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Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
Innovation throughtechnology(lemke)
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Innovation throughtechnology(lemke)

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  • I agree with Trudy's statement about the system thinking/leadership is the most important. System thinking about content (social, historical and economic contenxt), culture (shared values, beliefs, expectations, behaviours), conditions (time, space, resources) and competencies (skills, knowledge) (Borthwick & Risberg (2009).
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  • I found this reading very interesting. Your discussion questions were thought provoking and as I mentioned, teachers have not themselves been schooled in an inquiry/technology/pedagocically connected teaching and learning classroom environment. new teachers ar not necessarily able to offer more insight as to how this can be achieved as it will depend on how their preservice education integrates technology. New teachers (presuming and assuming new young teachers) may be able to tell us that they use a variety of IT things, tweet, ipad, etc etc etc but do they know how to utilise it in classrooms to maximise learning and understanding. Well done considering the day you've had!!
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  • Excellent presentation with good insights. I liked the graph you made reference to, indicating the link between skill level and complexity. It is an eye-opener for teachers to realise how boredom and frustration results in our students. I thought the question regarding current learning compared to classical learning was a no--brainer but the felt the evidence for this was probably lacking. It would have been good to find some evidence to support this rather than clear anecdotal evidence.

    Great job, insightful and clear.

    Gavin
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  • Thanks for your presentation. I found this reading particularly relevant in terms of the way that adolescents use technology, and the fact that emails and phone calls are considered their fathers technology. A lot of your slides reflected what I considered the main points - which was gratifying. Re the discussion question 1: although there is much anecdotal evidence, it has been noted that there is very little useful, comparable data around this. That is because it is so complex to measure. there are so many variables! But, considering the fact that adolescents communicate in real time and multitask, would lead one to believe that the quote was in fact true.
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  • 1. Leading Change in the Digital Age Presented by Warren HallINNOVATION THROUGH TECHNOLOGY BY CHERYL LEMKE
  • 2. There is no turning back.The internet has become integral to life in the 21st Century – a place for work, play, communication and learning. Cheryl Lemke
  • 3. In 2009, the mobile world celebrated;Its four billionth connectionOver one trillion unique URLs have been registered in Google’sindexThere have been nearly sixty-one million views to date of theYouTube most-watched video, GuitarOn average, nine hundred thousand blogs are posted everytwenty-four hoursOver 2.5 billion tweets have been sentYouTube was sold to Google in 2006 for $1.65 billionOver one hundred million users are logging onto Facebook everyday andApproximately 2.6 billion minutes globally are dedicated to usingFacebook daily, in thirty-five difference languages (page 244)
  • 4. Outside of school, 96 percent of nine to seventeen-year-olds embrace the Web 2.0 culture of social networking,blogging, twittering, GPS mapping or interactive gaming atsome level.These youth communicate in real time through texting,instant messaging and sharing of media files.They spend about nine hours per week outside of schoolusing social networking and ten hours watching television (page 244)
  • 5. A June 2009 Nielsen publication reported that, whilechildren and youth do use electronic media in excess of sixhours per day, using more than one mediumsimultaneously 23 percent of that time, they also enjoyreading books, magazines and newspapers. Nielsen foundthat 77 percent of US teens have their own mobile phone,83 percent text message, and 56 percent use picturemessaging. Teens average 2,899 text messages per month,which is fifteen times the average number of voice calls(191) they log each month. (page 244)
  • 6. While school district administrators clearly acknowledgethe potential of Web 2.0 tools of learning, the majority ofschool districts have yet to turn that potential to theirstudents’ advantage.According to administrators who responded to the CoSNsurvey, the top three reasons for using Web 2.0 in school1.Keep students interested and engaged in school2.Meet the needs of different kinds of learners3.Develop the critical-thinking skills of students TO DATE, THAT POTENTIAL REMAINS UNTAPPED (page 245)
  • 7. Innovation: The Fuel for aKnowledge-Based EconomyEconomists claim that innovation is the fuel for today’sglobal, knowledge-based economy and for its recovery.To build upon the ideas of author Malcolm Gladwell(2000), an innovation is an idea that has tipped and isviral, influencing the system within which it spreads. (page 245)
  • 8. 21st Century Learning and StudentEngagementThere are three innovations rippling through our societythat must inform America’s bold new vision for 21stcentury learning.A key driver for this new vision is the current lack ofstudent engagement in American schools that hascontributed to an extremely high dropout rate nationally;Nearly 30 percent of students who begin their ninth-gradeyear of high school do not graduate (page 246)
