Disruptive Innovation in Education
August 24, 2008
This article is excellent. I particularly liked the section on social networking!
Within a few more years, however, two factors that were absent in stage 1 that are critical to the emergence of stage 2 will have fallen into place. The first will be robust platforms that facilitate the creation of user-generated content. The second will be the emergence of a user network, whose analogues in other industries include eBay and YouTube. A user network is a type of business model in which customers exchange with each other. For example, telecommunications is a user network because we send information to you, and you send it to us.
In education, this will mean that the tools of the software platform will make it so simple to develop online learning products that students will be able to build products that help them teach other students. Parents will be able to assemble tools to tutor their children. And teachers will be able to create tools to help the different types of learners in their classrooms. These instructional tools will look more like tutorial products than courseware initially. And rather than being “pushed” into classrooms through a centralized selection process, they will be pulled into use through self-diagnosis—by teachers, parents, and students who don’t have access to another tutoring option.
SSI K-12 Insider August 2008
August 23, 2008
Blog readers: Each month, the Smart Solutions K-12 group sends our a monthly e-mail newsletter. I would like to invite each of you to subscribe by e-mailing Paul Karlin at pkarlin@smartsolutionsonline.com. (Here is the August edition for your perusal.)
August 2008
A monthly newsletter from Smart Solutions K-12“We can’t solve problems by using the same kind of thinking we used when we created them.” – Albert Einstein
DID YOU KNOW?
Interested in free staff development without leaving home? Mark your calendar for the K-12 Online Conference starting from October 8th-25th. Session titles include: “How to Integrate Web 2.0 Tools on a Shoestring,” “Online Professional Development,” and “Acceptable Use and Web 2.0.” http://k12onlineconference.org/EDUCATION TECHNOLOGY TRENDS
Recommended Blogs for Back-to-School:
- Check out the Always Learning blog for a description of an innovative approach to technology professional development that combines training, tech support, and collaboration.
http://mscofino.edublogs.org/2008/08/17/isb21-a-new-team-for-a-new-year/- The Innovative Educator blog has posted a variety of valuable resources for staff at the beginning of the year. Take a look to gain ideas of what information would be valuable for staff in your district to get a strong start to the year.
http://theinnovativeeducator.blogspot.com/2008/08/instructional-technology-tips-for-new.htmlSSI K-12 BLOG
Each month, SSI K-12 Vice President Nitin Julka posts a blog on our website.This month, in “Teacher Leadership to Effect Change in Education” Nitin discusses the importance of getting teachers involved in change management. Read the post at:
http://ssik12.com/2008/07/28/teacher-leadership-to-effect-change-in-education/SSI K-12 EVENTS
Lunch and Learn “Building a School Intranet with Microsoft Sharepoint” Tuesday, September 16, 12-1:30 PM, Canton Office. Lunch, demo, and discussion. RSVP: Paul Karlin or 216-765-1122 ext 8371.Lunch and Learn “E-rate Tips for Increasing Funding” Tuesday, October 7, 12-1:30 PM, Cleveland Office. Lunch, presentation, and discussion. RSVP: Paul Karlin or 216-765-1122 ext 8371.
“Thin Client and Virtual Computing” Date and time TBA. Nordonia Hills City Schools. Learn about the thin client and virtual computing projects in the district, and tour the facility. Breakfast AND lunch will be served.
