A presentation designed specifically for parents sharing how and why technology should be in the classroom. The presentation invites parents to have their children participate in the 1 to 1 BYOD initiative at Muir Lake School. Presented in the spring of 2013.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
The document discusses how integrating various Web 2.0 technologies can impact the classroom by engaging today's digital native students. It outlines how technologies like learning management systems, wikis, and blogs allow students to learn in new ways and teachers to improve communication. Specific Web 2.0 tools that are mentioned include HotChalk, PBWiki, ClassBlogMeister, and ePALS SchoolBlog. The document advocates that teachers focus less on specific technologies and more on developing 21st century skills in students.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
The document discusses how integrating the Internet in the classroom provides many benefits for teachers and students. It allows students to easily research information, review concepts, access primary sources, take virtual field trips, stream videos, and address different learning needs. Teachers can create class websites to expand lessons, host online discussions to engage students, and facilitate communication through student email. The Internet also enables global learning through webcam sessions with other classrooms and sharing of resources between students.
This document provides a summary of technology integration initiatives at various grade levels within the FDCSD school district. At the senior high level, initiatives included using Moodle for online discussions and assessments. In sociology classes, students created PSAs using Animoto. At the middle school level, initiatives included implementing Google Apps, using Scratch for coding, and 21st century skills curriculum. Elementary initiatives involved using iPads for reading, movie maker projects, blogs, and online safety curriculum. District-wide, the document outlines the technology plan, curriculum mapping, and staff training initiatives.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
The document discusses how integrating various Web 2.0 technologies can impact the classroom by engaging today's digital native students. It outlines how technologies like learning management systems, wikis, and blogs allow students to learn in new ways and teachers to improve communication. Specific Web 2.0 tools that are mentioned include HotChalk, PBWiki, ClassBlogMeister, and ePALS SchoolBlog. The document advocates that teachers focus less on specific technologies and more on developing 21st century skills in students.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
The document discusses how integrating the Internet in the classroom provides many benefits for teachers and students. It allows students to easily research information, review concepts, access primary sources, take virtual field trips, stream videos, and address different learning needs. Teachers can create class websites to expand lessons, host online discussions to engage students, and facilitate communication through student email. The Internet also enables global learning through webcam sessions with other classrooms and sharing of resources between students.
This document provides a summary of technology integration initiatives at various grade levels within the FDCSD school district. At the senior high level, initiatives included using Moodle for online discussions and assessments. In sociology classes, students created PSAs using Animoto. At the middle school level, initiatives included implementing Google Apps, using Scratch for coding, and 21st century skills curriculum. Elementary initiatives involved using iPads for reading, movie maker projects, blogs, and online safety curriculum. District-wide, the document outlines the technology plan, curriculum mapping, and staff training initiatives.
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
The document discusses using technology tools like Google Docs, Jing, podcasting, and social media to increase engagement, collaboration, and learning for students and teachers. It provides examples of how administrators can use screencasting, video, and audio podcasts to communicate with stakeholders. Interactive whiteboards, netbooks, and e-readers are presented as technologies that can enhance classroom learning when combined with effective teaching strategies.
This document discusses a literacy coordinator's reflections on taking a course about incorporating instructional technology. It describes how the course helped the coordinator realize they were a "digital immigrant" and not as familiar with technology as students are. The coordinator developed blogging networks for teachers and students to collaborate about reading assignments. They saw increased excitement from blogging and eliminating after-school meetings. The coordinator aims to continue learning technology skills and implementing more projects and podcasting, but faces limitations from older school buildings and limited budgets.
