As we were unable to meet physically, my group and I utilized Google Docs to plan our project together.

1.
Wicked Problem Group Planning Document
PROBLEM OVERVIEW
PROBLEM Rethink what it means to teach, and reinvent everything about teaching
MEMBERS Michelle, Ashley, Nate & Natalie
PROBLEM SUMMARY
Society is changing from industry to entrepreneurial focus, and the educational system should
change too, so students are prepared and ready for life ­ is not school a way to prepare
students for life? They why has schooling not changed equally as much as society has?
Today’s students are significantly different than the students of the past­ they now have more
access to technology, exposure to various social medias, and more pressure in terms of their
academic success. If our students are changing, then why aren’t our schools? Teachers,
administrators, and academic professionals must work together to effectively adapt today’s
teaching practices to meet the needs of TODAY’S students.
UNDERSTANDING THE PROBLEM
(1) Brainstorm Questions ​(asynchronous)
Use the “Question Formulation Technique” (citation) to jumpstart your thinking with regard to
your Wicked Problem.You will engage in QFT asynchronously, meaning that each group
member should add at least 15 questions, (and shoot for a total of 50) on their own, sometime
before your group meeting is scheduled. ​These will mostly be “WHY” questions at this point.
1. Write down (or record) as many questions as you can about your Wicked Problem,
shoot for at least 15 per person. DO NOT ASK ABOUT SOLUTIONS ­ focus on the
problem and what you need to know to truly understand it’s wickedness.
2. Don't stop to judge, discuss, or answer any question.
3. If you notice any statements have emerged, change them into questions.

2. 4. Once you have brainstormed, look back through and see if there are any of your own
questions you want to revise and improve.
QUESTIONS TO HELP US UNDERSTAND OUR PROBLEM
1. What makes this problem so wicked?
2. What is teaching?
3. Why is it difficult to change the meaning of teaching?
4. Why does teaching have to change?
5. Why change teaching, if parents cannot help students with homework?
6. Why is the educational system the way it is now?
7. Why has society changed?
8. Should teaching change?
9. What would “new teaching” look like and why?
10. Is there a disparity in students’ readiness for life after school?
11. Why do we want to rethink and reinvent teaching?
12. What has been successful and what has not been successful in teaching so far?
Why?
13. Why do we resist change?
14. Why 1­to­1 programs and/or any ‘new trends’ (year­round schooling) catching on?
15. How are new educational ‘fads’ successful?
16. In what ways are new educational ‘fads’ problematic?
17. Why are the problems actual problems?
18. Is the problem with teaching now, actually a problem with teachers/education, or
perhaps a problem with society/communities/personal views?
19. Why is this problem wicked?
20. Why do we need to re­invent/re­think teaching?
21. What does it mean to teach?
22. What about teaching needs to be re­invented?
23. Is there anything about teaching that should remain the same?
24. What new ideas in teaching have been successful lately? What seems to be working?
What ideas in teaching seem to be failing/are outdated?
25. How do we evaluate what needs to be re­invented about teaching?
26. What is the goal for re­inventing and re­thinking teaching?
27. How do we go about making changes?
28. How do we gain supporters of our new ideas in teaching?
29. Will we be able to get the support of others?
30. Where should we look for research to help support our thinking and questioning?
31. How will we share our thinking/solution(s) with others?
32. Who believes that teaching needs to be reinvented?
33. What should change about teaching?
34. How do we get teachers to consider new ideas?
35. What steps will it take to reinvent teaching?
36. What does it mean to reinvent or rethink?
37. How can we change it?

