Table of Contents
LTPF Toolkit Overview 2
LTPF Toolkit: List of Components 3
Preparing for Implementation Sample 5
Learning and Technology Policy Matrices 6
LTPF Readiness Assessment 22
Exemplars and Scenarios for Discussion 28
School and District Exemplars 28
Classroom Scenarios 29
Middle School Science Scenario 32
Comparative Case Studies 34
Access, infrastructure, and Digital Learning Environments 34
Leadership 37
Sample LTPF Implementation Planning Guides 40
School Authority Leaders 40
School Authority Technology Leaders 46
School Leaders 52
Sample Implementation Planning Agendas 58
School Authority Leadership 58
School Authority Technology Leaders 62
School Leaders 66
School Authority Actions Summary 69
Learning and Technology Policy Framework (LTPF) Toolkit Overview
The LTPF Toolkit is designed to support school authority leaders with implementation of the Learning and Technology Policy Framework 2013. The purpose of the Toolkit components is to assist and guide jurisdictions to develop a coherent alignment of learning and technology across curriculum, instruction, assessment, leadership and professional learning.
The LTPF provides guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision of Inspiring Education through the innovative and effective use of technology. The framework sets five interdependent policy directions:
1. Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
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.
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.
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.
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.
These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the interdependent nature of these directions, it is anticipated that Superintendents and system leaders such as Directors of Technology, Professional Development, Learning, and those in similar positions will be involved in collaborative planning for implementation. The involvement of school administrators, teachers, trustees, students, school councils and school community stakeholders at particular stages should also be considered. The components in this Toolkit are intended to be flexible, as it is expected that implementers will adapt and revise them to suit local circumstances.
LTPF Toolkit: List of Components
· School Authority Actions Summary
A reference tool/checklist to track implementation progressagainst school jurisdiction outcome in the Learning and Technology Policy Framework
· School Authority/School Readiness Assessment
An assessment that provides an overview of readiness to implement the Learning and Technology Framework by identifying current areas of strength as well as those that may require attention.
· LTPF Toolkit Components List
· Policy Direction Matrices
A detailed matrix for each of the LTPF policy outcomes identifying a progression from rarely evident to consistently evident that is designed to inform and guide implementation discussions, local analysis and the design of next steps.
o Policy Direction 1: Student-Centered Learning
o Policy Direction 2: Research and Innovation
o Policy Direction 3: Professional Learning
o Policy Direction 4: Leadership
o Policy Direction 5: Access, Infrastructure and Digital Learning Environments
· Sample Implementation Agendas
Sample Implementation Planning agendas for Jurisdiction leaders, Technology Leaders, School based Leaders. These agendas are intended to be adapted and revised as necessary to suit local circumstances.
o School Authority Leaders
o Technology Leaders
o School Leaders
· Scenarios and Exemplars for Discussion
Five text-based scenarios and exemplars designed to facilitate discussion, inform local assessment of current practices, and clarify current performance levels relative to the LTPF outcomes.
o Learning and Technology Classroom Scenarios
o LTPF Scenario Middle School Science
o LTPF Access and Infrastructure School District Exemplar
o LTPF Access and Infrastructure School Exemplar
o Learning and Technology Exemplars
· Case Comparisons
Two comparative case studies that demonstrate technology leadership and digital learning environments at various levels of proficiency.
o Case Comparison Leadership
o Case Comparison Access and Infrastructure Digital Learning Environments
· Implementation Planning Guides
Three sample planning guides for district and school leaders that provide a sample structure for reviewing the LTPF, assessment of current readiness, information sources, establishing timelines, targets and communication with stakeholders. These guides are intended to be adapted as necessary to suit local circumstances.
o School Authority Implementation Planning Guide
o School Leadership Implementation Planning Guide
o Sr. Leadership Implementation Planning Guide
o Technology Leaders Implementation Planning Guide
Preparing for Implementation: Sample Process
Learning and Technology Policy Matrices
POLICY DIRECTION 1: STUDENT-CENTERED LEARNING
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology Framework. These are:
Policy Direction / DescriptionStudent-Centered 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 sustain and advance 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.
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.
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.
For each policy element, descriptors are provided at the following levels:
Rarely Evident: / Practices do not meet the Learning and Technology Policy standardSometimes Evident: / Practices indicate a developing understanding of the Learning and Technology Policy standard
Often Evident: / Practices approach the Learning and Technology Policy standard
Consistently Evident: / Practices meet the Learning and Technology Policy standard
Technology is used to support student-centered, personalized, authentic learning for all students.
Outcomes:
Students use technology, online learning and digital learning to:
a. access, share and create knowledge
b. discover, develop and apply competencies, as described in the Ministerial Order on Student Learning, to enable students to:
· know how to learn
· think critically
· identify and solve complex problems
· manage information
· innovate
· create opportunities
· apply multiple literacies
· demonstrate good communication and cooperation skills
· demonstrate global and cultural understanding
· identify and apply career and life skills
c. develop and apply digital citizenship and technological skills
d. demonstrate what they know and are able to do through effectively using a range of resources and media
e. monitor their learning progress and inform decisions through the use of data and evidence- based reasoning
STUDENT-CENTERED LEARNING /Students use technology, online learning and digital learning media to: / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
a. Access, share and create knowledge. / Students rarely access sources of information.
Students rarely share or collaborate within knowledge-building communities. / Students occasionally access sources of information and are able to determine which is appropriate for the task.