This document discusses how technology can help students express themselves. It provides examples of students who found their voice through blogging, multimedia projects, and technology-focused classes. These tools allowed shy students to share their opinions and engaged those who typically struggled in traditional classrooms. When used correctly, technologies give students opportunities to release their thoughts, strengthen their desire to learn, and learn in more hands-on ways.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
SMART Notebook collaborative learning software has been downloaded in 175 countries around the world and social networks can be used by teachers to connect with others and further their professional development. While Google is a popular starting point for student research, relying solely on it will not uncover the best information and students should utilize additional sources. The use of technology in classrooms promotes active learning as students take control of their own learning by seeking out and presenting information.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
The document discusses Glogster, a web-based platform that allows users to create online interactive posters combining text, images, videos and other media. It can be used by teachers and students to collaborate on projects, with teachers having oversight over student accounts and content. Benefits mentioned include engaging students, fostering skills like collaboration, and supporting different learning styles through a multisensory experience. Teachers provide positive feedback on how Glogster motivates students and facilitates exploration of topics.
This document outlines computing curriculum projects for students in years 7-9. It includes 14 original projects covering topics such as digital literacy, citizenship, creativity and computing. Each project provides learning objectives, outcomes, tasks and a link to a presentation with additional resources. Software and websites used include Kodu, Google Apps, Snapguide and Screenr. The aims are to develop confident digital citizens who can use technology safely and productively.
Blended Learning Professional Development, November 4, 2014Emily W. Schmidt
This document outlines a presentation given by Emily Schmidt and Martha Smith on blended learning. It includes an agenda for the presentation which covers defining blended learning, designing blended learning classrooms, and sharing resources and lessons. Examples are given of how blended learning can be implemented in elementary classrooms using station rotations. Attendees are then asked to plan their own blended learning lessons and share resources available through the school district. Student feedback shows support for the use of technology in learning.
This document discusses the use of technology and the internet in the classroom. It covers several topics: the amount of money spent on technology and challenges with teacher adoption; studies linking technology to improved academic achievement and problem solving skills; how combining technology with instructional strategies can improve learning; and how teachers need training to effectively integrate technology. It also describes the "Knowledge Web" concept which creates an interactive way for students to learn and make connections. The conclusion emphasizes that technology is what we make of it, and teachers need to understand the tools and how to use them to enhance learning and make it fun.
7 Steps to Flatten Your Classroom: East Noble 2013Vicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenge-based learning experiences and managing global collaborative projects between students. Key resources for additional information are provided.
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
Trends in education and digital assessment tools Matleena Laakso
The document summarizes trends in education and digital assessment tools. It discusses key aspects of the Finnish education system including equal access to high-quality education, teacher autonomy, and emphasis on arts and physical education. It also highlights trends like increasing use of digital tests and tools, as well as challenges around improving digital literacy. Several digital tools for assessments, interactive learning, and collaboration are presented.
This document outlines an agenda for a full-day workshop on using interactive whiteboards for literacy instruction. The day includes sessions on the advantages of interactive whiteboards, effective literacy lessons using the technology, websites and materials that enhance its use, and putting it all together. Breakout sessions cover topics like writing mini-lessons, reading comprehension, and using the boards in literacy centers. Presenters will demonstrate sample lessons and discuss strategies for engaging struggling learners.
This document discusses assistive technology and strategies for helping students with special needs. It defines assistive technology as technology that assists individuals with disabilities to perform functions that may otherwise be difficult. It describes some common special needs like ADHD, autism, visual and hearing impairments. For students with ADHD, it recommends seating them near the teacher, using peer tutoring, and limiting distractions. It also provides strategies for helping students with auditory and mild learning disabilities through ensuring proper use of hearing devices, using visual aids, educational games, and adjusting teaching styles.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
This document provides an overview of the key differences between C and C++. It discusses how C lacks many high-level features that are present in C++, such as classes, templates, exceptions, and the standard library. However, it notes that C can still be used to write useful code by emulating high-level techniques. The document also summarizes some of the main language constructs in C like functions, printf/scanf, arrays, pointers, and memory management. It aims to help C++ programmers understand how to work with C when necessary.
