Connected Presentation


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  • You can link the mashup to the “Shining” video on trailer mashup.
  • Our children are growing up in the digital age. They truly communicate and learn differently than past generations.The stats from Speak Up are striking:Students in Grades 3-5: regular use of technology outside of school  54% of both girls and boys play video or online games regularly 32% share music, videos and photos38% participate in virtual worlds (such as Webkinz, Club Penguin) 28% send emails, text messages or instant messages38% have a cell phone – 14% have smartphones Students in Grades 3-5: regular use of technology for schoolwork  34% take tests online7% have taken an online class52% play educational games24% check on their own grades51% use the Internet for research 33% practice writing   Students in Grades 6-12: regular use of technology outside of school  38% upload/download videos, podcasts and photos 23% create new work – mashup47% communicate via email/IM/Texting – additional 27% communicate through their social networking site40% update their social networking site20% use web tools to write collaboratively with others71% have a cell phone – 26% have a smartphone Students in Grades 6-12: regular use of technology for schoolwork 62% access grades and class information59% create slides shows, videos and web pages for assignments 32% take tests online15% use an online plagiarism checker 38% use their social networking site to collaborate with classmates on school projects 29% use online textbooks    Attribution: © Project TomorrowSpeak Up 2008 National Data Findings Speak Up is an annual research project of Project Tomorrow, a national education nonprofit organization ( All rights reserved.    Yet, many of our schools are designed for the industrial age.-------------------Note: Re online games – includes portable and/or console players
  • Online survey conducted blind and deployed by MMS Education to 82,900 randomly selected educators, emails provided by MCH:46,600 teachers25,600 principals10,700 library/media specialists•1.55% response rate or 1,284 total responses:601 Teachers (47% of responders) -1.29% response381 Principals (30% of responders) -1.49% response262 Librarians (20% of responders) -2.45 % responseDemographicsGenderFemale75%Male25%Age18-3414%35-5457%55+30%Years in education2-10 yrs23%11-20 yrs36%21+ yrs42%Grade levelElementary46%Middle School30%High School34%District metro-statusRural14%Suburban52%Urban25%Unknown9%States48 states + D
  • The impact is that the “Connected Generation” typically has to disconnect when they enter the classroom. This concept of disconnecting is a concern for many teachers, who want to meet children where they are – and they are digital learners.
  • If you printed the internet it would take 57,000 years to read it and that is reading 24/7.Source:
  • With a single ink jet printer it would take 3,805 years to print the internet.Source:
  • Subquestions:What does 21st Century Learning Look Like for You?How Do You Currently use Technology In the Classroom?How Would You Like To See Technology Used In The Classroom? What Concerns do Your Teachers have with Classroom Technology?What Concerns does the School/District Leadership have with Classroom Technology?
  • Why do people contribute their labor in this way? There are several reasons, none of them particularly surprising. In some cases, such as the building of search engines, they contribute without even knowing it. Companies like Google simply track people's everyday behavior online and distill valuable intelligence from the patterns the behavior reveals. No one minds because the resulting products, like search results, are useful. In other cases, people contribute out of their own self-interest. Creating a MySpace or a Facebook page provides a social benefit to many young people, helping them stay in touch with old friends and meet new ones. Tagging photos at Flickr or Web pages at helps people keep track of words arid images that interest them-it serves as a kind of personal filing system for online content. Some sites share a portion of their advertising revenues with contributors (though the sums are usually trivial). In still other cases, there's a competitive or status-seeking element to the donations. Sites like Digg, Yelp, and even Wikipedia have hierarchies of contributors, and the more you contribute, the higher you rise in the hierarchy.But the biggest reason people contribute to such sites is no different from the reason they pursue hobbies or donate their time to charitable causes or community groups: because they enjoy it. It gives them satisfaction. People naturally like to create things, to show off their creations to others, to talk about themselves arid their families, arid to be part of communal projects.
  • Experienceis the most basic structure with the lowest level of expectation. Training has with it the expectation to change practice. Professional Growthis the most complex type of staff development with the expectation to not only change practice, but also impact student learning.
  • This is an opportunity to explore new learning without making any commitment to implementation or change in practice and/or with no expectation of impacting student learning.
  • This type is typically required to carry out management or process tasks. There is a level of expectation that the new learning will change practice in someway, but with no direct link to or measurement of student learning. 