3. 38. What does it mean to reinvent teaching?
39. Why is society changing from industry to entrepreneurial?
40. What skills do students need to be successful in the 21st century?
41. What does a classroom/school look like after rethinking teaching?
42. Do high­tech tools and resources need to be regularly used?
43. Would teaching basic problem solving skills, critical thinking, perseverance better
prepare students for the 21st century?
44. Does the classroom need reinvented or the educational system as a whole?
45. Should be a point where traditional style schooling be dropped and students engaged
in more job shadowing/on­site learning?
46. How can we rethink how teaching can be reinvented?
47. What does it mean to teach in our own words?
48. Which other styles of schooling are occurring, in the US and other countries?
49. How do we get the community “on board” with the rethought and reinvented teaching?
50. What specifically should we reinvent?
51. Who should be involved in the process?
52. What will it look to reinvent in our teaching styles?
53. Do we need to reinvent teaching styles?
54. How will technology be incorporated?
55. What will classrooms/schools look like? Why?
56. Is there a common goal that should be reached when reinventing teaching?
57. Who do we want involved in the process of reinventing teaching?
58. What will reinvented teaching look like?
59. What effect will reinvented teaching have on the subjects that are taught in schools?
60. What tools/resources will we need in order to reinvent teaching?
(2) Group Discussion - Circle of Viewpoints ​(synchronous)
Host a virtual video meeting using Zoom. Let your instructors know the time/date and we will
create a link for you to access. You have two important tasks during this meeting
1. Prioritize 3­5 questions related to your Wicked Problem from your Brainstormed
Questions above.​ ​Where do your questions intersect? Where do they diverge? What
are most central/critical to your understanding? ​Note these by highlighting or bolding in
the brainstorm section above.
2. Use the Circle of Viewpoints Visible Thinking Routine to discuss your problem
from multiple perspectives. ​This protocol may seem overly structured, but is is a
helpful tool for considering perspectives, and not jumping towards solutions too soon.
Brainstorm a list of different perspectives ​(parent, administrator, policy maker, student,

4. innovative educator, stubborn educator, homeschool parent, etc.) ​and then use this script
skeleton to explore each one. Go “round robin” and stick to the script until everyone has had a
chance to respond, then you can open the discussion.
1. I am thinking of​ ... the topic... ​From the point of view of​ ... the viewpoint you've
chosen
2. I think​ ... describe the topic from your viewpoint. Be an actor ­ take on the character of
your viewpoint
3. A question I have from this viewpoint is ​... ask a question from this viewpoint
61. Why does teaching have to change?
62. What would “new teaching” look like and why?
63. Why do we want to rethink and reinvent teaching?
64. What has been successful and what has not been successful in teaching so far?
Why?
MEMBER NAME ROLE FOR DISCUSSION
Ashley Educator
Michelle Parent
Natalie Student
Nate Administrator
Wrap up: ​After each role has shared their perspective, discuss: What new ideas do you have
about the topic that you didn't have before? What new questions do you have?
GROUP MEETING REFLECTIONS
How will assessment scores be used to evaluate this “new teaching”?
Is the “new teaching” more focused on problem solving?
How do we entice teachers, educators, schools, communities to invest in this “new teaching”?
Next Meeting Tues 6p
GATHERING RESEARCH & INFORMATION

