
tive practices that can enhance
individual level. Personalized learning is
student experiences.
when all aspects of learning are chosen
by the learner, including but not limited
to topic, pace, strategy, and presentation * Featured in this publication.
of knowledge/skills. † Featured in 2019 publication.Exploring
the Hurdles...
...BY IMPORTANCE
Top 5 most important Hurdles for schools to address in 2020 in order to pave the way for
teaching and learning innovation and extraordinary student outcomes (76 respondents):
SCALING AND SUSTAINING INNOVATION 51%
DATA PRIVACY 46%
Two topics
were tied for the #5 spot
EVOLUTION OF TEACHING AND LEARNING 41% (Digital Equity and The Future
of Work). The editorial team
considered the Advisory Board
PEDAGOGY VS. TECHNOLOGY GAP 39% discussions and the timeliness
of each topic in breaking the
tie. The #5 Hurdle for 2020
DIGITAL EQUITY 37% is Digital Equity.
...BY DIFFICULTY
PAGE 7 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
Top 5 Hurdles in order of degree of difficulty to surmount, as ranked by
the Advisory Board Scores reflect the average score out of 5, with 1 being
the easiest to surmount and 5 being the most difficult; (76 respondents)
4.04 – SCALING AND SUSTAINING INNOVATION
3.82 – DIGITAL EQUITY
3.66 – PEDAGOGY VS. TECHNOLOGY GAP
3.59 – EVOLUTION OF TEACHING AND LEARNING
3.59 – DATA PRIVACY
...BY NUMBER
Hurdles currently experienced by the largest number of Advisory Board members who are working in
a school, district, or a K-12 organization focused on teaching and learning (54 respondents)
69% 67% 67% 67%
PEDAGOGY
VS. TECH DIGITAL ONGOING SCALING & 63%
EQUITY PROFESSIONAL SUSTAINING DATA PRIVACY
GAP DEVELOPMENT INNOVATION & OWNERSHIPExploring the
Accelerators...
...BY IMPORTANCE
Top 5 most important Accelerators for schools to address in 2020 in order to pave the way for
teaching and learning innovation and extraordinary student outcomes (72 respondents):
LEARNERS AS CREATORS #1
DATA-DRIVEN PRACTICES #2
PERSONALIZATION #3
SOCIAL AND EMOTIONAL LEARNING #4
BUILDING THE HUMAN CAPACITY OF LEADERS #5
Three topics were tied for the #4 spot (Social and Emotional Learning; Building the Human Capacity of Leaders; and Learner
Autonomy). The editorial team considered the Advisory Board discussions and the timeliness of each topic in breaking the tie.
The #4 Accelerator for 2020 is Social and Emotional Learning; the #5 Accelerator is Building the Human Capacity of Leaders.
...BY INTENSITY
Top 5 Accelerators in order of intensity of K-12 impact, as ranked by the
PAGE 8 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
Advisory Board Scores reflect the average score out of 5, with 1 being
the least intense and 5 being the most intense; (72 respondents):
3.88 - LEARNERS AS CREATORS
3.81 - BUILDING THE HUMAN CAPACITY OF LEADERS
3.79 - DATA-DRIVEN PRACTICES
3.68 - SOCIAL AND EMOTIONAL LEARNING
3.67 - PERSONALIZATION
...BY NUMBER
Accelerators currently experienced by the largest number of Advisory Board members who are work-
ing in a school, district, or a K-12 organization focused on teaching and learning (54 respondents)
72% 70%
SOCIAL AND
COLLABORATIVE
65% 61% 61%
EMOTIONAL LEARNERS AS
LEARNING LEARNING CREATORS DATA-DRIVEN PERSONALIZA-
PRACTICES TIONSpotlight: Data
D
ata currently is a major issue in classroom. Those who are aware often children and students’ data privacy
education, and appears in the do not have the knowledge, time, or and rights should be understood and
heart of conversations about support necessary to navigate these protected, and the role of education
teaching and learning, safety, lead- potholes. Mobile devices and Inter- institutions in this.
ership and management, equity, and net-connected technology are ubiqui- Legal Requirements. “Addressing
human rights.1 Data can provide pow- tous in the lives of many students, and student data privacy is complicated
erful insights, but these opportunities it is imperative that they understand by well-meaning individuals who are
“
are tangled with risks and challenges data privacy issues as well as know how eager to provide resources to stu-
that can have disastrous consequenc- and when to protect data.2 Further- dents without considering the data
es and block innovation. The Driving privacy ramifications. Unclear laws,
K-12 Innovation Advisory Board or an unclear understanding of laws
identified Data Privacy (a Hurdle) and that must often be interpreted by
Data-Driven Practices (an Accelera- educators, not someone with a legal
tor) as two of the top topics for K-12 background, further complicates the
innovation in 2020. The next section issue” (Susan Moore, Meriden Public
of this report explores these two key Schools, Connecticut, U.S.).
elements of data in education. Educators and school systems must
navigate a complex, often multi-
Hurdle: Data Privacy
Data Privacy defined: Student data
WE MUST layered, set of laws related to data
privacy in education. Requirements
can be a powerful tool for teaching,
learning, and student support. Yet GRAPPLE vary by district, state, and country.
