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2017 02-kansas city-ijv2

Chromebooks in Kansas City Public Schools --
Toward New Teaching and Learning Practices?

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2017 02-kansas city-ijv2

  1. 1. @isaja Chromebooks in Kansas City Public Schools Toward New Teaching and Learning Practices? Dr. Isa Jahnke Associate Professor February, 10, 2017
  2. 2. @isaja http://iwastesomuchtime.com/on/?i=37716
  3. 3. @isaja About me Teacher, Researcher, Professional Development Workshops (15 years experience) Germany, Sweden, Columbia MO EdTech.missouri.edu Educational Technology – M.Ed. study program online  Technology in Schools program
  4. 4. @isaja What is your experience in the Chromebook classroom?  Find a postcard that symbolize your experience at best & introduce yourself (Name, Subject, X) Postcard Symbol Method
  5. 5. @isaja Learning Goals For Today After the workshop, participants should be able to:  Understand ‘new conditions’ when web-enabled devices enter the classroom  Explain the value of tablet/Internet-related learning activities in the digital age  Identify/select appropriate ‘apps’ to support meaningful learning  Discuss challenges and pitfalls when using tablets for learning  Develop web-based meaningful activities for student learning Where is ’teaching’?
  6. 6. @isaja Plan for Today 08.00am Welcome, Presenting the Workshop Day 08.05am Introduction (participants introduce themselves), “What is your experience with Chromebook use in your class?” Postcard Symbol Method 08.45am Technology changes the classroom (background, facing new conditions, etc.) Digital Projector 09.15am …toward Meaningful Learning? 09.45am Examples from tablet schools in Nordic Countries 10.15am Small groups: sketch your classroom: How it is Small Groups 11.00am Lunch break 12.00pm Introduction into a) technology characteristics 12.30pm …and b) instructional design with DDD 1.00pm Small groups: participants use the DDD framework, a) self-assessment of one class Small Groups 1.30pm Meaning Making of the Results Isa 1.45pm continue… b) how/what to change/improve Small Groups 2.15pm Presenting the group results All 2.45pm Warp it up and next steps 3.00 pm The Happy End ?
  7. 7. @isaja Some thoughts about technology in schools…
  8. 8. @isaja 8 Question to all of you Who is using a device with Internet access right now? lofoten picture
  9. 9. @isaja Classroom / School Classroom / School Digital classroom: Spaces Merging We go to school because of getting access to learning processes Twitter, FB, GroupApps, … Interactive/Live Broadcasting, … Websites, Blogs, … and more Traditional classroom: Separation of learning inside vs. outside schools We went to school because of getting access to information Jahnke, 2016 (Routledge)
  10. 10. @isaja Tablets (web-enabled devices) in education is more than just a tool Physical classrooms and web-enabled mobile devices are merging into something new spaces => CrossActionSpaces Jahnke, 2016 (Routledge)
  11. 11. @isaja Photo: Ralf Jahnke-Wachholz Jahnke, 2016 Routledge Human interaction is evolving towards crossaction • Humans connect to each other’s resources • There is no clear difference between offline and online (e.g., YouNow, “On-Life”, Floridi 2014) • Humans are in different places at same times (Facebook, Instagram, Twitter, Offline-Meetings, …) • When they have a question they ask their online networks or “google / bing” it • Learners become makers - they create and share • They discuss, they comment, they create new forms of realities (The example of huge conferences) Reflection = learners interact, make choices and decisions, and can explain why they are doing it, what they are doing, and why this is useful for their learning progress What is “Learning”? • reflective doing of crossactions • reflective performance of crossactions • reflective communication What are the characteristics of human action in CrossActionSpaces?
  12. 12. @isaja Simply put: The Tablet changes conditions and ways of learning Jahnke, 2016 (Routledge) Benefit: Access to a lot of online resources, and collaborative tools!
  13. 13. @isaja Enhancement (S/A) Transformation (M/R) Jahnke, Bergström, et al., 2012 Do you want to use the tablet to substitute/augment (S/A) or modify/redefine (M/R) existing learning practices?
  14. 14. @isaja Meaningful Learning as Framework? Here you probably wonder why do I say so much about the technology ? Isn’t it about the instructional design? Yes, it is both!
  15. 15. @isaja Meaningful learning with technology Chapter 1 in Jonassen et al. (2003) “Solving Problems…” or Howland et al. (2012) “Meaningful learning with technology” Read pp. 6-12
  16. 16. @isaja Reflect on your classroom Please share with us your experience • Do you think this model is useful for your class, or not? Why? • In what ways do you apply Meaningful L.? • What is the role of technology? v
  17. 17. @isaja Examples from Nordic Schools
  18. 18. @isaja Support different forms of Learning Meaningful Learning with technology?
