District transformation region two may 2013

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This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.

This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.

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  • A presentation shared with OCSOA region two – May 2013. The focus is to look at the role of leadership and system change along with the impact of technology and pedagogy for increased student achievement.
  • Look back on where we were as a Board 3 years ago – similar to many Boards
  • Our process began 3 years ago with a systemic review of the department and the technological needs of our schools and an environmental scan of what was happening in the community.We realized that while the world around us had changed drastically, it was “us” adults that were creating conditions to keep technology out of our schools
  • What is your mode of operation – one of fear and caution or one of curiosity and exploration?We were focused on safety and security and working out of Fear “What if something went wrong” as opposed to a focus on innovation and encouraging creativity
  • Trivia time
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  • Discuss this quote – reflect on our role
  • Mention that the tasks seemed huge, but we began with some basic first steps
  • We now annually review our planning document, Towards 2020 – Connecting with Our Students
  • Our view was to provide multiple entry points for all staff in order to have system change, as opposed to a linear “step” approach to district transformation
  • We realized that if the leaders of the Board did not take intentional actions then nothing would change
  • We kept our focus on three key priorities:Success for StudentsSuccess for StaffStewardship of ResourcesBut – we added Learning in the 21st Century as a support and framework for all that we are doing
  • Social media as a key communication channel – relationships and communication are key and that the framework for change must also be part of the discussion, not separate from it. If we want teachers and students to be involved in social learning then we need to create a framework that allows them to do thisMention that this is one Board’s sample of a social media policy to encourage students and staff to use online technologies for social learningAs leaders if we don’t create the conditions to allow for social learning, we shouldn’t expect it to happen automatically
  • WiFi impact – outline the importance of the IT department working with curriculum hand in hand to find a balance between lockdown and access, between filtering and the impact on learningIf it is a key component then it must work otherwise it now impacts learning
  • I wish I had this book 2 years ago – it covers all of the questions that we had, and includes excellent resources and samples
  • Examples of our use of social mediaOur student trustees – facebook, youtube, twitter, - We hired a social media specialist last year-
  • Some examples – Twitter in the system – just a few of the hundreds of examples that could be used
  • Go through stats from the Ottawa Catholic School Board (37,000 students) and mention that we need to go deeper since access does not equate with learning so we need to think about how we interpret the data
  • How do you view today’s generation of learners?Mention that this is an older clip but it is a good one for anyone who hasn’t seen it since it shows both perspectives about today’s youthNeed to base assumptions about the new generation based on research Play clip first with the negative notations from Tapscott and then stop the clipAsk why we would bother introducing technology if it is so bad for kids… don’t take answers, then play the remaining clip that shows that the research does not support that view
  • On Page 1 of his book Michael Fullan explains that the title is in reference to three key forces: Technology, Pedagogy, and Change knowledge do not necessarily seek each other outHe also explains that the Stratosphere is meant to imply, mystery, intrigue, and unknowns, since research on the brain may change how we approach learning in the future.
  • If Ontario is doing so well why are we worried about making more changes with technology?One area where we need to continue to improve is on higher order thinking skills
  • Say This:The Canadian Education Association surveyed over 67,000 grade 5 to 12 students in Canadian schools and they foundDo This:Click to advance to next points on the slideSay This:While 82% of grade 5 students reported that they were engaged in their learning, by grade 11 only 41% reported that they are engaged in their learning. The number increases slightly by grade 12, probably because of the focus on getting into College or University.Do This:Click to advance to the next slideNote:If you are asked specific questions about the study, you can direct the staff member to visit the Canadian Education Association web site and search for the study called “What did you do in school today”.
  • Say This:The Canadian Education Association surveyed over 67,000 grade 5 to 12 students in Canadian schools and they foundDo This:Click to advance to next points on the slideSay This:While 82% of grade 5 students reported that they were engaged in their learning, by grade 11 only 41% reported that they are engaged in their learning. The number increases slightly by grade 12, probably because of the focus on getting into College or University.Do This:Click to advance to the next slideNote:If you are asked specific questions about the study, you can direct the staff member to visit the Canadian Education Association web site and search for the study called “What did you do in school today”.
