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The networked teacher mitch champagne


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The networked teacher mitch champagne

  1. 1. Engaging our 21st Century LearnersThe Networked Teacher
  2. 2. Why should our approach evolve?I present to you:A Brief History of‗Technology‘ in Education
  3. 3. A Brief History of ‗Technology‘ inEducation―Students today can’t prepare Bark to calculatetheir problems. They depend on their slates,which are more expensive. What will they dowhen the slate is dropped and it breaks? Theywill not be able to write.‖~Teachers Conference. 1703
  4. 4. A Brief History of ‗Technology‘ inEducation―Students today depend upon paper too much.They don’t know how to write on slate withoutgetting chalk dust all over themselves. They can’tclean a slate properly. What will they do whenthey run out of the paper?‖~Principals‘ Association, 1815
  5. 5. A Brief History of ‗Technology‘ inEducation―Students today depend too much upon ink. Theydon’t know how to use a pen knife to sharpen apencil. Pen and ink will never replace the pencil.‖~National Association of Teachers,1907
  6. 6. A Brief History of ‗Technology‘ inEducation―Students today depend too much upon storebought ink. They don’t know how to make theirown. When they run out of ink they will be unableto write words or ciphers until their next trip to thesettlement. This is a sad commentary on moderneducation.‖~Rural American Teacher, 1928
  7. 7. A Brief History of ‗Technology‘ inEducation―Students today depend on these expensivefountain pens. They can no longer write with astraight pen and nib. We parents must not allowthem to wallow in such luxury to the detriment oflearning how to cope in the real businessworld, which is not so extravagant.‖~PTA Gazette, 1941
  8. 8. A Brief History of ‗Technology‘ inEducation―Ball-point pens will be the ruin of education in ourcountry. Students use these devices and thenthrow them away. The American values of thriftand frugality are being discarded. Business andbanks will never allow such expensive luxuries.‖~Federal Teacher, 1950
  9. 9. A Brief History of ‗Technology‘ inEducation“The Internet is not a great tool for teaching. TheInternet pales in comparison to the hypesurrounding it. People think that children canthink of any topic and pull up a wealth ofinformation on it, but that is not the case. Theinformation in a library is what people seem toexpect, but nobody has the time to transcribeentire libraries onto computers. There is nothingon the Internet that is incredibly beneficial toeducation, yet we continue to waste money onit.‖~The Monterey County Herald, 1999
  10. 10. A Brief History of ‗Technology‘ inEducation―We are not going to allow iPods and BlackBerrysand cellphones and things that are disruptive inthe classroom. Teachers cannot be expected tolook under every kid’s desk at what they aredoing‖~Mayor Bloomberg, 2006
  11. 11. David Warlick sums up what is so very shortsightedabout many of the snapshots in time just listed:―Food for thought: I’m getting tired of hearingpeople continue to ask for the evidence thattechnology helps students learn. It doesn’t matter.We know — that good teachers help studentslearn. We need technology in every classroomand in every student and teacher’s hand,because it is the pen and paper of ourtime, and it is the lens through which weexperience much of our world.‖~David Warlick
  12. 12. The Backchannel The backchannel is everything going on in theroom that isnt coming from the presenter. The backchannel is where people ask each otherquestions, pass notes, get distracted, and giveyou the most immediate feedback youll ever get. Instead of ignoring the backchannel, Social Mediatools help you to leverage its power.
  13. 13. The Backchannel There are many great (free) Backchannelproviders TodaysMeet Edmondo Google Moderator Chatzy
  14. 14. How can I use Backchannel inClass? Further engage your students during a longermovie Often students start to tune out longer films shownin class Teacher can use the backchannel to: keep students more engaged throughout the whole movie monitor comprehension and common misconceptions of thetopic pose questions at pre-determined times in the film provide ‗notes‘ on the film in the form of a transcript of thebackchannel Students can use the backchannel to: ask each other questions and answer the questions ofothers
  15. 15. Why plug yourself in? Our students are Digital Natives (MarcPrensky, Don Tapsott), and as such, have been‗plugged in‘ since birth.~Digital Native: a person who was born during orafter the general introduction of digitaltechnology, and through interacting with digitaltechnology from an early age, has a greaterunderstanding of its concepts
  16. 16. Is All Screen Time the Same? While many children and adolescents areengaged in too much ‘screen time,’ usingmedia is not in the same category as TV andgaming, in terms of their effects ondevelopment. A recent Kaiser Family Foundationreport, "Generation M: Media in the Lives of 8-to 18-Year-Olds," found that students who usemedia the most also spend more time withfamily, friends, and other activities.
  17. 17. Digital Immigrants Those who came into technology later in life canbe characterised as being Digital Immigrants Digital Immigrants have 2 choices: choose to adapt, accepting that we do not know thisworld as well as our children and look to them tohelp us learn choose to be inflexible immigrants, focusing on howgood things used to be If we are to reach our children and help themlearn, we must adapt, we must face the fact thatour students are no longer the people oureducational system was designed to teach.