  19. 19. @isaja 8th/9th graders • collaborative producing experiments • Video-recording • Peer-reflections • Mind mapping for finding the knowledge gap • Students searched online about existing experiments to create new ones Students develop Physics/Chemistry skills
  20. 20. @isaja Students learn to reflect on arts by making reviews in collaboration 8th graders Students collect ‘provocative’ painting in a museum; Assignment: to analyze and discuss what the audience could say and writing a report in small groups
  21. 21. @isaja Students develop language skills by peer-reflections 7th graders Students write something from their childhood and reflect in peer-reviews their writing skills using FB FB groups
  22. 22. @isaja Students learn grammar skills by searching for QR codes and answering questions (treasure hunt for language learning) 7th graders • Students search for QR codes, which lead them to a website to answer questions about grammar • Combining learning outdoors and classroom learning • Student reflections about the process
  23. 23. @isaja Students develop language skils by using Screencasting app (+ recording own voice) 4th graders Students explain what a “verb” , “adjective” and “noun” is • Students created storyboard and showcase incl. sound and visualization (product is a brief animated video) • App Explains Everything • Small teams “outdoors”
  24. 24. @isaja Students learn math strategies by making short screencasting products supported by voice recording 3rd graders use Educreation for applying different math strategies in small groups
  25. 25. @isaja Students develop reading and writing skills by making digital book reviews • 5th grade: Creating a Booktrailer (of a book they read before) • Preschool class: Students read a traditional book and write a book review; they use Bookcreator to make a review (recording the own voice, paintings and writings)
  26. 26. @isaja Sketch your class What could you do to integrate the Chromebook? Task 1 I can analyze an informative text! The example of running shoes. English class The dominant N in biology/Science class What is a thesis statement? English
  27. 27. @isaja My ideas I can analyze an informative text! The example of running shoes. English class The dominant N in biology class What is a thesis statement? English • Students work in groups of 3 to create an informative text on the laptop • Students create a video or Booktrailer of 3- 5 minutes to pitch the informative text • Class as Shark Tank, they buy it or don’t buy it (apply criteria if the text was informative or not, why) • Students use screencasting tools, in groups of 3, creating the solution • They share their products in Google Classroom • They give feedback to each other • Students share their results in a FB-app • Students give peer-feedback by applying criteria if this is a correct thesis statement • They write their research proposals and share it to Online Science Fair (or make an online school event where a real audience is invited) What do you think are the benefits?
  28. 28. @isaja Lunch 11.00-12.15
  29. 29. @isaja Learning Goal: Painting a house 1. Please use pen and paper (or laptop/ipad) and draw a house Photo: Ralf Jahnke-Wachholz Warming Up activity 2. Then, ask your colleague (sitting next to you) to assess your product 3. Lessons Learned? • Set learning goals (intended outcomes) • Set criteria: how to achieve the intended outcomes • Create learning processes
  30. 30. @isaja The view from the technology…
  31. 31. @isaja Communication („express“) Information Networking („connect“) Cooperation vs. Collaboration Share Discussion boards Blogs Twitter Social Networking Tools Vimeo/ YouTube/… Content- Management- Systems Characteristics of technologies M. Meckel, 2008 St. Gallen LMS? Google Classroom? no difference between asynchronous vs. synchronous processes
  32. 32. @isaja Bloom’s Taxonmy -iPadagogy Wheel http://www.unity.net.au/allansportfolio/edublog/
  33. 33. @isaja Download from http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf
  34. 34. @isaja “Technologies need to engage learners in articulating, communication and representing their understanding, not that of teachers.” (p. 4). https://fcit.usf.edu/matrix/matrix/
  35. 35. @isaja DDD as a tool to re-design
  36. 36. @isaja A design lens Design is the act of giving a form to something Teaching is the ’design act’ of creating conditions for learning; more specific, it is the act of modelling sociotechnical-pedagogical processes to enable student learning Designs for Learning Bonderup-Dohn & Hansen, 2014 Jahnke, Norqvist, & Olsson, 2014
  37. 37. @isaja Digital Didactical Design 3 layers affect each other ICT ICT ICT ICT Student Teacher Content Teaching goals Process-Assessment/ Feedback Learning activities Academic staff development Curriculum (+exams) development Institutional strategies 1 Didactical Interactions 2 Digital Didactical Design 3 Didactical Conditions
  38. 38. @isaja Teaching goals (intended learning outcomes) Student learning activities Process-based Assessment Feedback/guided reflections (by peers, teachers, self-reflections) social relations/roles Web-enabled tablets Digital Didactical Design
  39. 39. @isaja What kinds of ‘designs for learning’ do you apply in your classroom practice? What learning do you support? Task 2 self-assessment using DDD sheet
