The Digigogical Matrix <ul><li>Examples of how a particular tool  your school/self may have can be incorporated into learn...
--There must be a task-specific purpose*  for the use of a tool or application. *Upgrading Assessment / Content / Skill(s)...
--The more student-centered the learning/teaching, the higher the student engagement and positive impact. --The highest le...
4 3 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement 1  -- Lo...
Example using Interactive White Board... Student views teacher-created, interactive lesson on IWB. Student contributes int...
Positive I mpact on Student Achievement / Learning Improve Student Engagement Example using PowerPoint... Student(s) creat...
Example using Digital Cameras / Flip Cameras... Teachers use cameras to capture outside/inside school events and share wit...
Example using Audience Response Systems... Student answers selected-response teacher-generated questions. Student answers ...
Example using Windows Moviemaker or Mac iMovie... Student creates interactive slideshow with pictures, video, music, effec...
Student(s) create(s) audio and video content & upload to web service that allows iTunes access. Example using iTunes... Te...
Example using Web 2.0 Social Bookmarking... Student accesses teacher-saved bookmarks online. Student saves their own bookm...
So, what are you “thinking”? With each example, what do you sea (see) as natural learning connections to the P21 Framework...
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The Digigogical Matrices

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The Digigogical Matrices

  1. 1. The Digigogical Matrix <ul><li>Examples of how a particular tool your school/self may have can be incorporated into learning based on upgrade focus that: </li></ul><ul><li>Positively Impacts Student Learning and Student Achievement </li></ul><ul><li>Improves Student Engagement </li></ul>2010 Michael Fisher digigogy.com Used by permission & modified by Janet Hale www.CurriculumMapping101.com
  2. 2. --There must be a task-specific purpose* for the use of a tool or application. *Upgrading Assessment / Content / Skill(s) Instructional Practice (i.e., a tool is not meant to be used in isolation … remember the rippling effect). 2010 Michael Fisher digigogy.com These tools are presented with the following in mind:
  3. 3. --The more student-centered the learning/teaching, the higher the student engagement and positive impact. --The highest level of engagement and positive impact is considered to be fully in the “ Upgrade Zone ”. 2010 Michael Fisher digigogy.com
  4. 4. 4 3 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement 1 -- Low Impact on Student Achievement/Learning -- Low Student Engagement 2 -- Low Impact on Student Achievement/Learning -- High Student Engagement 3 -- High Impact on Student Achievement/Learning -- Low Student Engagement 4 -- High Impact on Student Achievement/Learning -- High Student Engagement Digigogical Matrix
  5. 5. Example using Interactive White Board... Student views teacher-created, interactive lesson on IWB. Student contributes interactive content for collaborative presentation on IWB. Student creates interactive presentation on IWB. Student creates and presents from IWB using several software tools including multiple types of media. 2010 Michael Fisher digigogy.com Student interacts with teacher-created lesson / presentation on IWB for whole group or small group instruction. Positive Impact on Student Achievement / Learning Improve Student Engagement
  6. 6. Positive I mpact on Student Achievement / Learning Improve Student Engagement Example using PowerPoint... Student(s) create(s) complete PowerPoint that is content/skill specific, and is in lieu of traditional evidence of learning. Student contributes a PowerPoint slide to collaborative project. Student views teacher-created PowerPoint. 2010 Michael Fisher digigogy.com
  7. 7. Example using Digital Cameras / Flip Cameras... Teachers use cameras to capture outside/inside school events and share with students. Students analyze personal/collaborative work from teacher-captured images/video. Students capture images/video to analyze work and/or create visual components for project-presentations. Students capture media to create fully interactive/visual project-presentations using web tools/available software to present to peers or intended audience. 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement
  8. 8. Example using Audience Response Systems... Student answers selected-response teacher-generated questions. Student answers selected-response questions and “write-ins” during formative assessments throughout instruction. Students use cell phones and web tools such as Poll Everywhere & Text The Mob to interact with instruction. Student creates own assessment (SR, SA, Multi-media) using Audience Response System software and engages class/other group. 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement
  9. 9. Example using Windows Moviemaker or Mac iMovie... Student creates interactive slideshow with pictures, video, music, effects, and transitions. Student creates simple slideshow with pictures. Teacher creates a slideshow as a visual representation of content focus(es) Upload to teacher/school web page or web service for collaborative sharing, discussion, feedback. 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement
  10. 10. Student(s) create(s) audio and video content & upload to web service that allows iTunes access. Example using iTunes... Teacher(s) find relevant content through iTunes U or podcasts for use in the classroom. Teacher(s) create playlists for students to make visual/auditory connections. Student(s) search(es) for and defend(s) orally or in writing iTunes media that is relevant to content. 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement
  11. 11. Example using Web 2.0 Social Bookmarking... Student accesses teacher-saved bookmarks online. Student saves their own bookmarks and tags them with key words. Student shares bookmarks with their peers / network around key content (topic/theme) Student creates a &quot;tagged&quot; field trip of bookmarks around a key word/topic/concept. Student uses search feature in bookmarking website to find relevant, focused content within teachers’ bookmarks. 2010 Michael Fisher digigogy.com Positive Impact on Student Achievement / Learning Improve Student Engagement
  12. 12. So, what are you “thinking”? With each example, what do you sea (see) as natural learning connections to the P21 Framework’s 5 Outcome Themes (and the 4 Cs)? P21 Skills “Standards”? “ Lighthouses don’t fire cannons to call attention to their shining--they just shine.” –D.L. Moody

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