Moderns 2.0: A P.A. Day Well Spent!


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  • Leave up as teachers enter the library or before the presentation begins… Hint: Dictionaries are traditionally “must-haves” in language courses… Answer: Translation goggles; a person who is wearing these goggles will be able to see text in his chosen language on inner side of the glasses almost like subtitles in the movies. Reality: they are relatively inexpensive (approx. US $200); developed by the International Centre for Advanced Communication Technology in partnership with Carnegie Mellon; currently available on the US market
  • Handouts: -package: metacognition sheet, Web 2.0 World mini poster, Blogging in the Classroom, Helpful Websites *place on chairs prior to participants arriving -DI handbook in French for each department head The purpose of this presentation is not to derail any of the good work that takes place on a daily basis in our classrooms. To the contrary, it is my hope that you will see the complementary nature of these applications to your existing programming and how engaging they can be for students learning in the 21 st century. As well, these applications are another way in which we can differentiate our instruction. We know that we can differentiate content, process and product. Now, we can also differentiate the environment in response to our students’ levels of interest, ability and readiness.
  • *Key words that summarize what learning in the 21 st century is all about… -circled in red: the hallmarks of a successful learner in the 21 st century -circled in orange: are you surprised? 21 st century learning does not do away with “traditional” skills -the rest: not content-based and are therefore universal in all disciplines – have to make the concepts work within your curriculum area Ultimately, A 21st Century Learner… is curious; asks questions; accesses information from a variety of sources; analyzes information for quality; communicates using a variety of media; gathers and communicates information and employs technology ethically (this needs to be taught explicity); adapts to an ever changing information landscape; needs a supportive network; is a partner in his/her education; manages time effectively; and has the ability to prioritize and plan effectively.
  • -these skills were borne out of research conducted by American educational research groups -surveyed employers in the private and public sector; looking to identify areas of deficiency among workers -key issues: creativity and problem solving -workers could take direction, but often struggle when put in situations when they had to devise a plan  the processes involved in this sort of decision-making was not natural Note: Much of how we can come to define learning in the 21 st century is heavily influenced by business and the workplace. Education has been slow to respond to the changes of the market. Colleges are really one of the few institutions in education that really must be credited with responding by virtue of the kinds of programs and learning experiences that are being offered. Only recently have universities begun to respond by entering into a number of articulation agreements with our colleges. Understandably, not all educators are appreciative of the amount of influence that the workplace has in education these days, but we must bear in mind the reality that most of our graduates DO NOT go to university. In fact, most go to college and apprenticeship programs or the workplace – which are more than acceptable pathway options. What our kids need are a set of skills that will help them to be successful, regardless of their pursuits beyond high school. They need these skills to simply “be” in the world.
  • What is implied with this mindset: -memorize, memorize, memorize -static, unchanging knowledge -little to no connections made to the outside world today
  • The nature of knowledge is changing.  it is no longer constant  it is not static  it is evolving  constantly being constructed, deconstructed and reconstructed New question: How much memorization is ACTUALLY needed? -we need to examine the “big ideas” within the discipline  what are those key learnings that transcend and permeate all of the courses we teach, that go above and beyond the curriculum expectations?
  • This was the last time the word “revolution” and “knowledge” were used in the same context. For the most part, we have been retrieving knowledge in the exact same manner ever since the advent of Gutenburg printing press. Gutenberg, a gold-smith by trade, began work on the press in 1440. During the Renaissance era, printing methods based on Gutenberg's printing press spread rapidly throughout first Europe and then the rest of the world. Impact: Just as writing did not replace speaking, printing did not achieve a position of total dominance. Handwritten manuscripts continued to be produced, and the different graphic modes of communication continued to influence each other. The printing press was also a factor in the establishment of a community of scientists who could easily communicate their discoveries through the establishment of widely disseminated scholarly journals, helping to bring on the scientific revolution. The printing press was an important step towards the democratization of knowledge . What insights or challenges do these statement present to you? Consider… If a surgeon from the 18 th were to walk into a modern-day OR, would he be able to perform any procedure?  Not likely… what we know about the human body, how we have come to learn about the human body and the ways in which we treat the human body have all evolved. If a teacher from the 18 th were to walk into a modern day classroom, would she still be able to teach?  Probably… Have our methods really changed? Sure, some of the information is different, but that’s nothing a little bit of extra reading and research can’t fix.
