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MODEL OF TME IMPLEMENTATION (SECTIONS (STUDENTS, EASE OF USE, COSTS,…

- - - - Student-Centered usage of technology.
        Enhance and deepen student learning through a fusion of technology, experience and essential content.
        Technology for learners (Halverson) and mission to build upon well established collaborative, participatory culture of learning.
        Teachers learning along side students
      - CI Mission: "Chadwick Schools develop global citizens with keen minds, exemplary character, self-knowledge, and the ability to lead."
        This particular TME initiative will fit in with school's strategic goal of global citizens and self-knowledge.
        Students and teachers will have a better understanding of their local context (essential for expats) and be able to apply these skills and knowledge to other contexts.
      - IBMYP Goals
        ATL Skills: while these skills themselves are broken into individual detailed strands, the skill clusters most relevant to this particular initiative include:
        
        Inquiry Based, Concept Driven, Contextualized, Collaborative.
        
        focus on investigation and research skills, critical thinking
      - Outdoor Education (PROBLEM)
        Problem where OE exists in isolation, and is not a part of the school culture. While all students and teachers from Gr. 4-12 join OE trips, the experience exists unto itself; there's little, if any, bridging of knowledge, skills and experience with on-campus life or academics. There is a lot of implicit assumptions, where students will naturally draw upon new knowledge.
        Better sense of place and ability to visualize information from 2D maps.
      - Pedagogy (PROBLEM) - school's mission emphasizes values of experiential education and "learning by doing", but with no formal plan of how to do this or even intentional discussion of what this means in practice. This is a big gap in espoused vs. experienced values. Leads to disillusionment amongst faculty. Many parents worried that kids spend to much time on the computer....and ask WHY. Parents don't see benefit
      - Collaboration (PROBLEM)
        
        teachers work in Silos
        
        collab happens with other teachers only
        
        SST is viewed as problem solver (eg. "their kids). Teachers struggle with differentiation
        
        DC's don't have much of a role in project design, just bigger curriculum design
        
        Curriculum coodinator is often bogged down with large-scale logistics, not individual project design. Curriculum coach is a new role (2017), not yet tested or used effectively.