5. https://www.linkedin.com/pulse/want­deep­dive­how­silicon­valleys­best­fix­education­john­batte
lle?trk=eml­b2_content_ecosystem_digest­hero­14­null&midToken=AQFlWYMioUYSCg&fromE
mail=fromEmail&ut=2HaFqh_BDCuDk1
I stumbled across this interview in an email from LinkedIn, so I wouldn't say it has the most
validity, but as I read through the first part he had several interesting points to bring up
concerning the education system and what “new teaching” might look like ­ is all about
networking.
Started doing some digging on this today (via ProQuest). I downloaded the articles I thought
were useful as PDFs so hopefully you guys will be able to read them. If not, let me know!
● This ​article​ was interesting, it talked about how new research in the science of learning
could lead to the reinvention of teaching practices.
○ Researchers claim: learning is computational, learning is social, learning is driven
by brain circuitry, & learning happens best via social interaction.
○ Researchers say the goal for education needs to be to create teaching tools that
produce the same benefits of the very best teaching situation: (one­to­one
tutoring).
● This​ gave an interesting example of someone who strongly believed that teaching
needed to be reinvented (specifically higher education) and a look at what she did and
how she went about making changes.
○ Carol A. Twigg, leader of the National center for academic transformation, has
worked to reinvent college teaching for years.
■ She originally wanted to become a teacher, now is someone who fights
for education to change.
● I really enjoyed this ​article​­ it is from a non­educator perspective and focuses on how
schools (specifically the textbook industry) need to change in an effort to better prepare
students for today’s digital world.
○ FCC Commissioner: “In the rest of the world, we have an infinite array of digital
tools to change our civic and commercial lives. Yet somehow we’ve put up some
barriers at the school doors.”
○ “I think it’s crazy if we keep on doing what we’ve done before because the world
and job opportunities that are out there look remarkably different.”
■ Interesting perspective from someone not in the education field. She
clearly believes that teaching needs to be reinvented from a technological
standpoint.
■ She described the textbook industry as ‘ripe for change’
● Suggests textbooks be supplemented with digital counterparts
(software, online platforms or apps that do more than just present
information about a subject)
○ I thought this was a great quote from another non­educator (in the edtech
industry though) Class Dojo co­founder: “We’ve always thought of the job of
schools to deliver academic content­ and that’s a really, really important job. But
when we think of the future­ and we think of the knowledge economy we’re in­

6. just delivering academic content is not going to be enough…”
○ Overall take­away from this article: the tech industry is realizing that teaching
needs to be reinvented in an effort to better prepare students for careers in
today’s world, which is full of technology.
Here is some research I found today:
● This article provides some examples of how different districts incorporated technology
successfully. It also asks some interesting questions we can begin to think about
ourselves.
○ file:///C:/Users/Ashley%20VanTassel/Documents/Wicked%20Problem.pdf
● This ​article​ discussed how rethinking teacher development would provide a new insight
on how to reinvent teaching and restructure schools.
● I also found this ​passage​ that discusses teaching about creativity. I found certain parts of
the article to helpful and it encourages children to be risk takers and be creative in the
learning process.
Using Generational Theory to Rethink Teaching in Higher Education
­ Regarding today’s 18­21yr olds
­ Low social connections & high threat correlate with anxiety levels
­ Ambitious confident and optimistic, civic­minded, desire to be involved, value
authority, cooperation/teamwork
­ Organize by values, not generations
­ 18­21 yr olds formative years defined by terrorism, smart tech, and economic
rollercoaster
­ Teaching theories
­ Peer assessments are ineffective in implementation (not meeting their potential)
­ Optimism vs product (subjective vs objective; student vs teacher); brain
development
­ Self assessment should be on relating (finding connections between the issue
[problem] and student’s own skills, experience, and knowledge
­ Knowledge base and learning skills does not develop from simply covering
content
­ Effective teacher result in greater student gain than less effective teachers
­
­ Allow students to form own formative and summative assessments
­ Learn to collaborate and response with those of differing views, beliefs, or
experiences
The 3 R’s of Learning Time
­ How to provide time and opportunities during the school day for teachers to collaborate

7. ­ Time is used to “work on work”, not just to meet for a requirement
­ How are PDs being utilized and plan/prep hours?
­ What is the role of a teacher?
­ To be with/in front of the students at all/majority times?
https://www.dol.gov/wb/factsheets/hotjobs03.htm
Department of Labor
Jobs by groups
Fastest growing jobs
Largest growth jobs
Median weekly income
Survey
1. Your role in education?
Parent
Student
Administrator
Teacher
Community Member
Other _______________
2. How were your class schedules setup?
­ Block schedule
­ Self­contained
­ Hourly rotating schedule
­ Other
3. What is the purpose of a teacher?
­ Short phrase
4. What’s working well in education? (mark all that apply)
­ Lecture
­ Group Work (Collaborating)
­ Hands On
­ Inquiry Based
­ Flipped Classroom
­ Online Learning
­ Multi­aged setting
­ Worksheets
­ Use of Technology
­ Class Offerings (Arts, Music, PE, Foreign Languages, etc.)
5. What would you like to see changed?
­ Explain in a phrase or short list
6. How do you feel education prepared you for after/”real world”?
1­5 scale 5 highest