  • There is an expectation that the new learning will be implemented (with appropriate support) in the classroom to change teacher practice. There is also an expectation that this change in practice impact student learning.
  • NSDC-National Staff Development Council
  • Professional Growth Cycle-In order to both change practice and impact student learning, the following cycle should be implemented:Assess: Review of data to identify the need for improved student learning.Learn: Engage in new learning to meet the need.Implement: Receive support for implementing new learning.Reflect: Continually collect data and monitor outcomes of implementation of the new learning to determine if it is meeting the goal.Assess: Revisit the data to identify further need for improved student learning. 
  • Connected Presentation

    1. 1. Experience<br />
    2. 2. DELL CONFIDENTIAL<br />2<br />
    3. 3. DELL CONFIDENTIAL<br />3<br />
    4. 4. DELL CONFIDENTIAL<br />4<br /><br />
    5. 5. Driving Question:<br />How do we define 21st century learning?<br />
    6. 6. It is important to use technology in school because….<br />DELL CONFIDENTIAL<br />6<br />15<br />It engages students<br />It enhances the curriculum<br />Students will use it in the real world<br />It saves time<br />11 of 30<br />
    7. 7. Schools have always been about information Sharing?<br />DELL CONFIDENTIAL<br />7<br />15<br />True<br />False<br />12 of 30<br />
    8. 8. 21st Century Skills<br />Information Fluency<br />Communication and Collaboration<br />Problem Solving<br />Creativity and Innovation<br />
    9. 9. The most important 21st Century Skill is…<br />DELL CONFIDENTIAL<br />9<br />15<br />Problem Solving<br />Communication and Collaboration<br />Creativity and Innovation<br />Information Fluency<br />13 of 30<br />
    10. 10. 10<br />
    11. 11. 11<br />Source:<br />
    12. 12. PREPARING THE WORKERS OF TODAY FOR THE JOBS OF TOMORROW July 2009<br />Jobs of the Future<br />Employers value workers who can think critically and solve problems. <br />Occupations that employ large shares of workers with post-secondary education and training are growing faster than others. <br />The U.S. post-high school education and training system provides valuable skills to those who complete programs in high-growth fields. <br />
    13. 13. Information is changing learning<br />
    14. 14. 14<br />RSS<br />Mash-up<br />USE<br />Music<br />Podcasts<br />Video<br />CREATE<br />REMIX<br />Information Flows<br />14<br />
    15. 15. 15<br />OUR CHILDREN<br />ARE GROWING UP <br />IN THE DIGITAL AGE<br />Grades 3-5<br /><ul><li>28% Email, IM and Text
    16. 16. 54% Play Video or Online Games
    17. 17. 32% Share Music, Videos, and Photos
    18. 18. 51% Use the Internet for Research</li></ul>Grades 6-12<br /><ul><li>47% Email, IM and Text
    19. 19. 71% Have a Cell Phone
    20. 20. 26% Have a Smart Phone
    21. 21. 38% Use Social Networking Site to Collaborate on School Projects</li></ul>© Project Tomorrow<br />Speak Up 2008 National Data Findings <br />
    22. 22. Educators Use of Social Networks<br />61% have joined SN’s<br />85% Facebook<br />20% MySpace<br />76% of FB users rate their usage as “seldom or never”<br />There is low usage reported for education social networks<br />Educators would prefer to join an education-based social network<br />
    23. 23. The “Connected Generation” typically disconnects when <br />they enter the classroom.<br />17<br />
    24. 24. 2<br />Things<br />
    25. 25. 32 Million<br />650 Miles<br /><br />
    26. 26. 37000<br />Times<br />
    27. 27. 1<br />1<br />1<br />1<br />1<br />1<br />1<br />1<br />
    28. 28.<br />
    29. 29. Just 36 percent of 18- to 24-year-olds reported reading a daily newspaper in 2006, down from 73 percent in 1970.<br />.01%<br /><br />
    30. 30. 92%<br /><br />
    31. 31. 57000<br />years<br /><br />
    32. 32. 3,805<br />YEARS<br />
    33. 33. 1 in 200<br />
    34. 34. YouTube<br />Watch -100 million video clips<br />Upload-65,000<br />A Day<br />235 Million<br />searches<br />
    35. 35.
    36. 36.
