7/24/13	
  
1	
  
Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summe...
7/24/13	
  
2	
  
“Non-­‐cogniGve”	
  factors	
  
“Non-­‐cogniGve	
  factors	
  profoundly	
  effect	
  what	
  they	
  lea...
7/24/13	
  
3	
  
www.mediafesGval.org	
  
linkyy.com/StealThisFesGval	
  
case	
  sensiGve	
  
h)p://slickrockfesGval.org...
7/24/13	
  
4	
  
Bloom,	
  B.	
  (1984).	
  "The	
  2	
  Sigma	
  Problem:	
  The	
  Search	
  for	
  Methods	
  of	
  Gr...
7/24/13	
  
5	
  
The	
  grail:	
  Bloom’s	
  	
  
“2	
  Sigma	
  Problem”	
  	
  	
  
An	
  average	
  student	
  tutored...
7/24/13	
  
6	
  
#MysterySkype	
  
Six	
  months	
  later	
  
Their	
  first	
  tweet	
  
The	
  grail:	
  Bloom’s	
  	
  ...
7/24/13	
  
7	
  
The	
  grail:	
  Bloom’s	
  	
  
“2	
  Sigma	
  Problem”	
  	
  	
  
Bloom’s	
  “Objects	
  of	
  change...
7/24/13	
  
8	
  
The	
  grail:	
  Bloom’s	
  	
  
“2	
  Sigma	
  Problem”	
  	
  	
  
	
  	
  
Bloom’s	
  “Objects	
  of	...
7/24/13	
  
9	
  
Rural	
  vs	
  Urban	
  India	
   Young	
  learner	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Young-­‐i...
7/24/13	
  
10	
  
Pathophysiology	

There is a general chain of events that applies to
infections. For infections to occu...
7/24/13	
  
11	
  
SCIENCE	
  	
  MATH	
  
h)p://www.exploratorium.edu/brain_explorer/jumping.html	
  h)p://www.explorator...
7/24/13	
  
12	
  
7/24/13	
  
13	
  
7/24/13	
  
14	
  
You	
  can’t	
  do	
  this	
  with	
  lesson	
  plans	
  You	
  can’t	
  do	
  this	
  with	
  lesson	
...
7/24/13	
  
15	
  
RecommendaGons	
  for	
  Improving	
  	
  
Training	
  for	
  First	
  Time	
  Teachers	
  
– Ongoing	
...
7/24/13	
  
16	
  
The	
  nose	
  knows.	
  
Finally:	
  How	
  personalized	
  can	
  
resources	
  be?	
  
The	
  nose	
...
7/24/13	
  
17	
  
The	
  book	
  is	
  the	
  new	
  backpack	
  
AR	
  
QR	
  
VR	
  
Augmented	
  reality	
  
	
  
	
  ...
7/24/13	
  
18	
  
Put	
  book	
  trailer	
  video	
  in	
  book	
  
Publisher	
  (or	
  kids)	
  
make	
  trailer	
  
	
 ...
7/24/13	
  
19	
  
The	
  Future	
  	
  part	
  I	
  
h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-­‐trac...
7/24/13	
  
20	
  
h$ps://docs.google.com/document/d/10-­‐exPMp7ksR41qr-­‐17dtwsvgXA-­‐_QkTF3gSf7osXAPk/edit	
   h$ps://do...
7/24/13	
  
21	
  
Paste	
  url	
  
Hit	
  Generate	
  
7/24/13	
  
22	
  
ç	
  
ç	
  
Your	
  Code!	
  
Watch	
  the	
  video	
  about	
  managing	
  codes!	
  
	
  
To	
  Read	...
7/24/13	
  
23	
  
AR	
  	
  
Augmented	
  Reality	
  
	
  
Aurasma	
  
The	
  Fantas_c	
  Flying	
  Books	
  of	
  Morris...
7/24/13	
  
24	
  
The	
  Future	
  part	
  II	
  
7/24/13	
  
25	
  
Aurasma	
  
Jenna	
  Linskens	
  	
  
Assistant	
  Professor	
  
School	
  of	
  EducaMon	
  
Marian	
 ...
7/24/13	
  
26	
  
Why	
  you	
  are	
  so	
  important.	
  
