This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
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. @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. @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’?
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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 ?
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Question to all of you
Who is using a device with Internet access right now?
lofoten picture
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)
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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. @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?
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Simply put: The Tablet changes conditions
and ways of learning
Jahnke, 2016 (Routledge)
Benefit:
Access to a lot of online resources,
and collaborative tools!
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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!
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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
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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
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
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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
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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
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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
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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”
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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
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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)
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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. @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?
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
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“Technologies need to engage learners in articulating, communication and
representing their understanding, not that of teachers.” (p. 4).
https://fcit.usf.edu/matrix/matrix/
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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
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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
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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
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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
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Go back into your team and
start discussing on how to make changes to your design
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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
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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. @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. @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
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?!
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. @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
Here is what has changed over the last years ….. In the digital age – theoretical views
How can teachers me and you those these CrossActionSpaces in teaching in higher Ed ?
So, before I go into detail how to use those Spaces, let me start from another angle
Unsere Welt ist technisch offen
Aber soziale Barrieren, zB wer erwartet was von wemm HINDERT unsern Lernprozess = Rollenabhängigkeit
In other words, easier said: ….
Sharing , communicating, getting information, ... This all is different with the tablet
Here you probably wonder why do I say so much about the technology ? Isn’t it about the instructional design? Yes, it is both!
the design layer can only be as good as the outer layer is framing the environment vice versa
How do teachers design for what kind of learning?
Non fiction, grade 5
MD = Media-tablet-Didactics (7-8)DD = Digital Didactics (5-6)BT = Benefit of Tablet integration (special case, 4) PD = Potential for a digital didactical design (3-4) RE = RE-alignment required (1-2)
MD = Media-tablet-Didactics (7-8)DD = Digital Didactics (5-6)BT = Benefit of Tablet integration (special case, 4) PD = Potential for a digital didactical design (3-4) RE = RE-alignment required (1-2)
When we really believe this statement is true, then teaching is preparation for learning. teaching designs for learning that students are able to learn