This document is Travis McNaughton's education portfolio that outlines his qualifications and experiences in various areas of teaching. It includes sections on leadership, teaching strategies, relationships with students, parents and staff, extracurricular activities, assessment, professional development, technology use, discipline, and recognition of success. The portfolio demonstrates McNaughton's strengths in areas like leading professional learning communities, positive student relationships, use of differentiated instruction, assessment to inform planning, and embracing technology and lifelong learning.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
This document provides an introduction to using Twitter for parents who want to engage in education. It outlines how Twitter can be used for communication, breaking news, activism, networking, discovery, research, and professional development. It then covers how to get started on Twitter, including creating an account, who to follow, hashtags, replying, mentioning, retweeting, and direct messaging. Finally, it provides tips for using Twitter like joining chats, using apps like TweetDeck, linking websites, and favoriting tweets.
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
The document discusses using technology tools like Google Docs, Jing, podcasting, and social media to increase engagement, collaboration, and learning for students and teachers. It provides examples of how administrators can use screencasting, video, and audio podcasts to communicate with stakeholders. Interactive whiteboards, netbooks, and e-readers are presented as technologies that can enhance classroom learning when combined with effective teaching strategies.
This document discusses a literacy coordinator's reflections on taking a course about incorporating instructional technology. It describes how the course helped the coordinator realize they were a "digital immigrant" and not as familiar with technology as students are. The coordinator developed blogging networks for teachers and students to collaborate about reading assignments. They saw increased excitement from blogging and eliminating after-school meetings. The coordinator aims to continue learning technology skills and implementing more projects and podcasting, but faces limitations from older school buildings and limited budgets.
This document discusses how technology can help students express themselves. It provides examples of students who found their voice through blogging, multimedia projects, and technology-focused classes. These tools allowed shy students to share their opinions and engaged those who typically struggled in traditional classrooms. When used correctly, technologies give students opportunities to release their thoughts, strengthen their desire to learn, and learn in more hands-on ways.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
SMART Notebook collaborative learning software has been downloaded in 175 countries around the world and social networks can be used by teachers to connect with others and further their professional development. While Google is a popular starting point for student research, relying solely on it will not uncover the best information and students should utilize additional sources. The use of technology in classrooms promotes active learning as students take control of their own learning by seeking out and presenting information.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
The document discusses Glogster, a web-based platform that allows users to create online interactive posters combining text, images, videos and other media. It can be used by teachers and students to collaborate on projects, with teachers having oversight over student accounts and content. Benefits mentioned include engaging students, fostering skills like collaboration, and supporting different learning styles through a multisensory experience. Teachers provide positive feedback on how Glogster motivates students and facilitates exploration of topics.
This document outlines computing curriculum projects for students in years 7-9. It includes 14 original projects covering topics such as digital literacy, citizenship, creativity and computing. Each project provides learning objectives, outcomes, tasks and a link to a presentation with additional resources. Software and websites used include Kodu, Google Apps, Snapguide and Screenr. The aims are to develop confident digital citizens who can use technology safely and productively.
Blended Learning Professional Development, November 4, 2014Emily W. Schmidt
This document outlines a presentation given by Emily Schmidt and Martha Smith on blended learning. It includes an agenda for the presentation which covers defining blended learning, designing blended learning classrooms, and sharing resources and lessons. Examples are given of how blended learning can be implemented in elementary classrooms using station rotations. Attendees are then asked to plan their own blended learning lessons and share resources available through the school district. Student feedback shows support for the use of technology in learning.
This document discusses the use of technology and the internet in the classroom. It covers several topics: the amount of money spent on technology and challenges with teacher adoption; studies linking technology to improved academic achievement and problem solving skills; how combining technology with instructional strategies can improve learning; and how teachers need training to effectively integrate technology. It also describes the "Knowledge Web" concept which creates an interactive way for students to learn and make connections. The conclusion emphasizes that technology is what we make of it, and teachers need to understand the tools and how to use them to enhance learning and make it fun.
7 Steps to Flatten Your Classroom: East Noble 2013Vicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenge-based learning experiences and managing global collaborative projects between students. Key resources for additional information are provided.
