The document explores the relationship between pedagogy, technology, and educational change, emphasizing that technology should not overshadow effective teaching practices. It argues that integrating technology into education must focus on student engagement and real-world problem-solving rather than merely providing digital tools. Ultimately, the document calls for a shift in teaching methods to accommodate the needs of 21st-century learners and improve educational outcomes.

1. Learning in a Connected World
T. D’Amico, 2013

2. Learning Goals
By the end of this presentation you
should have a better understanding of:
• The connection between pedagogy,
technology, and change knowledge
• Why technology should NOT be your focus
• Why technology has NOT had a major impact
on learning…so far
• Additional online resources to continue your
learning

3. What is the Stratosphere?
Quiz time?

4. What is the Stratosphere?
•

5. Does this mean…
• A book
opportunity?
&
Tom D’Amico
From Stratosphere to
Mesosphere
From Great to Excellent
Beyond mobile learning

6. A short story
about a couple’s
trip to Las Vegas
Stratosphere

7. Culture of the
airline industry
and gender
discrimination
Sex, Strategy
and the
Stratosphere

8. Aerosexual series
of short erotic
tales from aviation
The
Stratosphere
Lounge

9. Zombies in the
Stratosphere –
VHS colour
version!
Zombies in the
Stratosphere

10. Somehow this book must be linked to …
Click here for video

11. The Cover says it all!
•
Integrating Technology, Pedagogy,
and Change Knowledge

12. Ontario is doing well… why
change?
•
In Ontario – Technology has
not played much of a role to
this point, which could explain
why top-end higher
order skills have
not moved
much
(pg. 3)

13. 4 Criteria to integrate
technology and pedagogy:
•
1.
Pg. 4
Irresistibly
engaging

14. 4 Criteria to integrate
technology and pedagogy:
•
2.
Pg. 4
Elegantly
efficient and
easy to use

15. 4 Criteria to integrate
technology and pedagogy:
•
3.
Pg. 4
Technologically
ubiquitous
24/7

16. 4 Criteria to integrate
technology and pedagogy:
•
4.
Pg. 4
Steeped in
real-life
problem solving

17. Think Back to the last
decade of teaching…
2000 - 2010
Irresistibly
engaging

18. Think Back to the last
decade of teaching…
2000 - 2010
Elegantly
efficient and
easy to use

19. Think Back to the last
decade of teaching…
2000 - 2010
Technologically
ubiquitous
24/7

20. Think Back to the last
decade of teaching…
2000 - 2010
Steeped in
real-life
problem solving

21. 1. Irresistibly engaging
2. Elegantly efficient and easy to use
3. Technologically ubiquitous - 24/7
4. Steeped in real-life problem solving
How does your school / Board measure
using this criteria?

22. Full video interview
Michael Fullan – Stratosphere Interview

23. Bring your book to the front with the first
occurrence of the word “BFF” highlighted!
Prize Time

24. Chapter Two: Doom and Gloom
•
Increased presence of technology enables:
Narcissism Obsession
Addiction Bipolarity
ADHD Poor sleep
Lower empathy Hypochondria
Voyeurism
Larry Rosen, iDisorder: Understanding Our Obsession
with Technology and Overcoming Its Hold on Us (New
York: Palgrave Macmillan, 2012)

25. Technology is Dangerous
•

26. How does your community view
today’s learners?
• Dumbest
generation
Spoiled
generation
Self-centered
Me
generation
Cheaters

27. Are today’s students the
Dumbest Generation?
•
“The twenty first century teen,
connected and multitasked,
autonomous yet peer-mindful,
makes no great leap forward
in human intelligence, global
thinking, or netizenship”.
Mark Bauerlein

28. Discussion Time
Perspectives of Education Community?
Parents? Teachers? Trustees? Administration? Board staff?
Are today’s students the
Dumbest Generation?

29. A different Generation
of Learners
Is this the Smartest or the Dumbest Generation?

30. Chapter Two Conclusions
•
Integrating Technology, Pedagogy,
and Change Knowledge
School Boredom has no chance against the addictive digital draw of the
outside world (pg. 14)
(technology)… has far more upside than downside potential. It is time
to define the learning game as racing with technology (pg. 16)

31. Changes in Education?
How much has really
changed?

32. What really needs to change?

33. Canadian Education Association Study

34. Canadian Education Association Study

35. Are students Compliant or
Engaged?
Engagement is always about
relationship with a person,
situation, or activity (pg. 7)
Karen Hume
District and school leaders need to
ensure that all necessary conditions
are in place to support the kinds of
technology use that can make a real
difference in student engagement
and achievement. (pg. 186)

36. Chapter Three: Pedagogy and
Change
•
Stratosphere will make the lives of
both students and teachers
exciting (pg. 17)
Create conditions for deep
engagement of both students and
teachers (pg. 30)

37. •
1.Doing less telling – allowing students to
research the answers
2.Connecting what is taught with the real-
world outcomes
3.Distinguish between Skills and Tools
4.Treat students as learning partners
5.Allow students to use their own tools
for learning (Smartphones) (pg. 31/32)
Mark Prensky, “The Reformers are Leaving our Schools in the 20th
Century”, 2012 – pg. 16
Prensky – 10 measures that impact learning