In the United States, schools must
increases in use and awareness of
student data spark more questions
about student data privacy, col-
WITH THE consider federal and state laws5, and
the technological and legal environ-
ments are ever-changing. Educators
lection, and control. Schools are
challenged to create digital ecosys-
COMPLEXITY and district leaders are currently faced
with interpreting and applying legal
OF KEEPING
PAGE 9 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
tems—and this depends on building requirements.
understanding and fostering active The General Data Protection Reg-
participation in the complexities of
data and data governance. THAT DATA ulation (GDPR) has many implica-
tions for education, and those
schools that must comply
Exploring the Challenge.
"As more data is collected by
SAFE.” still face challenges.6
As schools evolve,
—Peter Drescher, State Educational
ever more systems, tools, apps and the innovate, and test
Technology Directors Association,
like, we must grapple with the com- new technol-
Vermont
plexity of keeping that data safe” (Peter ogies, their
Drescher, State Educational Technology GDPR
Directors Association, Vermont, U.S.).
Data Privacy is a complex, multifac- more, the vast majority of children
eted, and critical issue for education. worldwide have an online presence at a
Three of the nuances that complicate very young age, one usually shaped by
this Hurdle and make it difficult to sur- their parents.3 “That means a massive
mount are Awareness and Competen- amount of public information about
cy, Legal Requirements, and Policies them might be generated before
and Processes. they are able to understand
Awareness & Competency. Educa- what it means to give con-
tors and students often have limited sent.”4 Educators, parents,
understanding and awareness of and policymakers
data privacy issues that permeate the are challenged to
use of technology in and beyond the consider howadvice applied. Teachers give
up trying to utilise relevant
and engaging tools because it’s
just too hard to work through the
hurdles in time” (Karen Swift, James
Nash High School, Australia). This can
“
make it difficult to navigate the goals
of protecting student data, teaching
and learning innovation, and prepar-
ing students for responsible technol-
ogy use and digital citizenship.
Imagining the Potential.
“People often do not under-
stand the positive impact data can
have on improving student outcomes.
From using machine learning to devel-
op predictive models to identify stu-
dents that need support, to leveraging
data to adjust instructional programs,
PEOPLE OFTEN
we should arm teachers with the best
tools to enhance learning environ-
compliance remains ments. I always say nobody wants a
critical. For example, a
Swedish high school was DO NOT doctor to have less data if you are sick
and need help, so why not apply this
recently fined for its pilot
of facial recognition technology UNDERSTAND to education as well?” (Chad Stevens,
Amazon Web Services, Illinois, U.S.). The
THE POSITIVE
for attendance tracking.7 Data Quality Campaign details four
Policies & Processes. Existing priorities to make data work for all
student data privacy policies and pro- students: measure what matters; be
IMPACT DATA
PAGE 10 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS
cedures are often outdated or insuffi- transparent and earn trust; make data
cient in the face of new technologies use possible; and guarantee access and
and an evolving education landscape,
and revising or creating these policies
is not straightforward. For example,
CAN HAVE.” protect privacy. 8 This resonates with
the Advisory Board’s insights into the
potential of data privacy. In this vision,
—Chad Stevens, Amazon Web
The American School of Lima in Peru Services, Illinois, U.S. •educators, students, parents, and
is working on its Child Protection vendors/partners have the awareness,
Policy, which includes data protec- knowledge, support, and ability to
tion. “This is a hurdle to us because of how best to proceed. protect data privacy, facilitate ap-
all the information systems we used... Schools and districts also face propriate control, and leverage data
that contains private information from challenges in implementing their appropriately for student success;
our students, teachers and parents, data policies and procedures, •legal requirements are adequate,
and on top of that, they are hosted in including availability of funding and easy to understand, and imple-
the cloud by each of the developing expertise. Technology vendors are mentable;
companies’ servers worldwide” (Dan- an important partner in protecting •policies and processes include and
iela Silva, M.Ed., The American School student data, but they may not respect stakeholders, appropriately
of Lima, Peru). In creating or updating always have a strong understanding direct action, and evolve to meet new
their data policies and processes, of relevant education and priva- technological and societal complica-
many schools and districts look to cy laws. It can also be difficult for tions;
organizations, literature, and govern- districts to keep up with changes •students have agency over their
ment resources that focus on student to vendor technology and policies. data; and
data privacy. Yet recommendations “Time is limited. It can take weeks •it is easy to responsibly use and
often differ making it difficult to know for offshore sites to be reviewed and protect data.“
THIS IS A HUMAN ISSUE NOT A
TECHNOLOGY ISSUE. IT IS ABOUT
CHANGING THE KNOWLEDGE, HABITS,
AND BEHAVIORS OF PEOPLE”
—Marlo Gaddis, CETL, Wake County Public School System, North Carolina, U.S
Surmounting the Challenge. Build Awareness & Competency. district. We are in the process of
“This is a human issue not a “Awareness is an important first step developing multi-year professional
technology issue. It is about changing but this needs to be used as a foun- development, processes for request-
the knowledge, habits, and behaviors of dation for developing a more explicit ing apps and software and creating
people” (Marlo Gaddis, CETL, Wake County understanding of how to keep data a resource library for our staff and
Public School System, North Carolina, U.S.). secure online and to meet privacy ex- teachers” (Eileen Belastock, CETL,
Surmounting the Hurdle of Data Privacy pectations” (Andrew Smith, Education Mount Greylock Regional School Dis-
requires building awareness and compe- Services Australia, Australia). trict, Massachusetts, U.S.).
