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Thoughts about Computing in the 21st Century Elementary ClassroomLO*OP Center, Inc.
Slides accompanying seminar given by Liza Loop, online, to primary school teachers in training at Leuphana University, Luneburg, Germany on 10 Dec. 2016
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An Introduction to Digital Learning: What's New?
1. An Introduction to (Digital)
Learning:
What’s New?
Justin Reich
Co-Founder, EdTechTeacher
Fellow, Berkman Center for Internet and Society
2. What Will the Future Look
•
Like?
Intel Future Concepts
• Alternates:
– Microsoft 2020
3. Connect and Create
• Introduce yourselves BRIEFLY to your
tablemates.
– Name
– Role/School
– Complete the following sentence: The most
promising application of technology for
learning is…
• Document answers to that sentence at
TODAYSMEET.COM/FOL
4. An Introduction to (Print)
Learning
Justin Reich
Co-Founder, EdTechTeacher
Fellow, Berkman Center for internet and Society
5.
6.
7. • To what extent does technology allow us
to do old things faster or more easily?
• To what extent does technology allow us
to create learning environments that are
truly different?
8. Framing Questions
• How does the digital revolution make the
CONTEXT of learning different?
• What new FORMS are enabled by digital
tools?
• How do digital tools shape our MINDS?
• How does the digital turn affect
educational EQUITY?
9. HOW DOES THE DIGITAL
MAKE THE CONTEXT OF
LEARNING DIFFERENT?
13. Types of Tasks Computers Do Not Well
Tasks that cannot be described well as a
series of if-then-do steps because:
• The boundaries of the
problem are ill-defined
• Solving the problem
requires imagining novel
solutions
• We learn to define the task
and accomplish it through
social interactions
15. Changes in Task Mix Within Occupations: Example: Secretary
• 1970 description of a secretary’s job:
“Secretaries relieve their employers of routine duties so
they can work on more important matters. . . .”
• 2000 description of a secretary’s job:
“. . . Office automation and organizational restructuring
have led secretaries to assume a wide range of new
responsibilities once reserved for managerial and
professional staff. Many secretaries now provide training
and orientation to new staff, conduct research on the
Internet, and learn to operate new office technologies.”
Source: U.S. Department of Labor Occupational Handbook
16.
17. A Homework Question
• Examine the homework that teachers in your school
typically assign:
• Does the homework push students to develop expert thinking
skills (non-routine problem solving)
• What about communication skills?
• Or does the homework ask students to do the kind of rules-
based tasks that computers can be programmed to do?
• The answer may tell you a lot about the types of jobs
your school is preparing students to do.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30. Discuss What’s New?
• What are other “21st century skills”– new
skills or newly important skills in the 21 st
century?
• What are other ways that the digital
revolution transforms the world of our
learners?
• DOCUMENT at
TODAYSMEET.COM/FOL
32. Links about Kony2012
• Clip of Kony2012
• http://www.kony2012.com/
• http://radioboston.wbur.org/2012/04/19/tea
ching-kony-uganda//player (19:15)
33. Discuss
• What are the range of skills students need
to make sense of and interrogate the
Kony2012 campaign?
• Which of these skills are “new” to the
digital age?
• DOCUMENT
TODAYSMEET.COM/FOL
36. Edward Thorndike John Dewey
Education as Science of Education as Life
Delivery
37. “One cannot understand the history of
education in the United States during the 20 th
century unless one realises that Edward L.
Thorndike won and John Dewey lost.”
-Ellen Lagemann
47. Discuss
• What does personalized learning mean
the context of Khan Academy?
• What about Khan Academy is new?
• DOCUMENT
TODAYSMEET.COM/FOL
48.
49. BTW, math videos don’t
have to be lecture
• Meyer on Problem Finding
– http://www.youtube.com/watch?
v=BlvKWEvKSi8#t=06m45s
• Popcorn Picker
– https://vimeo.com/42501010
60. Ethical fault lines in digital life
• Identity – When does identity play cross over into
identity deception?
• Privacy – What are the boundaries of sharing information
about oneself and others online?
• Ownership and Authorship – What is the meaning of
ownership and authorship in copy-paste, download, and
remix environments?
• Credibility – How do people signal their trustworthiness
online and judge the trustworthiness of others?
• Participation – In a context of rapidly forming and
disintegrating communities, how are norms of behavior
established, maintained, and respected online?
61. Support Bystanders Who Witness
Bullying
• Help the person being bullied get away from the
situation.
• Take away the audience by choosing not to watch and
walk away.
• Tell the child doing the bullying that you don’t like it and
to stop doing it (but only if it feels safe to do so).
• Distract the bully or offer an escape for the target by
saying something like, “Mr. Smith needs to see you right
now” or “Come on, we need you for our game” (but only
if it feels safe to do so).
• http://www.stopbullying.gov/respond/support-kids-
involved/index.html#bystanders (excerpts)
66. Does wiki usage differ in schools
serving different populations?
