We offer a perspective for a new learning ecology that takes into account the unique contributions of a 1:1 setting—a learning-forward environment that takes on organic attributes with evolving interdependence among participants.
These four conditions exist within a context that is shaped by policy, technological infrastructure, accountability demands, student abilities, community needs, etcEach NLE is nested within a classroom, school, systems, and even larger contexts. Michael Wesch (2008) defi nes learning as the ability to create signifi cance and distinguishes between semantic and personal signifi cance. Semantic signifi cance means understanding that “a word, concept or idea is not just meaningful for what it is, but also for how it relates, connects, and contrasts with other words, concepts, and ideas” (2008, video lecture). Personal signifi cance, Wesch claims, connotes that meaningful connections are created in the social interaction with others and through the individual’s process of learning to become a successful, contributing member of a community.
Tom Carroll (2007) asserts that “Teaching 2.0” is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace. Teaching in the modern era is customized to individual learning needs, where teachers and students co- create meaning and significance out of a wide range of possible learning experiences.thinking.
Toward a New Learning Ecology: Teaching & Learning in 1:1 Environments<br />
A new learning ecology for a new educational era.<br />http://www.flickr.com/photos/mmatasic/3473067292/sizes/m/<br />
The future is already here--it’s just not evenly distributed.<br /> --William Gibson<br />http://www.flickr.com/photos/mmatasic/3473067292/sizes/m/<br />
Innovation Scale up<br />Took over 50 years for the electrification of America <br />http://www.flickr.com/photos/bunaen/125338110/<br />
A Sample 1:1 Learning Technology Initiative <br />
Theoretical Grounding for “New Learning Ecology”<br />John Seeley Brown (1999) introduced a knowledgeecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3). <br />Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal and informal settings (p. 195).<br />Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments.<br />Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.<br />
Theoretical underpinnings for each of the four conditions<br />Immediate and Constant Access to Information and a Global Community<br />Students' pervasive digital connectedness and production (Spires, Lee, Turner, and Johnson, 2008).<br />Intensity, Relevance, and Personalization of Learning<br />Resulting from a shift to a student-centric approach using dynamic, Web 2.0 tools, tapping into networks of imagination <br /> (Senges, Brown and Rheingold, 2008).<br />Active pursuit of learning as productive inquiry (Little and Ray, 2005).<br />Developing both semantic and personal significance (Wesch, 2008).<br />
Theoretical underpinnings for each of the four conditions<br />Highly-Developed Teacher Capacities<br />In addition to content expertise, teachers must have highly-developed capacities for facilitation, improvisation, coaching, and consultation.<br />Teaching 2.0 is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007).<br />Highly-Developed Learner Dispositions<br />Defining the learner through dispositions and worldviews rather than just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity).<br />Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma, Robinson, and Weigel, 2006)<br />