Makingcomputeruse

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This is a presentation for afterschool coordinators. It goes along with the wiki, afterschoolcomputerlab.pbworks.com.

This is a presentation for afterschool coordinators. It goes along with the wiki, afterschoolcomputerlab.pbworks.com.

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  • In 1998, he led a UK commission on creativity, education and the economy and his report, All Our Futures: Creativity, Culture and Education was influential. The Times said of it: "This report raises some of the most important issues facing business in the 21st century. It should have every CEO and human resources director thumping the table and demanding action". He helped create a strategy for creative and economic development as part of the Peace Process in Northern Ireland, publishing Unlocking Creativity, a plan implemented across the region and mentored the Oklahoma Creativity Project. In 1998, chaired the National Advisory Committee on Creative and Cultural Education\n
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Transcript

  • 1. CREATING AND ORGANIZINGthe Exemplary After-School Computer Program Leah Jensen Instructional Technologist, Oakland Unified SD
  • 2. AGENDA Time Activity Structure Opening Activities 9:45-9:55 Think-Pair-Share •Agenda Review & LTs Changing Education Paradigms9:55-10:15 •US and State Data Video Pair Share •Video clip-Sir Ken Robinson Organizing Your Program10:15-10:50 •Student Work Samples Shoulder buddy •Wiki vs Social Bookmarking Think Write •Reviewing web-resources10:50-11:10 Getting Started Independent work Closing Activity11:10-11:15 Popcorn •Exit Ticket
  • 3. LEARNING TARGETS
  • 4. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.
  • 5. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.
  • 6. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.I can explain how to create and organize my wikifor my program
  • 7. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.I can explain how to create and organize my wikifor my programI can describe how I research web resources on lineto use with my students.
  • 8. THE FLAT WORLD AND EDUCATION BY LINDA DARLING-HAMMONDAt least 70% of US jobs now require specialized knowledge and skills, as compared to only5% at the dawn of the century when our current system of schooling was established.The top 10 in-demand jobs projected for 2010 did not exist in 2004.At a time when three-quarters of the fastest growing occupations require post-secondaryeducation, our college participation rates have slipped from 1st in the world to 16th and onlyone-third of our young people receive a college education.Only 1 in 10 low-income kindergartners becomes a college graduate.At a time when high school dropouts are unlikely to be able to secure any job at all, our highschool graduation rates--stuck at about 70%--have dropped from first in the world to thebottom half of industrialized nations.At a time when advances in science and technology fuel economic growth in East Asian andEuropean nations, our students rank near the bottom of industrialized countries in math andscience achievement.At a time when children of color comprise a majority in most urban districts, and will be amajority in the nation as a whole by 2025, we face pernicious achievement gaps that fuelinequality, shortchanging our young people and our nation.
  • 9. RESEARCH SHOWS**Terry Peterson, Ph.D., is the Director of the Afterschool And Community Learning Resource Network, funded by the MottFoundation. He is also the University of South Carolina Educational Foundation Senior Fellow for Policies and Partnerships andeducational consultant to the dean at the College of Charleston. Terry concluded these findings from his studies.
  • 10. RESEARCH SHOWS* Well-structured afterschool programs effectively expand learning time for students.*Terry Peterson, Ph.D., is the Director of the Afterschool And Community Learning Resource Network, funded by the MottFoundation. He is also the University of South Carolina Educational Foundation Senior Fellow for Policies and Partnerships andeducational consultant to the dean at the College of Charleston. Terry concluded these findings from his studies.
  • 11. RESEARCH SHOWS* Well-structured afterschool programs effectively expand learning time for students. Reinforce classroom work*Terry Peterson, Ph.D., is the Director of the Afterschool And Community Learning Resource Network, funded by the MottFoundation. He is also the University of South Carolina Educational Foundation Senior Fellow for Policies and Partnerships andeducational consultant to the dean at the College of Charleston. Terry concluded these findings from his studies.
  • 12. RESEARCH SHOWS* Well-structured afterschool programs effectively expand learning time for students. Reinforce classroom work Develop team-building and leadership skills*Terry Peterson, Ph.D., is the Director of the Afterschool And Community Learning Resource Network, funded by the MottFoundation. He is also the University of South Carolina Educational Foundation Senior Fellow for Policies and Partnerships andeducational consultant to the dean at the College of Charleston. Terry concluded these findings from his studies.