Unforeseen Consequences: Knowledge and
Leadership in the Age ...
7/24/13	
  
27	
  
1.	
  Demonstrate	
  how	
  technology	
  
posiGvely	
  affects	
  learning	
  and	
  
classroom	
  prac...
7/24/13	
  
28	
  
1.  Model	
  the	
  use	
  of	
  new	
  technologies	
  when	
  
communicaGng	
  
2.  Ensure	
  that	
 ...
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  1. 1. 7/24/13   1   Unforeseen Consequences: Knowledge and Leadership in the Age of Digital Education Presented to the Summer Statewide Educator Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 24, 2013 Unforeseen Consequences: Knowledge and Leadership in the Age of Digital Education Presented to the Summer Statewide Educator Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 24, 2013 h)p://linkyy.com/HallDavidsonHandouts   h)p://linkyy.com/MDLA   Presentation ! Twi$er:    HallDavidson                          hall_davidson@discovery.com   Common   Core   Machines  &   Materials   Learners   Non-­‐cogniGve   skill  builders  
  2. 2. 7/24/13   2   “Non-­‐cogniGve”  factors   “Non-­‐cogniGve  factors  profoundly  effect  what  they  learn.4”   17-­‐year  old  black  and  LaGno  students  four  years  behind  in  math  and   reading1.   IntervenGon      Control  group   Grade  point  average  increased        flat   Top  quarter  of  class    22%        3%   Bo)om  third  of  class      1/3              ½       Class  failure  rate        3%          11%   Math  grades                higher        flat     Middle  school  students  at  risk  of  failure2,3   “The  intervenGon  is  like  turning  on  a  light  switch.    It  seems  miraculous  when  it   goes  on  but  it  depends  on  the  [academic]  infrastructure  already  in  place.”    Geoffrey.   Cohen   1The  Journal  Science,  2011,  Geoffrey  L.  Cohen,  Gregory  M.  Walton   2Gregory  M.  Walton   3Lisa  Blackwell,  Kali  Trzesniewski  (referenced  below)   4David  L.  Kirp,  UC  Berkeley,  “Kids  First:  Five  Big  Ideas  for  Transforming  Children’s  Lives  and  America’s  Future   5David  L.  Kirp,  UC  Berkeley,  Los  Angeles  Times,  4/24/11         Math  Story   h$p://www.schooltube.com/video/d95ff612cc36cadfed7b/The%20Mul_plica_on%20Kid      teacher  Mark  Ellis,  gr.  3   Toontastic
  3. 3. 7/24/13   3   www.mediafesGval.org   linkyy.com/StealThisFesGval   case  sensiGve   h)p://slickrockfesGval.org/photo-­‐gallery/    “21st-­‐Century  Skills”  ~    work  success   May  30,  2013  (Gallup)     1,000+  18-­‐35  yr  old   •  CollaboraGon   •  Knowledge  construcGon   •  Global  awareness   •  Use  of  technology  for  learning   •  Skilled  communicaGon   •  Real-­‐world  problem  solving   “Strongly  agree  they  are   successful  and  valued  in   their  current  jobs”     RelaGvely  high  level  of   exposure  the  last  year  in   school:     200%   Anthony  Rebora    blogs.edweek.org/teachers/teaching_now/2013/05/survey_learning_21st-­‐century_skills_linked_to_work_success.html?print=1   h)p://www.gallup.com/poll/162818/21st-­‐century-­‐skills-­‐linked-­‐work-­‐success.aspx      
  4. 4. 7/24/13   4   Bloom,  B.  (1984).  "The  2  Sigma  Problem:  The  Search  for  Methods  of  Group  InstrucGon  as  EffecGve  as  One-­‐to-­‐One  Tutoring"  (h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-­‐  two-­‐sigma.pdf)  ,  EducaGonal  Researcher,  13:6(4-­‐16).  Retrieved  from  "h)p:// en.wikipedia.org/w/index.php?  Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"  Categories:  EducaGonal  psychology  EducaGon  theory      en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem  1/3  h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg    
  5. 5. 7/24/13   5   The  grail:  Bloom’s     “2  Sigma  Problem”       An  average  student  tutored  one-­‐ to-­‐one  using  mastery  learning   techniques  performed  two   standard  deviaGons     be)er…       "the  average  …  student  was  above   98%  of  the  students  in  the  control   class”   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  InstrucGonal  Material   IV.  Teacher   h)p://roadrunneracademy.weebly.com/  
  6. 6. 7/24/13   6   #MysterySkype   Six  months  later   Their  first  tweet   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material  
