2017 02-kansas city-ijv2

@isaja
Chromebooks in
Kansas City Public Schools
Toward New Teaching and Learning Practices?
Dr. Isa Jahnke
Associate Professor
February, 10, 2017

@isaja
http://iwastesomuchtime.com/on/?i=37716

@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

@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

@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’?

@isaja
Plan for Today
08.00am Welcome, Presenting the Workshop Day
08.05am Introduction (participants introduce themselves), “What is
your experience with Chromebook use in your class?”
Postcard Symbol
Method
08.45am Technology changes the classroom
(background, facing new conditions, etc.)
Digital Projector
09.15am …toward Meaningful Learning?
09.45am Examples from tablet schools in Nordic Countries
10.15am Small groups: sketch your classroom: How it is Small Groups
11.00am Lunch break
12.00pm Introduction into a) technology characteristics
12.30pm …and b) instructional design with DDD
1.00pm Small groups: participants use the DDD framework,
a) self-assessment of one class
Small Groups
1.30pm Meaning Making of the Results Isa
1.45pm continue… b) how/what to change/improve Small Groups
2.15pm Presenting the group results All
2.45pm Warp it up and next steps
3.00 pm The Happy End ?

@isaja
Some thoughts about technology in schools…

@isaja 8
Question to all of you
Who is using a device with Internet access right now?
lofoten picture

@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)

@isaja
Tablets (web-enabled devices) in
education is more than just a tool
Physical classrooms and web-enabled mobile devices are
merging into something new spaces
=> CrossActionSpaces

@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?

@isaja
Simply put: The Tablet changes conditions
and ways of learning
Benefit:
Access to a lot of online resources,
and collaborative tools!

@isaja
Enhancement
(S/A)
Transformation
(M/R)
Jahnke, Bergström, et al., 2012
Do you want to use the tablet to substitute/augment
(S/A) or modify/redefine (M/R) existing learning
practices?

@isaja
Meaningful Learning as Framework?
Here you probably wonder
why do I say so much about
the technology ? Isn’t it
about the instructional
design? Yes, it is both!

@isaja
Meaningful learning with technology
Chapter 1 in Jonassen et al. (2003) “Solving Problems…” or
Howland et al. (2012) “Meaningful learning with technology”
Read pp. 6-12

@isaja
Reflect on your classroom
Please share with us your experience
• Do you think this model is useful for your
class, or not? Why?
• In what ways do you apply Meaningful L.?
• What is the role of technology? v

@isaja
Examples from Nordic Schools

@isaja
Support different forms of Learning
Meaningful Learning
with technology?

@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

@isaja
Students learn to reflect on arts
by making reviews in collaboration
8th graders
Students collect ‘provocative’ painting in a museum;
Assignment: to analyze and discuss what the audience could say
and writing a report in small groups

@isaja
Students develop language skills
by peer-reflections
7th graders
Students write something
from their childhood and
reflect in peer-reviews their
writing skills using FB
FB groups

@isaja
Students learn grammar skills by searching for QR codes and
answering questions (treasure hunt for language learning)
7th graders
• Students search for QR codes, which lead them to a website to
answer questions about grammar
• Combining learning outdoors and classroom learning
• Student reflections about the process

@isaja
Students develop language skils by using
Screencasting app (+ recording own voice)
4th graders
Students explain what a “verb” , “adjective” and “noun” is
• Students created storyboard and
showcase incl. sound and visualization
(product is a brief animated video)
• App Explains Everything
• Small teams “outdoors”

@isaja
Students learn math strategies by making short
screencasting products supported by voice recording
3rd graders use Educreation for
applying different math strategies in small groups

@isaja
Students develop reading and writing skills
by making digital book reviews
• 5th grade: Creating a Booktrailer (of a book they read before)
• Preschool class: Students read a traditional book and write a
book review; they use Bookcreator to make a review (recording
the own voice, paintings and writings)

@isaja
Sketch your class What could you do
to integrate the
Chromebook?
Task 1
I can analyze an informative text!
The example of running shoes. English class
The dominant N in biology/Science class
What is a thesis statement? English

@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?

