21st C Schooling Passion Based Hsnf


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Rework of previous presentations for HSNF

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  • 21st C Schooling Passion Based Hsnf

    2. Welcome to the human network
    3. iPods in Vending Machines Signs of the Times….
    4. Are you Ready for Leading in the 21st Century It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
    5. You Ain’t Seen Nothing Yet! Web 1.0 Web 2.0 Web 3.0 Singularity
    6. Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source : Journal of School Improvement, Volume 3, Issue 1, Spring 2002 http://www.ncacasi.org/jsi/2002v3i1/ten_trends
    7. Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?
    8. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
    9. “ Schools are a node on the network of learning.”
    10. Table Discussion Mutual accountability Mandated accountability School improvement as a requirement School improvement as an option Teaching as a collaborative practice Teaching as a private event A learning focus A teaching focus Shifting To Shifting From
    11. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
    12. http://www.elearnspace.org/Articles/google_whitepaper.pdf
    13. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forums f2f blogs photoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
    14. What will be our legacy… <ul><li>Bertelsmann Foundation Report: The Impact of Media and Technology in Schools </li></ul><ul><ul><li>2 Groups </li></ul></ul><ul><ul><li>Content Area: Civil War </li></ul></ul><ul><ul><li>One Group taught using Sage on the Stage methodology </li></ul></ul><ul><ul><li>One Group taught using innovative applications of technology and project-based instructional models </li></ul></ul><ul><li>End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. </li></ul><ul><li>Question: Which group did better? </li></ul>
    15. Answer… <ul><li>No significant test differences were found </li></ul>
    16. However… One Year Later <ul><ul><li>Students in the traditional group could recall almost nothing about the historical content </li></ul></ul><ul><ul><li>Students in the traditional group defined history as: “the record of the facts of the past” </li></ul></ul><ul><ul><li>Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” </li></ul></ul><ul><ul><li>Students in the digital group defined history as: </li></ul></ul><ul><ul><ul><li>“ a process of interpreting the past from different perspectives” </li></ul></ul></ul>
    17. Passion-based learning is more than quick learning bites used to produce test mastery… <ul><li>Geetha Narayanan talks about the need for slow, wholesome learning. She looks at ways to bring people, technology, and learning together with a new conceptual framework. </li></ul><ul><li>3- types of educational leaders in terms of relationship with technology </li></ul><ul><li>techno-skeptics </li></ul><ul><li>techno-evangelists </li></ul><ul><li>techno-mimetics . </li></ul>
    18. techo-skeptics - The techno-skeptics take the view that nothing can or should really change. Rooted in the continuity of grade-based schooling and of linear and sequential learning. The skeptics value technology as a tool as long as it is in the right place - the lab and not the classroom, with specialist rather than generalist teachers and within the purview of a formal department such as computer studies and not integrated into the mainstream curriculum. They privilege the authority of the printed word, the traditional teacher, and the paper and pencil test.
    19. techo-evangelist - They come from a wide range of disciplines and backgrounds and have worked hard over the years to substantiate their positions through research and development. Their world view is that a combination of speed, of simultaneity, of virtual simulations and distributed cognition will capacitate learners of all ages and from all backgrounds to survive in the 21st century. At the classroom level the evangelists use research on brain-based learning, learning styles, situated learning and constructionism to argue for an integrated curriculum with a focus on instructional strategies that foster inquiry and research.
    20. techo-mimetics - as their label suggests, copiers who settle for the latest fashions, fads or trends in education, technology being no exception. Their interest in technology is short-lived and transient. Therefore their schools have large state of the art computer labs, with perhaps both broadband connectivity and wi-fi; their brochures repeat the current rhetoric on technology-related learning and they invest a lot in both mass and custom made brands to support this position. To mimetics education is like a shopping mall or a theme park, something that has value only in the short term as long as it attracts young consumer-learners who can plug, play and perhaps even learn!
    21. Letting Student Passion and Interest Rule the Curriculum Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
    22. Instill Curiosity Encourage students to explore their interests and passions. Be that teacher… Study without desire spoils the memory, and it retains nothing that it takes in. Leonardo da Vanci Dorothy Parker The cure for boredom is curiosity. There is no cure for curiosity.
    23. Rethinking Teaching and Learning <ul><li>Multiliterate </li></ul><ul><li>Change in pedagogy </li></ul><ul><li>Change in the way classrooms are managed </li></ul><ul><li>A move from deficit based instruction to strength based learning </li></ul><ul><li>Collaboration and communication Inside and Outside the classroom </li></ul>
    25. Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners
    27. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “ Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
    28. Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.
    29. Last Generation
    30. Questions or Comments? What concerns, questions, reactions do you have about the shift? Why is it hard for educators to unlearn and relearn- try new things?