  7. 7. 7/24/13   7   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material   Informa_on  Week  5/20/13   www.informaGonweek.com/educaGon/mobility/students-­‐want-­‐more-­‐mobile-­‐devices-­‐in-­‐cla/240154188?cid=RSSfeed_IWK_All     Harris  InteracGve  Survey   5/20/13   “…92%  of  elementary,   middle  and  high  school   students  believe  mobile   devices  will  change  the   way  students  learn  in  the   future.  A  majority  (69%)   would  like  to  use  mobile   devices  more  in  the   classroom.  “   Eyewire  Yesterdays  Office/Low  Resolu_on/YOF_002L.JPG   Kinder teachers’ blog! Pre-­‐school  in  Calistoga   h$p://napavalleyregister.com/news/local/ipads-­‐credited-­‐with-­‐calistoga-­‐reading-­‐gains/ar_cle_55718e30-­‐b0f6-­‐11e0-­‐8278-­‐001cc4c002e0.html   “During  the  four  weeks  of   instrucGon,  the  reading   comprehension  of  the   Calistoga  preschoolers   increased  from  58.5  percent   to  76.4  percent.”   Eugene  Narciso,  COO  of  Footsteps  2   Brilliance,     Dr.  Pamela  Redmond   Chair  of  Graduate  Studies   College  of  Educa_on  and  Health  Service   Touro  University,  CA   h$p://www.brighteyes.com/Smith.html  
  8. 8. 7/24/13   8   The  grail:  Bloom’s     “2  Sigma  Problem”           Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material   Bloom,  B.  (1984).  "The  2  Sigma  Problem:  The  Search  for  Methods  of  Group  InstrucGon  as  EffecGve  as  One-­‐to-­‐One  Tutoring"  (h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-­‐  two-­‐sigma.pdf)  ,  EducaGonal   Researcher,  13:6(4-­‐16).  Retrieved  from  "h)p://en.wikipedia.org/w/index.php?  Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"  Categories:  EducaGonal  psychology  EducaGon  theory      en.wikipedia.org/wiki/ Bloom's_2_Sigma_Problem  1/3  h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg     A  Study  of  Best  PracGces  in  PLATO®  Learning  Online  SoluGons     An  analysis  and  interpreta_on  of  a  Marzano  Research  Labratory  study     March,  2012       The  study  examined  percepGons  of  instrucGonal  pracGces  and  achievement  data  from  1,828   students  and  141  teachers  at  23  sites  in  12  states  (California,  Florida,  Iowa,  Illinois,  Indiana,   Massachuse)s,  Maine,  New  Hampshire,  New  York,  Ohio,  Oklahoma,  and  Pennsylvania),       The  study  found  that  teacher  engagement…was  the  strongest   predictor  of  higher  levels  of  student  achievement.     From  Oxford,  England    h)p://www.youtube.com/watch?v=dk60sYrU2RU   From  Sugar  Mitra  TED  talk  
  9. 9. 7/24/13   9   Rural  vs  Urban  India   Young  learner                      Young-­‐ish  learner   Teacher  Survey  Data   Purchasing   Apps    App   Upgrades   Data   ReporGng   Safety  and   Security   Wireless   Access   Installing   Apps   Data   Transfers   No   Issues   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material   Bloom,  B.  (1984).  "The  2  Sigma  Problem:  The  Search  for  Methods  of  Group  InstrucGon  as  EffecGve  as  One-­‐to-­‐One  Tutoring"  (h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-­‐  two-­‐sigma.pdf)  ,  EducaGonal   Researcher,  13:6(4-­‐16).  Retrieved  from  "h)p://en.wikipedia.org/w/index.php?  Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"  Categories:  EducaGonal  psychology  EducaGon  theory      en.wikipedia.org/wiki/ Bloom's_2_Sigma_Problem  1/3  h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg    
  10. 10. 7/24/13   10   Pathophysiology There is a general chain of events that applies to infections. For infections to occur a given chain of events must occur.[5] The chain of events involves several steps—which include the infectious agent, reservoir, entering a susceptible host, exit and transmission to new hosts. Each of the links must be present in a chronological order for an infection to develop. Understanding these steps helps health care workers target the infection and prevent it from occurring in the first place.[6] Colonization Infection begins when an organism successfully colonizes by entering the body, growing and multiplying. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids. Wound colonization This refers to nonreplicating microorganisms within the wound, while in infected wounds replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these Pathophysiology There is a general chain of events that applies to infections. For infections to occur a given chain of events must occur.