This document discusses using technology to implement higher level thinking skills aligned with Common Core objectives. It provides examples of using tools like iPad apps, interactive websites, digital storytelling and Scratch to engage students in projects involving skills like analysis, evaluation, and synthesis. Concerns about Common Core are addressed by focusing on concepts rather than facts and ensuring lessons are relevant, interesting, and connect to students' lives. Bloom's Taxonomy is presented as a framework for developing critical thinking through questioning techniques.
Compilation of 21st Century Skills,ISTE NETS and Digiral Revised Bloom through globally collaborative project based learning with authentic product assessment.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
Compilation of 21st Century Skills,ISTE NETS and Digiral Revised Bloom through globally collaborative project based learning with authentic product assessment.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
Oeb slides zone of effective learning - (final)Zac Woolfitt
The Zone of Effective Learning with Technology is a conceptual representation to examine under what conditions an individual can be said to be using a learning technology effectively. Using Maslow’s four stages of learning we can move from unconsciously un-competent (as a servant to technology), to consciously competent (as a master of technology, on our terms).
The ‘Sweet spot of maximum technology impact’ is the concept I use to define the desired point of balance between the potential of a technology, your ability to apply that technology to a specific learning task, and your understanding of how well you are mastering the technology for the task in hand. It basically boils down to knowing how to use a specific technology and staying on track while you are using it to do what you need it to do, without getting side tracked. That is a lot easier said than done.
Please get in touch if you'd like to comment or add your own ideas: zac.woolfitt@inholland.nl
How to find and seize opportunities within learning spaces that you don’t see today. Elliot Felix (brightspot strategy), Alex O'Briant (Ennead Architects), and David Woodbury (North Carolina State University) presented Hack-in-Action at SXSWedu 2017.
SXSWedu 2017: Lean Learning Space Designbrightspot
Change is hard. Innovation is risky. Space is costly and time-consuming to change or create. Institutions can keep planning large, slow, expensive, and risky learning space projects that might miss the mark. Or they can use “leaner” ways to imagine, test, and create learning spaces. Matthew Swift and Gabi Patacsil presented "Lean Learning Space Design" at SXSWedu 2017.
Oeb slides zone of effective learning - (final)Zac Woolfitt
The Zone of Effective Learning with Technology is a conceptual representation to examine under what conditions an individual can be said to be using a learning technology effectively. Using Maslow’s four stages of learning we can move from unconsciously un-competent (as a servant to technology), to consciously competent (as a master of technology, on our terms).
The ‘Sweet spot of maximum technology impact’ is the concept I use to define the desired point of balance between the potential of a technology, your ability to apply that technology to a specific learning task, and your understanding of how well you are mastering the technology for the task in hand. It basically boils down to knowing how to use a specific technology and staying on track while you are using it to do what you need it to do, without getting side tracked. That is a lot easier said than done.
Please get in touch if you'd like to comment or add your own ideas: zac.woolfitt@inholland.nl
How to find and seize opportunities within learning spaces that you don’t see today. Elliot Felix (brightspot strategy), Alex O'Briant (Ennead Architects), and David Woodbury (North Carolina State University) presented Hack-in-Action at SXSWedu 2017.
SXSWedu 2017: Lean Learning Space Designbrightspot
Change is hard. Innovation is risky. Space is costly and time-consuming to change or create. Institutions can keep planning large, slow, expensive, and risky learning space projects that might miss the mark. Or they can use “leaner” ways to imagine, test, and create learning spaces. Matthew Swift and Gabi Patacsil presented "Lean Learning Space Design" at SXSWedu 2017.
Rising to the challenge of establishing a climate smart agriculture - a global context presented as keynote in the Workshop on Climate Smart Agriculture Technologies in Asia workshop, organised by CCAFS, UNEP and IRRI.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Patterns for building patterns communitiesYishay Mor
Keynote at e-Learning Patterns, Tübingen, March 4-6, 2009
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Video
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote1YishayMor.html
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote2YishayMor.html
Abstract
http://www.iwm-kmrc.de/workshops/e-learning-patterns/abstracts/patternscommunties.htm
The construct of design pattern is often summarised as "the core of a solution to a problem in context". What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as "timelessness" and "expertise". These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the "Learning Patterns" project, and is being refined by the "Pattern Language Network" project.
