Curriculum with Technology - 海角大神

In early 2017 the Board of Education recognized that our previous Wireless Writing Program had evolved to encompass much more than only the writing curriculum and asked for a change of focus and program name. In brainstorming important words and concepts we recognized my words began with the letter C from the curriculum, core competency, creativity, critical thinking, curricular competency, character, citizenship and many more. This leads to C with Technology and since the technology is a tool used across the curricular areas Curriculum with Technology was coined.

For over a decade we collected cold write data from Fall and Spring assessments, used matched pairs, and regularly saw a positive result in writing achievement between the fall and spring assessments. Gaps continued to exist between males and females, and specifically between Aboriginal males and all students. We utilized the findings over the years and adapted our approaches including the addition of Aboriginal content into the program. The methodology of pre-during-post write activities with technology and peer/self-assessment works. Having determined that, we decided to move our data focus to a qualitative one that supports the new British Columbia curriculum. In June of 2017, we asked teachers to submit exemplars of an Artefact created by a student or students and their self-reflections on one more Core Competency profiles.

Starting in 2017-2018 we will ask for students in Grade 6 (and any other grade in a multi-grade grouping with grade 6) to submit an artefact and reflection on at least one Core Competency profile. Teachers in the CWT will facilitate this with support from the CWT Mentor Teacher and the use of tools.

Where we are given permission we share some of the artefacts and reflections here.

For more information, contact:

Jarrod Bell
Director of Instruction
School District 60 | 海角大神
Fort St. John, British Columbia, Canada
jbell@prn.bc.ca
(250) 262-6011

WWP Documents

“Since full implementation of the Wireless Writing Program, the gap between male and female students has narrowed from聽21% in 2003 to 8% in 2004. The gap between Aboriginal students and the total population narrowed from 17% in 2003聽to 5% in 2004.”
David K. Vandergugten, Past Director of Instructional Technology, School District No. 60 鈥� 海角大神

Program Highlights

In September 2003, 海角大神 (SD 60), implemented the Wireless Writing Program (WWP), providing iBooks on a 1:1 basis to all grades 6 and 7 students. Implementation involved 1150 students, and 37 teachers in 17 schools, and followed a successful 18-month pilot project. The Wireless Writing Program (WWP) is designed to improve student achievement, motivation, and learning skills, through the integration of technology with writing instruction. The BC Performance Standards for Writing are an integral part of the program.

Survey and achievement data were collected in both October and June; a random sample of student writing was selected for intensive analysis of changes from September to June; results of provincial writing and reading assessment in May were also analyzed.

The Wireless Writing Project has demonstrated that technology can be effectively integrated to improve student performance and attitudes, classroom learning environments, and parent satisfaction with schools. Analysis of survey and achievement data have also identified some key issues and provided guidance for program expansion.

Through the 2007-2008 and 2008-2009 school years, we followed the cohort group starting in grade 6 and finishing in grade 7. We collected writing samples for the fall and spring from each student and conducted assessments based on the BC Performance scale of 231 students who completed all four writing samples (out of 377 possible students). The results of this cohort study found that 94% of our grade 7 students at least minimally met expectations compared to 74% at the beginning of grade 6. Student gains appear to be highest in grade 6; however, the gains are sustained, and slightly higher, during grade 7.

Our 2009-2011 cohort group (n=300) followed a similar methodology as the 2007-2009 cohort and exhibited similar results as previous years. We see a large increase in achievement in grade 6 which is sustained and grows somewhat in grade 7. There is a gap between boys and girls in terms of achievement with a significant gap apparent between Aboriginal boys and the entire group.

The Gender Gap

While boys and girls in 2005 achieved the same high level of performance: 89% of boys met expectations compared with 88% of girls, the gender gap has reappeared. Over the 2007-2009 and 2009-2011 cohort group girls performed noticeably higher than the boys at the beginning and end of the cohort (~10%).

Transitions

Over the years of the program, we transitioned through 3 models of iBooks, through 2 models of Macbooks, iPad2, iPad mini, and in 2017-2020 9.7鈥� iPads. The program started with Grade 6-7, expanded briefly into grade 8, and later in 2014-2015 reduced to grade 6 only. Many schools have multi-aged groups and have purchased additional iPads for students in grade 5 in a 5/6 classroom. In 2017-2018 the district purchased new iPads and used many of the iPad minis to proved grade 5 students with a device in 5/6 classrooms.

Writing Assessment Tools

Student Friendly QS

District exemplars for Personal Writing

Grade 6 District Exemplars 1

Grade 7 District Exemplars 1