[5] The chain of events involves several steps—which include the infectious agent, reservoir, entering a susceptible host, exit and transmission to new hosts. Each of the links must be present in a chronological order for an infection to develop. Understanding these steps helps health care workers target the infection and prevent it from occurring in the first place.[6] Colonization Infection begins when an organism successfully colonizes by entering the body, growing and multiplying. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids. Wound colonization This refers to nonreplicating microorganisms within the wound, while in infected wounds replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these BFADJNC  JS  HAPD   h)p://www.exploratorium.edu/   BFADJNC  JS  HAPD   h)p://www.exploratorium.edu/brain_explorer/jumping.html  h)p://www.exploratorium.edu/  
  11. 11. 7/24/13   11   SCIENCE    MATH   h)p://www.exploratorium.edu/brain_explorer/jumping.html  h)p://www.exploratorium.edu/   h)p://www.exploratorium.edu/brain_explorer/jumping.html  h)p://www.exploratorium.edu/   SCIENCE    MATH   h)p://www.lexile.com/about-­‐lexile/grade-­‐equivalent/grade-­‐equivalent-­‐chart/   Lexile  point  gain  equivalent   with  self-­‐reading  text.     200      ?
  12. 12. 7/24/13   12  
  13. 13. 7/24/13   13  
  14. 14. 7/24/13   14   You  can’t  do  this  with  lesson  plans  You  can’t  do  this  with  lesson  plans  
  15. 15. 7/24/13   15   RecommendaGons  for  Improving     Training  for  First  Time  Teachers   – Ongoing  training  in  how  to  use  the  iPad   – How  to  search  for/load  apps   – Time  to  adapt  apps  for  curriculum  and  student   needs   – Online  resources  for  community  development  and   learning  how  to  use  social  media  to  link  with  other   teachers  and  learn  about  uses   – Opportunity  to  network  between  sites/teachers   Teacher  Survey   What  page   What  does   that  project   look  like?   Track  the   assessments  
  16. 16. 7/24/13   16   The  nose  knows.   Finally:  How  personalized  can   resources  be?   The  nose  knows.   Finally:  How  personalized  can   resources  be?   Screen  Shot  Google   Elementary  self-­‐personalizaGon  
  17. 17. 7/24/13   17   The  book  is  the  new  backpack   AR   QR   VR   Augmented  reality       Quick  response       Virtual  reality   Unexpected  benefits  with  the   shiz  to  digital   QR   Quick  Response  
  18. 18. 7/24/13   18   Put  book  trailer  video  in  book   Publisher  (or  kids)   make  trailer     Make  QR  code     Put  QR  code  in  book   Hint  from  ICE  2013   h)p://mms.ucps.k12.nc.us/    Monroe  middle  school   h$p://vielmek.typepad.com/vacuum/200709071406.jpg   h)p://1.bp.blogspot.com/-­‐8b53KeDeJ-­‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg   h)p://www.slimekids.com/book-­‐trailers/ten-­‐fourteen/eleven/the-­‐pull-­‐of-­‐gravity.html   h)p://www.us.penguingroup.com/staGc/pages/mulGmedia/index.html#vmix_media_id=162734291   h)p://1.bp.blogspot.com/-­‐8b53KeDeJ-­‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg   h)p://www.slimekids.com/book-­‐trailers/ten-­‐fourteen/eleven/the-­‐pull-­‐of-­‐gravity.html  
  19. 19. 7/24/13   19   The  Future    part  I   h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-­‐tracks-­‐ca)le-­‐from-­‐birth-­‐to-­‐plate      h)p://www.deseretnews.com/arGcle/700149196/Wheres-­‐the-­‐beef-­‐Michigan-­‐State-­‐aims-­‐to-­‐find-­‐out.html   Made  of  rice  paper,  edible  QR  codes  help  diners  learn  about  the  fish  they  eat   at  San  Diego’s  Harney  Sushi.  Photograph  courtesy  of  Harney  Sushi     Guests  at  the  upscale  Harney  Sushi  in  San  Diego  now  get  a  li)le  something   extra  with  their  fresh  tuna  and  crab  rolls:  edible  QR  (quick  response)  codes.   When  scanned  with  a  smart  phone  or  tablet,  the  codes  take  users  to  the   NOAA  (NaGonal  Oceanic  and  Atmospheric  AdministraGon)  FishWatch  website,   where  they  can  learn  about  the  sustainability  of  the  seafood  they  are   consuming.     Like  288  25  ShaMreore  »  437  newswatch.naGonalgeographic.com/ 2013/05/22/edible-­‐qr-­‐codes-­‐make-­‐sustainable-­‐sushi-­‐fun-­‐and-­‐convenient/       The  Future    part  I   h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-­‐tracks-­‐ca)le-­‐from-­‐birth-­‐to-­‐plate      h)p://www.deseretnews.com/arGcle/700149196/Wheres-­‐the-­‐beef-­‐Michigan-­‐State-­‐aims-­‐to-­‐find-­‐out.html   The  DENSI  Challenge     to  Shelburne  Farms  
