Dani HerroClemson University September, 2012
My background….  Technology Resource Teacher                   The Research          K-6 Technology Integration  UW-Madiso...
The (overlapping) game-changers    •   broadband    •   social media    •   virtual spaces/games    •   mobile devices    ...
INNOVATIVEGAME-CHANGERS              Mobiles +            Personalization                              Game-based         ...
• The big picture - why change  practice?• Examples in context - what  does it look like?• The process – where did we  sta...
Why change?• The Digital Promise• The Digital Generation• Relevance - the rapid shift to hybrid/online and cloud  based co...
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                                                                  ...
Research and TrendsResearch/Report/Theory   Projected Impact            …....meaningHorizon Reports          Cloud computi...
Educational Theory               Vgotsky told us this decades ago!• Socially-constructed - tools (artifacts) of  intellect...
New media literacies (Jenkins et. al., 2006)• “set of cultural competencies and social skills”• simulation, appropriation,...
What does innovation look like in K-              12?
Framing the *technology-push*            in K-12 The (new) Structure             Organic Growth  *migration to new content...
reading fluency, skillbuilding, digitalstorytelling, artifacts forwritersworkshop, playlists as„datedassessments‟, digital...
Touring with                                              TechnologyCurriculum: Research social studies related locales, c...
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 a...
Teaching and Learning  with Google Apps
The Principal – Efficiency/RelevanceStaff evaluations - observations - Google Doc/commentsScheduling - 7th/8th grade elect...
iGoogle DesktopCalendar*Gmail*Docs*Google Translator*Reader*Twitter*Articles/Scholar
The Gaming CourseGmailSitesDocsPresentationsGoogle App Inventor
Purposeful - threading gaming in          curriculum
Why gaming?
The world our students live in
Games as…
Identity
Interaction
Production
Risk-Taking
Challenge
This is about game design.“Good game designers are practical theoreticiansof learning, since what makes games deep is that...
Elements of Game Design     15 Learning Principles Associated with Playing Good Games (Gee, 2007)IdentityInteractionProduc...
Where might you start?not with technology, but insteadunderstanding the (very different) learner,(dramatically different) ...
The backend...what did we do first? •   garner support (pilot) •   meet with Tech Support •   call other districts for „be...
ENSURING SUCCESS AND                                SUSTAINABILITY         Focus on         ResearchPerspective      Conte...
Training and Professional Development • model your expectations   (administrators, course   instructors, trainers, teacher...
Training/PD scheduleAcademic year – Administrative/Business OfficeTraining - before monthly meetingsProfessional Developme...
What NOT to do            or...how are we sure to fail• Focus solely on technology - pedagogy and instruction  must be con...
Moving forward...Game design as gateway tologic, programming, graphic design.                                      BYOD
daniherro@gmail.comdherro@clemson.edu    @daniherro
WhoZNext - PDS   2012
WhoZNext - PDS   2012
WhoZNext - PDS   2012
WhoZNext - PDS   2012
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WhoZNext - PDS 2012

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September 2012 - PDS presentation - Herro

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  • 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

    1. 1. Dani HerroClemson University September, 2012
    2. 2. 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
    3. 3. The (overlapping) game-changers • broadband • social media • virtual spaces/games • mobile devices • cloud computing
    4. 4. INNOVATIVEGAME-CHANGERS Mobiles + Personalization Game-based learning Cloud Computing
    5. 5. • The big picture - why change practice?• Examples in context - what does it look like?• The process – where did we start?
    6. 6. 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
    7. 7. Push from out-of-school contexts.... .....young adults and kids.
    8. 8. THE TENSION……Internet use in the wild vs. Internetuse in classrooms
    9. 9. (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
    10. 10. 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
    11. 11. 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
    12. 12. 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
    13. 13. What does innovation look like in K- 12?
    14. 14. 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
    15. 15. reading fluency, skillbuilding, digitalstorytelling, artifacts forwritersworkshop, playlists as„datedassessments‟, digitalread-alouds and audioinstruction
    16. 16. 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
    17. 17. Techno SavvyBloggerThe Podcasting UnitScript-writingGoogle Groups http://mrsprunty.blogspot.com/
    18. 18. 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
    19. 19. Teaching and Learning with Google Apps
    20. 20. 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
    21. 21. iGoogle DesktopCalendar*Gmail*Docs*Google Translator*Reader*Twitter*Articles/Scholar
    22. 22. The Gaming CourseGmailSitesDocsPresentationsGoogle App Inventor
    23. 23. Purposeful - threading gaming in curriculum
    24. 24. Why gaming?
    25. 25. The world our students live in
    26. 26. Games as…
    27. 27. Identity
    28. 28. Interaction
    29. 29. Production
    30. 30. Risk-Taking
    31. 31. Challenge
    32. 32. 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~
    33. 33. Elements of Game Design 15 Learning Principles Associated with Playing Good Games (Gee, 2007)IdentityInteractionProductionRisk TakingCustomizationWell-ordered problemsSystem-thinkingDistributed knowledge
    34. 34. 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.
    35. 35. 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
    36. 36. ENSURING SUCCESS AND SUSTAINABILITY Focus on ResearchPerspective Contentof Students over tools
    37. 37. 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
    38. 38. 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
    39. 39. 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
    40. 40. Moving forward...Game design as gateway tologic, programming, graphic design. BYOD
    41. 41. daniherro@gmail.comdherro@clemson.edu @daniherro
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