Technology in a PLN Classroom

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Keynote, November 16, 2009

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  • Web 2.0 is a dramatic change in our relationship to information--our access to and our creation of it.  As such, Web 2.0 will also dramatically change education.Most educators and parents live in a Web 1.0 world, where we area passive consumers of information.  Most students live in a Web 2.0 world, where their use of the Internet is as much about creating content as it is about receiving it.  Because this change is historic in scope, we have to help each other learn what Web 2.0 is and how it can be used in education.  We have to gather devoted educators together to help build new "playbooks" for the use of Web 2.0 in school.
  • We are hearing more and more talk recently about what learning and teaching will look like in the 21st century. What do we need to bring us into the future? What will our children need to know and be able to do?
  • Our society has become image based. Skillfully manipulated images flood our TV and websites masquerading as news. According to Chris Hedges, journalist, author, war correspondent, professor, we are entering an age with
  • According to Chris Hedges, journalist, author, war correspondent, professor, we are entering an age with
  • How will we know we are successful?
  • Lacks meaning or transferOther poor uses:Doing invitationsAll about me books page per letter of name, add a graphicResearch reports – Go find out about…The worst…..games (even educational) to play when you finish your work. That implies that using technology does not involve real work
  • Will Richardson is interested in student and teacher use of wikis because of the way they facilitate "the purposeful work of negotiating and creating truth" (p. 62), and because they support the philosophy that "the quality of the collectively produced product is more important than owning the idea" (p. 63). When students are using wikis they are "learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance, and more" (p. 65). Teachers can develop these same skills, of course, and Richardson suggests that wikis can even be used as "a showcase for best practices, and [as] an articulation tool"
  • Technology in a PLN Classroom

    1. 1. What does technology look like in a PLN classroom?<br />Joan Cusano<br />November 16, 2009<br />
    2. 2. Our Essential Questions <br /> 1<br /> 2<br /> 3<br />
    3. 3. A Bit About Me <br /><ul><li> Director of Instructional</li></ul> Technology in Radnor<br /><ul><li> PLN Technology </li></ul> Facilitator<br /><ul><li> 30 years in education, </li></ul> private, elementary,<br /> middle<br /><ul><li> Energized by potential of</li></ul> technology<br />Love fall and San Diego<br />2 time cancer survivor<br />Enjoy jazz food, and movies<br />Single<br />Aunt to nephew (16) nieces (23, 26)<br />
    4. 4. Time for a quick survey!<br />
    5. 5. Polleverywhere.com<br />Text to 99503<br />Laptops go to<br />www.poll4.com<br />
    6. 6. What is your comfort level with technology?<br />Hand Vote<br />Shop/pay bills<br />Create PowerPoints for teachers/students<br />Use Graphic organizer templates (using Inspiration, webspiration, Kidspiration or other software) for students, whole class/group discussion<br />Or use an Interactive whiteboard<br />Create a web page, a wiki or a blog<br />Collaborate using Google Docs, Delicious, Diigo<br />Post podcasts posted on the web Or Skype with a<br /> class<br />
    7. 7. Your turn<br />Turn and Talk<br />Why do you choose to use technology with your students? What are your goals?<br />http://www.online-stopwatch.com/full-screen-stopwatch/<br />
    8. 8. Partnership for 21st Century Skills <br />Route 21<br />wiki<br />
    9. 9. What do our students need?<br />Technology…of course!<br />
    10. 10. We Need Students Who Can Think<br />10<br />
    11. 11. New skills, we need the old skills!<br />“We are entering an age with terrifying illiteracy…<br /> 50 million Americans read at the 4th grade level…<br />…Ability for corruption and the abuse of power will grow exponentially.”<br />Chris Hedges<br /> journalist, author, professor<br /> Miami Dade Book Festival Panel<br />November 2009<br />
    12. 12. Big Ideas of Understanding by Design<br />Acquire<br />Learn<br />for<br /> Understanding<br />Make<br />Meaning<br />12<br />Transfer<br />
    13. 13. Transfer: Termites to Green Buildings<br />The Eastgate Centre in Harare, Zimbabwe,<br />
    14. 14. What happens when…<br />We teach vocab and students do not make meaning…<br />Actual answers on Science tests of<br />students 11 years old<br />14<br />
    15. 15. Meaning???<br />Germinate: to become a naturalized German<br />15<br />
    16. 16. Meaning ???<br />When you breathe, you inspire, <br />When you do not breathe, you expire.<br />16<br />
    17. 17. Meaning ???<br />Mushrooms always grow in damp places and so they look like umbrellas.<br />17<br />
    18. 18. Meaning ???<br />To prevent contraception: wear a condominium.<br />18<br />
    19. 19. 19<br />But I taught it! <br />
    20. 20. 20<br />
    21. 21. 21<br />
    22. 22. 22<br />
    23. 23. Begin with the End in Mind<br />23<br />
    24. 24. GOALS FOR TECHNOLOGY INTEGRATION<br />Students select the appropriate technology tool(s) to solve a problem or create a new product.<br />Students use teacher designed activities to <br />create new ideas.<br />Teachers use technology with a whole class to brainstorm new ideas.<br />Students follow directions to complete a teacher designed lesson.<br />Teachers use technology to present a lesson.<br />Technology automates an activity.<br />
    25. 25. Old things in new ways<br />wiki<br />
    26. 26. Research – so much info!<br />So how do I keep my students from plagiarizing ?<br />wiki<br />
    27. 27. New Antidote #5<br />Use Inspiration or better yet, Webspiration to map out the big ideas, plan research, develop a project.<br />
    28. 28. Research<br />Plan and Debrief:<br /><ul><li>What did you learn?
    29. 29. What difficulties did</li></ul> you encounter?<br /><ul><li> Where did your explorations</li></ul> take you?<br /><ul><li>What did you do to stay on task?</li></li></ul><li>Investigate<br />Essential Question<br />…a thought provoking important question<br />29<br />
    30. 30. Essential Questions <br />Spark meaningful connections in the mind of the learner<br />Provoke genuine inquiry and deep thought<br />Encourage transfer<br />Can fruitfully be asked and re-asked – without the students even saying “but we already answered that question!”<br />
    31. 31. GOALS FOR TECHNOLOGY INTEGRATION<br />Students select the appropriate technology tool(s) to solve a problem or create a new product.<br />Students use teacher designed activities to <br />create new ideas.<br />Teachers use technology with a whole class to brainstorm new ideas.<br />Students follow directions to complete a teacher designed lesson.<br />Teachers use technology to present a lesson.<br />Technology automates an activity.<br />
    32. 32. Level 5 Examples<br />English/Language Arts<br />Use the Internet to view satellite photos of places described in novels and visit to understand the social dynamics of the community and the context of a novel.<br />Google Lit Trips<br />
    33. 33. We All Went on Safari by Lauri Krebs<br />wiki<br />
    34. 34. Level 5 Examples<br />Mathematics<br />Use a spreadsheet to record times of travel between two cities, figuring in travel speeds, weather conditions and distances and represent the data in different graphs <br />Google Maps<br />
    35. 35. Level 5 Examples<br />Science<br />Use sensory probes, microscopes and spreadsheets to examine the effects of water temperature on algae production.<br />Google Docs Spreadsheets<br />
    36. 36. Examples<br />Physical Education<br />0bserve basketball techniques in slow motion video to improve shooting techniques.<br />Measure response time to complete tasks before and after lunch. Monitor types of food as a variable<br />
    37. 37. What do you think?<br />Cheater or Collaborator?<br />Wiki/poll <br />
    38. 38. Potential of technology<br />The opportunity to design activities that use technology within a content area lesson to transform the learning experience for students.<br />
    39. 39. Co-construction<br />“Students search for meaning is strongly influenced by interactions with families, community, teachers, peers and authors of the texts they year, see, read and otherwise experience.”<br />Dr. Mort Botel<br />The Plainer Truths p.5<br />
    40. 40. Ideas for a Blog or Wiki<br />Post assignments, calendars, etc,<br />Post writing prompts<br />Provide links to online readings and ask students to respond<br />Create an online literature circle<br />Ideas/reactions to class discussion<br />Student journals<br />Digital writing/math portfolios<br />Students take turns posting class notes<br />Written solutions to math problems<br />
    41. 41. Getting Started with a Blog or Wiki<br />Start small<br />Begin by posting class information<br />Have students respond to a prompt<br />Decide how students will log on<br />One group login or individual<br />Inform administrators and parents about expectations and purpose<br />Consider a student contract<br />Model appropriate responses and expectations<br />Moderate comments<br />Respond when appropriate<br />Highlight/celebrate outstanding contributions<br />Let students know how they will be assessed<br />
    42. 42. Set a Goal<br />Try participating in an online community like Classroom 2.0<br />
    43. 43. The 4 Lenses <br />Meaning Centered<br />LEARNING<br />Social<br />Language<br />Human<br />Personal searches - cancer<br />Backchanneling<br />Thesis builder<br />Social<br />Bookmarking<br />Blogs,<br />Wikis<br />Facebook<br />Videoconference<br />Everyone has<br />a voice<br />Choice<br />
    44. 44. Pause and Reflect<br />3-2-1<br />Things that stood out<br />Things you would like to try<br />1 Question you have<br />
    45. 45. Questions ?<br />

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