  18. 18.  Perhaps by effectively integrating Web 2.0 toolsinto our practice, we will: not only engage our students further in theirlearning and prepare them for their collective future(instead of ours); but also teach them to use these tools effectively, andmore importantly, responsibly.
  19. 19. It needs to be said that nothing replaces goodteaching. The best teachers don‘t needtechnology to educate our students; notechnology in the world can replace goodpractice.
  20. 20. So, what is a Networked Teacher?
  21. 21.  Research tells us that we spend far more (read:too much) time teaching and assessing ourstudents with lower order thinking types ofactivities. So, where does the use of Blogs, Wikis, & otherWeb 2.0 tools ―fit‖ in Bloom‘s Taxonomy?
  22. 22. Blooms Revised Taxonomy SubCategoriesEach of the categories or taxonomic elements has anumber of key verbs associated with it: Creating-designing, constructing, planning, producing, inventing, devising, making Evaluating-Checking, hypothesizing, critiquing, Experimenting, judging, testing, Detecting, Monitoring Analyzing-Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating Applying- Implementing, carryingout, using, executing Understanding-Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Remembering-
  23. 23. Let‘s have a closer look at the threehighest orders of thinking:Analyzing, Evaluating & Creating
  24. 24. Analyzing Linking – this is establishing and building linkswithin and outside of documents and web pages. Tagging – selecting one or several key terms thatbest describe the crux of the content
  25. 25. Evaluating Blog/vlog commenting and reflecting – Constructive criticism andreflective practice are often facilitated by the use of blogs andvideo blogs. Students commenting and replying to postings haveto evaluate the material in context and reply. Posting – posting comments to blogs, discussion boards,threaded discussions. These are increasingly common elementsof students daily practice. Good postings like good comments,are not simple one-line answers but rather are structured andconstructed to evaluate the topic or concept. Moderating – This is high level evaluation; the moderator mustbe able to evaluate a posting or comment from a variety ofperspectives, assessing its worth, value and appropriateness. Collaborating and networking – Collaboration is an increasingfeature of education. In a world increasingly focused oncommunication, collaboration leading to collective intelligence isa key aspect. Effective collaboration involves evaluating thestrengths and abilities of the participants and evaluating thecontribution they make. Networking is a feature of collaboration,contacting and communicating with relevant person via anetwork of associates.
  26. 26. Creating Publishing – whether via the web or fromhome computers, publishing in text, mediaor digital formats is increasing. Again thisrequires a huge overview of not only thecontent being published, but the processand product. Related to this concept are alsoVideo blogging – the production of videoblogs, blogging and also wiki-ing -creating, adding to and modify content inwikis. Creating or building Mash ups wouldalso fit here.
  27. 27. In Summation Web 2.0 tools address three key features ofsuccessful instructional tasks that lead to thegreatest student achievement: They are collaborative They are student-centred They are authentic
  28. 28. Where to begin! Blogs R.S.S. Wikis Google Docs Prezi Voicethread Audacity (podcasts)
  29. 29. Blogs Blogging is educationally sound for teachingstudents because: (Davis 2008) Blogs provide a space for sharing opinions andlearning in order to grow communities ofdiscourse and knowledge — a space wherestudents and teachers can learn from each other. Blogs help learners to see knowledge asinterconnected as opposed to a set of discretefacts.
  30. 30. Blogs Blogs can give students a totally new perspectiveon the meaning of voice. As students explore their own learning andthinking, their distinctive voices emerge. Student voices are essential to the conversationswe need to have about learning.
  31. 31. Blogs Blogs foster ownership and choice. They helplead us away from students trying to find what theteacher wants in terms of an answer. The worldwide audience provides recognition forstudents that can be quite profound. Students feelmore compelled to write when they believe manyothers may read and respond. It gives themmotivation to excel. Students need to be taughtskills to foster a contributing audience on theirblog.
  32. 32. Blogs The archive feature of blogging records ongoinglearning. It therefore facilitates reflection and evaluation. The archive provides an opportunity for studentsto find their thoughts on a matter and then seehow their thinking has changed and why.
  33. 33. Blogs The opportunity for collective and collaborativelearning is enormous. Students have the opportunity to read theirclassmates‘ blogs (thoughts) and those of others. This is not possible in a regular classroom setting. The interactive nature of blogging createsenthusiasm for writing and communication.
  34. 34. Blogs Blogging engages students in conversation andlearning Blogging provides the possibility of connectingwith experts on which the topic students arewriting. Blogging encourages global conversations aboutlearning–conversations not previously possible inour classrooms.