  • 9. In order to engage students fully in deep learning, they need to bemotivated, curious learners who are in classrooms that scaffold the engagement through visualisation, democratisation of knowledge and participatory learning.
  • 10. Innovation One:VisualisationThe link between visualisation and learning can best bedescribed as sense making.It is important to acknowledge that people learn better fromcombining visuals with text and sound than through using eitherprocess alone, provided the design of learning resources followscertain multiledia principles (Mayer & Moreno, 2003) (page 247)
  • 11. 7 Principles of Multimedia1. Multimedia Principle2. Spatial Contiguity Principle3. Temporal Contiguity Principle4. Split-Attention Principle5. Modality Principle6. Individual Differences Principle7. Direct Manipulation Principle
  • 12. Students engaged in learning that incorporates high-quality multi-modal designs outperform, on average,students who learn using traditional approaches withsingle modes.A recent meta-analysis found that, with noninteractivemultimodal learning, such as text with illustrations orlectures with graphics, a student performing at the 50thpercentile would, on average, increase performance tothe 71st percentile (a gain of 21 percentiles). Withinteractive multimodal activities, such as simulations,modeling and real-world experiences, a student at the 50thpercentile would, on average, increase performance tothe 82nd percentile (a gain of 32 percentiles) (Lemke,2008) (page 249)
  • 13. Students need to learn to become informed viewers, critics, thinkers and producers of multimedia. Just as there is grammar and syntax for text literacy, so there is for visual/multimodal literacy. The use of visualisation is yet another way in whichteachers can scaffold their student’s learning. (page 250)
  • 14. Three strategies teachers might consider in usingtechnology to capitalise on the power of visualisation andbuild students’ visual literacy are as follows:1. Develop students as informed consumers of information2. Engage students in thinking critically and creatively using visuals3. Engage students in communicating using visuals (page 251)
  • 15. A key strategy for scaffolding learning through visualisation isthe establishment and use of a set of guidelines that set highstandards for the visual quality of student work.Many designers use a minimum of four key standards for design:• Contrast,• Repitition,• Alignment and• Proximity (page 255)
  • 16. Innovation Two:Democratization of KnowledgeThe Internet has opened up a new opportunity for people tolearn throughout their lives in both formal and informalenvironments, individually and in groups. (page 259)
  • 17. The very ecology of learning is evolving. People areinformally learning based on personal, professional,family, work and community needs, interests orresponsibilities.The implications for schools are significant. School is justone node among the learning contexts available tostudents; educators should e actively considering how toextend the formal learning launched in schools into othernodes.
  • 18. Democratization of Knowledge Taxonomy Browsing the Net Learning objects Simulations University courses available to the public Online courses for K-12 students and teachers Online course units (pp 260-263)
  • 19. Democratization of Knowledge TaxonomyThe democratization of knowledge provides theopportunity for lifelong individual and group learning.For students to leverage that opportunity fully requirescritical thinking, information literacy, and a measure ofself-direction, all of which need to be developed in partby our school systems. (page 263)
  • 20. Innovation Three:Participatory LearningToday’s schools are focused on individual acquisition ofknowledge, student by student, despite the fact that,increasingly, society, community and work emphasize teaming,collaboration and participatory learning.New social patterns are emerging at unprecedented rates.People now expect to be active participants in these virtualcommunities, not just passive observers. (page 264)
  • 21. Implications of the ThreeInnovations Students who are learning in schools influences by the innovations of visualisation, democratization of knowledge and participatory cultures need different skills than prior generations. Tremendously important to these students are the skills including;  Critical and creative thinking  Self-direction  Collaboration  Multimodal learning and  Adaptability
  • 22. Getting There From Here Vision Systems thinking/leadership 21st century skills/learning 21st centrury learning environments Professional competencies Access and infrastructure Accountability (page 268)
  • 23. Getting There From Here For educators, this framework translates into a need for leadership that 1. Establishes a culture of openness to new ideas in and outside of education 2. Encourages calculated risk taking and 3. Is sufficiently insightful to establish a process that accelerates the spread of powerful, creative ideas that have the potential to “tip and ripple”.
  • 24. Discussion questions1. “Students engaged in learning that incorporates high- quality multimodal designs outperform, on average, students who learn using traditional approaches to single modes” Do you agree or disagree with this statement? Discuss2. Looking at the framework “Getting There from Here” (page 268), is one more important than the other? Can these be prioritised? Discuss

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