@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

@isaja
The view from the technology…

@isaja
Communication
(„express“)
Information
Networking
(„connect“)
Cooperation vs.
Collaboration
Share Discussion
boards
Blogs
Twitter
Social
Networking
Tools
Vimeo/
YouTube/…
Content-
Management-
Systems
Characteristics of technologies
M. Meckel, 2008
St. Gallen
LMS? Google Classroom?
no difference between
asynchronous vs. synchronous processes

@isaja
Bloom’s Taxonmy -iPadagogy Wheel
http://www.unity.net.au/allansportfolio/edublog/

@isaja
Download from http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf

@isaja
“Technologies need to engage learners in articulating, communication and
representing their understanding, not that of teachers.” (p. 4).
https://fcit.usf.edu/matrix/matrix/

@isaja
DDD as a tool to re-design

@isaja
A design lens
Design is the act of giving a form to something
Teaching is the ’design act’ of creating conditions for
learning; more specific, it is the act of modelling
sociotechnical-pedagogical processes to enable
student learning
Designs for Learning
Bonderup-Dohn & Hansen, 2014
Jahnke, Norqvist, & Olsson, 2014

@isaja
Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
goals
Process-Assessment/
Feedback
Learning
activities
Academic staff
development
Curriculum (+exams)
development
Institutional
strategies
1 Didactical
Interactions
2 Digital
Didactical Design
3 Didactical
Conditions

@isaja
Teaching goals
(intended learning outcomes)
Student
learning
activities
Process-based
Assessment
Feedback/guided reflections
(by peers, teachers,
self-reflections)
social relations/roles
Web-enabled
tablets
Digital Didactical Design

@isaja
What kinds of ‘designs for learning’
do you apply in your classroom
practice?
What learning do you support?
Task 2
self-assessment
using DDD sheet

@isaja
Social
Relations
Learning
activities
Teaching goals
Outer circle=5
Inner circle=1
Tablets
Assessment

@isaja
Social Relations,
Multiple Roles:
From 1 to many &
Student is agent
Learning
activities:
(From shallow to
deep learning)
Teaching goals:
From non-clear to
clear and visible
Outer circle=5
Inner circle=1
From traditional classrooms (inner circle)
to
meaningful learner-centered practices (outer circle)
Mobile Technology
Integration:
From substitution to
multimodal
Process-based
Assessment:
From summative to formative
Results

@isaja
Learning
activities
(mainly
deep learning)
Process-based
Assessment
Mobile Technology
multimodal
integration
Fostering Social
Relations and
Multiply
Roles
Teaching aims
clear and visible
ID 11 Physics class

@isaja
Learning
activities
(mainly
deep learning)
Fostering Social
Relations and
Multiply
Roles
Process-based
Assessment
Teaching aims
clear and visible
Mobile Technology
multimodal
integration
ID 8 Danish writing (Fb)

@isaja
Process-based
assessment
Fostering Social
Relations and
Multiply
Roles
Teaching aims
clear and visible
Mobile Technology
multimodal
integration
Learning
activities
(mainly
deep learning)
ID 12 creating a digital pres
(geography)

@isaja
Process-based
assessment
Fostering Social
Relations and
Multiply
Roles
Mobile Technology
multimodal
integration
Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
ID 21 chronological order

@isaja
Process-based
assessment
Fostering Social
Relations and
Multiply
Roles
Mobile Technology
multimodal
integration
Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
ID 19 creating a timeline

@isaja
Go back into your team and
start discussing on how to make changes to your design

@isaja 48
1. Activating student engagement and motivation
through producing’ & making
2. Design for learning activities, where more than one correct answer or strategy
is possible
3. Give choices of learning activities; "different ways are possible to learn the same”
4. Helping student documenting their learning steps
while offering them different ways to do so:
one wants to write a text, another wants to produce a video, a third uses
BookCreator for auido-recording and digital paintings
Students may express their learning progress
in different forms  technologies can support this
5. Connecting the learning process to a real audience, authentic problems that are
connected to the student world, bring the real world into the schools
6. combining traditional resources (books, pen, whiteboard...) and different
apps/technology; => technology will not substitute all other great resources; it is
just another way of designing for learning while using different resources
7. Do not use tablets as an “exercise tool” where students sit alone in the
corner to repeat sth.
Some tips for teachers

@isaja 49
Teaching turns into a design project in teacher teams
Teachers are learners at the school workplace
(Goggins, Jahnke, Wulf, 2014)
Time and Space for teachers to collaborate / reflect in peers
Establish a REFLECTION MODEL for teachers in teams where they get the
opportunity to discuss their daily classroom experiences honestly (overcome
student-teacher-loneliness)
Discussing and developing teacher roles and student roles – there are different
expectations! Teachers, lead users, pedagogical leaders, students, etc. discuss
together what good learning situations are - discuss it in your school
Some tips for school leaders

@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)

@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

@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?!

@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)

@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

@isaja
The first principle of true teaching is that
Nothing can be taught
(Oscar Wilde)

2017 02-kansas city-ijv2

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