    37. 37. How do schools change as information <br />gets larger,<br />grows faster,<br />and becomes more complex?<br />
    38. 38. Web 2.0 is version 1.0 for today’s learners<br />
    39. 39. Publish Filter<br />FilterPublish<br />
    40. 40. How Many of You Belong To…<br />
    41. 41. Why Do People contribute?<br />They contribute without even knowing it<br />People contribute out of their own self-interest<br />There's a competitive or status-seeking element to the donations<br />But the biggest reason people contribute: <br />Because they enjoy it!<br />35<br />
    42. 42. Lego Mike<br />
    43. 43. 37<br />
    44. 44. 38<br />
    45. 45. It’s About Bringing Information to You!<br />Teacher Flake<br />
    46. 46. 40<br />Crowd Funding<br />
    47. 47. 41<br />
    48. 48. 42<br />
    49. 49. Classroom Technology<br />Technology designed to engage students<br />Teacher Devices<br />Interactive Whiteboard<br />Classroom Projector<br />Device Cart<br />Classroom Printer<br />Classroom Device<br />Wireless Network<br />Student Devices<br />
    50. 50. 44<br />
    51. 51. A conceptual framework for understanding professional learning for schools <br />45<br />
    52. 52. What is professional Learning?<br />Professional Development Professional Learning<br />Past<br />Present<br />To eliminate this confusion with our customers, we want to define the outcomes of the professional learning opportunities in the beginning when we scope out a plan for their Connected Classroom initiative.<br /><ul><li>Often, school districts and vendors describe other types of professional learning opportunities as Professional Development but it is not delivered as the way NSDC describes what PD should look like.</li></li></ul><li>Experience<br />Dell’s Professional Learning options<br />47<br />
    53. 53. EXPERIENCE<br />This is an opportunity to explore new learning without making any commitment to implementation or change in practice and/or with no expectation of impacting student learning.<br />Experience<br />48<br />
    54. 54. Experience Structures<br />Educators gain experiences in many ways. Some of the most common are listed below:<br /><ul><li>Conferences
    55. 55. Guest speakers at meetings
    56. 56. Team building activities
    57. 57. Book-study
    58. 58. University courses
    59. 59. Articles
    60. 60. Summer institutes</li></ul>49<br />
    61. 61. TRAINING<br />This type is typically required to carry out management or process tasks. There is a level of expectation that the new learning will change practice in someway, but with no direct link to or measurement of student learning.<br />Experience<br />50<br />
    62. 62. TrainingStructures<br />Training can be delivered through many different venues and in a variety of delivery modes. <br /><ul><li>Workshops
    63. 63. Seminars
    64. 64. Courses
    65. 65. Independent Study Modules
    66. 66. Facilitated Modules
    67. 67. Face-to-face delivery
    68. 68. Virtual Environments</li></ul>51<br />
    69. 69. PROF DEVELOPMENT/ GROWTH<br />There is an expectation that the new learning will be implemented (with appropriate support) in the classroom to change teacher practice. There is also an expectation that this change in practice impact student learning.<br />Experience<br />52<br />
    70. 70. What is Professional Development?<br />NSDC definition and study states:<br />The term “professional development” means a comprehensive, substantiated, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement<br />Effective professional development is intensive, ongoing, and connected to practice; focuses on the teaching and learning of specific academic content; is connected to other school initiatives; and builds strong working relationships among teachers. <br />Hammond, L. (Ed.). (2009). Professional Learning in the Learning Profession. (1st ed., Dallas: NSDC.<br />
    71. 71. Professional Development /Growth Structures<br />There are a variety of structures that can be used to facilitate the professional development/growth cycle. They include:<br /><ul><li>Professional Learning Community
    72. 72. School-wide teaching/learning initiatives
    73. 73. Topic specific study groups
    74. 74. Book study using a study group format
    75. 75. University courses
    76. 76. Summer institutes
    77. 77. Topic specific taskforce</li></ul>54<br />
    78. 78. Assess<br />Professional <br />Growth <br />Cycle<br />Learn<br />Reflect<br />Implement<br />
    79. 79. Professional Development for School Leaders<br />Leadership Coaching<br />Dell provides leadership coaching and the building level to support connected classroom and one-to-many implementations. Key highlights of this offering:<br /><ul><li>Consultant works in the school building with leadership teams to visit classrooms
    80. 80. School and district develops common language around language
    81. 81. The learning is differentiated for the school leaders
    82. 82. Schools defines the leadership team they want to develop
    83. 83. Conversation are about teaching and learning and how technology can support that environment
    84. 84. Define next steps are identified</li>