  • To illustrate the last point… “ Mash-ups”, particularly on the radio have been more prevalent on the radio since the year 2000. Artists have always covered other singers’ works and may even have slightly re-worked the music to make it their own, but mash-ups serve a different purpose. A mash-up is the seamless blending together of two completely different songs to create a brand new product. Allow me to illustrate… *light blue button: “Gimme, Gimme, Gimme” by Abba; year: 1979 (album – Voulez-Vous ) *dark blue button: “Hung Up” by Madonna; year: 2005 (album – Confessions on a Dance Floor ) Play Abba first – audience may think they’re hearing the Madonna song…
  • *Emphasize the importance of teaching language (mouse click – each word “flies in”)  for precision  for access However… this doesn’t have to be the language of operation in the classroom. Students need direct instruction as to when this language structure is appropriate. Note: A lot IM acronyms are sexually suggestive and racially charged. IM Language: LOL = laughing out loud <3 = heart ^5 = high 5 P911 = parent coming into the room alert 2G2BT = too good to be true MorF = male or female? ASL = age, sex, location PRON = pornography CYO = see you online TTYL = talk to you later KPC = keeping parents clueless CYE = check your email
  • Web 1.0 -Internet was used for research and reading -content was strictly controlled by those who owned the websites Web 2.0 -Internet is a platform for both reading and writing  self-expression -anyone can build a personal space online
  • (Face “flies in” on a mouse click) A way to differentiate instruction Tools for collaboration Promote engagement using various media Free! (so this applications fit everyone’s budget…) Students ALREADY know how to use these applications; a number of the applications are operated by Google or Yahoo so they are familiar with these interfaces and feel very comfortable “mucking around” until they figure out how to use the applications
  • Said by Pope Benedict XVI, 24 January 2009 *Mouse click, picture of the Pope with “fly in”; click on picture to hyperlink to  emphasis on the importance of priests using new technologies -refer to issues of Professionally Speaking and Educational Leadership – articles that emphasize the importance of teaching our students the ethical use these technologies, as opposed to shying away from them *serves as a reminder of the importance of modeling appropriate behaviour; we can’t assume that our students know what is and what isn’t appropriate, especially when we take learning into a virtual environment; explicit teaching of this is a must
  • Eric Hoffler – “In the times of radical change, the learners will inherit the earth while the learned are prepared for a world that no longer exists.”
  • Mouse click to enlarge and emphasize 55% of time… stat *our students are engaged in activities that are meaningful to them, using tools they are proficient with but it doesn’t mean that they aren’t learning eg. Online gaming -strategizing and are asked to make decisions that will impact the outcome every 2-3 minutes; in school it’s every 25-45 minutes, which means they are frequently alienated from the decisions that will impact how and if they will learn -in a game, if their strategy fails, they can try again; not always the case in school and this is something that our students are not accustomed to; implications for teaching: assess more (practice) and mark less; this is a basic principle in differentiating instruction
  • *These are students who have never known school without computers or access to the Internet… -grown up during a time where media changes have been the most significant -very-much engaged by Manga and graphic novels; proliferation of fan fiction (Harry Potter, Goosebumps) -socially and anthropologically identified as a cohort that feels a great sense of personal entitlement -competitive nature has also earned them the nickname “Trophy Kids” – assumption that everyone gets something for participating – feeds into the perceived sense of entitlement This generation is also sometimes referred to as the Boomerang Generation or Peter Pan Generation because of their possible penchant for delaying some of the rites of passage into adulthood longer than most generations before them, and because of a trend toward living with their parents for longer than recent generations. (Shaputis, Kathleen. The Crowded Nest Syndrome: Surviving the Return of Adult Children. Clutter Fairy Publishing, 2004 )
  • Desktop computers with high speed internet PDA’s, iPods, cell phones Focused software Learning and content management systems Video, audio conferencing Cameras, video cameras Media production Social networking sites Time for planning, experimentation
  • Click on “B” in slide show mode to link to Note to audience: all logos are active links to the websites; they will not be accessed during the presentation
  • Click orange “i” button to link to Le Petit Prince class blog  an example of how to use a blog for a book study/extended unit of study Click yellow “i” button to link to  an online tool that helps students to easily type with accents with pre-programmed buttons vs. cumbersome accent codes; text can be copied and pasted into
  • Click on “Slideshare” logo to connect to -linked to a variety of applications, including Blogger, which allows you to seamlessly embed you power point presentations into your blogs (for instance) with the click of a button
