<ul><li>Critical thinking and problem-solving </li></ul><ul><li>Collaboration across networks and leading by influence </li></ul><ul><li>Agility and adaptability </li></ul><ul><li>Initiative and entrepreneurialism </li></ul><ul><li>Effective oral and written communication </li></ul><ul><li>Accessing and analyzing information </li></ul><ul><li>Curiosity and imagination </li></ul>Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap. If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?
New Media Literacies- What are they? Will the future of education include broad-based, global reflection and inquiry?
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>
TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http:// tpck.org/tpck/index.php?title =TPCK_-_ Technological_Pedagogical_Content_Knowledge
<ul><li>9000 School </li></ul><ul><li>35,000 math and science teachers in 22 countries </li></ul><ul><li>How are teachers using technology in their instruction? </li></ul><ul><li>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. </li></ul>SITE 2006 IEA Second Information Technology in Education Study
<ul><li>Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. </li></ul><ul><li>How you integrate matters- not just the technology alone. </li></ul><ul><li>It needs to be about the learning, not the technology. And you need to choose the right tool for the task. </li></ul><ul><li>As long as we see content, technology and pedagogy as separate- technology will always be just an add on. </li></ul>Findings
<ul><li>See yourself as a curriculum designer– owners of the curriculum you teach. </li></ul><ul><li>Honor creativity (yours first, then the student’s) </li></ul><ul><li>Repurpose the technology! Go beyond simple “use” and “integration” to innovation! </li></ul>Teacher as Designer
Spiral – Not Linear Development <ul><li>Technology USE </li></ul><ul><li>Mechanical </li></ul><ul><li>Technology </li></ul><ul><li> Integrate </li></ul><ul><li>Meaningful </li></ul><ul><li>Technology </li></ul><ul><li> Innovate </li></ul><ul><li> Generative </li></ul>
Bloom's Taxonomy Blooms Digitally By Andrew Churches http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf http://www.techlearning.com/shared/printableArticle.php?articleID =196605124 Andrew has embedded 21 st centurized verbs into the new levels of Bloom’s taxonomy.
Shifts focus of literacy from individual expression to community involvement.
Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
Sharing Sharing leads to connecting which is the starting place for community building. Sharing is important within the context of communities as well.
Cooperating Cooperation in communities allows many schools across an entire state to work together to create artifacts and thin walled classrooms.
Collaborating Collaboration within a community can result in outcomes that impact policy , influence working conditions, or result in a project that displays the "wisdom of the crowd" at its best.
Collective Action Collective action in a community often results in positive global change . 25 Days to Make a Difference
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.
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
It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21 st Century Learning – Check List
Academic Learning Time David Berliner Pace - Is each learner actively engaged? Timing and delivery paced well? Focus Are learning activities within core content aqnd aimed at helping them get better at something? Stretch Are learners being optimally challenged? Not too easy or difficult. Stickiness Is activity designed such that it will stick and not be memorized and forgotten?
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>
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.
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.
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!
Powerful Conversations through Collaborative Assessment
21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
What are specific strategies you use in your classroom for a particular discipline?
Step 2- What Tool Fits? Web 2.0 Tools and Marzano Developed by Stephanie Sandifer (author of Change Agency ) Web2.0 that Works http://web2thatworks.com/index.php?title= Main_Page NECC Presentation http://web2thatworks.com/index.php?title=NECC
Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Use Shirky to Make it 21 st Century ---------------------------------------- 1. Get in groups 2. What are the Essential Instructional Activities you typically use? 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21 st Century type instructional activity Think: Share, Connect, Collaborate, Collective Action