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
Trends in education and digital assessment tools Matleena Laakso
The document summarizes trends in education and digital assessment tools. It discusses key aspects of the Finnish education system including equal access to high-quality education, teacher autonomy, and emphasis on arts and physical education. It also highlights trends like increasing use of digital tests and tools, as well as challenges around improving digital literacy. Several digital tools for assessments, interactive learning, and collaboration are presented.
This document outlines an agenda for a full-day workshop on using interactive whiteboards for literacy instruction. The day includes sessions on the advantages of interactive whiteboards, effective literacy lessons using the technology, websites and materials that enhance its use, and putting it all together. Breakout sessions cover topics like writing mini-lessons, reading comprehension, and using the boards in literacy centers. Presenters will demonstrate sample lessons and discuss strategies for engaging struggling learners.
This document discusses assistive technology and strategies for helping students with special needs. It defines assistive technology as technology that assists individuals with disabilities to perform functions that may otherwise be difficult. It describes some common special needs like ADHD, autism, visual and hearing impairments. For students with ADHD, it recommends seating them near the teacher, using peer tutoring, and limiting distractions. It also provides strategies for helping students with auditory and mild learning disabilities through ensuring proper use of hearing devices, using visual aids, educational games, and adjusting teaching styles.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
This document provides an overview of the key differences between C and C++. It discusses how C lacks many high-level features that are present in C++, such as classes, templates, exceptions, and the standard library. However, it notes that C can still be used to write useful code by emulating high-level techniques. The document also summarizes some of the main language constructs in C like functions, printf/scanf, arrays, pointers, and memory management. It aims to help C++ programmers understand how to work with C when necessary.
This document is Travis McNaughton's education portfolio that outlines his qualifications and experiences in various areas of teaching. It includes sections on leadership, teaching strategies, relationships with students, parents and staff, extracurricular activities, assessment, professional development, technology use, discipline, and recognition of success. The portfolio demonstrates McNaughton's strengths in areas like leading professional learning communities, positive student relationships, use of differentiated instruction, assessment to inform planning, and embracing technology and lifelong learning.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
This document provides an introduction to using Twitter for parents who want to engage in education. It outlines how Twitter can be used for communication, breaking news, activism, networking, discovery, research, and professional development. It then covers how to get started on Twitter, including creating an account, who to follow, hashtags, replying, mentioning, retweeting, and direct messaging. Finally, it provides tips for using Twitter like joining chats, using apps like TweetDeck, linking websites, and favoriting tweets.
This presentation is an introduction to a school professional development model that capitalizes on expertise within the school while empowering shared leadership and collaboration.
This was shown during the first day of school for the students during the assembly as part of a presentation to the students. The presentation highlighted the "big rocks" of the school and challenged students to new levels of leadership this school year.
This document discusses building stronger learning communities through transforming school, parent, and student collaboration with technology. Decades of research show that parent involvement leads to higher student achievement, better attendance, and lower rates of bad behavior. Technology provides new ways to connect learning communities and make collaboration transparent beyond barriers of time and space. When students, parents, teachers, and community members actively learn together through sharing ideas on blogs and social media, it empowers all individuals to get smarter through their connections.
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
A microprocessor is a computer processor contained on a microchip. It contains the central processing unit (CPU) and performs arithmetic and logic operations. Microprocessors have evolved over generations from processing instructions serially to employing super scalar processing with over 10 million transistors. They are used in devices like computers, phones, and traffic lights to process instructions and control functions. The internal architecture of microprocessors like the Intel 8086 contains a bus interface unit that handles data transfer and an execution unit that decodes instructions and performs arithmetic logic operations.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
The document discusses how tablets, MOOCs, apps, and collaborative learning tools are changing education. It describes how tablets allow iTextbooks and students to access resources anywhere, and how apps like Google Classroom allow paperless assignment collection and real-time feedback. MOOCs like EdX provide online course modules, while tools like iTunesU and screencasting software help create teaching resources. Apps promote collaborative learning through wikis and comment features, allowing students to learn from each other. Overall, technology is transforming learning through new mobile, online, and social opportunities.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
Leadership for connected and global learning: Session 1 ChineseJulie Lindsay
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Thoughts about Computing in the 21st Century Elementary ClassroomLO*OP Center, Inc.