  • Click on “Twitter” logo to link to
  • Click on “School Tube” logo to link to and “Teacher Tube” logo to connect to
  • -explanation of “tagging”: key words  science: taxonomy  Web 2.0: “folksonomy” - - - people-generated, people-friendly system of organizing information using words and phrases chosen by those publishing on the internet
  • There’s an application for the various kinds of learning you want to lead students through… Bloom’s revised taxonomy and corresponding web 2.0 applications *a classic example that epitomizes 21 st century learning! -Bloom’s own students re-jigged his taxonomy to make it more relevant to teaching and learning today -removed “synthesis” -”evaluate” was shifted down one level -”creating” is the highest order thinking skill (new) -all words end in “ing”  knowledge-creation and learning is an active, dynamic and on-going PROCESS
  • Clearly, the culture surrounding language – how it is constructed, how it is learned and how we communicate – is changing. It is becoming more pertinent to have students learning through technology in the ways in which they live technology so that the transition is seamless and skills more universal. No more reading. No more research. If we teach today the way we were taught yesterday we aren’t preparing students for today or tomorrow. It’s time to let our students create… The rate of change in society compared with the rate of change in education is somewhat troubling. In every other sector, change (from conception to implementation) takes roughly 5-10 years, but in education it’s 35-50. We have an opportunity to catch up to the social milieu in our efforts to make learning engaging and relevant for all students. If nothing else, Web 2.0 applications can be used to promote student engagement. Just to prove how impactful engagement can be, I’m going to show you a quick clip. Volkswagen conducted an experiment in Sweden. The goal was to increase the number of people using the stairs at a local subway station. Let’s take a look…
  • There have been a lot, A LOT, of discussion about network filters and what we should and need access to in order to use they tools effectively. What needs to be made clear is that the use of these tools is not at all a novel venture. It goes beyond the appearance of “keeping up with the times”. This is an excellent way to partner with your teacher librarians. The library is the hub of a school, where kids can connect what they are learning to the world beyond the four walls of the building. Who better that to work with our kids than our TLs who are on the cutting edge of new information and resources?
  • Distribute tip sheets to participants -how to build a blog -steps for creating an account with Delicious -steps for creating an account with Slideshare -Let’s Get Social article Time during the workshop will be spent “mucking around” with various applications and making connections to pre-existing assignments.  how can these tools make the work more engaging?  what skills will these applications help my students develop?  what skills will these applications help ME develop?
  • Moderns 2.0: A P.A. Day Well Spent!

    1. 1. Qu'est-que c'est?
    2. 2. Moderns 2.0 Web 2.0 Applications in the Classroom: D.I. for the 21 st Century Christine Cosentino – Program Resource Teacher – Literacy, Grades 7-12
    3. 4. 21 st Century Learning DIGITAL-AGE LITERACY -basic, scientific, economic and technological literacies -visual and informational literacies -multicultural literacy and global awareness INVENTIVE THINKING -adaptability, managing complexity and self-direction -curiosity, creativity and risk-taking -higher-order thinking and sound reasoning EFFECTIVE COMMUNICATION -teaming, collaboration and interpersonal skills -personal, social and civic responsibility -interactive communication HIGH PRODUCTIVITY -prioritize, plan and manage for results -effective use of real-world tools -relevant, high-quality products
    4. 5. What is knowledge? <ul><li>Traditionally, knowledge is regarded as being content-specific </li></ul>
    5. 6. Paradigm Shift… <ul><li>Learning is a collaborative, social endeavour. </li></ul>Tools for Supporting Individuals Tools for Supporting Relationships
    6. 7. This was revolutionary… <ul><li>Efficient and uniform dissemination of knowledge </li></ul><ul><li>Fueled scientific, political and social change on a scale unlike any other invention in history </li></ul>
    7. 8. Today’s Revolution… <ul><li>Social affiliations and networking </li></ul><ul><li>Being online vs. going online </li></ul><ul><li>The web as an application platform </li></ul><ul><li>Digital self-expression; defining and claiming of one’s voice </li></ul><ul><li>Old knowledge reinvented and made relevant for new viewers and listeners </li></ul>
    8. 9. Specialized Language LOL <3 ^5 P911 2G2BT MorF ASL PRON CYO TTYL KPC CYE
    9. 10. What’s the difference? <ul><li>Our students are contributing to the collective knowledge of cyber space. </li></ul>
    10. 11. The “Read-Write” Web… Huh? <ul><li>Contributing, collaborating, creating </li></ul><ul><li>Internet as a extension of the computer desktop </li></ul><ul><li>Not only a source of reading for research or pleasure </li></ul><ul><li>“Publishing” of creative pieces – written or visual </li></ul>
    11. 12. What is Web 2.0?