  35. 35. Blogs Blogging provides the opportunity for our studentsto learn to write for life-long learning. Blogging affords us the opportunity to teachresponsible public writing. Students can learnabout the power of the published word and theresponsibilities involved with public writing
  36. 36. If the dog just wanted to get its family‘s attention,perhaps barking is more effective, no?This brings up a good starting point: a blog needsto be purposeful in order to be effective.What type of Blog will you create?
  37. 37. Ideas for Types of Blogs Teacher Blogs Monthly classroom newsletters, school newsletters,calendars, events, homework assignments andother pertinent class information Post photos and comment on class activities Homework The days homework or links to extra practice End-of-Day or End-of-Week guided writing letter Create a dynamic teaching site, posting not onlyclass-related information, but also activities,discussion topics, links to additional informationabout topics they are studying in class, andreadings to inspire learning
  38. 38. Ideas for Types of Blogs Teacher Blogs cont‘d Provide online readings for your students to readand react to Create an online book club Parent Engagement Activities Build and publish a class newspaper, using student-written articles and photos they take Post Interesting links Ministry of Education reports Reading/Math/etc. Activities Community organizations Family entertainment opportunities in the community
  39. 39. Ideas for Types of Blogs Student Blogs Digital Portfolio Publish writing assignments such as:Poetry, Book Reviews, Short Stories, MovieReviews, Essays, Letters, PersuasiveWriting, etc. Ability to upload other types of documents andscans or pictures of student work and artprojects, podcasts, vodcasts Autobiographical writing such as Journaling Express their opinions on topics you arestudying in class
  40. 40. Ideas for Types of Blogs Student Blogs cont‘d Write comments, opinions, or questions on dailynews items or issues of interest Discuss activities they did in class and tell what theythink about them (You, the teacher, can learn a lotthis way!) Cross-curricular: Science reports, Math, ArtImpressions, Online Literature Discussions Threaded response from classmates Venue for developing proficiency in giving andreceiving descriptive feedback
  41. 41. kidblog Please make your way to:www.kidblog.orgI‘ll do the same!All you need to do is follow along and you cancreate your own class blog.
  42. 42. Wikis Definitions of wiki on the Web: a website that allows users to collaboratively createand edit web pages using a web browser a collaborative website which can be directly editedby anyone with access to it a collaborative Web site set up to allow user editingand adding of content A collaborative Web site oriented to providingknowledge in some domain. Anyone can enterinformation, or change or comment on anyoneelses contributions.
  43. 43. How can a wiki be used to supportstudent learning? Any ideas???
  44. 44. Growing Success Our Board Handbook clearly defines our positionon Group Work: Group work/co-operative learning opportunitiesare excellent teaching strategies and can beused for Assessment of Learning where ateacher can individually assess eachstudent’s role. Marks will be assigned based onindividual student achievement of overallexpectations. A group mark will not be assignedto individual students.
  45. 45. Wikispaces If many are interested, please make your way
  46. 46. Housekeeping To keep things simple, you may want to haveyour own blog and have students write their ownposts and respond to your posts using‗comments.‘ However... If students are going to each have their ownblog/digital portfolio on their own server orprovider, how are we supposed to manage thetime to visit all of them when they update them?
  47. 47. RSS – ―Rich Site Summary‖ or―Really Simple Syndication‖What is RSS? Newspaper analogy:Imagine that you could have a newspaper delivered to your house that hadonly the content you wanted. That is, lets say you want the sportssection from LA Times, the education section from the New YorkTimes, the editorial page from The Toronto Star, and internationalheadline news from the BBC.Now lets say this newspaper would be compiled for you and presented toyou whenever you requested, and, what is more, would only give you theinformation that has changed since the last time you asked.But, even better what if you could also add into this ―newspaper‖ your bestfriends blog on cooking, a travel blog from Asia, updates fromthe Chronicle of Higher Ed . . .or pretty much any website you want. This allows you to monitor all of the content that you select from the webwithout having to visit all of the sites. What RSS does is ―syndicate‖ all ofthe content you want, and send you everything you have asked for.
  48. 48. Google Reader There are many RSS clients (programs) but feware as simple as Google Reader To access Google Reader, all you need is a freeGoogle Account
  49. 49. Google Docs This is Google Docs in plain English...
  50. 50. Voicethread Another fantastic support for Assessment for, as,and of Learning Another tool to help facilitates DescriptiveFeedback
  51. 51. Prezi
  52. 52. Podcasting Podcasting, in simple terms, is a radio broadcastdesigned to be played on an iPod, MP2 player orcomputer There are many programs out there that can beused to create a Podcast Audacity is one of them... Free to download and use( Easy to use for Novice Users Lots of options for Power Users
  53. 53. Podcasting Features include: Record from microphone, line input, or othersources. Dub over existing tracks to create multi-trackrecordings. Level meters can monitor volume levelsbefore, during, and after recording. Easy editing with Cut, Copy, Paste, and Delete. Use unlimited Undo (and Redo) to go back anynumber of steps. Export MP3s with the optional LAME encoderlibrary.