tency, developing policies and practices, To surmount this challenge, educa- Schools and districts should include
and prioritizing and driving change. tors at all levels, across the organiza- parents as part of the conversation
These efforts must be ongoing as tion must be educated about student around data privacy and technology
technology and legal requirements data privacy. The Advisory Board rec- use for education. It is important to
continue to evolve. Schools ommends that schools and districts ask “what do the parents know, and
and districts can leverage •implement regular awareness cam- what do they need to know? Then,
resources9 from research- paigns that highlight both the issues start with the basics—communicate
ers and practitioners of data privacy and the benefits of to parents why you have the policy,
and learn from the data for education; and what protections you’re putting in
efforts of other •celebrate education innovation and place, and how they will help the
schools and technology use that aligns with data students."10 Partner with parents to
districts. privacy values. build a community around protecting
PAGE 11 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
“In my district, this Hurdle materi- student data.11
alized and became my main focus as Students are also important part-
technology director when we began ners in their own data privacy and
providing devices to students and protection, and that of their peers.
teachers for both in school and out Educators must intentionally develop
of school use....In our case, it was student competency with technology
on us (edtech leaders) to train use, cyber safety, digital citizenship,
the teachers, administrators, and privacy. “One reality of the in-
students, and staff on the creasingly connected K–12 classroom
ethical and legal ram- is even the youngest students are
ifications of using routinely going online, using email
apps and soft- and engaging with mobile apps that
ware that are collect their information."12 Many
not vetted students are both tech-savvy and
by the insufficiently adept at protecting
themselves online.13 These articles
and organizations offer suggestions
and resources for teaching digital
skills to students of various ages.14
Education technology providers are
an important partner in student
data privacy and legal compli-
ance. Open and maintain
channels of communica-
tion with vendors andpotential providers to build under- els of data privacy” (Holly Doe, Bedford Alongside building awareness and
standing on both sides of the rela- School District, New Hampshire, U.S.). competency of the complexities of
tionship. “It is critical for industry to Develop Policies & Practices. “As a data privacy, schools and districts
assist schools by providing tools that school system we’ve been intentional need to develop policies and process-
integrate strong data privacy, along about socializing and continuously es to guide data use and protection.
with respecting the transparency that reiterating data literacy and data cul- CoSN’s Protecting Privacy in Con-
“
needs to be involved in the use of ture in order to help facilitate system nected Learning Initiative provides
student data” (Chad Stevens, Amazon coherence. This includes a complete recommendations for school districts
Web Services, Illinois, U.S.). CoSN’s Pro- that are building or growing their data
tecting Privacy in Connected Learning protection programs.18
initiative provides two resources to “For school districts, data privacy
help schools discuss data security is a multi-stakeholder priority, and
with vendors and vet online tools.15 it touches every aspect of opera-
Additionally, Commonsense Media tions—from student transportation
provides resources to help review the to instruction, assessment to athletics,
practices and policies of technology and counseling to community initia-
PAGE 12 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
providers16 and the International tives.”19 For example, the Baltimore
Association of Privacy Professionals County Public Schools’ Growing Up
shares privacy news and resources17.
These resources can help you begin
FOR SCHOOL Digital ecosystem includes informa-
tion, recommendations, and resources
your own assessments and serve as a
launching pad for your work. DISTRICTS, on data privacy, digital literacy, online
security, and other key elements of
DATA PRIVACY
For example, the New Hampshire today’s digital and education world.20
Student Data Privacy Consortium CoSN21 recommends that school
(NHCTO) partnered with The Educa- systems:
tion Cooperative (TEC) who partners
with vendors around student data
IS A MULTI- •stay current and compliant with
federal and state laws;
privacy agreements. This allows
“districts throughout the small state STAKEHOLDER •address community and stakeholder
expectations early and often;
PRIORITY.”
of New Hampshire to have a voice •keep instructional impacts in the
and to have an impact on protecting picture;
their staff and student privacy....New •mitigate risk with responsive, re-
—Vince Humes, Ed.D., CETL, Northwest Tri-
Hampshire has a tough data privacy sponsible, privacy administration and
County Intermediate Unit, Pennsylvania, U.S.
law and the New Hampshire De- management; and
partment of Education has provided •provide training for educators and
districts with minimum standards that revamp of the data governance staff across the organization.
vendors must meet. These partner- structures, professional development, The Advisory Board also recom-
ships between vendors, TEC, the visualizations and system alignment mends that districts/schools:
NHCTO and the state are a collabora- associated with our data system” •research the educational value, data
tion that is assisting in helping all New (Teshon Christie, CETL, Kent School protection, and systems integration of
Hampshire districts reach higher lev- District, Washington, U.S.). technologies under consideration;Mernaugh of the Exploring the Opportunity.