In this talk, I will describe the methodology, its history and future plans, and provide some illustrative examples. I will also highlight some of the fundamental questions which is provokes.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Get smart!short
1. Get
Smart!
It Doesn’t Take a
Secret Agent to
Integrate Higher Level
Thinking
With Technology
http://www.flickr.com/photos/tdeering/3048907279/
Cindysheets.weebly.com
2. http://todaysmeet.com/getsmartpodstock
1. When I think about Common Core, I worry that
_____________.
2. I plan to use technology to implement Common
Core objectives by ___________________.
3. I encourage students to use higher level thinking
by _____________ ( or my favorite technique)
4. Contact and Resources
Website cindysheets.weebly.com
Email - work cindysheets@smsd.org
Email – personal cindysheets@aha-learners.org
Plurk, Twitter hisheets
http://todaysmeet.com/getsmartpodstock2013
5. Goals
Bloom’s Taxonomy
Higher Level Thinking & CCSS (or KCCRS)
Getting “Smart” in our teaching
How we interact with students
Questioning and discussions
Using great tech tools
Resources
Projects
6. The world is moving at a tremendous
rate. No one knows where. We must
prepare our children, not for the world
of the past, not for our world, but for
their world, the world of the future.
John Dewey
7. ‘Our kids will
spend the
rest of their
lives
in the future.
Are we
getting them
ready?’
Kevin Honeycutt
Are we ready for them?
YouTube is the new
Google . . .
10. Think about that great unit . . .
Was the lesson/unit open-ended enough to allow students to
pursue topics/projects of personal interest?
Was there hands-on involvement apart from “textbook
learning”?
Was the use of multiple sources to discover information and
solutions in evidence?
Was the lesson/unit relevant to the everyday life of the
student?
Was the lesson/unit interesting to you, the teacher?
Did the lesson/unit connect to students’ prior learning
experiences and provide bridges to more advanced or diverse
learning opportunities?
Jim Delisle, Free Spirit Blog, July 12, 2013
11. CCSS
concepts
rather than
facts
They appreciate nuances, such as how the
composition of an audience should affect
tone when speaking
They use technology and digital media
strategically and capably.
Conduct short as well as more sustained
research projects based on focused
questions, demonstrating understanding of the
subject under investigation.
From Common Core introduction
H. Lynn Erickson (Concept Based Curriculum)
12. The boss . . .who wants your best work, your art and your
genuine enthusiasm:
...can demand that you bring your best possible work
the first time, . . .
...or they can nurture you, encourage you, set
a high bar and then support you on your
way. They can teach you, cajole you and
introduce you to others that will do the same.
The first strategy is the factory mindset
You don't make art this way, or emotional connections,
or things that haven't been made before. You may
get the job done, but it's not clear if you'll make a
difference.
Seth Godin: Nature vs Nurture
14. Jeff Danielian
NAGC
"I have always believed that every student
deserves the opportunity to share what they
know and what they want to know.”
"If it is skills you are evaluating, give them choice
of content. If it is content, give them choice of
product."
16. “To be ready for college, workforce training, and life
in a technological society,
students need the ability to gather, comprehend,
evaluate, synthesize, and report on information and ideas,
to conduct original research in order to answer questions or solve
problems,
and to analyze and create a high volume and extensive range of print
and non-print texts
in media forms old and new.”
From Common Core State Standards
21. Ben Franklin What perspective?
Invention: what, when and
WHY? How did it improve
things?
Quote of Franklin’s that he
might have used about his
invention
In what way has this project
taught you something new?
Meeting of the Minds – Dinner
Table
Night of the Notables
22. Students Asking Questions
Students learn more when
asking questions than when
answering them most of the
time. Especially if those
questions asked by others are
at lower levels of thinking.