  20. 20. 7/24/13   20   h$ps://docs.google.com/document/d/10-­‐exPMp7ksR41qr-­‐17dtwsvgXA-­‐_QkTF3gSf7osXAPk/edit   h$ps://docs.google.com/document/d/10-­‐exPMp7ksR41qr-­‐17dtwsvgXA-­‐_QkTF3gSf7osXAPk/edit   To  Make  a  QR  code   (Quick  Response)    
  21. 21. 7/24/13   21   Paste  url   Hit  Generate  
  22. 22. 7/24/13   22   ç   ç   Your  Code!   Watch  the  video  about  managing  codes!     To  Read  a  QR  code   (on  phone,  iPad,  etc.)     My  current  favorite:   Scan  by  QR  code  city   i-­‐nigma      QRazer    
  23. 23. 7/24/13   23   AR     Augmented  Reality     Aurasma   The  Fantas_c  Flying  Books  of  Morris  Lessmore     Imag.N.O.Tron   App! Book! Jenna  Linskens     Assistant  Professor   School  of  EducaMon   Marian  University     Independent  educator   specializing  in  helping  people   use  technologies  in  wise  and   powerful  ways.   Senior  Director   Global  Learning   IniMaMves  Discovery   EducaMon   FETC Close App Shoot Out! Thank you for attending FETC Drawings will follow! Share
  24. 24. 7/24/13   24   The  Future  part  II  
  25. 25. 7/24/13   25   Aurasma   Jenna  Linskens     Assistant  Professor   School  of  EducaMon   Marian  University     Independent  educator   specializing  in  helping  people   use  technologies  in  wise  and   powerful  ways.   Senior  Director   Global  Learning   IniMaMves  Discovery   EducaMon   FETC Close App Shoot Out! Thank you for attending FETC Drawings will follow! Share Unforeseen Consequences: Knowledge and Leadership in the Age of Digital Education Presented to the Summer Statewide Educator Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 24, 2013 h)p://linkyy.com/HallDavidsonHandouts   h)p://linkyy.com/MDLA   Presentation ! Twi$er:    HallDavidson                          hall_davidson@discovery.com   The  Fantas_c  Flying  Books  of  Morris  Lessmore     Imag.N.O.Tron   App! Book!
  26. 26. 7/24/13   26   Why  you  are  so  important.   Unforeseen Consequences: Knowledge and Leadership in the Age of Digital Education Presented to the Summer Statewide Educator Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 24, 2013 h)p://linkyy.com/HallDavidsonHandouts   h)p://linkyy.com/MDLA   Presentation ! Twi$er:    HallDavidson                          hall_davidson@discovery.com   More  if  there  were  Gme…  
  27. 27. 7/24/13   27   1.  Demonstrate  how  technology   posiGvely  affects  learning  and   classroom  pracGce     Your  strategy  as  leader  must:   2.  Show  how  technology  impacts  the   role  as  superintendent.  
  28. 28. 7/24/13   28   1.  Model  the  use  of  new  technologies  when   communicaGng   2.  Ensure  that  technology  becomes  integral  to  teaching   21st-­‐century  skills   3.  Boost  [technology]  applicaGons  for  student  learning   4.  Offer  professional  development  in  these  technologies   and  help  teachers  create  learning  communiGes     5.  Require  be)er  balanced  assessments  of  student  work —and  be)er  use  of  data  from  the  assessments  to  help   students  improve  their  performance.   Five  ImperaGves  for  Superintendents   Reasons  to  move  forward  with     technology  and  digital  media   The  students  benefit     The  teachers  benefit     The  community  benefits   The  grail:  Bloom’s     “2  Sigma  Problem”       Bloom’s  “Objects  of  change   process”   I.  Home/Peer  Group   II.  Learner   III.  Teacher   IV.  InstrucGonal  Material   Informa_on  Week  5/20/13   www.informaGonweek.com/educaGon/mobility/students-­‐want-­‐more-­‐mobile-­‐devices-­‐in-­‐cla/240154188?cid=RSSfeed_IWK_All     Harris  InteracGve  Survey   5/20/13   “…92%  of  elementary,   middle  and  high  school   students  believe  mobile   devices  will  change  the   way  students  learn  in  the   future.  A  majority  (69%)   would  like  to  use  mobile   devices  more  in  the   classroom.  “   Eyewire  Yesterdays  Office/Low  Resolu_on/YOF_002L.JPG  

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