Personal Tagline Game
Create a new personal tagline for you as a learner
first/educator second connected educator !
Write it under your name on your name tag!
1. Tweet your tagline using the hashtag #ileohio.
2. Follow that hashtag and retweet a tagline you like!
3. The person with the most retweets will receive a prize.
4. Continue to use the hashtag to transparently share all you are
learning at this conference.
How has the world shifted since you and I went to
How have students shifted since you and I went to
How have schools shifted since you and I went to
The World is Changing…
Lewis Perelman, author of School's Out
(1992). Perelman argues that schools are out
of sync with technological change:
...the technological gap between the school
environment and the "real world" is growing
so wide, so fast that the classroom
experience is on the way to becoming not
merely unproductive but increasingly
irrelevant to normal human existence (p.215).
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.
Journal of School Improvement, Volume 3, Issue 1, Spring 2002
“Schools are a node on the
network of learning.”
Personal Learning Networks
Community-- in and out of the classroom
Are you “clickable”- Are your students?
You go where the bus goes You go where you choose
Jay Cross – Internet Time
Shift in Learning – The Possibilities
Rethinking teaching and learning…
2. Changing Demographic
3. Active Content Creators
4. Global Collaboration and
We are in the midst of seeing education
transform from a book-based, linear system
with a focus on individual achievement to an
web-based, divergent system with a focus on
Shifting From Shifting To
A teaching focus A learning focus
as an option
as a requirement
Play — the capacity to experiment with one’s surroundings as a form of
Performance — the ability to adopt alternative identities for the purpose of
improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-
Appropriation — the ability to meaningfully sample and remix media
Multitasking — the ability to scan one’s environment and shift focus as
needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that
expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare
notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different
Transmedia Navigation — the ability to follow the flow of stories and
information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate
Negotiation — the ability to travel across diverse communities, discerning
and respecting multiple perspectives, and grasping and following
Will the future of education include broad-
based, global reflection and inquiry?
Will your current level of new media literacy
skills allow you to take part in leading learning
through these mediums? Does it matter?
The NCTE Definition of 21st Century Literacy
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems
collaboratively and cross-culturally
Design and share information for global communities to meet a
variety of purposes
Manage, analyze and synthesize multiple streams of
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex
"The world is moving at a tremendous rate.
Going no one knows where. We must
prepare our children, not for the world of the
past. Not for our world. But for their world.
The world of the future."
Dewey's thoughts have laid the foundation for inquiry driven
Dewey's description of the four primary interests of the child
are still appropriate starting points:
1. the child's instinctive desire to find things out
2. in conversation, the propensity children have to
3. in construction, their delight in making things
4. in their gifts of artistic expression.
Students are Individuals
1. Children are persons and should be treated as
individuals as they are introduced to the variety and
richness of the world in which they live.
2. Children are not something to be molded and pruned.
Their value is in who they are – not who they will
become. They simply need to grow in knowledge.
3. Think of the self-directed learning a child does from birth
to three– most of it without language. As they mature
they are even more capable of being self-directed
replaced ―doing‖ with
Have we subordinated
our student’s initiative
to a schedule we
designed according to
other than their
We require them to try and
become interested in hours
of listening to talking and there
is little time for those students to
of Passion-based Teaching
• Move them from extrinsic
motivation to intrinsic
• Help them learn self-
government and other-
• Shift your curriculum to
include service learning
outcomes that address
social justice issues
1. Authentic task
2. Student Ownership
3. Connected Learning
–Appreciate ―What is‖
–Imagine ―What Might Be‖
–Determine ―What Should Be‖
–Create ―What Will Be‖
ClassicProblem Solving Approach
– Identify problem
– Conduct root cause analysis
– Brainstorm solutions and analyze
– Develop action plans/interventions
Most families, schools,
on an unwritten rule…
wrong and let the
Speak life life to your
students and teachers…
–When you focus on
Strengths Awareness Confidence Self-Efficacy
Motivation to excel Engagement
Apply strengths to areas needing improvement
Greater likelihood of success
How to Blossom Someone with
Expectation – Building Self-Esteem
1. Examine (pay close
2. Expose (what they did
3. Emotion (describe how
it makes you feel)
4. Expect (blossom them
by telling them what
this makes you expect
in the future)
5. Endear (through
How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to
make assessment part of learning. Assessment before , during, and after
Teacher and Students as Co-Curriculum
Designers1. What do you want to
know and be able to
do at the end of this
activity, project, or
2. What evidence will
you collect to prove
mastery? (What will
you create or do)
3. What is the best way
to learn what you
want to learn?
4. How are you making
Shifts focus of
Shifts focus of
According to Clay Shirky, there are four steps on a ladder to mastering the
connected world: sharing, cooperating, collaborating, and collective
From his book- “Here Comes Everybody”
Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Share (Publish & Participate) –
Connect (Comment and
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
• Learning how to use technology is much
different than knowing what to do with it for
• Redesigning instruction requires an
understanding of how knowledge about content,
pedagogy, and technology overlap to inform
your choices for curriculum and instruction
Consider how your
might be framed to
technology into content-
What new knowledge
might you need?
Throughout the week
(and back in your classroom)…
• Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
• PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
• TPCK:How might things need to change if one aspect of
the lesson were to be different or not available?
What do we need to unlearn?
* I need to unlearn that classrooms are physical spaces.
* I need to unlearn that learning is an event with a start and stop time to a lesson.
The Empire Strikes Back:
LUKE: Master, moving stones around is one thing. This is totally
YODA: No! No different! Only different in your mind. You must unlearn
what you have learned.
• 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in their
Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT
use in schools around the world: Findings from the IEA SITES
2006 study. Hong Kong: CERC-Springer, the report presenting
results for 22 educational systems participating in the IEA SITES
2006, was released by Dr Hans Wagemaker, IEA Executive Director
and Dr Nancy Law, International Co-coordinator of the study.
IEA Second Information Technology in
Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching approaches used in conjunction
with the technology.
How you integrate matters- not just the technology alone.
It needs to be about the learning, not the technology. And
you need to choose the right tool for the task.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.
See yourself as a curriculum designer–
owners of the curriculum you teach.
Honor creativity (yours first, then the
Repurpose the technology! Go beyond
simple ―use‖ and ―integration‖ to
Teacher as Designer
Spiral – Not Linear Development
Premise: Ubiquitous access to information
and eager connected mentors renders the
current system of education irrelevant, and
Given that, what changes?
What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of
their knowledge of the Civil War.
Question: Which group did better?
No significant test
differences were found
However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content
– Students in the traditional group defined history as: ―the record
of the facts of the past‖
– Students in the digital group “displayed elaborate concepts and
ideas that they had extended to other areas of history”
– Students in the digital group defined history as:
―a process of interpreting the past from different perspectives‖
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