Illinois State Board of “If you want to know if some-
Education recommends thing is working or how to improve
that states interested in a system, you gather, look and learn
doing similar work “engage from that data” (Helen Crompton, Ph.D.,
educators early in the project, Old Dominion University, Virginia, U.S.).
collect continuous feedback from The global mega-trend of Da-
early adopters, and prioritize work ta-Driven Practices has major impli-
based on educator feedback through- cations for education. Data can guide
out the life of the project. By center- educators to dramatically improve
ing teachers’ experiences and input teaching and learning for student suc-
throughout the development of a cess, direct education administration,
dashboard, you will help ensure that and enable innovation. In the U.S. stu-
the included data really meets their dent data is collected by schools, dis-
needs, which ultimately encourages tricts, states, and federal government
•focus on the pur- wider adoption and use to better to inform teaching & learning, direct
pose of data collec- support students.”22 resource allocation, assess outcomes,
tion and use - to support Leadership is central to success- and inform the public.25 According
teaching and learning; fully overcoming the Hurdle of Data to the Data Quality Campaign 2019
•specify what and how Privacy.23 CoSN’s Trusted Learning parent and teacher poll, conducted in
data is shared with third party Network recommends six leadership the U.S., “more than 90 percent of par-
companies; practices for driving data privacy in ents say that they support teachers
•approach data proactively and schools: knowledge, compliance, using data to ensure that students are
include data as a regular, ongoing setting expectations, designated lead, getting the support and enrichment
responsibility; and transparency, and resources.24 they need, and 86 percent of teachers
•craft policies and processes that agree that using data is an important
make it easier for educators to use Accelerator: part of being effective in their jobs."26
technology and be compliant.
Prioritize & Drive Change. Educa-
Data-Driven For example, many governments
and educational organizations in
tors, schools, and districts must be Practices sub-Saharan Africa are leveraging
active in addressing data privacy and Defining Data-Drive Practices: With technologies like Geographic Informa-
shaping the future of data use and more student engagement/perfor- tion Systems (GIS) to collect data and
protection for education. “The poli- mance and other kinds of data being inform decisions. GIS has been used
PAGE 13 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
cies and procedures are important. collected, schools are leveraging that for school planning (Mali and Nige-
“
Yet, without our staff’s active involve- data to make decisions about curricu- ria), to identify rural schools for the
ment and understanding, we are lum, hiring, teaching and learning, and Primary School Nutrition Programme
(South Africa), and to better
understand education facilities,
enrollment, support27.
IF YOU WANT TO KNOW IF “Effective, bias-mindful, appre-
ciative data-driven practices yield
SOMETHING IS WORKING... insights on exemplar practices,
the level of efficacy for tools &
YOU GATHER, LOOK AND strategies, provide immediate
feedback to students and edu-
cators, and can provide insights
LEARN FROM THAT DATA.” into what works where within
and across large systems” (Philip
— Helen Crompton, Ph.D., Old Dominion University, Virginia, U.S. Neufeld, MBA, Ed.D, Fresno Unified
School District, California, U.S.).
Data can be used to track stu-
getting nowhere fast” (Vince Humes, technology investments. Increasingly, dent progress and identify students who
Ed.D., CETL, Northwest Tri-County Inter- school leaders are using data visualiza- are struggling. For example, Meriden
mediate Unit, Pennsylvania, U.S.). tion to view academic and operational Public Schools in Connecticut, U.S. is us-
For example, the U.S. state of outcomes. ing “on-track” reports which are shared
Illinois is implementing a student data Data-Driven Practices include, but and discussed with students, and used
dashboard to empower teachers and are not limited to, data-driven deci- for goal setting and progress monitor-
provide secure access to data. Kara sion making. ing.28 Data can also shift the focus fromcontent to student understanding, skill
development, and learning applica-
tion29, and enable students to assess and
foundational data-driven practic-
es, to innovative applications and
leveraging emerging technology.
EDUCATORS
direct their learning progress. For exam-
ple, “in many grade levels our students
Across this spectrum of situations
and applications, nuances of
NEED SUPPORT
are analyzing their performance on local data-driven practices complicate
TO LEVERAGE
PAGE 14 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
assessments to set their own goals for educators’ ability to leverage this
the next time they are assessed....We are
also taking a serious look at useful tech
driven formative assessments and how
Accelerator. These complications
include understanding and capabil-
ity to leverage data effectively and
OPERATIONAL
important it is for the teacher to have
quick actionable data to alter instruction
responsibly, processes and security,
and data relevance and usability.