This document discusses the importance of computing skills and 21st century skills in education. It suggests that teachers should understand how students currently use technology and ensure they are teaching skills that will help students adapt to a changing world. Some specific suggestions are made for classroom activities involving games like tic-tac-toe to demonstrate logic and how media can change interactions. The document emphasizes teaching students to think critically about information and how to learn continuously.
The document discusses Noblesville Schools' plans to implement a 1:1 iPad program across its middle schools. It outlines the district's vision of developing engaged, inspired, and empowered learners through student-centered, inquiry-based, and technology-rich learning experiences. Teachers have received professional development and support through a pilot program. The goals are to increase student engagement, enhance instruction, and allow learning beyond the classroom. Digital citizenship training will be provided to students. iPads were chosen as the device to support educational needs. A deployment plan is outlined for summer 2014.
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
Five Minute Idea Exchange for Teaching and Learning in Higher EducationD2L
Learn about the information about the new Learning Technology Coaches program at the University of Calgary, the results of a mandatory online student orientation at Portland Community College, and a quick way to embed an audio player inside the Brightspace platform.
Watch the webinar here: http://bit.ly/1RUTH9X.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
The document discusses challenges schools face in integrating 21st century technology and proposes a solution. The 3 biggest challenges are: 1) lack of an integrated technology curriculum, 2) inadequate teacher training, and 3) lack of accountability for teachers to use technology. It then proposes a comprehensive solution that provides an online curriculum, ongoing individualized training, a technology integration "coach" for accountability, and migration to cloud-based applications and services. This solution claims to prepare students with real-life skills through an integrated technology curriculum.
The document discusses challenges schools face in integrating 21st century technology and proposes a solution. The 3 biggest challenges are: 1) lack of an integrated technology curriculum, 2) insufficient teacher training, and 3) lack of accountability for teachers to use technology. It then proposes a comprehensive solution that provides an online curriculum, ongoing individualized training, a technology integration "coach" for accountability, and migration to cloud-based applications and services. This solution claims to prepare students with real-world skills through a stable, integrated technology curriculum.
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4. Research
• What does the current research say?
• How are other schools doing it?
• How will we sell the vision? How will we
communicate to the community?
• What are the obstacles?
• Budget?
• Timeline?
Implementation Plan bit.ly/MLSplan
6. Plan Development
• Teacher preparation and professional development?
• Learning spaces?
• Online resources?
• Device recommendation? Common platform?
• IT support? WiFi Access Points?
• Support Documentation?
• Anticipated concerns?
7. Preparation
• Hosted Parent Information Sessions
(Quick Link - bit.ly/PARENTinfo)
• Student Information & Conversations
• Teacher PD
• Information & Documentation on School Blog &
Social Media
• Ordering process
8. Implementation
• Tech support? (StudentTechTeam, Google Apps
Ninja Dojo, Google, Division Help Desk)
• Ongoing Community Communication? (school blog,
classroom blogs, student portfolios, video, Parent
Workshops)
• Device Distribution?
19. Mission of 1-to-1 Learning Communities
Our Students will innovate, collaborate, and
be highly motivated about their learning
20. In 1-to-1 Learning Communities our
students will...
• use technology to learn
• improve problem solving skills
• improve information fluency
• think critically
• collaborate
• learn any place, at any time
• innovate
• be motivated and engaged about learning
• learn how to participate safely as a digital citizen
22. 1:1 Learning
“This year, I feel so much more into learning. I actually want to come to
school and learn about everything that much more. I feel like I’m a part
of something.”