  • 13. RESEARCH SHOWS* Well-structured afterschool programs effectively expand learning time for students. Reinforce classroom work Develop team-building and leadership skills Build and Refine 21st Century skills*Terry Peterson, Ph.D., is the Director of the Afterschool And Community Learning Resource Network, funded by the MottFoundation. He is also the University of South Carolina Educational Foundation Senior Fellow for Policies and Partnerships andeducational consultant to the dean at the College of Charleston. Terry concluded these findings from his studies.
  • 14. DID YOU KNOW
  • 15. DID YOU KNOWCalifornia students who participated in afterschoolprograms for 7 or more months demonstratedimprovements in math scores that were 2.5 timesgreater than found statewide.
  • 16. DID YOU KNOWCalifornia students who participated in afterschoolprograms for 7 or more months demonstratedimprovements in math scores that were 2.5 timesgreater than found statewide.“High quality afterschool programs don’t just keepchildren away from trouble. In today’s educationalworld, where the expected level of achievement keepsrising, afterschool opportunities provide the extra timeand help that many children need.” - Inez Tenenbaum, SouthCarolina State Superintendent of Education
  • 17. CHANGING THE PARADIGM The future for the American Dream is not the materialist coma that Edward Albee parodied in the 1960s, for which were now receiving the check. It has to be the wide awake dream of people like Martin Luther King -- a passionate vision of social equality and personal possibility, of economic responsibility and cultural respect. Realizing this dream means thinking in radically different ways about ourselves and our children, about our relationships with the earth itself and about the billions of other people who are clinging to it with us.http://www.huffingtonpost.com/sir-ken-robinson/transform- education-yes-w_b_157014.html
  • 18. WAKE UP YOUR STUDENTS! Clip by RSA Animate-Sir Ken Robinson- Changing the Education Paradigm www.youtube.com/watch?v=zDZFcDGpL4U
  • 19. WAKE UP YOUR STUDENTS! Clip by RSA Animate-Sir Ken Robinson- Changing the Education Paradigm www.youtube.com/watch?v=zDZFcDGpL4U
  • 20. THINK-PAIR-SHARE
  • 21. THINK-PAIR-SHAREHow did the video resonate with you?
  • 22. YOU DO MAKE A DIFFERENCE You can
  • 23. YOU DO MAKE A DIFFERENCE You can
  • 24. STUDENT WORK SAMPLES Madison Middle School Oakland Unified School District January 2011
  • 25. PHOTOSTORYWorkflow Students wrote poems entitled “I am from...” Used Microsoft Word to type poem Recorded voice-overs using ‘Audacity’-free download Researched photos to enhance poem Added files to Photostory Displayed them during evening Expo with families
  • 26. PARENT EXPO
  • 27. WINDOWS MOVIEMAKERWorkFlow Students were divided into groups of three, roles were assigned Students learned about the Bill of Rights through research online. Each group was assigned one amendment Students created storyboards on what life would be like without their assigned amendment. Teacher checked out Flip Video cameras and shot the footage
  • 28. PARENT EXPO
  • 29. THINK-WRITEHow do you see yourself making a difference in yourprogram?
  • 30. LEARNING TARGETS
  • 31. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.
  • 32. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.
  • 33. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.I can explain how to create and organize my wikifor my program
  • 34. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.I can explain how to create and organize my wikifor my programI can describe how I research web resources on lineto use with my students.
  • 35. ORGANIZING YOUR CLOUD The Wiki Social Bookmarking Site
  • 36. WIKIS IN PLAIN ENGLISH
  • 37. WIKIS IN PLAIN ENGLISH
  • 38. http://afterschoolcomputerlab.pbworks.com
  • 39. DEL.ICIO.USClick on the Delicious Toolbar QuickguideClick on the Assignments tab. Work with a Shoulderbuddy to complete your assignment
  • 40. OVERVIEWAt this time, choose if you would like to create a wikior a Del.icio.us account.If you would like to start a wiki, instructions willfollow.If you would like to start a Del.icio.us account, followthe tutorial on the wiki.OR you can explore the afterschoolcomputerlabwiki!
  • 41. YOU DOStep 1-Click on PBWorks in the bottom left cornerof the frontpage of the wiki.Step 2-Click on Sign up now
  • 42. NAMING YOUR WIKI Select the ‘Basic’ package that is free. You always have the option to upgrade later on. Type your wiki name here Click in this box. Click ‘Next’, you are now ready to beginUse a password you will remember! customizing your workspace.
  • 43. LEARNING TARGETSI can explain why changing our paradigm abouthow we educate our students is needed according to SirKen Robinson and U.S. Data.I believe I can make a difference in creating a learningenvironment for my students that will inspirecreativity, collaboration and communication.I can explain how to create and organize my wikifor my programI can describe how I research web resources on lineto use with my students.
  • 44. EXIT TICKETBefore you leave, please write down your contactinformation including your email address so I can addyou to the afterschoolcomputerlab wiki. Leah Jensen leah.jensen@ousd.k12.ca.us 510-879-1177 510-551-6023 afterschoolcomputerlab.pbworks.com