Given the losses our students have sustained, the communications technology environment they live in– texting, gaming, making media– changes to the traditional lecture, worksheets, classes of 25-28 all doing the same thing may be out of date.
Project-based learning could relate learning to communities and careers, while still teaching and tracking student mastery of standards-based curriculum skills and knowledge. Students could learn in large or small groups, in flipped learning on their own. Each student could have their own personalized learning plan and their progress could be one-click visible to their parents, teachers, and school admin.
“Learning Matrix” is a concept to replace the traditional school schedule and physical constructs with more personalized, varied, learning activities, modes, and schedules – using current technologies and supporting the development of skills required for career participation in today’s economy.
This paper, by Learning Counsel’s Leilani Cauthen, presents the concept of the Learning Matrix discussed by district and ed tech leaders.
The Learning Counsel is an organization that brings K-12 district and school leaders together with learning technology leaders to envision changes in schools and learning.
According to a recent survey, while nearly nine in 10 schools have adopted a learning management system that every teacher is supposed to use, fondness for functionality is hit-and-miss. While 85% of respondents said their schools have adopted an LMS, only two-thirds (64%) reported being satisfied with the current choice.
— Read on thejournal.com/articles/2021/08/05/educators-say-meh-to-school-lms-choice.aspx
The pandemic has been hard on all schools, districts, teachers, students, and families. And it has posed intense challenges for Superintendents. Relations between Superintendent Christina Kishimoto, Hawai‘i teachers, and finally the Board of Education made her choice not to pursue a new term a graceful exit.
After years of resistance to implementing technology and systems in learning, the pandemic forced it. Now we need leadership to uplift teachers, transform learning by implementing technology in more measured and creative ways, and create the family engagement and community integration that can surround our students with support.
This chart shows current systems, functions and features in the current multi-part configuration. Elements that we believe the Hawai‘i Department of Education is currently using are in red.
Given ongoing changes due to the pandemic, and because the specifics of district systems are difficult to derive, we cannot be sure if the Hawai‘i DOE may gave implemented some of the suggestions indicated here.
Communication – multiple one way channels– district and school websites, newsletters, emails, texts, phone, social media delivering policy, processes and changes are potentially confusing and obscure to teachers, students, and families.
Instructional Model – Face to Face, Virtual, or Blended learning– Synchronous, Asynchronous, define the chosen models.
Instructional Content – District-defined, teacher- created content, external core and supplemental content offer a wide range of opportunities for diverse student needs.
Learning Management System – A District level learning management system enables efficient delivery of learning and assessment, leverages content, delivers analysis. Classroom learning management offers teacher control but may not enable aggregated data or leveraging of resources.
Special Education System – Development of IEPs and learning tools to support special needs are supported in these systems.
Student Information System – District class scheduling, student demographics, cafeteria, bus, technology resource management are provided by the SIS.
Assessment Management – teacher-created, district, and external formative, interim, and summative tests may be managed in a separate system or a module of the SIS or LMS.