8.
PROPOSING POTENTIAL SOLUTIONS
ONLY NOW SHOULD YOU START THINKING ABOUT SOLUTIONS.
Begin adding “WHAT IF?” questions to your planning document. These are possibilities, but still
not solutions. Then, prioritize. Are there any that help move your thinking forward? Help you
answer your central "Why" questions? Which ones lead you towards the “best bad solution?”
QUESTIONS TO HELP US UNDERSTAND POTENTIAL SOLUTIONS
1. What if school was centered on students aspirations? (Europe type setup) (fine arts,
STEM, engineering…)
2. What if teachers were able to collaborate during the school day?
3. What if student learning was based on play?
4. What if students chose how to learn? (online, projects)
5. What if student assessments didn’t matter in teacher evaluation?
6. What if educators could create more open learning models?
7. What if teachers had more time, fewer requirements/less content, to cover topics more
in depth? (mide wide inch deep problem)
8. What if teaching happened alongside professionals in various fields?
9. What if all classes were “group learning” or multi age and not defined by walls and a
particular course?
10. What if teaching was based on the questions students asked?
11. What if teaching/learning/school was available at all times of the day?
12. What if teaching were based from exploration, creative learning models?
13. What if teaching was based off of learning research?
14. What if PD’s were made more of a priority and focused on being a learning
opportunity?
15. What if redesign initial teacher prep?
16. What if students had initial input on what they want to learn or explore?
17. What if students had an input in classroom design setup?
18. What if teachers had more of a role in district and state level decisions?
19. What if we changed the way teachers are evaluated?
20. What if technology was made accessible to all schools?
21. What if assessments weren’t tests, but more like learning portfolios where
growth can be observed, displayed, and measured?

9. Choose one (or 2) of your what if questions and begin asking How? How would you implement
one or more of the possibilities to make it real?
QUESTIONS TO HELP US DEVELOP SOLUTIONS
What if assessments weren’t tests, but more like learning portfolios where growth can
be observed, displayed, and measured?
1. How do we include for younger grade levels? (pre­K?)
2. How would students learn in this way?
3. How do portfolios show student growth?
4. How can students best invest their time to learning portfolios?
5. How (what methods, or measurements) would portfolios be assessed on?
6. How do we monitor learning and still meeting some form of standards?
7. How do we adapt what we have to make this happen?
8. How do we allow teachers to meet and discuss the progress without requiring more
time outside of school hours?
9. How do we share these learning portfolios (digital, paper, etc.) Who do we need to
share them with?
10. How will this guide the students’ learning?
11. How do we convince administrators? Parents?
a. See growth in portfolio
b. Evidence of standards in the portfolio reflections
i. Monitor progress and learning (monthly cutting test ­ Ashley)
c. Parents more involved and informed in their children’s growth and education
d. Use college examples
12. How will this improve the student experience in school?
13. How to transfer portfolio grade­to­grade, on going, school­to­school?
a. Website and/or cloud storage
b. Young children ­ take home end of year, paper (more focus on social skills and
basics like reading and writing)
c. Middle school ­ year­to­year digital
d. High school ­ cumulative.
SHARING OUR SOLUTIONS
Tuesday meeting link:
https://msu.zoom.us/j/553529763
Big WHAT IF question: ​What if assessments weren’t tests, but more like learning portfolios