  • Say this:Karen Hume in her book “Tuned Out” explains that there is a difference between Engagement and CompliantIn some classes, students are quiet and doing the work, but as educators do we know if they are just being compliant or are they engaged in the learning process?Do this:Advance to the next slide
  • Mention that page 4 outlines 4 Criteria to think about when it comes to technology having an impact on teaching and learning
  • 2nd Criteria to think about when it comes to technology having an impact on teaching and learning
  • 3rd Criteria to think about when it comes to technology having an impact on teaching and learning
  • 4th Criteria to think about when it comes to technology having an impact on teaching and learning
  • Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
  • Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
  • Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
  • Think back to the years 2000 – 2010 and how computers, and mainly computer labs were used in schoolReview each of the 4 criteria with a critical view of how these were achieved in that setting
  • Discussion timeGive groups time to think and discuss their own school or Board and how they are doing on these 4 criteria today
  • How do you view today’s generation of learners?Ask for a show of hands if the audience feels that some teachers or parents take this view as represented by these two photosEven if we don’t agree with this perception we must recognize that some people do have this view and unless we start to create a culture to address these perceptions we will have difficulty achieving our goals of having the technology impact student achievementNeed to base assumptions about the new generation based on research
  • How do you view today’s generation of learners?Not everyone will see the Internet as full of danger, but some will see the Internet as having a negative impact on learning.Need to base assumptions about the new generation based on research
  • Discussion at tables regarding the different perspectives in their school and how they think about today’s generation of students
  • Outline the key concepts from Chapter 3We are seeing that technology is not only a positive impact on student learning it is also a positive impact on teacher practice, regardless of the age of the teacher, many veteran teachers have become re-energized as they continue to learn and teach with new technologies
  • Mention that Fullan in his book makes reference to Prensky’s essay, “The Reformers are leaving our schools in the 20th Century” and that this is in reference to the USA; and the strategies that politicians are trying to change educationIndicate agreement with his 10 measures that impact learning- Review each of the 10 measures and focus on pedagogy
  • Indicate agreement with his 10 measures that impact learning- Review each of the 10 measures and focus on pedagogy
  • Activity:At tables, ask groups to rate their own school or Board based on levels 2 – 3 or 4 and the 10 measures outlined by Prensky
  • Mention that chapter 4 is about more disappointments and some of the conditions that are not present in schools or Boards to help teachers and students meet with successThese are the areas that Superintendents, Directors of Education, Coordinators, Principals, Vice-Principals, and other leaders in the system can have a major impact on teachers and student learning
  • Review the work of Hattie- Indicate that we need to take into context that some of his meta studies that show that technology had no impact are precisely because the focus was on the device and not on changes in pedagogy – for example, if we had a study on using computers to impact math achievement and the practice was to bring a class to the lab to work on electronic math worksheets, we would not see a huge correlation on student achievement
  • Review the CoSN steps for setting up mobile learning in your district, but outline that we have to be careful to not see the implementation of devices as impacting learning, this is one component but it is not the key focus on learning or teaching
  • Review this step
  • Review this step
  • Review this step
  • Review this step
  • Review this step
  • Review this step
  • Mention one of key mistakes early on was focusing on equipment and having a laptop plan = we now realize that the focus needed to be on learning and teaching and not on devices
  • Mention this is an organization (U.S.) created by Ken Kay who was the lead for Partnership for 21st Century Learning (P21) the group that pushed the 4Cs. He has now created an organization for Superintendents and Directors.
  • Mention that he has 7 steps to district transformation Although his steps are good, it is important to have multiple entry points for all staff so that you don’t have to wait for everyone to progress in a linear manner
  • Discuss this quote and the need to do things differently because our environment has changed
  • Outline the link between Chapter 5 and the change process and change knowledge
  • Give examples of poor practices that currently use technology and should not be considered as appropriate use of the tools
  • Discuss the lower order thinking activities of cut and paste and make a poster and the same lower order activity of cut and paste on PowerpointA much better assignment for using technology would be for the same teacher to ask the students to find 3 pre-made presentations on the Internet that outline the main tourist features of France, and then compare and contrast the three presentations in order to select the one that would be best suited to persuade our class to pick France as the location for a field trip if we had won $3,000 per student to travel anywhere in the world on a field trip.Mention that Khan Academy has some benefits but it is not taking advantage of all of the advances in technology- Khan Academy is basically recording of a lecture based instruction that students can watch over and over at their own pace. While this helps some students it may not help all students and it doesn’t currently take advantage of the many features of technology that could create a more engaging learning activity for students
  • Go through the various quotes and asking if we are looking at the correct questions
  • Go through the various quotes and asking if we are looking at the correct questions
  • Go through the various quotes and asking if we are looking at the correct questions
  • Go through the various quotes and asking if we are looking at the correct questions
  • Discussion activity at tablesLook at DI and Assessment and how does it fit with technologyAsk about some of the older assessment practices and is the problem the tool or the practice of multiple choice questions?