“Technology Partnerships for 21st Century Schools” Wednesday, October 15, Noon – 1 PM. Session presented by Nitin Julka at OAPCS Conference, Columbus, Ohio
OAPCS Conference, Columbus – October, 2008
OSBA Conference, Columbus – November, 2008
MAPSA Conference, Detroit – November, 2008
E Tech Ohio Conference, Columbus – February, 2009KUDOS
Abby Kelton, our manager of professional development, has been selected to become a part of the inaugural class of the Ohio Education Policy Fellowship Program. This distinguished program prepares emerging education leaders to participate in state-level education initiatives.RECENT PROJECTS
Over the past months, Smart Solutions conducted Technology Audits for two Northeast Ohio school districts. The technology audit is a comprehensive review of how a school or district implements and integrates technology. The technology audit looks at infrastructure as well as classroom use. The final product of the technology audit is a report which analyzes current technology implementation and integration, provides short and long term recommendations (1 to 5 years), and provides cost estimates. If you think your school can benefit from a technology audit and would like to learn more, please contact Doug Jones.NEW PRODUCTS AND SERVICES
Videoconferencing has entered the High Definition age, and is more engaging than ever! Smart Solutions is partnering with Polycom to build custom solutions that combine state-of-the-art technology with world-class content and professional development. A hi-def demo and luncheon is planned for early October. Learn more from Paul Karlin.ABOUT SSI K-12
SSI K-12 is the Education Division of Smart Solutions, Inc. Smart Solutions K-12 provides products and services to increase IT efficiency and enhance student achievement. Our team includes experienced educators, highly skilled engineers and technicians, and curriculum and technology specialists. Smart Solutions is a 25-year-old company with over 75 employees and offices in Cleveland, Canton, Columbus, and Detroit.CONTACT US
Nitin Julka, Vice President
njulka@smartsolutionsonline.com 216-765-1122 ext. 8370Doug Jones, Managed Technology Services and Data Solutions
djones@smartsolutionsonline.com 216-765-1122 ext. 8380Paul Karlin, E-rate and Technology Solutions
pkarlin@smartsolutionsonline.com 216-765-1122 ext. 8371Abby Kelton, Professional Development and Software Solutions
akelton@smartsolutionsonline.com 216-765-1122 ext. 8381
website: www.ssik12.com
Value of Value-added
August 15, 2008
Value-added is a major state initiative in Ohio and elsewhere and represents an important education policy trend. The basic premise of “value-added” is that progress is best measured by following a cohort of students over time rather than comparing cross-sectional achievement scores for a grade or school each year. For example, standard metrics of school improvement in 7th grade might show:
Year 1 - Average test scores in 7th grade were X%
Year 2 - Average test scores in 7th grade were Y%
As a result, if Y > X, then one may conclude that the 7th grade instruction in that school was effective.
The problem with this is that it does not actually measure progress. A better way to assess student achievement is to measure:
Year 1 - Test scores of a class in 7th grade
Year 2 - Test scores of that same class in 8th grade
Hence, the change in test score, or “value added,” is better able to capture the influence of a given teacher, school, or program on student achievement.
@sineadmullen, a researcher for Stanford University (and good friend), wrote on Twitter:
Doing some value-added modeling for my research. After being in classrooms all year, really makes me wonder what this actually captures
She followed this up with a thoughtful e-mail:
I think value-added modeling is a valuable tool in some respects, but it has some pretty major limitations. Clearly, we want teachers who can improve student test scores, they must be doing something right. However, it is unclear what it is that they are doing that makes their value-added scores high.
In the last year, I went into numerous schools throughout NYC and observed teachers with very high value added scores from the last three years (top quartile) and teachers who below average value-added scores (3rd quartile) (I was blind to who was who at the time). In general, the level of instruction was pretty bad. But what I found astounding was that I could not predict who was the more effective teacher.
My favorite teacher that I saw was one of the most incredible teachers I have ever seen including my own education. She connected with the students, they were excited about working, she had them doing rigorous work, having incredible conversations, their behavior was amazing. I mean really it was astounding. She was a low value-added teacher.
Other teachers who were high in value-added were the most boring classrooms I had ever stepped foot in. I even fell asleep during some of them. Often times the behavior management was good (and as part of our study we may find that the teachers with the best management were most effective in improving scores). But the level of work was mind numbingly boring. Students didn’t get meaningful feedback. They just went through the motions, practiced over and over again reading comprehension passages and math problems. The sort of the thing that obviously would translate to a higher test scores, but certainly not a great education.
So while I think value-added scores are important…they really miss the boat in showing us who the great teachers are or how great teaching translates into test scores. And in places like NYC, where they are hoping to make decisions about hiring and firing based on value-added rankings, I would be real hesitant. It seems to miss something real big.
Sinead criticizes value-added because she witnessed bad teaching achieving good value-added results. But the problem is not with the measurement method (ie. value-added), but rather with the outcome measurement (ie. test scores). While Value-Added is a conceptually powerful tool to track student progress, policymakers need to better understand the assessments being used to measure student outcomes.