DATA.
to better personalize the learning in the Understanding & Capability.
classroom” (Holly Doe, Bedford School In general, teachers believe that
District, New Hampshire, U.S.). Personal- data is important for effective Processes & Security. Educators,
ization is another powerful opportunity teaching, but it is often up to the including teachers, must also be
supported by data. teacher to develop and apply the included in designing data processes,
Beyond teaching and learning, necessary data skills.32 According to priorities, and implementation, and
data-driven practices can assist with the OECD, teachers need capability, districts must build trust around data
education administration and systems motivation, and opportunity to use and data use. Data Privacy, one of
that surround learning. Data can help data to inform their work.33 Schools the top Hurdles for K-12 innovation,
reduce decision-making risks30 and and districts must invest in training also complicates schools’ ability to
support safety, security, and threat and application of data, and this leverage Data-Driven Practices. Many
prevention in education.31 can be costly and time-consuming. of the nuances of Data Privacy also
Educators also need support to apply to Data-Driven Practices, includ-
Illuminating the leverage operational data for school ing the necessity for awareness and
Complications. activities beyond teaching and understanding, legal compliance, and
Across the globe, use of data-driven learning. Furthermore, districts must appropriate policies and procedures.
practices in schools and districts foster understanding with parents, Unresolved privacy concerns can
ranges from no or introductory data students, community members, make educators reluctant to pursue
use, to data for benchmarking and and other stakeholders. data-driven practices.Data-driven security and surveil- “There also needs to be ways for higher levels of data fluency (and
lance practices are a critical and districts to analyze data quickly so it is literacy)” (Kim Flintoff, Curtin University,
timely issue for K-12 education. In the actionable” (Holly Doe, Bedford School Australia).
face of school shootings, bullying, and District, New Hampshire, U.S.). Data To leverage this Accelerator, school
violence in and around education set- must be accessible to educators and systems must provide training, profes-
tings, many districts are implement- presented in formats that are both sional development (PD), and support
ing security solutions that rely on easy to understand and reflect the for educators to develop their data
data, artificial intelligence, and surveil- complexity of student learning. knowledge and skills. For example, in
lance technology. For example, many There are also important equity the European Union, the DATADRIVE
schools are “investing in new security considerations for data-driven practic- project is providing educators with
“
technologies that scan social media es. Data can be leveraged to support knowledge, skills, and resources to
posts, school assignments and even equity, but it also has the potential use data. With collaborative part-
student emails for potential threats."34 to exacerbate existing biases and in- ners from six countries, this project
Yet even new technology solutions equalities, and harm student learning is developing, piloting, iterating,
THERE IS A
GREATER NEED
TO UNDERSTAND
HOW DATA
CAN INFORM
OUR DECISION
MAKING”
PAGE 15 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
—Kim Flintoff, Curtin University, Australia
are no guarantee of increased student and success.36 For example, a recent and deploying frameworks, tools,
safety and they come with critical study illuminated and “explored ten- and training to help educators use
privacy and civil liberties issues.35 sions between accountability-driven evidence for school improvement and
Corporate partners and vendors data use and data use for continuous student success.38
are important partners in data-driven improvement, data use to confirm A recent study in an urban district in
practices, working with educators and assumptions and data use to chal- the United States reviewed the imple-
school systems to develop and imple- lenge beliefs, and the use of data for mentation of a data-driven decision
ment tools that provide information tracking and flexible grouping."37 making (DDMD) program to “develop
about teaching, learning, and opera- principals’ capacity to analyze, manage,
tions. Yet resources, school readiness, Leveraging the Accelerator. and make good use of their school-lev-
and vendor priorities can be barriers Leveraging the global me- el data.” The program included a quan-
to successful collaboration. ga-trend of data-driven practices titative data dashboard and bimonthly
Relevance & Usability. Beyond requires school systems and educa- professional development. The study
knowledge and processes for da- tors to build understanding and data suggests four recommendations for
ta-driven practices, schools also face competency, design processes that other schools: “(1) Clearly define the
challenges with the data itself. Exist- enable decision-making, and consider goals for capacity building, (2) Plan for
ing data may not be able to produce data relevance and usability. changes in PD culture and alignment,
the desired insights, being irrelevant, Build Understanding & Skills. (3) Anticipate additional technical
incomplete, or untrustworthy, or “There is a greater need to under- requests and desires for assistance, and
overly simplistic to describe complex stand how data can inform our (4) Build trust in DDDM.”39
phenomena. decision making and requires much Educators must place learnersSchool systems must also inten-
tionally build trust and engage with
the complex issues surrounding data
privacy and rights, including Big Data,
data mining, and learning analytics.41
Focus on Relevance & Usability.
“Understanding what data can (and
can’t) say, what data we should be col-
lecting, how to better help students
learn to understand and use their own
data are all critical to maximizing what
is possible for learning” (Jeremiah
Okal-Frink, Ph.D., Dell Technologies,
New York, U.S.).
