or course, he or she should be able to move on to the next one. On the other hand, if a student needs more time than our regularly scheduled classes provide, he or she should be allowed to take more time without being penalized. In addition to this concept, we realized


that our current systems and approaches are not all conducive to these goals and we began to again look at who our customers are (stu- dents and parents) and what our student outcomes have been. We realized that we needed to begin acting now to move closer to what our outcomes could be and should be. As a result of this 2020 vision, we began to examine what we could do now to use tech- nology to provide 24/7 access to high quality teaching and learning opportunities for all our students. In addition, we were given the charge by


our district leadership to provide effective and efficient solutions – effective in the sense that they improve learning, and efficient in that they cost less money. Just as important was the encouragement to provide leader- ship and not management, results rather than compliance. It was with these “eyes” that we began work that has resulted in a true digital learning revolution. By August 2011 (just about two years


after starting the 2020 conversation), RUSD provided more than 10,000 different devices for student use at home and school and em- powered another 20,000 students to use their own technology devices in our system as learning tools. Recognizing the magnitude of the change, we count on our students, parents and staff to help us define our vision for the future. The one constant for our participating


kids and classes is the use of technology to empower student learning 24/7. Although the devices range from Android slates, iPods, Netbooks and iPads to laptops, our approach in fostering the innovation is the same. 1. Identify specific instructional goals


and target populations. 2. Identify funding possibilities (grants,


public/private collaborative, vendor-pro- vided materials and resources, categorical funding resources). 3. Survey parents and students to identify what they have or would be willing to pur-


chase, and use that technology to expand what we can do for those who don’t have ac- cess. 4. Identify the digital device that will be


checked out to students (for that particular school or program). 5. Provide student and parent orienta-


tions. 6. Empower students by allowing them


with them wherever they go. This project also focuses on virtual field trips via video- conferencing.


n Houghton Mifflin Harcourt FUSE


Algebra 1 Pilot at Earhart Middle School: This project provides iPads to two Alge-


bra 1 classes as well as access to the HMH FUSE Apple App. In addition, eight other


complete access to devices provided, but at the same time, expressing and expecting high expectations for student learning. Some examples of the many actions we


are taking in Riverside: n California Emerging Technology


Fund (CETF) and the School to Home Proj- ect at Central Middle School: This project provides Netbooks to all


students at Central Middle School that are checked out and used at school and at home. All textbooks are accessible to the students on the Netbooks. The project provided training for parents, students and teachers, and also provides Internet connectivity for families who don’t have that access.


n Target Grant at Franklin and Wash-


ington Elementary Schools: This project provides iPod Touches to


students in grades 3-6 at two schools. The focus is on developing literacy and extending the educational day; students take devices


classes were provided with the same re- sources in traditional classrooms.


n The Learning on the Go pilot with the


Federal Communications Commission and Verizon at Central, Chemawa, Educational Options Center and University Heights Middle School: The FCC and Verizon have provided $2.4


million in broadband access and Netbooks to expand open access at five RUSD middle schools. This project began in August of 2011.


n Enhancing Education through Tech-


nology Digital Textbook and Student Digi- tal Dashboard Project at Ramona High School: This project provides a seven-inch An-


droid digital device to all 9th-12th grade students at Ramona. The device replaces traditional textbooks and will also provide a student-centered data dashboard. Four hundred devices were piloted in the spring


September/October 2011 25


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40