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Engaging School Districts in Evaluative Thinking and Research-Based Inquiry to Advance 21st-Century Teaching and Learning

Fri, April 4, 2:15 to 3:45pm, Convention Center, Floor: 100 Level, 115B

Abstract

Purpose and Perspective
This paper examines Ontario’s approach from 2011 through 2013 to engage all 72 school districts in voluntary, collaborative, inquiry-based research to investigate the impact of over 100 local technology-based innovation projects on instruction and student engagement, and ultimately on learning and achievement. Results of the study are informing system scaling and sustainability for Ontario’s 21st century teaching and learning plan.

Three interrelated challenges identified in the literature set the stage for this study:
•Need for changing practices to meet the needs of new millennium learners (Dede, 2010; Langworthy, Shear, and Means, 2010; Darling-Hammond, 2010; Hargreaves, 2010; Lemke, 2010; Marzano & Heflebower, 2011)
•Need for pedagogy and change leadership as driving forces for technology-enabled innovation (Graham & Richardson, 2012; Fullan, 2012)
•Need to strengthen empirical evidence regarding the impact and effectiveness of ICT in education (Scheuermann & Pédro, 2009; Jenson 2010)

The external research team borrowed from conceptual framework models (OECD, 2009) to guide systematic study into technology effectiveness in education. The framework was intentionally broad to allow for different components, but sufficiently constrained to identify indicators aligned with improving student learning. The framework provided a foundation for documenting districts’ diverse, locally chosen and controlled innovation projects within a common research structure and allowed the research team to report comparative analysis findings across projects.
The investigation examined:
•evidence of changing practice and strengthening student engagement, learning, and achievement
•how the projects’ outcomes for student learning connect with 21st century skills
•effective practices suited to system scaling and sustainability

Methods and Data
Collective case study methodology (Stake, 2005) was used to understand the unique features of individual projects as well as the larger collection. Data was collected using a self-reporting template and discussed through webinars with project leaders. Selected districts provided additional information through on-site and phone interviews. Data was cross-referenced with provincial achievement data in some cases. The research team compiled themes that emerged among districts. The approach included attention to knowledge mobilization and collective capacity building. Effective practices and artefacts were shared at annual Round Table events.

Results and Significance
The projects acted as catalysts for districts to explore new organizational strategies that push aside fragmented approaches to using technology for more coherent structures across departments that focus on the tools and 21st century skills that students require. Impacts were evident in student access, voice, and engagement; teacher practice, engagement, and, modeling of 21st century teaching/learning skills; and 21st century learning as a centrepiece in district strategic planning. Key findings link system scaling and sustainability to district leadership practices. Districts are addressing challenges related to: pedagogy, accessing devices, infrastructure, safety, and professional learning.

Ontario’s work contributes to the international knowledge-base on the impact of technology-enabled teaching and learning practices. It demonstrates how local control over technology-based school innovations can be partnered with a systemic approach and central support to contribute to improved learning outcomes and may prove useful to other jurisdictions seeking to engage districts, schools, and educators in technology-based innovative teaching and learning practices.

Authors