Grade 9 Student, Muir Lake School
30. Learning Communities
Extend student learning beyond the 4 walls of the classroom
Original Image cc licensed ( BY SA ) flickr photo by lumaxart: http://flickr.com/photos/lumaxart/2137735924/
39. Technology is a
doorway into the
classroom that
transcends time and
space making the
learning transparent
40. "In this complex world, it takes more than a
good school to educate children. And it
takes more than a good home. It takes
these two major educational institutions
working together." Dorothy Rich, Author of
Megaskills.
51. This is not the wisdom of the crowd, but the
wisdom of someone in the crowd. It’s not that
the network itself is smart; it’s that the
individuals get smarter because they’re
connected to the network.
Steven Johnson
Original from:
http://www.flickr.com/photos/ausnahmezusta
nd/7624312056/
52. Collaboration
“Also my class would share study notes so we would learn new
ideas and concepts from not only our teachers, but my classmates
as well.”
Grade 9 Student, Muir Lake School
56. Creativity & Innovation
“There is more potential and greater possibilities for
what you can do with this.”
Grade 4 Student, Muir Lake School
57.
58. There is no limit to innovation when we share.
59. Student Engagement
“Using technology is so much better. I think it’s better and makes learning more fun. Class is never boring
with technology. we’re always trying new thing. It’s more flexible, and we are much more creative. There
are so many more different ways that we can show our understanding of each principle using technology.
It’s not the same dreary, bland things over and over again.”
Grade 9 Student, Muir Lake School
62. Critical thinking
“Using our own devices helps us to see the world in a larger
picture.There is so much out there on the internet, and we are
constantly teaching ourselves to think critically.We've developed so
many different online skills.These skills include thinking critically
about any information you find.”
Grade 9 Student, Muir Lake School
63. Organization
“There are so many less papers. I don't lose very much because I
don't have much to lose. Everything is on my laptop. I don't have to
take all my books home everyday because I can just take my
laptop. It has everything that I need on it to study and do my
homework.”
Grade 9 Student, Muir Lake School
64. Digital Identity & Citizenship
“It shows me how I have to be responsible about what I put out on
the internet because once it is out, it is out. There is nothing that I
can do about what happens after that so always be careful about
what I do and say when I am posting things online. I have to be
careful about how it will affect others.”
Grade 9 Student, Muir Lake School
67. Moving Forward
“Having my device in class has made everything better.”
Grade 9 Student, Muir Lake School
68. The Next Step...
• Grade 4-9 students to have access to
a personal electronic device in every
class to use whenever it is the best
tool for the learning activity
• Grade 4-9 1:1 learning communities
69. Why BYOD?
• Makes the technology invisible
• Personalizes learning
• Makes learning a part of students’ lives
• Saves learning time
• Student choice
• It’s becoming the norm in the workplace
• $$$
70. BYOD Common Platform
Build teacher and student capacity
Want technology to be invisible
Primary Device = Laptop (can bring other devices and many
students do)
Laptop Specifications:
• Battery life of 3 hours
• Google Chrome
• Access WiFi and have reasonable processing speed
Recommended Device: Chromebook
72. Why Chromebooks?
8 hour battery life (will last the school day)
15 second start time (no wasted class time logging on)
Works perfectly with PSD initiatives (Google Apps and
Blogs)
Personalized virtual desktop (access bookmarks, apps,
accounts, etc. from any device online, anywhere in the
world)
“Cloud” based (lends itself to collaboration)
73.
74. How Do I Get A Chromebook?
Chromebooks For Education
• Price is $250 + $30 education support & domain
management
• School orders and brings in for you at cost
• Intent to purchase form on Muir Lake School Blog
Retail store (Best Buy, Future Shop etc.)
• Price is $250
purpose of presentation - share year 1 of initiative - implementing 1 to 1 BYOD in school - the thinking behind why we are doing this - implementation process - invite some feedback, questions etc. Goal: to have all of our grade 4-9 classes having access to their own device in every class when it is the best tool for learning - started only with grade 4 and 9 - ready to make jump to all of our grades
What is 1 to 1?