    12. 13. Who Said It? <ul><li>“ These (new digital) technologies are truly a gift to humanity and we must endeavour to ensure that the benefits they offer are put at the service of all human individuals and communities, especially those who are most disadvantaged and vulnerable.” </li></ul>
    13. 14. Are our students using this? <ul><li>About 87% of kids (ages 12-17) use the Internet </li></ul><ul><li>55% of online teens use Social Networking Sites </li></ul><ul><li>33% of online teens share their own creative content online </li></ul><ul><li>22% report keeping their own personal webpage </li></ul>Source: Pew Internet and American Life Project -
    14. 15. Are our students using this? <ul><li>32% say that they have created or worked on webpages or blogs </li></ul><ul><li>19% of online teens keep a blog </li></ul><ul><li>38% of online teens read blogs. </li></ul><ul><li>19% of Internet-using teens say they remix content they find online into their own artistic creations . </li></ul>Source: Pew Internet and American Life Project -
    15. 16. Putting This into Context: April 2009 OSSLT Survey <ul><li>99% have a computer at home </li></ul><ul><ul><li>45% of time used for homework </li></ul></ul><ul><ul><li>55% of time used for other activities </li></ul></ul><ul><li>93% of reading time at home allocated to websites, email and chat/text messages </li></ul><ul><li>95% of writing time at home allocated to writing on websites, email, chat/text messages </li></ul>
    16. 17. Consider this… <ul><li>Recent research has revealed that students, in the span of a typical semester, will generate approximately 42 pages worth of work for all classes, whereas they will produce in excess of 500 pages in email and text messages. </li></ul>
    17. 18. The “Net Generation” <ul><li>Also known as Millennials </li></ul><ul><ul><li>Born between 1982 and the year 2000 </li></ul></ul><ul><ul><li>Technology means MP3, PDA, phones that do it all </li></ul></ul><ul><ul><li>Daily communication involves email, text messaging, blogs and cell phones </li></ul></ul><ul><ul><li>Academically diverse </li></ul></ul><ul><ul><li>Consumed by extra-curricular activities; competitive </li></ul></ul><ul><ul><li>Thrive in group settings </li></ul></ul><ul><ul><li>Tinkerers </li></ul></ul><ul><ul><li>Ethnically and racially diverse </li></ul></ul>
    18. 19. Millennials Want to Learn… <ul><li>With technology </li></ul><ul><li>With one another </li></ul><ul><li>Online </li></ul><ul><li>In their own time </li></ul><ul><li>In their own place </li></ul><ul><li>Doing things that matter </li></ul>
    19. 20. The benefits: <ul><li>Collective intelligence  collaboration </li></ul><ul><li>Instant gratification </li></ul><ul><li>Non-hierarchical  democratic </li></ul><ul><li>Potential for passion; ownership </li></ul><ul><li>Open to the public  real recognition </li></ul><ul><li>Permanence  searchable resource </li></ul>
    20. 21. BLOGS Blogs are powerful communication tools. Blogs are powerful publishing tools. But blogging (the verb) is still much more than that to me. Blogging, as in reading and thinking and then writing, is connecting and learning. Will Richardson 2006
    21. 22. Limited Only by Your Imagination <ul><li>Teachers </li></ul><ul><ul><li>Content-related blog as professional practice </li></ul></ul><ul><ul><li>Networking and personal knowledge sharing </li></ul></ul><ul><ul><li>Instructional tips for students </li></ul></ul><ul><ul><li>Course announcements and readings </li></ul></ul><ul><ul><li>Annotated links </li></ul></ul><ul><li>Students </li></ul><ul><ul><li>Reflective or writing journals </li></ul></ul><ul><ul><li>Assignment submission and review </li></ul></ul><ul><ul><li>Dialogue for groupwork </li></ul></ul><ul><ul><li>E-portfolios </li></ul></ul><ul><ul><li>Share course-related resources </li></ul></ul>
