District Information Management


“Learning Matrix” Transformation Model Responding to Pandemic Losses, Career Needs, and Learning Technology Opportunities

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gaming, making media– changes to the traditional lecture, worksheets, classes of 25-28 all doing the same thing may be out of date.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.

Educators Say ‘Meh’ to School LMS Choice — THE Journal

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

From Within the Pandemic, Hawai‘i Seeks a New State Education Superintendent

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.

Honolulu Star Advertiser article announcing Dr. Kishimoto’s decision not to pursue another term (I am quoted)

Memo from the Hawai‘i Board of Education on the selection of the next Superintendent.

Honolulu Civil Beat article on the hiring timeline for permanent and Interim superintendents. (I am quoted)

Learning Elements of Our Digital World

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.