Dr. Lorayne Robertson is an Associate Professor in the Faculty of Education at the University of Ontario Institute of Technology. Her research interests include the implementation of BYOD policies in schools, and critical media health studies. As a former school district superintendent and education officer, her research includes investigations into the use of digital technologies in applied settings such as schools, colleges and universities.  

Laurie Corrigan is a Superintendent of Learning/Innovation Technologies with the Peterborough Victoria Northumberland and Clarington Catholic District School Board in Ontario, Canada. Her leadership has included developing innovative teaching and learning initiatives in blended learning and establishing technology led-environments to support student success and well-being. Laurie's research undertakings include digital citizenship in schools and supporting teacher awareness of the importance of digital privacy in the context of student achievement and well being.

As online technologies become ubiquitous in students' lives outside of school, the academy becomes engaged in assessing the impact of emergent pedagogies on student learning. School districts design policies and programs to develop students' 21st century skills in safe learning environments. Multiple practical, theoretical, and policy considerations underlie the formulation of a school district' s technology plan. Optimal outcomes of planning can be realized through productive research-practice partnerships to share knowledge and broker stakeholder input into this collective and significant enterprise. In this keynote presentation, we describe the steps undertaken in one school district to create collaborative professional learning team in a school district. Employing an evidence-based approach, we analyzed the outcomes of the district' s previous technology plan and planned forward for technology-enabled learning for the district. Practical elements included allocations of personnel and resources. Theoretical elements were wide-ranging and included theoretical considerations of equity, capacity-building, innovative pedagogies, and connected learning.