School systems must focus on ob-
taining and leveraging high-quality,
relevant, and usable data—and it is
imperative to pinpoint what existing
“
data is capable of revealing. In de-
signing or revising data processes,
educators can center efforts around
what they hope to learn or measure,
and make sure that they collect data
at the heart of data initiatives and relevant to that question. “I wonder
data-driven practices, and students if we’re trapped in thinking either
should also be engaged in under- about the data-we’ve-always-had
standing and using data. For example, or the data we wish we had for the
students created an infographic to past 20 years (e.g. portfolios)?....
visualize their mobile phone usage What if our conversation about
as part of Michael Lambert’s Big data-driven practices wasn’t driven
Data class at Concordia International by preconceptions of what data is
School Shanghai in China. “It was one available?” (Jeremy Roschelle, Ph.D.,
of those ’ah-ha’ moments. Creating Digital Promise, California, U.S.).
a personal visual infographic is like
LEVERAGING Along with this comes the challenge
PAGE 16 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
watching yourself on video” (Michael of maintaining complexity of data
Lambert, Concordia International
School Shanghai, China).
Design Processes. “Leveraging
DATA SEEMS while making it usable.
Intersections
data seems so simple...but is a big
challenge. It has to be an entire dis-
SO SIMPLE ... Data Privacy and Data-Driven Practices
are two important and intertwined
trict focus to really make a difference.
You have to show it in all functions of BUT IS A BIG topics for K-12 innovation in 2020. In
order to leverage data-driven practic-
district operations to ensure that it is a
culture point throughout the district.
Putting small pieces of very relevant,
CHALLENGE.” es, it is imperative that school systems
address data privacy; data-driven
practices and processes can help direct
— Kris Hagel, CETL, Peninsula School
actionable data in front of teachers conversation and solutions to data
District, Washington, U.S.
and administrators to get started is privacy concerns. To address the com-
the most critical step to start building plications and leverage the opportu-
a culture around data driven practic- each other and in activities around nities of these topics, the Driving K-12
es” (Kris Hagel, CETL, Peninsula School making use of evidence. Authorities Innovation Advisory Board suggests
District, Washington, U.S.). and school leaders can support that educators and school systems:
In addition to advancing under- this by providing and helping with •Build awareness and capability of
standing and capability, schools knowledge management systems, stakeholders.
must design processes and systems and by weighing the costs and •Invest in professional development.
that enable easy and appropriate benefits of changing a school’s work •Design and iterate policies and
data collection, analysis, and use. processes."40 Districts should estab- processes.
This “involves organising day-to- lish research partnerships and col- •Center efforts around student well-
day work in a way that enables and laborate with teachers to design and being, learning, and inclusion.
encourages teachers to engage with iteratively improve data practices. •Embrace complex change.Spotlight:
Teaching
& Learning
“I
n today’s world,
everyone needs
to know the “why”
THERE IS SIGNIFICANT the “what” and the “how” of
learning and clearly understand the
CHANGE HAPPENING emotions that surround the situation
of learning” Dr. Beverly Knox-Pipes, BKP
AROUND THE HEART Solutions & Nova Southeastern University,
Michigan, U.S.). There is significant change
happening around the heart of educa-
OF EDUCATION— tion—the learner. As technologies evolve,
societies change, and new insights emerge
THE LEARNER. about how people learn, school systems
are adapting to major shifts in the knowl-
edge and skills that students need and the
pedagogies and systems that guide student
learning. The Driving K-12 Innovation
Advisory Board identified the Evolution of
Teaching and Learning (a Hurdle) and Social
Emotional Learning (an Accelerator) as two
key topics for K-12 innovation in 2020. The
next section of this report investigates these
two aspects of learning.Hurdle: Evolution
of Teaching and
Learning
The Evolution of Teaching and Learn-
ing defined: The teaching and learning
landscape is changing, opening up
the opportunity to move toward a
balance between teacher facilitation
and student learning with the help
of technology. As teaching, learning,
and learning outcomes are constantly
being redefined, schools are tasked
with ensuring that teaching practices
and pedagogies are not outpaced by
technology trends, nor by advances in
our knowledge of how people learn.
Exploring the Challenge.
“The rapid evolution of pedago-
“
gy; propelled by drivers like the fourth
industrial revolution, globalization,
climate change; require responsive
instructional models and learning
experiences that fit local contexts and
assure students with critical global val-
TECHNOLOGY MAKES
ues” (Philip Neufeld, MBA, Ed.D, Fresno
Unified School District, California, U.S.) THE CLASSROOM
LOOK AND FEEL
Developments in technology, chang-
ing work and societal futures, new
insights into how people learn, peda-
gogy innovation, and shifting educa-
DIFFERENT, BUT...THE SUBSEQUENT
PAGE 18 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
tion priorities are catalyzing changes in
teaching and learning approaches. This
Hurdle is complicated by technology IMPACT ON LEARNING...IS NOT
BEING LEVERAGED.”
evolution and adoption, pedagogy and
learner-centric approaches, and educa-
tor development and support.