- Share briefly the process of how we started - this is the model we used to implement the 1:1 initiative and are continuing to use as we move forward
link to implementation plan on Google Doc - this doc has links to a bunch of information and research that we used to build our plan
Charlene: started with surveys - Planning & Implementation Team - created small group of parents, admin, teachers, and students - asked people who were for and against the idea - wanted all perspectives - links on Google Doc
more information and guiding questions on Google doc
presentation and information link on Google doc
- case study prepared by Charlene Daub and Kelly Arnold https://docs.google.com/a/psdblogs.ca/document/d/1BiaCfOMVj4Ib6y51Slhv67iXM1kA7-7I6IHHc1MM4tc/edit# https://docs.google.com/a/psdblogs.ca/document/d/1vgdOhPLesdNq1g_XfoUsHWX96mi-HrNtW5Kf8vYcuB8/edit#heading=h.b354tafygtt0
- surveyed our students who are participating in 1:1 learning community - will be sharing their voice throughout the presentation
Why 1 to 1? - want to give the thinking behind it first before I get into the details of the implementation process
- Jobs exist today that didn ’ t exist a couple years ago - we are preparing our children/students for jobs that don ’ t exist yet and to solve problems that we don ’ t know are problems yet
- our job as teachers and educators is to open every door of opportunity for the students future - build the skills they need to succeed - our world is 1:1 - If our schools aren ’ t - our schools are in danger of becoming irrelevant
I see this as a problem - not only will we not do our students justice in preparing them for their future - they themselves will begin to see school as irrelevant
our schools should reflect our world that we live in - if not we are closing doors of opportunity for our students in their future instead of preparing them for it
- This initiative is not about putting technology in the students hands for the sake of technology - we don ’ t need the technology acting like an expensive notebook - it is about building skills that they need
- we can accomplish this and prepare our students for the future better in a 1 to 1 learning community - increased access makes the technology invisible - this initiative is about access to technology for when it is the best tool for the learning activity - when go to lab once or twice a week - more about technology and less about skills - 1 to 1 is more about the skills and less about the technology
- we started with a “ learning first ” approach - what exactly do we want our students to be able to do?
- we wanted out students using Google Apps - we wanted them building their own learning portfolios - we want our students ’ portfolio to begin in kindergarten - continue to develop it all the way through grade 12 - when they leave - export it and they have a digital portfolio chronicling their learning journey
example student template of portfolio - multiple mediums - video, audio (sound cloud) etc.
- demonstrates growth and learning over time - ie. don ’ t notice losing weight until you see before and after picture - student confidence - believe that they can learn because they see growth - teachers can readily see - helps with transition year to year - parents can more readily access what is happening in the classroom
Access to 1:1 technology in class is important to build the literacy skills our students need in today ’ s world
Literacy is no longer just reading and writing - it is changing - Link on Google Doc - http://www.ncte.org/positions/statements/21stcentdefinition
Quick Link or link on Google Doc to read full article
we want students participating in learning communities that extend beyond 4 walls of classroom
Learning communities should extend beyond the 4 walls of the classroom - Can include anyone. Teachers, students, parents - people all over the world
- huge part of learning community is parents - my daughter ’ s first day of kindergarten - interesting because I am gaining perspective as father with child in school - not just educator - conversation - what did you learn in school today? - I forget, nothing, played with friends, etc. - My first parent teacher interview as a parent - teacher showed me this video
Classroom Blogs - many started this year - all about expanding classroom learning community - Mrs. Matsuba - http://www.psdblogs.ca/smatsuba/2012/11/16/another-5-little-pumpkins/
- expanding to student portfolios as well - build a more personal learning community - increase insight and interaction with parents - Student blog/portfolio gives authentic audience - if students doing it just for teacher - want to do it “ good enough ” - doing it for real audience - want it to be good - Kathryn ’ s blog grade 9 MLS - Language Arts Category - http://www.psdblogs.ca/kathrynh3685/category/language-arts/
