Compass to 2020: Charting The Course calls for schools to “leverage technology to increase flexible learning opportunities and monitor student progress,” and the division’s new Instructional Technology Specialists (ITS) and Technology Support Technicians (TST) will play an important role in the process.

“We really have to think about what it takes for us to change our notions of what traditional school looks like and how we empower kids,” said Susan Patrick, iNACOL President and CEO, who spoke with Instructional Technology Specialists on the first day of their two-week professional learning session this summer.

Patrick’s nonprofit organization iNACOL, the International Association for K-12 Online Learning, has a mission “to ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.”

“It’s not about layering technology over old environments,” explained Patrick. “It’s about how do we co-design learning environment with our students that, fundamentally, are powerful for them but also meet their needs, fill in gaps, remove all gaps and ensure that every student is on a trajectory to success.”

Patrick added, “This is really hard work, but it’s the right work to change and really transform things for our kids.”

It is more than technology integration, according to Patrick, and she noted school divisions need to consider, “How do we create systems of support to help our schools make this shift?”

The support system for Virginia Beach City Public Schools will include coaching, collaboration and assistance from Instructional Technology Specialists and Technology Support Technicians. The increasing number and variety of devices used by students coupled with the challenging dichotomy of one position managing both instructional and technical support, led to reimagining the Computer Resource Specialist to create a new model this year.

Instructional Technology Specialists will serve as technology program managers, instructional technology leaders and instructional technology partners/coaches for teachers across all content areas. They will work collaboratively with administrators and staff in their assigned schools to support the implementation of innovative instructional practices with an emphasis on helping classroom teachers leverage technology to create personalized learning environments for all students.

To ensure ongoing, school-based technical support to school staff and students, Technology Support Technicians will serve as advisers to school staff for general technical issues. Some of the many ways they will provide critical technical support include:

• Troubleshooting and repairing minor computer and peripheral equipment problems/issues;
• Managing accounts and reporting functions for select instructional applications;
• Supporting school users with network access issues and reset passwords as needed;
• Installing and customizing new computers with site based software/drivers; upgrade/update software as needed;
• Providing logistical support for new computers and peripherals (physical setup & placement); and
• Performing school specific technical work for division level technology initiatives.

Leveraging technology and creating flexible learning opportunities is “daunting – a huge culture shift,” said Dr. Aaron Spence in speaking with Instructional Technology Specialists. “We are going to reframe the conversation and do the work. And it’s exciting work,” he added.

“Exciting” is also how Patrick described the work she has seen yield positive results during her visits to schools in the United States and around the globe.

“There are no bored learners in these learning environments,” said Patrick.

She noted the key to success is developing student-centered learning environments that not only put students at the center but ones in which teachers identify any learning or social/emotional gaps when students first arrive. According to Patrick, the data empowers teachers, helps them fill gaps and provide personalized learning experiences for students and, most importantly, with students.

“Teachers are becoming learning engineers. They are conductors, coaches – not guides on the side,” Patrick said. “It’s about teachers being really active co-designers with students. They are facilitators of learning; they are monitors of progress; [and] they are graduation coaches to success in the future.”

Susan Patrick’s complete keynote speech is available to VBCPS staff on The Stream. 

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