—Karen Swift, James Nash High School, Australia
Technology. Teaching and learning
is changing, yet this evolution may
not be as far along as it seems. “The utilizing information communication students’ prior knowledge and learn-
presence of technology makes the technologies including cloud-based ing needs, and the context in which
classroom look and feel different, but I services, digital textbooks and resourc- teaching and learning develop.“ 45
think that in many cases, the subse- es, and open education resources. Pedagogy. According to the 2018
quent impact on learning from the Over the past five years, teacher access Organization for Economic Co-op-
technology use is not being lever- to, understanding of, and enthusiasm eration and Development (OECD)
aged” (Karen Swift, James Nash High for ICTs has grown. However, “govern- Teaching and Learning International
School, Australia). The implementation ments still focus on providing Internet Survey (TALIS), at least two thirds
of technology in education is not access, digital content, and equipment of teachers frequently use “instruc-
enough in and of itself.42 Research on to schools, and pay far less attention to tional practices” intended to clarify
the impact of technology on learning helping teachers enhance and trans- instruction or manage the classroom.
suggest that technology can be a form teaching through technology.”44 A little over half of teachers use
powerful tool for elementary student Rather than focusing on the imple- “cognitive activation practices” which
learning if it is comprehensively inte- mentation of a technology, educators require students to think critically and
grated with pedagogy.43 must center their innovation efforts problem solve.46 Across the globe,
For example, education systems in around student learning, balancing educators are challenged to contin-
sub-Saharan Africa are increasingly “learning goals, available technologies, ually adapt pedagogy in the face ofever-changing technologies, societal by the communities they support and development and support.
futures, and learner needs. “We need their perception of learning practices. Recenter Around Learning. “The
to ensure that pedagogies are not Insufficient professional development greatest promise of learning technol-
only not outpaced by technology can prevent educators from trying ogy will remain unfulfilled if peda-
trends, but also by advances in our new ideas and from successfully unit- gogy (and associated research) does
knowledge of how people learn” (Liz ing technology and pedagogy. not evolve alongside it. Also, new ap-
Lee, ISTE, Washington D.C., U.S.). This proaches are essential to addressing
ever-changing environment and Imagining the Potential. the challenges produced by Future
context-specific considerations of dif- The Evolution of Teaching and of Work, and supporting Lifelong
ferent school systems make it difficult Learning has the potential to shift Learning” (Ruben Puentedura, Ph.D.,
to know what changes to make and education from a hierarchical teach- Hippasus, Massachusetts, U.S.).
how to implement them. er-student dynamic to perfectly-bal- More than technology innovation
Training & Support. Evolving anced partnerships between teachers and curriculum, schools must focus on
pedagogy and applying technolo- and students co-creating learning. learning. This means actively re-think-
gy for education is complicated by Faced with the necessity of changing ing existing practices, re-imagining
education leadership, educator and educational approaches, educators learning processes and classroom
community buy-in, and professional and students can evolve teaching and norms, and re-evaluating learner
development. School systems must learning together. The 2018 OECD needs. “Innovation at the level of
lead and support innovation in tangi- TALIS instrument revealed several practice must be seen as a normal
ble ways, and leaders must be willing shifts in teaching and learning. These response to addressing the daily chal-
lenges of a constantly chang-
ing classroom. Change is not
an extra, but a pedagogical
problem-solving process that
builds on the creative, intui-
tive and personal capacities
of teachers.”48
Data collection and analysis
can help illuminate student
learning and development—
including academic and
non-academic outcomes—
but the application of tech-
PAGE 19 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
nology solutions must be led
by learning. For example one
Fresno Unified School District
in California, U.S. is focusing
THE APPLICATION OF on learning and evolving
pedagogy through their Per-
TECHNOLOGY SOLUTIONS sonalized Learning Initiative.
This project is “based on a
pedagogical model designed
MUST BE LED BY LEARNING. to foster a collaborative learn-
ing culture where teachers
and students take ownership
over their own learning“ 49
to step out of their comfort zone changes include an increased use of and leverages professional devel-
envision and model innovation. This student assessments and improve- opment, data analytics, and vendor
Hurdle is complicated by those who ment in teacher-student relations partnerships.
are resistive to change, prefer not to across the 48 countries and econo- These resources offer additional
collaborate, or lack the time to invest mies included in the survey.47 suggestions for teaching and learning
in change-making. “Systemic narrow innovation and learning-centered
focus on student academic outcomes Surmounting the Challenge. pedagogy.50
partnered with teacher recognition Addressing the ongoing Hurdle Redefine Teacher and Student
tied to student performance creates of teaching and learning evolution Roles. Along with changing peda-
inertia in teacher practice” (Karen requires a multifaceted approach gogy, the evolution of teaching and
Swift, James Nash High School, Austra- that unites pedagogy shifts, learn- learning challenges educators to
lia). Educators may also be influenced er-centric approaches, and educator re-define the roles of teachers and“
TEACHERS ARE LEARNING teach STEM and ICT with
the help of inquiry-based
... FROM STUDENTS USING
pedagogy.” 56 Beyond
online courses, social
media are also complicat-
TECHNOLOGY ON A DAILY ing teacher professional
development as they pro-
BASIS.” — Lisa Gustinelli, St. Vincent Ferrer Catholic School, Florida, U.S.
vide new avenues for ed-
ucators to find and share
ideas and practices.57
Educators need a lot
students. For example, Winchester from students using technology on a of support, both face-to-face and
Public Schools in Virginia, U.S. has daily basis” (Lisa Gustinelli, St. Vincent virtually. For example, the Concordia
transformed teachers’ roles into Per- Ferrer Catholic School, Florida, U.S.). International School Shanghai in
sonalized Learning Coaches for their For example, teachers saw students China has instructional coaches who
new Innovation Center.51 “This change using an augmented reality cube that support teachers, assist with educa-
has in turn reshaped our professional allows people to interact with 3D tional tools, help design curriculum,
learning plans and teacher evaluation objects and were inspired to leverage and provide training.58
systems to match the new role” (Jason this technology for learning in their The Croatian Academic and Re-
Van Heukelum, Ed.D., Winchester Public classes. In addition to partnering with search Network, in coordination with
Schools, Virginia, U.S.). students in the evolution of teaching the Croatia Ministry of Science and Ed-
In Finland, schools are required to and learning, it is imperative to bring ucation, piloted a program that intro-
offer phenomenon-based learning ex- parents and community members into duced technology, digital content
periences—student-led, interdisciplin- the conversation and changemaking. development, services and tools
ary, project-based activities grounded Invest in Professional Development. for teaching and operations,
in the real world. These interest- and Professional learning and develop- and continuous training
discovery-driven projects require ment is essential to enabling educators in 151 schools. This
teachers to adapt their work “from to drive and adapt to the evolution of “made it possible to
a more traditional direct-instruction teaching and learning. Like student use technology in
approach to a hands-off one depend- learning, educator training can take teaching and
ing on what students need,” to provide many formats, from professional learning
students with the support, skills, or conferences to face-to-face workshops
PAGE 20 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
content for their project and context.52 to online learning opportunities. For
At Brookside Elementary School example, the Northwest Level Up Chal-
in British Columbia, Canada and lenge offers personalized learning and
elsewhere, another approach is being themed challenges for staff online.55
implemented that shifts classroom The European-based 2019 Teaching
dynamics. ‘Genius Hour’ is school time Information and Communication
dedicated to student-driven learning Technology for Inquiry Massive
on topics that interest them.53 Open Online Course focused
Schools in China, Hong Kong, on providing primary
Indonesia, Singapore, Thailand, and and secondary school
elsewhere are experimenting with educators “with
technology-enhanced assessment “as essential skills
a tool to inform and support learners and knowl-
in the systemic pursuit of continuous edge to
and lifelong learning, rather than
merely for evaluating learners for ac-
creditation and selection purposes.”54
An important part of moving to
teacher-student co-ownership of
learning is educator willingness
to learn from students. “Many
teachers are afraid of new
technology developments.
Our teachers are learn-
ing new strategies“
THE DEVELOPMENT OF SEL COMPETENCIES
WHILE STUDENTS ARE IN SCHOOL PREDICTS
A VARIETY OF LATER OUTCOMES.”
— Kaylen Tucker, NAESP, Virginia, U.S.
on a daily basis thus increasing digital Accelerator: Social ing emotions help students succeed
competence of school staff” (Arjana
and Emotional at school62 and “the development of
PAGE 21 • DRIVING K–12 INNOVATION / HURDLES + ACCELERATORS 2020
Blazic, Teacher Trainer, Zagreb, Cro- SEL competencies while students are
atia). The next phase of the project Learning. in school predicts a variety of later
will include all Croatian primary and Social Emotional Learning defined: outcomes, such as participation in
secondary schools. Schools are working to build empa- postsecondary education, success in
Educator attitudes toward and will- thy, grit, persistence, flexibility, and the workforce, civic engagement, and
ingness to engage in professional de- adaptability into curriculum, which personal well-being.”63 SEL strategies,
velopment and change efforts differ. arguably shapes worldviews and implementation, and outcomes are
A study in Dutch secondary schools students’ penchant for successful a major current focus for education
identified five “types” of teach- collaboration, problem-solving, and researchers and practitioners, as well
ers when it comes to professional civic responsibility. Further, learning as an important topic for achieving the
development which “could be used experiences that help build students’ United Nations’ Sustainable Develop-
to select or match the right group of character and identity, encourage cre- ment Goal #4.7: Education: Sustainable
teachers to a particular intervention ative and social risk-taking are being Development and Global Citizenship.64
or to organize different professional emphasized. SEL “has to do with feeling safe, be-
development activities for different ing encouraged and able to take social
types of school teachers.”59 These Exploring the Opportunity. risk, finding your identity in the learn-
resources suggest ways to foster “Social emotional well-being ing, making the learning experiences
educator learning and professional will be critical in our ability to co-exist, authentic to yourself” (Peter Drescher,
development.60 collaborate and implement solutions Vermont Agency of Education, Vermont,
Leadership is key to encouraging and in a complex and diverse global U.S.). The Collaborative for Academic,
supporting educators in overcoming context” (Beatriz Arnillas, itslearning, Social, and Emotional Learning (CA-
the Hurdles of educational change. The Massachusetts, U.S.). SEL) outlines five SEL competencies:
NAESP Center for Innovative Leader- Social Emotional Learning (SEL) is self-awareness, self-management,
ship offers resources to help education widely considered to be essential for social awareness, relationship skills,
principals and leaders drive change.61 students. Understanding and manag- and responsible decision-making.65You can also read