10. where growth can be observed, displayed, and measured?
Images:
https://www.edsurge.com/news/2016­07­21­why­instructional­design­must­focus­on­learning­out
comes­not­learning­activities​ I really like the image on the napkin in this article, and the article.
This could be a good quote: ​"When performance is measured, performance improves. When
performance is measured and reported, the rate of improvement accelerates" (see Thomas S.
Monson, in Conference Report, Oct. 1970, 107).
Data:
interesting many offered suggestions on improving educ but also thought they were
pretty well prepared ­ is there some generational education gap? Was good then but
needs help now?
Want hands­on and relevant learning
Mostly teachers and parents/grandparents
Interactive learning working better
Respect for teachers
Less assessment focus, more on life skills preparation
The 4 Why questions ­ give some answer
65. Why does teaching have to change?
66. What would “new teaching” look like and why?
67. Why do we want to rethink and reinvent teaching?
68. What has been successful and what has not been successful in teaching so far?
Why?
Solution possibilities ­ the how’s
I’m currently working on putting this into a google slides because I think it would be
valuable to see that we have thought through several aspects and how this might be
implemented…
https://docs.google.com/presentation/d/1k61hAAZikPqUlsH_0lOdMaH6o1ZUiDuTWf1hbPKT2C
U/edit?usp=sharing
How do we include for younger grade levels? (pre­K?)
How would students learn in this way?
How do portfolios show student growth?
How can students best invest their time to learning portfolios?
How (what methods, or measurements) would portfolios be assessed on?
How do we monitor learning and still meeting some form of standards?
How do we share these learning portfolios (digital, paper, etc.) Who do we need to share
them with?
How will this guide the students’ learning?

11. How do we convince administrators? Parents?
a. See growth in portfolio
b. Evidence of standards in the portfolio reflections
i. Monitor progress and learning (monthly cutting test ­ Ashley)
c. Parents more involved and informed in their children’s growth and education
i. Seesaw example​: teacher describes how her parents enjoy receiving
updates on what their student was working on in class in real­time.
Eliminated the need for T to send home daily/weekly progress notes
because parents have constant access to learning portfolio.
1. Also described an increase in student motivation as well
d. Use college examples
How to transfer portfolio grade­to­grade, on going, school­to­school?
a. Website and/or cloud storage
b. Young children ­ take home end of year, paper (more focus on social skills and
basics like reading and writing)
c. Middle school ­ year­to­year digital
d. High school ­ cumulative.
Education World article
● This might be an interesting quote to stick in somewhere: “​Portfolios remain quite popular in
education coursework and with administrators evaluating senior teachers. ​Why, then, do so
many classroom teachers forego the use of portfolios as assessment tools​?​”
● The article makes suggestions for teachers to use portfolios as assessment tools:
○ Set a goal/purpose for the portfolio (what are you trying to measure? What will you
be looking for?)
○ Determine how you will assess/grade the portfolio. Does ​everything ​need to have a
grade assigned, or can it also just be a record of the student’s growth over time?
○ Consider how you will involve the student­ are they responsible for putting everything
in the portfolio & keeping it organized? Will that be the teacher’s job? Will it be a
group effort?
Another article with tips for how to implement: ​TED ed blog post
● Suggests portfolios should be:
○ Interactive
○ Multidisciplinary
○ Easily shareable
○ A work in progress
● Suggestions:
○ Teach students to be organized w/ portfolio
○ Teach procedures (if students are responsible for portfolio)
○ student/teacher accountability
Implementation
Penny Olympics​ We use this as an end of year unit so that students are displaying and