  • Mention the reason we changed to Gmail was not to save money, it was to change our focus from static communication, to one that focused on collaboration and communication along with creative problem solving and critical thinking – something that lends itself well to Google Apps for Education
  • Discuss the change from libraries to learning commons to go along with our system change and a focus on what a 21st Century learning space should look and sound like
  • New learning spaces – discuss that the conversation needs to be across the whole system, and not just the technology departmentThis is an example of the design for a new elementary school – the highlighted “POD” is a learning area outside of three classrooms. The area will have flexible furniture and a SmartBoard on the outside wall between the three classes. This recognizes that in a school learning takes place everywhere, not just inside a classroom. What is important is that the ideas and design come from an interdepartmental approach to learning, with input from planning and facilities, learning technologies, Curriculum, Special education, and so on, everyone should be aware of the changes that technology can have on learning
  • Need to focus on higher order thinking skills, not technology
  • Need to focus on higher order thinking skills, not technology
  • In the Ottawa Catholic School Board, our view has been that we focus on changes in teacher practice to have the biggest influence on student achievementYou’ll see from this slide that our belief is that by changing teacher practice we will have increased student engagement and this will result in increased student achievement. Technology can assist in this process, but it is not the driving force.
  • We need to realize that some practices won’t change unless we decide to make them change and we provide the conditions for success We also need to realize that sometimes direct instruction is the best approach, but it is the skill of the teacher to know which practice and which tool to use at the right time and for the right student
  • Move from passive recipients of facts to socially active in the creation of knowledgeReview the key areas mentioned in this report (as they appear on the slide)Mentioned that this is good teaching, whether it is face to face, online, or blended learning
  • Say this:This is a definition from page 3 of Leading 21st Century Schools - The change is from static memorization to more of a constructivist and inquiry based approach to education
  • Say this:This chart shows how we are looking for a balance from traditional approaches of teaching – on the left side of the chart, to new approaches on the right. We are not looking for solely the right hand side but a balanced approach.Reflect on your own teaching practice, where do you fall on the continuum – left side – right side, in between?
  • Mention that the device is going to keep changing, whether it is an iPad, or Google Glasses, or a wearable device that looks like a traditional watch - we need to focus on the use of the device and how it can provide access to the right resources, not a focus on the device
  • Outline this resource for planning to move away from traditional textbook to other multi-modal resources
  • Another resource to look at a plan to move to digital
  • Increase your PLN – suggest joining an EdWEB group of interest for free
  • Increase your PLNThe Agenda has a series that focuses on the changes in learning
  • Mention ScoopIT as a great site for networking and staying current with resources
  • Mention the impact of the Common Core on Ontario with the development of multi-modal resources for teachers and students like GoogruLearning.org
  • Mention the impact of the Common Core on Ontario with the development of multi-modal resources for teachers and students like Learn Zillion.com
  • 3 Skinny notes to summarize the book
  • we are all part of the changes and we will provide support to staff and to students as we continue to transition to a 21st Century Learning and Teaching Environment
  • Review quote from Krista Moroder
  • Do this:we are all part of the changes as we continue to transition to a 21st Century Learning and Teaching Environment

District transformation   region two may 2013 District transformation region two may 2013 Presentation Transcript

  • Learning and Teaching in the21st CenturyT. D’Amico, 2013K-12 DistrictTransformation
  • Learning GoalsBy the end of this presentation youshould have a better understanding of:• One district’s change process• The connection betweenpedagogy, technology, and changeknowledge• The important role of leadership in thechange process
  • Looking back… 3 years agoWheredowestartOverhead projectors – minimal LCDsSmall number of InteractiveWhiteboards – various brandsDesktop computer in each classSome wireless spots in some classesLock down philosophy (Filter/Block)No central repository for informationSlow and unreliable networkNo help desk or tracking of issuesStudents with special needs –withdrawn to use locked downlaptopsTechnology ?
  • Systemic Review in 2010•The world haschanged and thereis no turning backAdults actively keeping technology out ofthe school systemNoCellPhonesNoBYOD
  • Fear and Caution orCuriosity and ExplorationWhich approachreflects your District?
