Ready, Set, Disrupt Joe Bires www.edtechleadership.com email@example.com www.twitter.com/joebireshttp://joebires.wikispaces.com/
Today’s Big Questions1. What do we know about learning and technology?2. How can we use disruptive technology to enhance learning?
“Don’t be an instigator, don’t interrupt, don’t be disruptive, don’t talk back, don’t rock the boat; now get out there and lead” --@LeeJCarey
From David Letterman’s Top Ten List – # 6 – “Bring a flash camera. Take pictures every few minutes, using a very bright flash. If anyone complains, say that you didnt see any sign saying you couldnt bring cameras.”
“If you do not manage culture, it manages you, and you may not even be aware of the extent to which this is happening.” ---Robert Mintz
Research on Tech. in Schools• Professional Development is critical.• Students can care for their device.• Increases student engagement, enthusiasm and motivation.• Tremendous impact on school culture.• Limited research on the impact of technology on test scores.
“technology is any process by which the inputs and outputs are modified.”
“describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves ‘up market’, eventually displacing established competitors.”
“We organize our schools around obedience. Tests, comportment, the very structure of the day is about training young people to follow instructions…. And the rationale for this appears to be that at some point, obedience transforms into self-control…. Self-control is without a doubt one of the building blocks of success…But help me understand why obedience is the way to get there? Compliant sergeants rarely become great generals. --Seth Godin
“Standardization clashes with the need for customization in learning. Tointroduce customization, schools need to move away from the monolithic instruction of batches of students toward a modular, student-centric approach using software as an important delivery vehicle.”
“Because learning will no longer be as variable, we can compare students not by what percentage of the material they have mastered, but by comparing how far they have moved through a body of material.”
“we have a bias to think we can solvecomplicated problems just by collecting moreand more data.” – Clayton Christensen @claychristensen