12. using so many topics they’ve covered in Alg 1 to solve more realistic problems. It
mixes in with the maker movement too. Hopefully this year we will be able to take the
events and redesign them a bit into the focus problem for each unit (not having them
create, just play with premade devices).
Example portfolio options ­ seesaw, weebly, wordpress, ​google sites, class dojo​ (even edtech
companies are starting to go this way)
Here is my undergrad/teacher cert portfolio they had us make
http://michelleheizer.weebly.com/​ this could be compared to this year’s
https://michelleaheizer.wordpress.com/
Edutopia article with tech suggestions for learning portfolios
Research
project based learning
maker movement
Questions ­ AMBQ connection
standardized tests
Video likely to appear within the research
This will Revolutionize Education​ Not entirely linked to assessment and may be a bit
long (7:22) but I have liked how it points out there is no “perfect answer” to teaching.
Teaching is about getting students to think and how that happens may be different.
Infographic links, place here
Nate ​https://magic.piktochart.com/output/15086019­wickedproblemreinventingeducation
Ashley ­ ​https://magic.piktochart.com/output/15070199­wicked­problem
Michelle ­ ​https://www.dropbox.com/s/jjr4i23nepeaywc/Infographic.pdf?dl=0
https://www.dropbox.com/s/9tvl2ptfhygay74/Teaching%20Today%20%283%2
9.pdf?dl=0
Natalie ​https://drive.google.com/open?id=0B9m8xhyqobfHNlJxX2F6VUVUOVk
Ashley: can you include some examples of what you might have younger learners do for a
portfolio? Maybe make a powerpoint type thing??? I think this would have a great impact for
viewers and convincing. (michelle)
Preschool Portfolio

13. ● Name Samples
● Family Portraits (3)
● Monthly Self Portraits
● Monthly Cutting Samples
● Pieces of artwork or writing samples they created on their own
● Activities done throughout the year like nature walks or shape hunt
● Pictures taken throughout the year
Other things to think about

14. Final Presentation Proposal by Michelle:
● Background image?? The napkin??? NO ­ let’s make something that with guide viewers
through our presentation. They’ll know where to begin how to progress through and
what they’re getting at each ‘station’/click (the problem, the past, our proposal,
implementation, examples, policies)
● What’s the problem? Reinvent teaching ​Opening Infographic​ ​or ​this one
○ Maybe an infographic/image of learning before vs now (industry vs
entrepreneurial)
■ schools in many industrialized nations were not … designed to produce
innovative thinkers or questioners – their primary purpose was to produce
workers. (AMBQ ch 2)
■ I think Berger says something in Ch 5 too
■ 21st century learners infographic/image from p21.org
● Why is it wicked?
○ Get at the heart of it, large scale, standards, assessments, resist change
■ Our ​need​ for patterns is why we resist change (not a direct quote, implied,
from the gee reading when we divided up and read different
articles­pages 2 & 3 gave me this notion
http://jamespaulgee.com/geeimg/pdfs/Digital%20Media%20and%20Learning.
pdf​)
○ This may go nicely with the first part, providing contrast and dimension to the
wickedness of this problem
● Possible: show the ​revolutionize education​ video? Demonstrates how many things have
been tried and ‘failed’. It ends on the note of needing to think, which could be a nice
entry into our proposed solution.
● What is our solution ­ how did we come to this? Feeding off the video, the past says we
can’t actually “change” instructional methods, what about assessment? Moving from
industry (test test test and repeating motions) to entrepreneurial (creativity, critical
thinking, 21st century learners)
○ Quote from Natalie
○ TED blog post suggestions
○ May want to note not completely eliminating standardized tests, but minimizing
● How this looks in a school
○ Google slides​ michelle made
● ?Benefits: include data here?
● Examples/testimonials?
○ Ashley’s GSRP portfolios? (youngest learners example)
○ Penny Olympics (math/science implementation, high school)
■ Might be able to get some student work, one year they posted it publicly,
or I can blank out names/faces/etc.
○ Example portfolio options ­ seesaw, weebly, wordpress, ​google sites, ​class
dojo​ (even edtech companies are starting to go this way)
○ School principal describes a​ 9% increase in student growth​ just from first year of
student digital portfolio implementation
● Policy level changes
○ From this ​Washington Post article​ it looks like there are some policies that have
been proposed recently by the Education Department...I’m not good with all of

