This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
Teaching in the digital age has a range of challenges. This presentation is a summary of my teaching idea that incorporates design aspects into teaching with technology
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Living in today's digital age provides a wealth of learning opportunities and a wide range of communication possibilities. Along with its many benefits, the World Wide Web poses real challenges to even the most informed user. This session will explore strategies to help students become powerful “infosumers” that can find, decode, analyze, and effectively use information from the web in powerful and productive ways.
Teaching in the digital age has a range of challenges. This presentation is a summary of my teaching idea that incorporates design aspects into teaching with technology
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Living in today's digital age provides a wealth of learning opportunities and a wide range of communication possibilities. Along with its many benefits, the World Wide Web poses real challenges to even the most informed user. This session will explore strategies to help students become powerful “infosumers” that can find, decode, analyze, and effectively use information from the web in powerful and productive ways.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
The Pillars of Digital Leadership represent a framework for all educators to initiate sustainable change to transform school cultures. They provide a framework for the purposeful integration of technology to facilitate student learning, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally.
This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
The Pillars of Digital Leadership represent a framework for all educators to initiate sustainable change to transform school cultures. They provide a framework for the purposeful integration of technology to facilitate student learning, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally.
This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
Network Security is the process of taking physical and software preventative measures to protect the underlying networking infrastructure from unauthorized access, misuse, malfunction, modification, destruction, or improper disclosure, thereby creating a secure platform for computers, users and programs to perform their permitted critical functions within a secure environment. - sans.org
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
THE FUTURE OF EDUCATION
We are observing “a revolution in education.” We know that improving technology play a distinctive role in the evolution, and traditional foundations will face challenges in the future.
In my presentation, I discuss some initial findings on the future of the 21st-century education.
As a passionate teacher, I am interested how do I best educate my students?
It is not about what I teach, but about how I teach them.
According to the recent literature, on the subject, today’s education is behind new requirements and technologies.
There is a vibrant debate about preparing teachers to use new techniques as well as how up-to-date educators might become more “future-oriented” and familiar with new skills.
I am interested in discussing these thoughts with others.
Certainly, we should take into account the wide-ranging nature of education, which is especially significant, in developing countries.
I do not try to search for a universal remedy of worldwide education. It would be unrealistic.
It is certain that the future education will become more technologically driven, and will function in an environment where success depends on the use of new technology, development and improvements.
It is important to underline that from my perspective; new technology is not going to substitute students in a classroom.
More than that, it will neither replace the social life, nor the transformational experience of progress learners whereby they will go through as part of their study.
Halina Ostańkowicz- Bazan
July 2015
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
1. High Leverage Skills for a Digital Age
1:1 Pilot – Brewster Public Schools
Jonathan P. Costa, Sr.
May 4th, 2015
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa
3. Our world has changed…
1. It is digital, flat, open
and pluralistic.
2.It is unpredictable and
volatile.
3.It is increasingly
unforgiving to those
who are unskilled.
12. Adequate preparation
for a higher order
thinking digital
environment requires
one-one access by staff
and students.
It Takes Access
13. No Surprises - We Know How This Works
1
Rethink
Reengineer
Retrofit
14. Consider the Shift from Retrofit to Rethink
Retrofit
“Read the part of
Chapter 6 in the online
text that describes the
Boston Massacre and
be prepared to answer
the review questions.”
Rethink
1. Team One find 5 historical
narratives by different authors
2. Team Two find 5 primary source
documents from the trial
3. Team Three find 5 British history
references and opinions
4. Team Four find 5
contemporaneous editorials.
15. What Are The Shifts Involved?
Retrofit
1. What are the goals of this lesson (student learning)?
2. How would you measure its success?
3. What is happening in the learning environment
where this work is being completed?
– What are the students doing – what skills do they need to be
successful?
– What is the teacher doing – what skills does he/she need to
be successful?
Rethink
1. What are the goals of this lesson (student learning)?
2. How would you measure its success?
3. What is happening in the learning environment
where this work is being completed?
– What are the students doing – what skills do they need to be
successful?
– What is the teacher doing – what skills does he/she need to be
successful?
16. High Leverage Focus on Student Learning
Critical and
Creative
Problem Solving
“Making the Main Thing the Main Thing”
Construct and/or
Analyze
Arguments
Based on
Evidence
Meaningful and
Fluent
Communication
Digital and
Informational
Literacy
17. The More You DO,
The More You Learn
Passive
Superficial
Active Involvement
Engaged & Empowered
*Adapted from National Training Laboratories, Bethel, Maine
18. Align Your Systems With Your Goals for Learning
Type of
Assessment
Required
Subject Area
Responsibilities
Everyone’s
Responsibility
Content
(Declarative)
Facts
Content Skills
(Procedural)
Discrete Skills
CC/21st Cent. Skills
(Contextual)
Applied Understandings
Type of
Knowledge
Desired
Type of
Instruction
Required
Lecture, video,
films, assigned
readings and
memory activities.
Classroom or textbook
problems, experiments,
discussions, practice and
repetition.
Complex projects,
real time explorations,
authentic and relevant
skill applications.
Amount of
Time
Required
Discrete units,
spiraled and
predictable.
Ongoing, systemic and
without a finite
or predictable end.
Discrete units,
spiraled and
predictable.
Recall & recognition
based quizzes, tests,
and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists,
analytic rubrics,
or other agreed upon
skill standards
(AP/SB/CAPT/Exams)
Holistic and,
analytic rubrics,
or other agreed upon
standards of rigor
(Portfolios, Exhibitions, SB)
19. Basic Goals of the Pilot Classrooms
Engage and Empower – bring digital tools to
every learner so they can find their own voice.
Prepare and Connect – use internet
connectivity to help connect every student
and teacher to resources that support their
goals.
Access and Enable – ensure that the
infrastructure of the school and classroom
can support all of these strategies.
20. More Specifically, For Students:
• Continually demonstrate goals in ever richer and
surprising ways.
• Become increasingly self-directed and take
ownership of their learning.
• Learn by doing and creating.
• Experience school as engaging, challenging, and
authentic.
• Connect to their learning communities and
resources any time, any place.
• Master the principles of digital citizenship and
model those attributes for others.
• Academic achievement and mastery of key 21st
century skills continually improves.
21. More Specifically, For Teachers:
• Managing and navigating a digital learning environment
where students have ready access to their own digital
learning devices.
• Experiment with a variety of instructional approaches and
evolve their practice.
• Model self-directed learning in their own professional
development.
• Model authentic creation by developing content &
resources specific to their courses and students.
• Model 21st century work environments by participating in
and developing professional learning communities inside
and outside their building (with other pilot teachers in
district and with others outside the district as well) and
improving their practice together.
• Experience school as engaging, challenging and modeling
authentic learning beyond the classroom.
22. What is the plan?
• Recruit and select participating teachers.
• Bring participating teachers and their
administrators together for a Learn21 Professional
Learning Summit to prepare teachers for success.
• Identify which primary strategy each teacher will
pursue for the upcoming school year.
• Enhance existing curriculum with digital resources
• Reframe or transition from primarily textbook or
paper resources to digital resources. Teachers
taking this approach will use a supporting strategy
to work through the major issues related to
making this shift.
23. Three Domains, Three Levels
G = Goals P = Practices M= Measures
Mission
Every child
successful in life,
learning and work.
Theory of Action
Focus
Measure
Connect