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: http://www.cartridgesave.co.uk/news/if-you-printed-the-internet/
With a single ink jet printer it would take 3,805 years to print the internet.Source: http://www.cartridgesave.co.uk/news/if-you-printed-the-internet/
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 Del.icio.us 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.
Driving Question:<br />How do we define 21st century learning?<br />
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 />
Schools have always been about information Sharing?<br />DELL CONFIDENTIAL<br />7<br />15<br />True<br />False<br />12 of 30<br />
21st Century Skills<br />Information Fluency<br />Communication and Collaboration<br />Problem Solving<br />Creativity and Innovation<br />
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 />
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 />
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 />
The “Connected Generation” typically disconnects when <br />they enter the classroom.<br />17<br />
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 />
A conceptual framework for understanding professional learning for schools <br />45<br />
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 />
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 />
Experience Structures<br />Educators gain experiences in many ways. Some of the most common are listed below:<br /><ul><li>Conferences
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 />
TrainingStructures<br />Training can be delivered through many different venues and in a variety of delivery modes. <br /><ul><li>Workshops
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 />
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 />
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
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
School and district develops common language around language
The learning is differentiated for the school leaders
Schools defines the leadership team they want to develop
Conversation are about teaching and learning and how technology can support that environment