- not limited to just text - video, audio, pictures etc. - Audio recordings - reading, French etc. - Sound Cloud - http://bit.ly/YPEEl2
- tons of tools online to engage students in learning - interactive poster - parents get transparent look into work - transition from year to year - see growth - Nakia ’ s Blog - grade 9 MLS - http://www.psdblogs.ca/nakiah3594/
Student blog - Tyler ’ s grade 8 MLS - http://www.psdblogs.ca/tylerc3959/2012/12/04/my-lego-stop-motion/ - opportunity to use different mediums, explore other talents, passions, hobbies, ideas
google apps - tracking sheet - privacy control - students fill it out themselves - reflection on learning - access anytime, anywhere for parents - link to blog portfolio
- in our busy world with our busy schedules - technology used properly, can create powerful learning communities - it fosters transparent learning and can empower active participation in a way that we haven ’ t experienced in the past
- As educators and parents we need to be constantly improving and working towards this common goal - Technology has a huge role to play in this partnership between parents, school and students
- something we need to continue to communicate and work together to improve - parent workshops - learning opportunities for parents to greater understand what we are doing at the school
We want our students to collaborate
The notion of mind your own business learning is irrelevant - “ eyes on your own paper, no talking, - that is not how business, jobs work - it is not how innovation happens
putting technology in the kids hands doesn ’ t change this - if all they do is use computer as a word processor - there is no difference
- Should use technology to transform teaching and learning practice - collaboration, communication, problem solving - move from MYOB Learning to Learning Communities
- learning communities are built on the transparent sharing of learning and ideas
- Caine's Arcade - YouTube http://bit.ly/QbjjmP - Critical thinking, creativity, Innovation is obvious - story was shared via Social Media - inspired and connected people from around the world to the idea - brought people together as a learning community
[twitter] Caine's Arcade - YouTube http://bit.ly/QbjjmP [/twitter] - shared all over the world - inspired other classes, teachers & students - MLS participated in this project
- Mrs. Dickson shared this on her blog - kid ’ s thoughts about the projects - could even extend to kids blogging about their projects - parents and others commenting - extend the learning and engage learning community further
grade 5 student in our school - write a story and share with others - give feedback, edit and revise together - learn from one another - authentic audience - not just the teacher reading it
- There are good ideas, and then there are good ideas that make it easier to have other good ideas. - building a network, collaborating and sharing is essential for innovation
- innovation is all about creating - producing new ideas - We want our students creating not just consuming information - the internet is not a textbook
- more and more people are not just consuming content on the web - they consume and then they produce - it is how innovation and creativity happens - inspired by something - collaborate with others - produce innovative ideas and content - YouTube stat - over 72 hours of video is uploaded to YouTube every minute
- fuels innovation - building on one another ’ s ideas - powerful motivator - sharing ideas and work transparently - connecting our students in learning communities - authentic audience - ie. What do I have to do to get the mark I want? vs. when work is viewed by audience - students want to do their best
- we surveyed the students who participated in this initiative to get their feedback
Muir Lake Students talk about 1:1 experience 2012/2013
- We are inviting everybody grade 4-9 to participate - Not mandatory
$$$ - We know that 1:1 learning communities is best for learning - don ’ t want money to be a limitation if we as parents and teachers believe this is best for our kids - don ’ t need to go and buy a new one if you already have one that your child could use - supply list - school can ’ t afford to buy everybody laptops but we do already have some - if $ is only obstacle for your child to participate in this, we invite you to come and talk with myself or Karen
- important to have common platform so teachers and students could utilize technology effectively - Laptop - most diverse and robust tool for creating - Google Chrome - home syncing features - free - works perfectly with division initiatives - regardless of device students operating from a common platform
- Chromebook - cost effective - domain management - not mandatory - School orders it and parent reimburse at cost
- Chromebook for Education - we handle support with direct access to Google - domain management
FAQ - answer to more questions that came up this year