67. Low Income Mid to High
Schools Income Schools
(n=117) (n=133)
Failed or Trial Wiki 50% 30%
Teacher-Content Wiki 34% 35%
Individual Student- 15% 35%
Owned Wiki
Collaborative Student- 2% 1%
Owned Wiki
Median Lifetime 6 days 33 days
68. Low Income Mid to High
Schools Income Schools
(n=117) (n=133)
Failed or Trial Wiki 50% 30%
Teacher-Content Wiki 34% 35%
Individual Student- 15% 35%
Owned Wiki
Collaborative Student- 2% 1%
Owned Wiki
Median Lifetime 6 days 33 days
69. Low Income Mid to High
Schools Income
(n=117) Schools
(n=133)
Failed or Trial Wiki 50% 30%
Teacher-Content Wiki 34% 35%
Individual Student- 15% 35%
Owned Wiki
Collaborative Student- 2% 1%
Owned Wiki
Median Lifetime 6 days 33 days
70. Low Income Mid to High
Schools Income
(n=117) Schools
(n=133)
Failed or Trial Wiki 50% 30%
Teacher-Content Wiki 34% 35%
Individual Student- 15% 35%
Owned Wiki
Collaborative Student- 2% 1%
Owned Wiki
Median Lifetime 6 days 33 days
76. ji
Visit us at EdTechTeacher.org!
justin@edtechteacher.org
Editor's Notes
08/01/12
08/01/12
With 30 years of history since the introduction of the personal computer, we have a pretty a good sense now of how it’s changing labor markets.
Early theory that computers would complement high skilled workers and replace low skilled workers, but more complicated Computers are really good a rules-based tasks Airline check in as an example of rules based task- only a limited set of possibilities, communication ins simple and can be scripted
This is where humans have a comparative advantage over computers…
Big decline in routine cognitive: the filing and bookkeeping are being done to a large extent by computers and to a lesser extent work is sent off shore. The cognitive demands of the labor market are greater than at any time in U.S. history.
Not just job composition that is changing, but the jobs them selves.
These ideas form the basis of the 21 st century skills movement, which argues that education needs to prepare students for the increasing cognitive demands of the workplace.
Here’s a simple model of the underlying hypothesis of this conference. As technology innovation increases, “learning,” which we can define as the number of neurons in young brains rearranged for pro-social purposes, goes up. But how does this model change if we introduce our profoundly inequitable educational system.
One story we could tell is that of Closing Gaps, that the widespread availability of new free and Open technologies available on the Web will disproportionately benefit poor students, especially since affluent student have long had access to expensive proprietary products rendered obsolete by free tools.
Another story we could tell is of “Rising Tides” from the John Rawls inspired phrase a “Rising Tide Lifts All Boats.” Even though so many new technologies are free, we might assume that affluent schools have more human, social, and financial capital to take advantage of these innovations.
I’ve spent a good part of the last five years trying decide which of these models best represents reality. So I want to share with a few findings of a study that I conducted on how one class of freely-available Web 2.0 tools, wikis, are used in schools.
I took a random sample of U.S., K-12 wikis from a population of nearly 200,000 publicly viewable education related wikis, and my team read every change on every page on every one of 255 wikis used in U.S., K-12 public schools. Here’s what we found. First we found more wikis created in affluent schools than we should have. 60% of U.S. public schools are designated as Title I schools, serving large proportions of low income families. Only 40% of wikis are created in Title I schools.
We measured opportunities that wikis provide for 21 st century skill development, and using these measures, we classified wikis in four categories, failed wikis, teacher-centered content delivery devices without student interaction, individual student-owned wikis, and collaborative student-owned wikis.
We found that wikis created in low-income schools were significantly more likely to fail or otherwise serve no possible purpose for students. By contrast wikis created in affluent schools were much more likely to foster student involved and the development of 21 st century skills.
Moreover, wikis created in Title I schools typically persisted about 6 days. Wikis created in affluent schools persisted 33 days. So freely-available wikis are more likely to be created in affluent schools, and those wikis are more likely to provide meaningful learning opportunities to students and persist longer. The availability of free wikis disproportionately benefits the already-advantaged.
Until we have further studies, we won’t know for certain whether wikis are somehow unique, but my strong hunch is the patterns that I found with wikis would be found with Khan Academy videos or any other free tool or resource on the web.
I think the evidence suggests that most likely scenario happening in our schools is that of a Rising Tide, where technology innovation, nearly every new free Web tool and platform, accelerates the deep inequalities in our educational system.
Ask teachers which classes they use technology with and a troubling majority will tell you that they pour their creative energies into designing technology opportunities for their most high achieving students, and we know that tracking in honors and AP classes reproduces social inequalities.
What we need are teachers and districts and developers who pour their creative energies into designing for the margins, for the students who need us the most—like the partnership between CK-12 and the Leadership Public Schools to design Open Textbooks that embed academic language support for ELL students in their textbooks for math and science. Its not a coincidence that the highest achieving school systems in the world have a fundamental commitment to equity, because designs for the margins ultimately benefit all students.