15. this legal jargon haha but I took a couple screen shots of the proposed testing
regulations that were published in July. Basically it looks like portfolios are being
proposed as a possible acceptable option for assessment.
○
○
○
○ Could be simple for individual teachers to implement, depending on district
○ May need to be a district thing
■ This could draw more students to your district
○ I don’t think that state/federal policy would be effective. It needs to start small
and grow exponentially, let it spread like wildfire, rather than trying to start a fire
everywhere.
○ Not eliminating standardized tests, just tailoring it down. Standardized tests may
still be given by districts, it is important for data collection and situations like ACT,
SAT, GRE, MCAT, etc they will need the test taking skills/familiarity. Only
proposing to limit it ­ perhaps twice a semester and then every 3­4 years at a
more state level as is (MSTEP, NeSA)
Where to put the survey stuff? I think it adds value. Maybe with the what is our solution? Or
could fit with what is the problem and/or why is it wicked?

16. Background image: Natalie
1. Problem ­ ​Opening Infographic​ ​first page of infographic (this one attached ­ not the
difficulties page)
2. Wicked ­ why is wicked, what is a wicked problem (page 2 of infographic, add a wicked
quote) Michelle
3. revolutionize education
4. Data/Survey Results ­ ​who are you related to education pie chart, Wordle ­ what is
teaching,​ ​what’s working bar graph, what needs to change ­ wordle? Ashley
5. What is our solution/how it came to be Nate
6. Google slides
7. Examples (Ashley’s Pre­K, principal’s experiment, ​class dojo​) Ashley
8. Policy changes (​what it going to make it happen​, federal policy from Natalie, try it first
not even as assessment but as a different way to document learning and organize work,
tie to why, what if, how) Natalie
Due Wednesday at 7p
Insert pieces in thinglink as you go.

17. https://www.thinglink.com/scene/814542582364241921
In order to support new ideas in that might reinvent education, stakeholders must not only be
involved, but also part of the conversation.
● It’s important to consider all stakeholders when working towards the idea of reinventing
education.
http://www.edutopia.org/blog/21st­century­leadership­community­consensus­ken­kay
● Teachers need to be part of the conversation when it comes to reinventing education. “we
define connected educators simply as ones who are actively and constantly seeking new
opportunities and resources to grow as professionals.” Whitaker, T. (2015). What Connected
Educators Do Differently. New York, NY: Rutledge
● Another consideration is to include community members in the decision process. After all, it
takes a village... ​http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf
Reinventing education is not easy, but with the help of technology and digital portfolios, students
have a better chance of finding inspiration and growing as learners.
● Collaboration tools encourage students to work together in the learning process.
http://www.washington.edu/teaching/teaching­resources/engaging­students­in­learning/te
aching­with­technology­2/
● Learning outcomes are possible through technology
https://edpolicy.stanford.edu/sites/default/files/scope­pub­using­technology­report.pdf
● Technology has the power to transfor not only education but other learning opportunities for
students as well. http://www.ed.gov/oii­news/use­technology­teaching­and­learning
Nate: I like that you’re going for the list approach, that’s something no in our thinglink yet and will
be a nice way to change it up some :) in response to your text, you’re right that there isn’t an
answer/solution (afterall, this is a wicked problem), but we are proposing that portfolios as
assessment may be the “best bad” solution. Recall, the youtube video points out that we cannot
“revolutionize education” because it’s been tried and unsuccessful thus far. Education is about
getting kids to think and excited. Portfolios could be a way to open up instruction and even possibly
content to allow teachers more freedom to engage students. Which links to the data about wanting
students to have more relevant and hands on learning.
­Michelle
More info from above in the document:
● What is our solution ­ how did we come to this? Feeding off the video, the past says we
can’t actually “change” instructional methods, what about assessment? Moving from
industry (test test test and repeating motions) to entrepreneurial (creativity, critical
thinking, 21st century learners)