http://www.links999.net/utopia/education.htmlDon Knezek, chief executive officer of the International Society for Technology in Education (ISTE), says the “digital divide,” the gap between people with and without effective access to digital technology and its impact on their earnings, now also is seen as a “learning divide.” That means, he says, that “kids don’t have the opportunity to learn, as well as earn,” if they don’t have digital skills. While students formerly had the classroom teacher as their “sole guide,” they now can use those skills, as well as new digital tools, to connect and interact with experts around the world, and “that makes so much difference in helping kids learn and advance and stay engaged,” Knezek says.
The impact is that the “Connected Generation” typically has to disconnect when they enter the classroom. This concept of disconnecting is a concern for many teachers, who want to meet children where they are – and they are digital learners.
If you printed the internet it would take 57,000 years to read it and that is reading 24/7.Source: http://www.cartridgesave.co.uk/news/if-you-printed-the-internet/
With a single ink jet printer it would take 3,805 years to print the internet.Source: http://www.cartridgesave.co.uk/news/if-you-printed-the-internet/
Subquestions:What does 21st Century Learning Look Like for You?How Do You Currently use Technology In the Classroom?How Would You Like To See Technology Used In The Classroom? What Concerns do Your Teachers have with Classroom Technology?What Concerns does the School/District Leadership have with Classroom Technology?
Experienceis the most basic structure with the lowest level of expectation. Training has with it the expectation to change practice. Professional Growthis the most complex type of staff development with the expectation to not only change practice, but also impact student learning.
This is an opportunity to explore new learning without making any commitment to implementation or change in practice and/or with no expectation of impacting student learning.
This type is typically required to carry out management or process tasks. There is a level of expectation that the new learning will change practice in someway, but with no direct link to or measurement of student learning.
There is an expectation that the new learning will be implemented (with appropriate support) in the classroom to change teacher practice. There is also an expectation that this change in practice impact student learning.
NSDC-National Staff Development Council
Professional Growth Cycle-In order to both change practice and impact student learning, the following cycle should be implemented:Assess: Review of data to identify the need for improved student learning.Learn: Engage in new learning to meet the need.Implement: Receive support for implementing new learning.Reflect: Continually collect data and monitor outcomes of implementation of the new learning to determine if it is meeting the goal.Assess: Revisit the data to identify further need for improved student learning.
Information is<br />Changing Learning<br />MEETING THE NEEDS OF <br />21ST CENTURY LEARNERS<br />WWW.DELL.COM/K12<br />Adam Garry<br />Managers of Global Professional Learning<br />
A conceptual framework for understanding professional learning for schools <br />31<br />
What is professional Learning?<br />Professional Development Professional Learning<br />Past<br />Present<br />To eliminate this confusion with our customers, we want to define the outcomes of the professional learning opportunities in the beginning when we scope out a plan for their Connected Classroom initiative.<br /><ul><li>Often, school districts and vendors describe other types of professional learning opportunities as Professional Development but it is not delivered as the way NSDC describes what PD should look like.</li></li></ul><li>Experience<br />Dell’s Professional Learning options<br />33<br />
EXPERIENCE<br />This is an opportunity to explore new learning without making any commitment to implementation or change in practice and/or with no expectation of impacting student learning.<br />Experience<br />34<br />
Experience Structures<br />Educators gain experiences in many ways. Some of the most common are listed below:<br /><ul><li>Conferences
TRAINING<br />This type is typically required to carry out management or process tasks. There is a level of expectation that the new learning will change practice in someway, but with no direct link to or measurement of student learning.<br />Experience<br />36<br />
TrainingStructures<br />Training can be delivered through many different venues and in a variety of delivery modes. <br /><ul><li>Workshops
PROF DEVELOPMENT/ GROWTH<br />There is an expectation that the new learning will be implemented (with appropriate support) in the classroom to change teacher practice. There is also an expectation that this change in practice impact student learning.<br />Experience<br />38<br />
What is Professional Development?<br />NSDC definition and study states:<br />The term “professional development” means a comprehensive, substantiated, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement<br />Effective professional development is intensive, ongoing, and connected to practice; focuses on the teaching and learning of specific academic content; is connected to other school initiatives; and builds strong working relationships among teachers. <br />Hammond, L. (Ed.). (2009). Professional Learning in the Learning Profession. (1st ed., Dallas: NSDC.<br />
Professional Development /Growth Structures<br />There are a variety of structures that can be used to facilitate the professional development/growth cycle. They include:<br /><ul><li>Professional Learning Community
Professional Development for School Leaders<br />Leadership Coaching<br />Dell provides leadership coaching and the building level to support connected classroom and one-to-many implementations. Key highlights of this offering:<br /><ul><li>Consultant works in the school building with leadership teams to visit classrooms
School and district develops common language around language
The learning is differentiated for the school leaders
Schools defines the leadership team they want to develop
Conversation are about teaching and learning and how technology can support that environment