Distributed Learning in Abbotsford

Our final class in the Technology for Educational Leaders course took place in the Abbotsford Virtual School (AVS) building. Called Philip Sheffield High School at its open in 1936, the school later became an elementary school and when declining enrollment forced its close in 2005, it was repurposed to house the distributed learning (DL) staff and classrooms that make up AVS.

There are (according to our instructor Brad, who is also the administrator of AVS) 70 distributed learning schools throughout BC. Distributed learning is not the same as distance education, as many of the courses involve the possibility of face-to-face interaction. In fact, the Kindergarten to grade five model is predominantly paper-based, with weekly on-site visits for classroom participation. It is in the grades 6-12 and adult education models where much of the learning is online, although students are still able to access teacher support and hands-on opportunities regularly. We got a good look at AVS' MakerSpace, including 3D printers, virtual reality gear, and the tools for making and learning about circuits. All of this is used by students with teacher guidance.


Distributed learning is not for everyone. Students need to be self-motivated and able to ask for help and interact with a teacher online, and many of those who come to AVS as a "last resort" end up returning to their catchment school. However, the concept of "any place, any pace, any time learning" is catching on, and the number of students engaging in blended learning - some classes in their regular high school, some classes through distributed learning - has grown to about 14% of the province's 550 000 students. And with distributed learning schools able to offer a wide variety of courses to smaller groups of students than is feasible in a brick and mortar high school, this number is likely to grow. 

One of the passions of teachers working in the distributed learning world is that of digital literacy. The BC Ministry of Education defines digital literacy as "the interest, attitude and abilities of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others." This sure sounds like using the tools of digital technology to learn through the new curriculum, and distributed learning teachers are at the front edge of making this happen. That's why digital literacy and citizenship is so integral to what they do. It is often the expectation of adults that children who have grown up with technology (digital natives) know how to use and respect it. However, teachers are starting to realize that this is not the case; students lack the fear of pressing buttons that plagues many adults, but are often no more savvy about what is really going on in the online world than those digital immigrants who are teaching them (those of us came to these tech tools later in life, as opposed to being born into them!). So, Brad and his team of AVS staff are purposeful about making sure that the students taking courses through the distributed learning platform understand the benefits, the risks, and the responsibilities of an online presence. As blended learning expands throughout the schools, one can hope that digital literacy will become a skill understood and demonstrated by students and staff alike.

Teaching with Technology

With a focus on education for the 21st century, British Columbia’s Ministry of Education has as its goal to provide flexible learning environments focused on fundamental skills. Engaging students in their own learning is of paramount importance, and researchers and teachers alike have found that using technology is a wonderful way to promote this engagement. But where to start? Most teachers I encounter are unfamiliar with technology tools beyond their email and (perhaps) the ability to share documents with their students and colleagues through Google Classroom or Office 365. In our Technology for Educational Leaders class we have become aware of some great resources for finding out about technological tools that have the power to open up learning possibilities previously impossible in the regular classroom.

Some of these resources - those suggested by our instructor, Brad Hutchinson - outline the latest finds by tech nerds across the educational spectrum. Websites such as eschoolmedia.com, smartbrief.com, and thetechedvocate.org are a great place to start for those educators unfamiliar with the possibilities that are being explored out there. Some of the innovations are not yet realistic for a regular classroom setting, but the potential is outstanding. It won't take long before some variation of these tech tools can be found in every school.

Virtual Reality

Google Cardboard

Most people have heard of the existence of virtual reality, although I have found that very few people in the education world have had a chance to experience it. This is one of those innovations that has found its way into our home, as my tech family had been eyeing one for ages. We purchased the HTC Vive (the other common one is the Oculus Rift), and then set about setting up. Virtual reality requires a powerful computer - a cost most users don't consider at the outset. We were okay on that front, as I have a house full of gamers who already require increased computing power. We next had to set up a space to accommodate the Vive, so that we don't run into anything when the headset is on - with eyes and ears covered, you'll only be hearing and seeing what is coming through the headset and it's easy to trip over people, furniture...or cats. Considering the space and computing needs, full virtual reality systems aren't yet a functional tool for a classroom. Only one person at a time can use it, and I've noticed with our own that there is quite a bit of tech tweaking needed to ensure that all the parts are working - so someone capable of such tweaking would be needed at all times. However, we've also experimented (before the Vive entered our home) with more portable versions of virtual reality. Google Cardboard offers a fairly immersive VR experience using your own smartphone, Cardboard apps, and a viewer that is literally made out of cardboard. For those people or classrooms not willing to shell out the thousands of dollars for a full VR set and computer combo, Google Cardboard offers a simpler way to enjoy the virtual reality experience.

3D Printers

3D printer in action

Another piece of interesting technology making its way into schools - albeit slowly - is the 3D printer. This is something else that made its way rather more quickly into our home, and has been in constant use for the last year or so. A nozzle lets out a fine strand of plastic thread, called filament, which slowly builds - layer by layer - into the desired object. You can design your own creations (if you have the skill), or choose from the many designs other creative types have already uploaded to places like Thingiverse (a very cool place to check out some 3D printer ideas). This, too, is another technology that has tremendous possibilities for the classroom - if you think it, you can build it! - but there is a great deal of computer knowledge required before it can be of use. The only reason anything actually gets printed in our house is because my husband is very talented at creating 3D images and troubleshooting when things don't go exactly as planned (such as when your creation ends up as a bird's nest ball of filament at the bottom of the printer). However, we've recently discovered that the Google account my son has for school supports a program called SketchUp, which allows users to create in 3D. This definitely has possibilities, if staff become comfortable enough with the technology to support students as they learn and create in this medium.

Robotics

The Sphero SPRK+

Many classrooms are exploring the use of coding through robotics. Products such as Lego's Mindstorms and Sphero give kids (and adults!) the opportunity to learn the basics of coding in a fun way. My own niece asked for (and received...we couldn't resist) a BB8 Sphero for Christmas. We all had fun using the "Force" to make it move, and since then she has used the app on her iPhone to program it to do all sorts of movements. These devices are pretty user friendly for the minimally talented when it comes to technology, as the app is fairly straightforward. However, the more knowledgeable the teacher is regarding its possibilities, the more the students will get out of it. In our district, we have a talented group of digital helping teachers who would gladly help a teacher get started!

Looking through the possibilities for integrating technology in the classroom can be overwhelming for those teachers who are used to using old-school methods and fear the inevitable learning curve. This is completely understandable! For myself, I have struggled through this learning curve and now find that I am surprisingly well informed about new technology; not because I am a technology enthusiast myself, but because my husband - and increasingly my son - are very much such tech nerds! We have quite the array of innovative technology in our house, simply because the two of them are fascinated by finding new ways to express their creativity. My husband deconstructed his first computer when he was eight years old, and still remembers the thrill of watching his dad's Dot Matrix printer in action. Is it any wonder we have a 3D printer in our home? Through my association with those who truly embrace new technology, I have developed a new appreciation for its possibilities for education, and have begun to overcome that most common source of paralysis for technology immigrants such as myself: what happens if I break it?? Having lots of exposure to the ins and outs of various programs has increased my confidence and willingness to explore. This is the missing link for many of our teachers, and one that can only be overcome by improved professional development, resources in schools, and TIME.