  • Trivia Time!Get Ready…
  • The world has changed!•HowmanyInternetusersare thereworldwide?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•HowmanyInternetusersare thereworldwide?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•Howmanyemailsare senteachday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•Howmanyemailsare senteachday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•HowmanyGooglesearchesoccureveryday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•HowmanyGooglesearchesoccureveryday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How manyusers arethere onFacebookand onYouTube?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How manyusers arethere onFacebookand onYouTube?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How many“likes” aregiven onFacebookeach day?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How many“likes” aregiven onFacebookeach day?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How manyYouTubeviews takeplace eachday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•How manyYouTubeviews takeplace eachday?Source:http://www.techi.com/2013/05/in-an-internet-day/
  • The world has changed!•Do you have a moral obligation toensure that every student, in everyclass, in every school has access tothe learning opportunities andresources that are accessible on theInternet?
  • Source: http://www.changemakrs.com/
  • Our Initial Steps…Key Components•Need for change•Technology Tipping Point•Core Priorities•Governance•Devices and Applications•Learning Environment•Instructional Practice•Higher Order Thinking Skills•Catholicism•Professional Development•Equity•Business Management
  • Multiple Entry Points –Systemic Change
  • Source: http://www.changemakrs.com/
  • Board Priorities
  • System Change – PoliciesSocial Media•Policies
  • WiFi has had a major impacton EquityInfrastructure decisions have an impact on Technologyand Pedagogy – System Impacts (Change Knowledge)
  • Excellent ResourceSocial Media1. Its Potential for Schools2. School Safety3. School Management4. Enhancing Learning5. Future TrendsPractical examples andadvice, along with links tosupport materials and resources
  • Social MediaJune 2012 – hired acommunity engagementand multimedia specialistWho uses Social Media:- teachers- students- administrators- trustees- superintendents- support staff- parents… Who doesn’t?Social MediaActive Use in the OCSB
  • Sampling of Tweets
  • Wireless = Accessibility100% increase in 1 year Key Points• On a typical day we haveover 28,000 uniquedevices connecting to ourwireless network• iPad access has had a400% increase in 1 year• iPod Touch remains themost popular device
  • A different Generationof LearnersIs this the Smartest or the Dumbest Generation?Click here to view
  • Fullan’s Impact - Ontario•IntegratingTechnology, Pedagogy, andChange Knowledge
  • Ontario is doing well… whychange?In Ontario – Technology hasnot played much of a role tothis point, which could explainwhy top-end higherorder skills havenot movedmuch(pg. 3)
  • Canadian Education Association Study
  • Canadian Education Association Study
  • Are students Compliant orEngaged?Engagement is always aboutrelationship with aperson, situation, or activity (pg. 7)Karen HumeDistrict and school leaders need toensure that all necessary conditionsare in place to support the kinds oftechnology use that can make a realdifference in student engagementand achievement. (pg. 186)
  • 4 Criteria to integratetechnology and pedagogy:•1.Pg. 4Irresistiblyengaging
  • 4 Criteria to integratetechnology and pedagogy:•2.Pg. 4Elegantlyefficient andeasy to use
  • 4 Criteria to integratetechnology and pedagogy:•3.Pg. 4Technologicallyubiquitous24/7
  • 4 Criteria to integratetechnology and pedagogy:•4.Pg. 4Steeped inreal-lifeproblem solving
  • Think Back to the lastdecade of teaching…2000 - 2010Irresistiblyengaging
  • Think Back to the lastdecade of teaching…2000 - 2010Elegantlyefficientand easyto use
  • Think Back to the lastdecade of teaching…2000 - 2010Technologicallyubiquitous24/7
  • Think Back to the lastdecade of teaching…2000 - 2010Steeped inreal-lifeproblemsolving
  • 1. Irresistibly engaging2. Elegantly efficient and easy to use3. Technologically ubiquitous - 24/74. Steeped in real-life problem solvingHow does your Board measure using thiscriteria?
  • Technology is Dangerous•
  • How does your community viewtoday’s learners?• DumbestgenerationSpoiledgenerationSelf-centeredMegenerationCheaters
  • Discussion TimePerspectives of Education Community?Parents? Teachers? Trustees? Administration? Board staff?Are today’s students theDumbest Generation?
