Internet accessibility, virtual and game-based environments, mobile devices, and emerging technologies are shifting expectations and practice in K-12 schools. Efforts are underway to innovate in progressive schools which include: personalized learning, virtual classrooms and courses, leveraging cloud computing, mobile devices to build literacy, and collaboratively solving problems in gaming/simulated environments. Drawing on experiences as a classroom teacher, Instructional Technology Administrator, and educational researcher, this session chronicles the movement from research and trends with digital media to sustainable in-school practices. Student and teacher examples illustrate the potential of these powerful IT tools, and provide a window into what's possible in preparing students for global citizenship.
WhoZNext - PDS 2012
Dani HerroClemson University September, 2012
My background…. Technology Resource Teacher The Research K-6 Technology Integration UW-Madison Research – WOW/Augmented Reality• Augmented RealitySocial Media, Web 2.0, Games Research Dissertation - (Squire)• Instructional Technology Administrator WOW (Steinkuehler)• New Media Literacies (Jenkins etsustainable programs Curriculum and Instruction – al.)• Assistant Professor Digital Media and Learning Dissertation (Herro) Research-to-practice with digital media• Games+Learning+Society• Whitepapers, Reports & Trends
The (overlapping) game-changers • broadband • social media • virtual spaces/games • mobile devices • cloud computing
• The big picture - why change practice?• Examples in context - what does it look like?• The process – where did we start?
Why change?• The Digital Promise• The Digital Generation• Relevance - the rapid shift to hybrid/online and cloud based computing• Heavy research basis• Wisconsin DPI Requirements and Adoption• societal requirements/norms/workforce• WE are NOT like our students - brain research• Obsolete, traditional, traditional skills with increased emphasis.....21st Century Skills
Push from out-of-school contexts.... .....young adults and kids.
THE TENSION……Internet use in the wild vs. Internetuse in classrooms
(Web 2.0) Internet Use OutsideInternet Use in Classrooms Classrooms Content retrieval & consumption Content creation & production Access mediated by teacher Access unmediated Production as evidence of consumption Production as genuine contributionEnculturation into pre-ordained “culture” Enculturation into affinity group cultures Text privileged Multimodal systems privileged Teacher as guide on the side Distributed and collective expertise Individual Collaborative User standardization User customization Linear, logical, static progression Non-linear, logical, dynamic progression Herro & Steinkuehler, 2010
Research and TrendsResearch/Report/Theory Projected Impact …....meaningHorizon Reports Cloud computing, games, We need to rethink tools, mobiles, “The Internet of future preparation – and Things” seriously consider trendsPew Internet/Media Use Influence of teens and We need to rethink social media, civic who/what influences our engagement normsDML Community New Media Literacies We need to rethink what it means to be literateHuman Brain Project Changing nature of HOW We need to rethink students learn teaching and learning
Educational Theory Vgotsky told us this decades ago!• Socially-constructed - tools (artifacts) of intellectual adaption with others• More Knowledeable Others (MKO)• Learning occurs at just the next level of understanding (ZPD)• Cultures, surrounding agents can assist learning - meaning making can occur inside and outside of the mind
New media literacies (Jenkins et. al., 2006)• “set of cultural competencies and social skills”• simulation, appropriation, judgment, transmedi a navigation, negotiation, play, multitasking, perfo rmance, collective intelligence, distributed cognition, networking
Framing the *technology-push* in K-12 The (new) Structure Organic Growth *migration to new content Curricular Connections The (new) Content Curricular Growth *includes new structures Purposeful Connections
Touring with TechnologyCurriculum: Research social studies related locales, co-write a short script, multimodalinformation dropped in “pins”Tools: Internet, Google Earth, Flip Video, Pixlr, Sony Vegas - video editing
Techno SavvyBloggerThe Podcasting UnitScript-writingGoogle Groups http://mrsprunty.blogspot.com/
Hybrid, Fully Online Courses• Capacity to connect structure and content• Web page with log in portal - tools• Blackboard as Learning Management System; Google Apps to augment• Continual data collection, assessment, feedback• Courses customized to individual learning and pacing• LEARNING via PROFILE + PERSONAL + MOBILE
The Principal – Efficiency/RelevanceStaff evaluations - observations - Google Doc/commentsScheduling - 7th/8th grade elective choices - now paperless - Google Forms- sent to parentsAnnouncements - Google Doc shared with staff, no administrative assistanttimeBook Studies organized via Google FormsTools as a matter of doing business....relevant and efficient
This is about game design.“Good game designers are practical theoreticiansof learning, since what makes games deep is thatplayers are exercising their learning muscles......”(Gee, 2005) ~mechanics, dynamics, aesthetics~
Elements of Game Design 15 Learning Principles Associated with Playing Good Games (Gee, 2007)IdentityInteractionProductionRisk TakingCustomizationWell-ordered problemsSystem-thinkingDistributed knowledge
Where might you start?not with technology, but insteadunderstanding the (very different) learner,(dramatically different) shift in thedefinition of literacy, and RELEVANCE inopportunities you provide.
The backend...what did we do first? • garner support (pilot) • meet with Tech Support • call other districts for „best practices‟ • read privacy laws - archiving practices • parent communications - registration packet • consider sustainability – PD • evaluations – staff/student
ENSURING SUCCESS AND SUSTAINABILITY Focus on ResearchPerspective Contentof Students over tools
Training and Professional Development • model your expectations (administrators, course instructors, trainers, teachers) • offer multiple entry points and flexibility • form cohorts - this is about sharing and participating • embrace CHANGE, this is the 21st century
Training/PD scheduleAcademic year – Administrative/Business OfficeTraining - before monthly meetingsProfessional Development - embedded in grad classesSummer Training - geared to high school - 3 or 4 hourTechnology Boot Camp – workshopsTechnology Coach – reallocated position
What NOT to do or...how are we sure to fail• Focus solely on technology - pedagogy and instruction must be considered first• Use technology as a starting point - instead of technology for efficiency and to meet REQUIRED skills and opportunities for INCREASED learning• Little or no attention to DESIGN, CREATIVITY, COLLABORATION, MEDIA or INFORMATION Fluency