23. Essential
Questions:
Classroom Norms
No one right answer
Takes Practice
Active participation from
everyone
Everyone gets called on
Challenge doesn’t mean lack of
value
Mistakes are part of learning
Re-consider things you thought
you knew
http://grantwiggins.wordpress.com/2013/03/30/an-excerpt-from-our-just-released-book-on-essential-questions/
Grant Wiggins
25. Paleontology
How will the bones
provide clues to help us
identify the animal?
Driving (essential) question)
Need to know
Reflection and revision
Technology as a resource
tool
26. “It doesn’t matter what you cover;
it matters how much you
develop the capacity to
discover.”
Norm Chomsky, 2003
27. Get Smart
About Common Core
Technology
. . . students are expected to not only obtain knowledge through the use of
technology, but more importantly, they are asked to demonstrate their
learning through the use of technology and to share that learning with a
global community.
28. Share Fair
SL.11-12.5. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
29. Choose the Media Based on the
Content
Who is your audience?
What content do you have to share?
Why do you think this is the best format to share
it?
What will it look like when completed? (model)
RI.8.7. Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video, multimedia)
to present a particular topic or idea.
30. Student Projects
Research: point of view
2:30
Travel Trek – geography, economics . . .
Monster Exchange – Skype, descriptive
language, communication
Live Interviews: Skype, iPad, FlipCams, Voice
Recorder
Design a Star System
– application, analysis, synthesis
Benjamin Franklin: More than who and what . . .
Puppetry: fractured fairy tales
Digital Storytelling
Interdisciplinary
Audience
Notice how students are expected to not only obtain knowledge through
the use of technology, but more importantly, they are asked to demonstrate
their learning through the use of technology and to share that learning with
35. Mapping Media to the Common Core
Wesley Fryer
Maps.playingwithmedia.com
Moving at the Speed of Creativity (blog)
Terminology – change how we label things
Idea of transliteracy:
Transliteracy is the ability to read, write and
interact across a range of platforms, tools and
media from signing and orality through
handwriting, print, TV, radio and film, to digital
social networks.
36. Scratch & Math
Standards:
ISTE Nets Standards for Students:
Creativity and Innovation - 1.a, 1.b, 1.c
Communication and Collaboration - 2.b
Critical Thinking, Problem Solving, and Decision Making - 4.b
Technology Operations and Concepts - 6.c, 6.d
Math Common Core Standards:
5.OA-3, 5.NBT-1, 5.NBT-5, 5.MD-1, 5.MD-2, 5.MD-3, 5.G-1, 5.G-2, 5.G-3, 5.G-
4, 6.RP-3, 6.NS-2, 6.NS-5, 6.NS-7, 6.NS-8, 6.EE-9, 6.G-4, 7.NS-1, 7.NS-2, 7.G-1,
8.F-1, 8.F-4
http://labs.greenbush.us/moodle/course/view.php?id=15
37. Scratch Project-LA
3.3a Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
3.3b Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters to
situations.
3.3c Use temporal words and phrases to signal event order.
3.3d Provide a sense of closure.
http://www.ellencavanaugh.com/2013/02/18/scratch-programming-and-3rd-grade-common-core/
38. Be willing to learn from students
Teachers still have much to offer: critical thinking,
unlocking meaning, clear communication
Teaching with technology can be transforming
Encourage student autonomy
Dual level of teaching content along with meta-
cognition- learning how to learn
Welcome productive digressions
Build a collaborative team, a PLN, and consider
including students as part of the team
40. “Start where
you are.
Use what you
have.
Do what you
can.”
Wesley Fryer, Playing with Media (Saskatchewan Public Schools)
41. Contact and Resources
Email - work cindysheets@smsd.org
Email – personal cindysheets@aha-
learners.org
Plurk, Twitter hisheets
Website
http://cindysheets.weebly.com
LiveBinder for this session:
http://www.livebinders.com/play/play?
present=true&id=917060
42. Resources
Christopher Columbus Awards
Toshiba Exploravision
eCybermission
http://www.livebinders.com/play/play?
id=303326 infusing technology in the common
core
http://www.techwithtia.com/common-core.html
Editor's Notes
Ben or another perspective – son, invention, user at the time Outline for scaffolding Research an invention, when, where, why? How did it improve life? Pick a quote of Franklin’s that he might have used about this invention