  40. 40. @isaja Social Relations Learning activities Teaching goals Outer circle=5 Inner circle=1 Tablets Assessment
  41. 41. @isaja Social Relations, Multiple Roles: From 1 to many & Student is agent Learning activities: (From shallow to deep learning) Teaching goals: From non-clear to clear and visible Outer circle=5 Inner circle=1 From traditional classrooms (inner circle) to meaningful learner-centered practices (outer circle) Mobile Technology Integration: From substitution to multimodal Process-based Assessment: From summative to formative Results
  42. 42. @isaja Learning activities (mainly deep learning) Process-based Assessment Mobile Technology multimodal integration Fostering Social Relations and Multiply Roles Teaching aims clear and visible ID 11 Physics class
  43. 43. @isaja Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles Process-based Assessment Teaching aims clear and visible Mobile Technology multimodal integration ID 8 Danish writing (Fb)
  44. 44. @isaja Process-based assessment Fostering Social Relations and Multiply Roles Teaching aims clear and visible Mobile Technology multimodal integration Learning activities (mainly deep learning) ID 12 creating a digital pres (geography)
  45. 45. @isaja Process-based assessment Fostering Social Relations and Multiply Roles Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) ID 21 chronological order
  46. 46. @isaja Process-based assessment Fostering Social Relations and Multiply Roles Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) ID 19 creating a timeline
  47. 47. @isaja Go back into your team and start discussing on how to make changes to your design
  48. 48. @isaja 48 1. Activating student engagement and motivation through producing’ & making 2. Design for learning activities, where more than one correct answer or strategy is possible 3. Give choices of learning activities; "different ways are possible to learn the same” 4. Helping student documenting their learning steps while offering them different ways to do so: one wants to write a text, another wants to produce a video, a third uses BookCreator for auido-recording and digital paintings Students may express their learning progress in different forms  technologies can support this 5. Connecting the learning process to a real audience, authentic problems that are connected to the student world, bring the real world into the schools 6. combining traditional resources (books, pen, whiteboard...) and different apps/technology; => technology will not substitute all other great resources; it is just another way of designing for learning while using different resources 7. Do not use tablets as an “exercise tool” where students sit alone in the corner to repeat sth. Some tips for teachers
  49. 49. @isaja 49 Teaching turns into a design project in teacher teams Teachers are learners at the school workplace (Goggins, Jahnke, Wulf, 2014) Time and Space for teachers to collaborate / reflect in peers Establish a REFLECTION MODEL for teachers in teams where they get the opportunity to discuss their daily classroom experiences honestly (overcome student-teacher-loneliness) Discussing and developing teacher roles and student roles – there are different expectations! Teachers, lead users, pedagogical leaders, students, etc. discuss together what good learning situations are - discuss it in your school Some tips for school leaders
  50. 50. @isaja The school of the future In the school of the future, teaching is organized in project teacher teams across existing disciplines Learning by topic (not by subject) Teacher teams from different departments work together per semester and design a "learning expedition" „knowledge is not the destination but an ongoing activity” (Jonsson et al., 2013)
  51. 51. @isaja Dr. Isa Jahnke, Associate Professor and Research Director for the Information Experience Lab Email jahnkei@missouri.edu Website http://www.isa-jahnke.com My book Routledge, 2016
  52. 52. @isaja Backup
  53. 53. @isaja What the cleaning person is seeing... http://www.sycmu.com/2012/11/26/classroom-blackboard-teacher-sees-students/ Traditional teaching face a challenge that new innovative designs for learning overcome?!
  54. 54. @isaja http://iwastesomuchtime.com/on/?i=37716
  55. 55. @isaja 5 forms/patterns (16 of 24 classrooms towards learner-producing concepts) • Media-tablet didactics Alignment of all five elements towards learner-centric learning situations (11 classes) • Digital didactics (alignment but not as strong as in pattern A) (5 classes) • Benefit of tablet integration didactical design differs but learners’ benefit through ipad use (1 class) • Potential for Digital Didactical Designs alignment differs & medium/low extent of iPad-use (4 classes) • Re-Design - Applied designs limited learning experiences, considering of re-alignment; better without iPads? (3 classes)
  56. 56. @isaja Cluster A (23 in total) new teaching practice toward meaningful learning by crossaction; new instructional designs Cluster B (21 cases) on the way but sticky Cluster C (20 in total) conflicting, trapped in traditional designs
  57. 57. @isaja The first principle of true teaching is that Nothing can be taught (Oscar Wilde)

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