We no longer use textbooks—even digital ones—but instead rely on
online resources, such as Khan Academy and other flipped-classroom
sites, WebQuests, Google Docs, Common Core crosswalks, and
content-specific digital sources.
years, and, because we wanted this
learning initiative to be about the
pedagogy and not the device, we recognized that device familiarity would
be important.
Because the tornado destroyed
all textbooks for grades 9–12, and
because all the high school students
would have access to 24/7 learning
tools as part of our one-to-one initiative, we decided it was also time to
implement personalized learning with
an open source digital curriculum.
We developed a curriculum that
revolved around unique and personalized learning for each student. We
have increased collaboration, project-based learning, and constructivist
pedagogy practices exponentially.
We no longer use textbooks—even
digital ones—but instead rely on online resources, such as Khan Academy
and other flipped-classroom sites,
WebQuests, Google Docs, Common
Core crosswalks, and content-specific
digital sources.
Just as our curriculum is personalized, so are the tools. There was
no single resource that became the
champion for all teachers. Rather,
each teacher chose from a large array
of tools that they had found in their
own research or that their 21st century
learning coaches suggested, including
Blackboard, Edmodo, Skype, Weebly,
Socrative, Khan Academy, blogs, and
wikis. Of course, these digital tools
alone don’t equate to successful technology integration. We focused instead on how teachers used them with
students to encourage critical thinking, creativity, and communication.
We realized that we would need
even more high-impact professional
development for teachers if we were
to be successful with our new personalized learning innovation by the
start of school. Department leaders
reached out to multiple resources for
guidance and assistance, and everyone
we contacted showed great compassion, as they were well aware of the
limited timeline we were working
with. Countless conference calls, video
conferences, and onsite visits involved
experts not only from the K– 12 pedagogy environment but from the global
market community as well. We also
included parents, students, teachers,
administrators, board members, and
business owners in all visioning meetings. The feedback from the students
had the most impact, as their perspectives really opened the minds of those
at the table and in the meetings. Once
everyone involved had assimilated the
best-practices information from research, we were able to apply those to
our bigger dreams by focusing on next
practices.
Professional Development
Fortunately, in 2004 we implemented
the Technology Leadership Academy
(TLA), a program that requires every
teacher to complete 60 hours of pro-
fessional development to get a laptop,
interactive whiteboard, and projec-
tor in the classroom. We have used
dedicated professional development
(PD) funding for TLA over the years
since then and are currently using lo-
cal funds designated for teacher work
beyond contract time.
Coaches and Assessment
Our teachers also receive support
from technology coaches who make
classroom visits to contribute constructive feedback and model lessons.
(For more information about technology coaches, see the NETS for
Coaches at iste.org/standards/
nets-for-coaches.)
The district had previously employed nine technology specialists and
nine teaching and learning coaches.
The Joplin School Board, sensitive to
the broad scope of change and challenge that we were trying to implement after the tornado, approved hiring five 21st century learning coaches
as well to help guide our teachers as
we moved toward making our next-practices vision a reality.
All teachers are involved in regular,
meaningful, and ongoing support and
PD with their coaches. The coaches: