From 20th Century Instruction to 21st Century Learning

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From 20th Century Instruction to 21st Century Learning

  1. 1. From 20th Century Instruction to 21st Century Learning Pat Sine Office of Educational Technology University of Delaware
  2. 2. 20th Century Learning
  3. 3. 21st Century Minds <ul><li>Plasticity </li></ul><ul><li>Malleability </li></ul>
  4. 4. Our World 2008
  5. 5. Why Change? <ul><li>Number of expected careers </li></ul><ul><li>Rate of knowledge growth </li></ul>
  6. 6. 21st Century Skills
  7. 7. Core Subjects <ul><li>English, reading or language arts </li></ul><ul><li>World languages </li></ul><ul><li>Arts </li></ul><ul><li>Mathematics </li></ul><ul><li>Economics </li></ul><ul><li>Science </li></ul><ul><li>Geography </li></ul><ul><li>History </li></ul><ul><li>Government and Civics </li></ul>
  8. 8. 21st Century Interdisciplinary Themes <ul><li>Global awareness </li></ul><ul><li>Financial, economic, business & entrepreneurial literacy </li></ul><ul><li>Civic literacy </li></ul><ul><li>Health literacy </li></ul>
  9. 9. Learning and Innovation Skills <ul><li>Creativity & Innovation </li></ul><ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Communication & Collaboration </li></ul>
  10. 10. Information, Media & Technology Skills <ul><li>Information Literacy </li></ul><ul><li>Media Literacy </li></ul><ul><li>ICT Literacy </li></ul>
  11. 11. Life and Career Skills <ul><li>Flexibility & Adaptability </li></ul><ul><li>Initiative & Self-Direction </li></ul><ul><li>Social & Cross-Cultural Skills </li></ul><ul><li>Productivity & Accountability </li></ul><ul><li>Leadership & Responsibility </li></ul>
  12. 12. What about technology?
  13. 13. NETS*S 1998 <ul><li>Basic operations & concepts </li></ul><ul><li>Social, ethical & human issues </li></ul><ul><li>Technology productivity tools </li></ul><ul><li>Technology communications tools </li></ul><ul><li>Technology research tools </li></ul><ul><li>Technology problem-solving & decision-making tools </li></ul>
  14. 14. NETS*S 2007 <ul><li>Creativity & Innovation </li></ul><ul><li>Communications & Collaboration </li></ul><ul><li>Research & Information Fluency </li></ul><ul><li>Critical Thinking, Problem-Solving & Decision-Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations & Concepts </li></ul>
  15. 15. Levels of Technology Implementation (LoTi) 0 Nonuse 1 Awareness Teacher-centered 2 Exploration 3 Infusion Student-centered 4 Integration (a) Mechanical (b) Routine 5 Expansion 6 Refinement
  16. 16. Setting Goals
  17. 17. Early riser disappointed by meteor shower in park <ul><li>I read in The News Journal about the Perseid meteor shower, and went to Brandywine Creek State Park early Sunday morning along with many others. From the time I arrived at 3:30 a.m. until I left at 5:20 a.m. we saw six meteors. Not only was it a poor showing for the overflow crowd at the park, The News Journal failed to mention we would be asked for $5 per car to enter the park. Many people didn't bring any money with them. It was a big waste of time for all who got up early. </li></ul><ul><li>Bill Hayes, Wilmington </li></ul><ul><li>Source: NewsJournal, August 15, 2007 </li></ul>
  18. 18. Take complaint about meteors to higher power <ul><li>I had to empathize with the man who wrote a letter in the Wednesday newspaper complaining how inconsiderate it was of The News Journal to misrepresent the number of meteors in the Perseid meteor shower. I assume he is from out of state, since he was not aware that there is a modest fee to enter Delaware state parks. </li></ul><ul><li>Since the meteor shower did not perform as advertised, the Department of Celestial Displays should refund his park admission fee. If not, I recommend that he register a complaint with the Cosmic Oversight Department for our galaxy. </li></ul><ul><li>Tom Morris, Wilmington </li></ul><ul><li>Source: NewsJournal, August 22, 2007 </li></ul>
  19. 19. NETS*S 2007 Student Profiles <ul><li>Design, develop and test a digital learning game to demonstrate knowledge and skills related to curriculum content. </li></ul><ul><li>Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures and countries. </li></ul><ul><li>Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. </li></ul><ul><li>Employ curriculum-specific simulations to practice critical thinking processes. </li></ul><ul><li>Identify a complex global issue to research, develop a systematic plan of investigation, and present sustainable solutions. </li></ul>
  20. 20. NETS*S 2007 Student Profiles <ul><li>Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. </li></ul><ul><li>Design a web site that meets accessibility requirements. </li></ul><ul><li>Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. </li></ul><ul><li>Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. </li></ul><ul><li>Configure and troubleshoot hardware, software and network systems to optimize their use for learning and productivity. </li></ul>
  21. 21. Support <ul><li>Apple Learning Interchange </li></ul><ul><ul><li>Edcommunity.apple.com/ali </li></ul></ul>
  22. 22. www.udel.edu/sine

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