  • Chapter Three: Pedagogy andChange•Stratosphere will make the lives ofboth students and teachersexciting (pg. 17)Create conditions for deepengagement of both students andteachers (pg. 30)
  • •1.Doing less telling – allowing students toresearch the answers2.Connecting what is taught with the real-worldoutcomes3.Distinguish between Skills and Tools4.Treat students as learning partners5.Allow students to use their own tools forlearning (Smartphones) (pg. 31/32)Mark Prensky, “The Reformers are Leaving our Schools in the 20th Century”, 2012 –pg. 16Prensky – 10 measures that impact learning
  • •Mark Prensky, “The Reformers are Leaving our Schools in the 20th Century”, 2012 –pg. 16Prensky – 10 measures that impact learning6. Use more peer to peer teaching7. Allow more choice for students8. Allow students to be the primary users ofclassroom technology9. Share success via short videos posted online10.Connect students with the world via tools likeSkype (pg. 31/32)
  • •How do you rate your Board ?1. Doing less telling – allowing students to research theanswers2. Connecting what is taught with the real-world outcomes3. Distinguish between Skills and Tools4. Treat students as learning partners5. Allow students to use their own tools for learning (SmartPhones)6. Use more peer to peer teaching7. Allow more choice for students8. Allow students to be the primary users of classroomtechnology9. Share success via short videos posted online10.Connect students with the world via tools like SkypeLevel 2 ?Level 3 ?Level 4 ?
  • Chapter 4 – DigitalDisappointments•1.The organizational support for theuse of technology in schools isbadly underdeveloped…-Availability of digital media-Shared vision-School culture-Technical support-Leadership-Assessment systems (pg. 37)
  • Chapter 4…Links the work of Hattie to Stratosphere-High yield practices rely on the influence ofstudent peers, feedback, transparent learningintentions, success criteria, and adjustmentsof instruction-The teacher is the change agent who helpsstudents learn how to learn and how tomonitor their own learning (pg. 48)- We need to get our pedagogy and ourtechnology straightChangesinPedagogyTechnology ChangeKnowledge
  • Don’t confuse tech plans withDistrict Transformation•
  • Don’t let Technology dictatethe change•
  • Avoid IT department silos•
  • Is PD tied to the tool or to theInstructional Practice?•
  • Balance Technology PD withInstructional Practice PD•
  • Learning and Teaching need tobe the drivers•
  • Determine your SuccessCriteria•
  • One of our first mistakesLaptop Program• Focus wasn’t on teachingand learning•Focus was on buying andimplementing devices• PD was focused onusing devices
  • EdLeader 21 Resources•
  • EdLeader 7 Steps to District Reform•
  • Source: http://www.changemakrs.com/
  • Superintendents:Change Knowledge•“Motion Leadership –leadership that causespositive movementforward forindividuals, organizations, and entiresystems”- pg. 66----------“Our challenge is tocombine the best ofchange knowledge with thebest of technology andpedagogy” – pg. 70Normal to fear change“Pedagogy and technologyprovide the directional vision;change knowledge helps usachieve it, learning while wego - pg. 66
  • Learning Walk Observations•Be careful of20th centuryteachingpractice using21st CenturytoolsPosting notes on aSmartBoard for students tocopy on their iPadsElectronic worksheets withmath problems completedin a computer lab
  • Student Success Visitsand District Reviews•Be careful of20th centuryteachingpractice using21st CenturytoolsAssignments such as creating aPowerPoint presentation tohighlight the main features ofFrance“Khan Academy is a great 20thcentury pedagogue using 21stcentury technology… improvedthe delivery system of the oldway”. (pg. 38)
  • Are you asking theright questions?Is this the rightquestion?What is the computer tostudent ratio in our school?
  • Are you asking theright questions?How many iPads do I havein my class?Is this the rightquestion?
  • Are you asking theright questions?Do you show digital moviesfrom YouTube?Is this the rightquestion?
  • Are you asking theright questions?How many SmartBoards dowe have in our school?Is this the rightquestion?
  • What practices still need tochange at your Board ?How does differentiatedinstruction andassessment fit withtechnology at yourschool?Do you still use Scantron – automated marking?Do you still have computer labs?Do you use technology to automate correction ofmainly multiple choice questions?
  • Why did we changeour email system?
