4. MAET Rouen - Year 1 Technology Survey Results
Social Networking
5.0
Prezi Online Chat
4.5
Scratch 4.0 YouTube
3.5
3.0
Screencasts 2.5 Online Reference
2.0
1.5
1.0
Animoto Google Docs
0.5
0.0
Backchannel Blogs
VoiceThread Wikis
Delicious Podcasts
Data Visualization Google Research
Twitter
5. Please
estimate Several times a week About once a day
how often About once per month Several times per month
you use
technology Several times a week Several times a day
in your
Several times per month About once a week
classroom
curriculum: About once a day Several times per month
Several times a week Several times a day
Several times a week Several times a day
Several times a day Several times a day
Several times a day Several times a day
Several times a day Several times a day
Several times a day Several times a week
Several times a week Several times a week
6. Please estimate how often you use technology in your classroom curriculum:
I use the Internet, Word, and Power Point mostly. I also use a document camera, which is
connected to a television.
Smartboard but it is limited.
I have used wikis in my classroom, and use many of the other tools in preparing lessons for my
students (such as YouTube, blogs, Google Docs, and social bookmarking)
Social networking (post assignments and tips on Facebook account)
Video/audio recording and editing
Internet as research tool
LCD Projector, computer (used very often for PowerPoint and keeping track of student data
through Excel), class website through yola site to help students write a research report
SMART board (limited use), ELMO, Mac computers
Moodle
Internet Research
Edu blogs
Gohrw website that goes along with my text
Webquests
When I was in the classroom 2 years ago, we used Skype to connect with students in England and
Tanzania. We discussed cultural differences and different problems they faced. Very often I would
use the LCD projector to show a Powerpoint slide show to model their assignment or to enhance
their notes, show student projects, and relevant internet clips or photos that added depth to the
lesson. I started using Blackboard for students to have access to missed assignments, handouts, or
grades. I did not spend very much time building my class home page but could see the potential for it
becoming a greater tool for the students.
Vernier software and probes, SMART Notebook software and tools, Elmos
Adobe Illustrator, Google Sketch Up, Movie Make
Interactive SmartBoard activities
Online Databases
My students develop many projects on their own using a variety of tools that they have learned
about in other classes or taught themselves.
UTube, google, Online reference databases, projector (online), powerpoint
7. Please list three tools you would like to learn more about this summer either
from the list above or write in a tool not already listed:
Podcasts, and wikis. There are many items on the list that I have not heard of yet.
For example, Scratch, Prezi, Wordle, Backchannel, and Animoto.
All of the above.
Podcasts, blogs, Google Research Tools
I would like to learn more about an online tool that allows for communication
between myself and my students, including assignments, useful links, grades, a blog, etc.
Wikis
Google research tools
Podcasts, Animoto, Prezi
Podcasts, Backchannel, Antimoto
I would like to learn as many tools as will be valuable for me and also apply those
that I can.
I would also like to learn about powerpoint presentations.
I have used Moodle but want to be more proficient as it is required in my school.
I have also used edublogs but want to be more proficient.
In the past I have used school notes and webquests as well.
Google Docs and Google Research are both important to better understand
because of their relevance to so many aspects of teaching- for students, colleagues, and
administration to gain and share information more effectively. I would like to learn
more about Blackboard or other similar programs.
Podcasts, online portfolios, movies
Photoshop, Dreamweaver.
Video editing tools, publishing tools, presentation tools
Online reference databases, blogs, google research
20. We are preparing students for jobs:
-that don’t exist yet
-that use technologies that haven’t
been invented
-that will solve problems we don’t
even know about
35. Substance Abuse Lecture
Original First Slide
• Over 50% of high school students have tried an illicit drug by the time they
graduate (Johnston et al., 2003); marijuana is the most widely used illicit
drug
• By eighth grade approximately 1/3 of students have used an illicit drug
(inhalants included)
• Alcohol is most widely used licit drug (21% of 8th graders report having
been drunk, 75% 12th grade)
• Since 1996, slight decline in most illicit drug use (inhalants and prescription-
type drugs on the rise) (Monitoring the Future, 2005)
• Teens from what SES are most at risk?
38. Substance Abuse Lecture
Rest of Class
• Three themed vignettes to demonstrate key concepts of Substance Abuse
(SA) and Substance Dependence (SD)
• Use and Characteristics
• Peer Influence
• Family
• Not just video, but vignettes focussing on ONE character
• Provide character intro/info
• Create conditions for emotion/empathy
• Want students to have an experience that facilitates appreciation (as John
Dewey would describe):
•Change in value
•Broadened perspective
•Change in significance
•Shift in attitude
•Change in meaning, increase in knowledge
40. Substance Abuse Lecture
Rest of Class.2
•Stories/Video powerful for lots of reasons
•In particular, characters make good stories/movies/video
•How to ensure the character is good:
•Good acting
•Flaws - more human and believable
•Small cast
•Transformation, both positive and negative
•Demonstrate and elicit emotion - “the heart of every good film”
•Worthy antagonist
•Self-reflection
•Natural sounding language
•Extensive biographical info
•Tension (+ anticipation + emotion = Dewey’s aesthetic experience)
44. In small groups
Share examples of artful or creative
teaching from your own
experiences
(doesn’t have to be big)
a few minutes in groups & then share
58. creativity is a
goal orientated process of
developing solutions that are
Novel
Effective
Whole
59. Think back to original
examples... are they NEW!
(novel effective whole)
60. 5 steps
Preparation
interest & immersion in problems
Incubation
churning below threshold of consciousness
Insight:
Aha, pieces falling into place
Evaluation
Is this worth pursuing?
Elaboration
Translation into final product
94. Technology Requires
Creativity
Producing the most important new products and
services depends on maintaining the worldwide
technological lead…But that kind of leadership
does not depend on technology alone. It
depends on a deep vein of creativity that is constantly
renewing itself, and on a myriad of people who can
imagine how people can use things that have
never been available before…
New Commission on the Skills of the American Workforce
2006
95. Technology Enhances
Creativity
Information technology confers leverage to creativity. By
abolishing the advantages of scale, it has leveled the
competitive playing field. It overturns the conventional
wisdom that knowledge is power. It's really creativity,
amplified, that creates that power... technology
provides a powerful amplifier for creativity.
Jamming: The Art and Discipline of Business Creativity
John Kao (1997)
97. “Affordances” of the Web Match
Elements of Creativity:
Mix and Match (Bricolage)
Domain Knowledge
Serendipity
Interconnectedness
Representation
Iteration
Transformation
Perspective
Provisionality Expression
98. Teachers +
Technology =
More Creative Teachers?
Learners and teachers can use ICT (Digital
Information and Communication Technologies) to
support imaginative expression, autonomy and
collaboration, fashioning and making, pursuing purpose,
being original, and judging value.
Literature Review in Creativity, New Technologies and Learning
Avril M. Loveless (2002)
University of Brighton
99. Teachers +
Technology =
More Creative Teachers?
Learners and teachers can use ICT (Digital
Information and Communication Technologies) to
support imaginative expression, autonomy and
collaboration, fashioning and making, pursuing purpose,
being original, and judging value.
Literature Review in Creativity, New Technologies and Learning
Avril M. Loveless (2002)
University of Brighton
100. Teacher Creativity =
Student Performance
Research on teachers’ personality traits and behaviors
has produced few consistent findings (Schalock, 1979;
Druva & Anderson, 1983), with the exception of studies
finding a recurring positive relationship
between student learning and teachers’
“flexibility,” “creativity,” or
“adaptability” (Berliner & Tikunoff, 1976; Schalock,
1979; Walberg & Waxman, 1983).
Teacher Quality and Student Achievement: A Review of State Policy Evidence
Linda Darling-Hammond (1999)
Center for the Study of Teaching and Policy
109. Pair up and photograph an “everyday” item.
Take pictures that do NOT allow the viewer to
easily determine what the item is.
Take several, decide which is best
Upload photos to an online photo sharing site
of your choice
Send URL to deschry2@msu.edu
30 minutes
Editor's Notes
The web is 5000 days old! What are we preparing our students (our teachers) for?
Talk to Google
Immediacy
Age of Free Information: -
Richard Riley (frmr Sec of Ed) - Top 10 in-demand jobs in 2010 did not exist in 2004
Karl Fisch - Shift Happens, Did you Know
jaime escalante
mr. Keating
Dewey Finn
Mr. Holland
Yoda
Jaime Escalante
Mr. Keating
Dewey Finn
Mr. Holland
Yoda
Given the possibility that students may perceive that they already know what they need to about substance abuse (given its relative “commonality”, e.g. students have seen movies about it, had related educational experiences, or may know somebody with substance abuse problems and associate all substance abuse issues with this one personal case), it is an especially appropriate lecture to target, since they may tune-out even more.  However, even if students are paying attention, research has demonstrated that “students of all ages hold quite stubbornly to their misconceptions, even after considerable instruction that explicitly contradicts their misconceptions”
http://copyright.columbia.edu/fair-use-checklist
students indicated that over the course of the class period they felt like the got to know Tracy well
several critics agree that the part of Tracy is played very well (Snider, 2003; Stone, 2003/2004, Wood, 2003).
Tracy is clearly flawed
Tracy transformed overtly.
Jackson (1999) described emotion as the filter through which Dewey expects all experiences are screened, as well as the key ingredient to hold the different elements of an experience together.
Students recounted myriad emotions from Tracy, at times in great detail and depth in an open ended question about how they felt for her; indeed the character succeeded wildly in eliciting emotion from this particular class.
In 1964, Supreme Court Justice Potter Stewart said this about pornography.
http://www.jnd.org/dn.mss/emotion_design.html - The Design of Everyday Things" (Norman, 1988). the design of future things (most recent)
but usability can’t be everything, all of these are original and effective (if all you want to do is brew and pour tea).
This is the piece that is often missing. Besemer and O’quin:
Organic
Disordered – Ordered
Arranged – Disarranged
Organized – Disorganized
Formless – Formed
Incomplete - Complete
Elegant
Graceful – Awkward
Repelling – Charming
Coarse – Elegant
Attractive – Unattractive
Refined – Busy
Complex
Intricate – Straightforward
Simple – Complex
Plain – Ornate
Complicated – Uncomplicated
Boring – Interesting
Understandable
Meaningful – Meaningless
Mystifying – Understandable
Intelligible – Unintelligible
Clear – Ambiguous
Unexplained – Self explanatory
Well-Crafted
Skilful – Bungling
Well made – Botched
Crude – Well crafted
Meticulous – Sloppy
Careless – Careful
In the context of teaching, this is the TPCK model. Takeing into account context, constraints, student differences, etc. does the creative solution result in a whole.
Paddle Surfing for learning to surf
Using Characters in your Video Integration
Your examples of creative teaching/learning
Your Tiny Tales
On having many ideas!!!
Linus Carl Pauling (February 28, 1901 – August 19, 1994) was an American chemist, peace activist, author, and educator. He was one of the most influential chemists in history and ranks among the most important scientists in any field of the 20th century[1][2]. Pauling was among the first scientists to work in the fields of quantum chemistry, molecular biology, and orthomolecular medicine. He is one of only 4 individuals to have won multiple Nobel Prizes.[3] He is one of only two people to have been awarded a Nobel Prize in two different fields (the Chemistry and Peace prizes), the other being Marie Curie (the Chemistry and Physics prizes), and the only person to have been awarded each of his prizes without sharing it with another recipient.[4]
It might be best to view Creativity as:
Metamagical Themas: Questing for the Essence of Mind and Pattern
Gödel, Escher, Bach: An Eternal Golden Braid (commonly GEB) is a Pulitzer Prize-winning book by Douglas Hofstadter,[1]
maybe think of theme as element, variable, characteristics...
PAUSE
elements, characteristics, themes, variables
story of little boy and grand piano teaching the baby piano to play
This is where seeing and re-seeing comes in. We practiced our observational skills in alphabits and veja du to avoid scenes like the following:
50 years later, the new commission on the skills of the amercan workfoce is echoing what Guilford predicted:
This is the idea that technology is often “repurposed” for new uses.
Or, that technologies are created and then uses are derived.
Military use to commercial use, to educational use. How much does the technology change? Not usually that much.
But, how we use it changes a lot.
This applies to software like Moodle or Wordpress, which have several updates, plug-ins available all along.