    22. 23. Why should students blog? <ul><li>Encourages students to write </li></ul><ul><li>Communicate through an exciting medium that engages the learner </li></ul><ul><li>Contribute to collective knowledge </li></ul><ul><li>Construct knowledge </li></ul><ul><li>Use a tool that students </li></ul><ul><li>know how to use </li></ul>
    23. 24. SLIDESHARE <ul><li>SlideShare is a free service for sharing presentations and slideshows </li></ul><ul><li>Users can upload PowerPoint, OpenOffice, Keynote or PDF presentations, tag them, embed them into blogs or websites, browse others' presentations, and comment on individual slides </li></ul><ul><li>Transcripts of presentations will be indexed by internet search engines and show up in search results </li></ul>
    24. 25. TWITTER <ul><li>Class discussions and/or online seminars </li></ul><ul><li>Creation of community in a digital space </li></ul><ul><li>Instant feedback </li></ul><ul><li>A public forum to share thoughts, challenges and ideas </li></ul><ul><li>Building networking skills </li></ul>
    25. 26. TEACHERTUBE <ul><li>Works similarly as YouTube </li></ul><ul><li>For educational purposes only </li></ul><ul><li>Generated by teachers and students for teachers and students </li></ul>
    26. 27. DELICIOUS <ul><li>A social bookmarking service for storing, sharing and discovering web bookmarks </li></ul><ul><li>All bookmarks are “tagged” </li></ul><ul><li>Links for course readings, important websites </li></ul><ul><li>Great tool for students to produce annotated Works Cited of </li></ul><ul><li>electronic sources </li></ul>
    27. 28. Ultimately… <ul><li>There is no need to be afraid! </li></ul><ul><li>An excellent opportunity for teacher-student collaboration </li></ul><ul><li>Let students use tools they are familiar with to the learn the content </li></ul><ul><li>Develop marketable technology skills – especially for female students </li></ul><ul><li>Engage boys through hands-on learning </li></ul>
    28. 29. Bloom’s Revised Taxonomy Supported by Web 2.0 Applications Notice anything different about THIS taxonomy?
    29. 30. To think about … The aim of the Core French program is to provide students with fundamental communication skills in French and an understanding of the nature of the language and its culture . Ministry of Education p.2
    30. 31. What it’s REALLY all about … <ul><li>It’s not about creating a blog, it’s about expressing your own ideas and beliefs clearly. </li></ul><ul><li>It’s not about using Delicious, it’s about developing a system to keep up with your stuff and to share your stuff. </li></ul><ul><li>It’s not about Skype, it’s about understanding how to communicate globally in a video setting or via chat/conversation. </li></ul><ul><li>And it’s not about making an Animoto slide show, it’s about having a good sense of design or telling a story. </li></ul><ul><li>It’s not about learning to use the software, it’s about the skills our students will carry with them that these tools and others like them allow. It’s about our students expressing themselves clearly, beautifully, and skillfully. </li></ul><ul><li>And that’s what we should be teaching them.  And that’s what we should be fighting for. </li></ul><ul><li>Not So Distant Future (, Carolyn Foote </li></ul>
    31. 32. If you are interested… <ul><li>(905) 713-2711, extension 3139 </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul>
    32. 33. Workshop <ul><li>Delicious </li></ul><ul><li>Blogger </li></ul><ul><li>Slideshare </li></ul><ul><li>Glogster </li></ul>What Web 2.0 Applications Can Do For You and Your Students!