  • New Learning Environments•
  • Is your focus on the tool or onskill acquisition?•Let’scomplementthe 3Rs withthe 4Cs as webecome 21stCenturyLeaders &LearnersCritical ThinkingCommunicationCollaborationCreativity
  • Is your focus on the tool or onskill acquisition?•How often doactivities focus onremembering(memorizing) vs.Creating andEvaluating?
  • Studentsremain the focusChangesin TeacherPracticeIncreasedStudentEngagementIncreasedStudentAchievement
  • What’s needed to change thispractice?Pedagogy – Technology – Change Knowledge
  • Changing a school culture is morecomplex than changing one classMoving from whatstudents shouldknow… to whatstudents can doWe need tomove from…This is true for Face toFace, Blended, and OnlineLearning
  • 21st Century LearnersTraditional schools involved teachersand textbooks delivering information tostudents, and students reflecting thatinformation back.To better serve their future, today’sclassrooms should facilitate teachingand learning as a conversation – two-way conversations between teachersand learners, conversations betweenlearners and otherlearners, conversations amongteachers, and new conversationsbetween the classroom and the homeand between the school and itscommunity.- David WarlickPage 3
  • Shifting Practices?Page 38
  • 21st Century Learning ≠ ComputersPg. 59“Electronic classroom tools such as PowerPointpresentations, online videos, and high-techpresentation equipment were still tied to the samematerial in the same school environment.Certainly these tools made education moreinteresting and allowed for opportunities topresent content in new and different ways, butthey were still tied to static material presented ina static learning environment.Today’s learners need something more attunedto their daily lifestyles – connected, and oftenvirtual. That’s where mobile learning comes intoplay.”
  • Teaching Practice… it’s not aboutthe tools!Pg. 95“Stop Talking… and Start Doing!”“Even though this research has been around fordecades, many educators continue to dependcompletely on the “stand and deliver; sit andlearn” full-frontal lecture method. If we were tobe really honest with ourselves, we knowintuitively that this isn’t working”.(2011 – Ian Jukes, Lee Crockett, Andrew Churches)
  • Brain based research…“Children raised with the computer thinkdifferently from the rest of us. They develophypertext minds. They leap around. It’s asthough their cognitive structures wereparallel, not sequential. Linear thoughtprocesses that dominate educational systemsnow can actually retard learning for brainsdeveloped through game and web-surfingprocesses on the computer”. (pg. 79)…Digital Natives crave interactivity…So itgenerally isn’t that Digital Natives can’t payattention, it’s that they choose not to. Pg. 81)(2012 Marc Prensky – From Digital Natives to DigitalWisdom)
  • 21st Century Learning ≠ TechnologyPg. 140Simply insertingtechnology intoclassrooms and schoolswithout considering howthe contexts for learningneed to change, will likelyfail.Allan Collins
  • What lies ahead?We can’t predict the device of the future… and that’s ok
  • Future Trends for Leaders…1. It’s all about access2. Tension between access and security continues3. You can’t keep abreast of everything4. Relations with IT Dept. are critical5. Social media can extend learning6. Stay out front, but not too far aheadof your communityPg. 210(Williamson and Johnston, 2012)
  • Collaborative, a joint effort of industry stakeholders, schoolofficials and non-profit leaders to encourage collaboration across theecosystem, accelerate the development of digital textbooksand improve the quality and penetration of digital learningin K-12 public education.
  • State Educational Technology Directors Association (SETDA) is the principalassociation serving, supporting, and representing US state and territorialeducational technology leadership
  • Edweb - Acommunity ofeducators who areusing socialnetworking toshareinformation, createresources, andcreate onlinecommunities ofpractice toimprove teachingand learningFree WebinarsExpand yourProfessional Learning Networks
  • 21st CenturyProfessional Learning NetworkReview the resources based on the CBC’s Learning 2030 series
  • Personal Learning NetworkScoop.IT
  • Digital Learning & The Common CoreGoorulearning.org
  • Impact of The Common CoreDigitalLearningLearnZillion.com
  • The Skinny is simple but powerful ...•Make it all about learning•Let technology permeate•Engage the whole system123
  • Superintendents look into thefuture… and then make it happen
  • Teacher’s Matter Most!“ I had a lot of greatteachers, and they were greatbecause they knew how topersonalize learning for all oftheir students, not because theystuck us in front of a computerscreen”Krista Moroder, (Learning and Leading with Technology ISTE, April 2013, pg.40)
  • Whether youbelieve youcan, or youbelieve youcan’t – you’reright.Henry Ford@TDOttawa