Or, can technology actually enhance creativity?
John Kao seems to think so…
Knowledge isn’t power anymore.
Knowledge is everywhere and instantly available.
It is what you do with that knowledge that matters.
That’s where creativity comes in.
AND, the specific reason JP Guilford called for more creativity in schools, is that
The, I looked a little deeper:
Everybody uses it. And, the creative process is matched will with affordances of the Web:
(quality of the Web that allow us, the users to do something)
Csz chick-SENT-me-high DOMAIN KNOWLEDGE (needed for CT, available on WEB)
Ward, et al, TRANSFORMATION to new forms (CT process , pictures to images to video on the WEB).
Turkle ( Triiumph of tinkering Life on the Screen: Identity in the Age of the Interne, bricolage) - in that BRICOLUERS are comfortable exploring the Internet through the Web, trying one thing, then another, and making - Turkel talks about it specific to the Web.
Douglas Hofstader (Fluid Concepts and Creative Analogies: Computer Models of the Fundamental Mechanisms of Thought, variations on a theme as the crux of creativity) TWEAK KNOBS (attributes) of an idea to get creative output.
(Ward et al, connections associating or combining ideas and making connections )
Creating new connections in combination, Everything is INTERCONNECTED is some way on the Internet
Ward et all talked about exploratory stage - evaluating the idea from different PERPSECTIVES or within different contexts
Chase chance and creativity (Austin, 1978) - blind chance, SERENDIPTITY, luck of the diligent, self-induced luck - Web is full of opportunities to find this accidentally
Most major theories of CT involve an iITERATIVE process, and GOOD web searching does too, Spiro.
Geneplore Model of CT (Ward, Smith, and Finke, 1999) - Creative cognition:
Generate Ideas:
(1) retrieval of existing ideas from memory; (2) associating or combining those ideas; (3) the synthesis of new ideas; (4) transformation of existing ideas into new forms; (5) analogical transfer of ideas from one domain to another; and, (6) categorical reduction of ideas. The exploratory phase may include: (1) searching for novel or desirable attributes in an idea; (2) searching for metaphorical implication of an idea; (3) searching for functionality of an idea; (4) evaluating the idea from different perspectives or within different contexts; (5) the interpretation of ideas as possible solutions to problems; and, (6) identifying practical or conceptual limitations to an idea.
So, is this true?
Literature Review in Creativity, New Technologies and Learning for Future Lab, 21st century learning and innovation.
Compares creativity and technology well.
So, in considering all of these ideas, I wondered:
So, is this true?
Literature Review in Creativity, New Technologies and Learning for Future Lab, 21st century learning and innovation.
Compares creativity and technology well.
So, in considering all of these ideas, I wondered:
In addition to the benefits of facilitating creativity in student, but may also help them perform well in when considering more traditional learning behavior.
National consortium report on teacher quality and what states can to do improve it…
So, if we all accept that teachers need to be more creative, what are some of the considerations for that goal?
Well, for me, it was technology.
I’m a former technology director, and saw how technology helped to bring about creative classroom projects.
But, I wondered, can the technology itself help to plan the projects?
DALI - The perceptions of memory - may be about ”the origins of our anxieties associated with time”
Csikszentmihaly -
Sparks of Genius - Root-Bernsteins
Daniel Pink -
How to think like Leonardo Davinci
DALI - The perceptions of memory - may be about ”the origins of our anxieties associated with time”
Csikszentmihaly -
Sparks of Genius - Root-Bernsteins
Daniel Pink -
How to think like Leonardo Davinci
DALI - The perceptions of memory - may be about ”the origins of our anxieties associated with time”
Csikszentmihaly -
Sparks of Genius - Root-Bernsteins
Daniel Pink -
How to think like Leonardo Davinci
Something strange becomes abruptly or surprisingly familiar.
Take as many pictures as you can. Try several different techniques, different angles, frames, and methods to disguise the item being photographed. Think about what your camera can do, (how much it can zoom in or zoom out, if you can insert it through openings to get interesting angles, etc.) to help you decide your item to be photographed. (For instance if your camera cannot take extremely closeups, choosing a small item may be the wrong way to go). You can use camera “features” too.