Students occasionally share, collaborate, and/or create within knowledge-building communities. / Students frequently access a variety of information sources and are able to discern which is appropriate for the task.
Students frequently share, collaborate, and create within knowledge-building communities. / Students have ubiquitous access to sources of information and are able to discern which is most appropriate for the task.
Students regularly share, collaborate, and create within knowledge-building communities.
Supporting Evidence:
Next Steps:
b. Demonstrate the competencies as outlined in Inspiring Education. / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
PLEASE REFER TO THE ALBERTA EDUCATION PUBLICATION, “CROSS CURRICULAR COMPETENCIES AND COMPETENCY INDICATORS” FOR DETAILED DESCRIPTIONS OF THESE COMPETENCIES.
c. Develop and apply digital citizenship and technological skills. / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
Students are unaware of the expectations and potential consequences regarding the safe, legal and ethical use of information and technology.
Student technological skills are rudimentary. / Students recognize and occasionally practice safe, legal and ethical uses of information and technology.
Student technological skills are adequate. / Students recognize and practice safe, legal and ethical uses of information and technology.
Student technological skills are proficient. / Students regularly practice and advocate for the ethical and responsible use of information and technology that fosters local and global citizenship.
Advanced student technological skills are consistently apparent.
Supporting Evidence:
Next Steps:
d. Demonstrate what they know and are able to do. through effectively using a range of resources and media. / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
Students are constrained in their ability to effectively demonstrate, represent, or express what they know.
Assistive technologies are not present in classrooms. / Students occasionally attempt different methods to demonstrate, represent, or express what they know.
Assistive technologies are present in classrooms but access is limited to a few students and some features may be disabled. / Students often use more than one method to demonstrate, represent, and express understanding appropriate to the task and to the discipline.
Assistive technologies are available in classrooms, enabled, and accessible to any student requiring them. / Students use multiple methods to demonstrate, represent, and express understanding appropriate to the task and to the discipline.
Assistive technologies are enabled, available to all as needed, and regularly used to demonstrate learning.
Supporting Evidence:
Next Steps:
e. Monitor their learning progress and inform decisions through the use of data and evidence- based reasoning. / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
Students rarely gather, or use evidence of their learning.
Students rarely receive or apply feedback. / Students gather summative data as the only evidence of their learning.
Students occasionally receive criteria-based feedback and occasionally use this to improve learning. / Students gather summative and formative data as evidence of their learning in order to monitor progress and to inform next steps.
Students obtain criteria-based feedback and frequently use this to improve learning. / Students regularly gather a variety of evidence about their learning to monitor progress and to strategically determine decisions.
Students consistently obtain feedback linked to specific criteria and regularly use this to improve learning.
Supporting Evidence:
Next Steps:
POLICY DIRECTION 2: RESEARCH AND INNOVATION
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology Framework. These are:
Policy Direction / DescriptionStudent-Centered 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.
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.
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.
For each policy element, descriptors are provided at the following levels:
Rarely Evident: / Practices do not meet the Learning and Technology Policy standardSometimes Evident: / Practices indicate a developing understanding of the Learning and Technology Policy standard
Often Evident: / Practices approach the Learning and Technology Policy standard
Consistently Evident: / Practices meet the Learning and Technology Policy standard
Teachers, administrators and other education professionals:
f. stay current with educational technology research
g. participate in and apply research to learning and teaching
h. use data systems and evidence-based reasoning to monitor and support personalized, student- centred learning
In Alberta’s education system:
d. educational technology research is supported
e. decision-making related to technology is informed by data and research
f. technology investments are targeted to areas of greatest effectiveness and need
RESEARCH AND INNOVATION /Teachers, administrators and other education professionals: / Rarely Evident / Sometimes Evident / Often Evident / Consistently Evident
a. Stay current with educational technology research. / Current research is rarely reviewed.
Research findings are seldom applied to improve teaching and learning. / Current research is occasionally reviewed.
Research findings may be applied to improve limited aspects of teaching and learning. / Current research is frequently reviewed.
Research findings generally inform teaching and learning. / Current research is constantly reviewed.
Research findings are broadly and strategically applied to improve teaching and learning
b. Participate in and apply research to learning and teaching / Questions of professional inquiry are rarely investigated. / Questions of professional inquiry are occasionally investigated. / Questions of professional inquiry are investigated through collaboration with researchers and discipline experts. / Questions of professional inquiry are thoroughly investigated through continuous collaboration with researchers and discipline experts.
c. Use data systems and evidence-based reasoning to monitor and support personalized, student- centered learning / Data systems provide a repository of content but are rarely used by teachers, administrators, other education professionals, students, and/or parents. / Data systems provide a repository of content and are occasionally used by teachers, administrators, students, other education professionals, students and/or parents to collect, monitor and analyze student assessment information to inform decision-making. / Data systems provide a comprehensive repository of content and are frequently used by teachers, administrators, other education professionals, students, and parents to collect, monitor and analyze student assessment information to personalize learning and inform decision-making. / Robust data systems provide a rich repository of content and are used in an ongoing manner by teachers, administrators, other education professionals, students, and parents to collect, monitor and analyze a wide range of formative and summative student assessment information in order to personalize learning and thoroughly inform decision-making.
Supporting Evidence:
Next Steps:
POLICY DIRECTION 3: PROFESSIONAL LEARNING