38. •
Mark Prensky, “The Reformers are Leaving our Schools in the 20th
Century”, 2012 – pg. 16
Prensky – 10 measures that impact learning
6. Use more peer to peer teaching
7. Allow more choice for students
8. Allow students to be the primary
users of classroom technology
9. Share success via short videos
posted online
10.Connect students with the world
via tools like Skype (pg. 31/32)

39. •
How do you rate your school / Board ?
1. Doing less telling – allowing students to research the
answers
2. Connecting what is taught with the real-world outcomes
3. Distinguish between Skills and Tools
4. Treat students as learning partners
5. Allow students to use their own tools for learning
(SmartPhones)
6. Use more peer to peer teaching
7. Allow more choice for students
8. Allow students to be the primary users of classroom
technology
9. Share success via short videos posted online
10.Connect students with the world via tools like Skype
Level 2 ?
Level 3 ?
Level 4 ?

40. Chapter 4 – Digital
Disappointments
•
1.
The organizational support for the
use of technology in schools is
badly underdeveloped…
-Availability of digital media
-Shared vision
-School culture
-Technical support
-Leadership
-Assessment systems (pg. 37)

41. “…students loved working and playing with
smartphones, iPods, iPads, computers… of
all kinds”… students were not so savvy
surfers…lack the skills they need to use
those tools effectively for learning...
In other words, making digital devices
available and helping teachers and students
use them is the easy part – but it isn’t
pedagogy (pg. 37) Be careful of
the Digital
Native
bandwagon

42. Chapter 4…
Links the work of Hattie to Stratosphere
-High yield practices rely on the influence of
student peers, feedback, transparent learning
intentions, success criteria, and adjustments
of instruction
-The teacher is the change agent who helps
students learn how to learn and how to
monitor their own learning (pg. 48)
- We need to get our pedagogy and our
technology straight
Changes
in
Pedagogy
Technology Change
Knowledge

43. Chapter 4…
Park Manor example
-…digitally rich learning tasks without
limits…integrates technological tools,
exemplary pedagogy, rich learning tasks, and
21st Century learning skills. (pg. 51)
-At Park Manor it is clear that pedagogy is the
driver with student learning at the center and
technology as the …machine that gets the
student there faster and better. (pg. 51)
Changes
in
Pedagogy
Technology Change
Knowledge

44. Good Teaching Practice is still needed
Poster for Primary
students
Apps in Education Blog – Feb. 17, 2013
“…In order for this move to be successful
we need to ensure that the students have
their learning scaffolded in much the
same way that we have always done.
Introducing iPads into the classroom
is not an alternative to good teaching
but rather it is another tool that good
teachers use.
Greg Swanson @GregDSwanson

45. What practices still need to
change?
•
Be careful of
20th century
teaching
practice using
21st Century
tools
Posting notes on a
SmartBoard for students to
copy on their iPads
Electronic worksheets with
math problems completed
in a computer lab

46. What practices still need to
change?
•
Be careful of
20th century
teaching
practice using
21st Century
tools
Assignments such as creating a
PowerPoint presentation to
highlight the main features of
France
“Khan Academy is a great 20th
century pedagogue using 21st
century technology… improved
the delivery system of the old
way”. (pg. 38)

47. What practices still need to
change at your school / Board ?
How does differentiated
instruction and
assessment fit with
technology at your
school?
Do you still use Scantron – automated marking?
Do you still have computer labs?
Do you use technology to automate correction of
mainly multiple choice questions?

48. Chapter Five: Change Knowledge
•
“Motion Leadership –
leadership that causes
positive movement
forward for individuals,
organizations, and
entire systems”
- pg. 66
---------
-“Our challenge is to
combine the best of
change knowledge with the
best of technology and
pedagogy” – pg. 70
Normal to fear change
“Pedagogy and technology
provide the directional vision;
change knowledge helps us
achieve it, learning while we
go - pg. 66

49. System Change – Policies
Social Media
•
Policies

50. WiFi has had a major impact
on Equity
Infrastructure decisions have an impact on Technology
and Pedagogy – System Impacts (Change Knowledge)

51. Wireless = Accessibility
100% increase in 1 year Key Points
• On a typical day we have
over 28,000 unique
devices connecting to our
wireless network
• iPad access has had a
400% increase in 1 year
• iPod Touch remains the
most popular device

52. Are you asking the
right questions?
Is this the right question?
What is the computer to
student ratio in our
school?

53. Are you asking the
right questions?
Is this the right question?
How many iPads do I
have in my class?

54. Are you asking the
right questions?
Is this the right question?
Do you show digital
movies from YouTube?

55. Are you asking the
right questions?
Is this the right question?
How many SmartBoards
do we have in our
school?

56. Is your focus on the tool or on
skill acquisition?
•
Let’s
complement
the 3Rs with
the 4Cs as we
become 21st
Century
Leaders &
Learners
Critical Thinking
Communication
Collaboration
Creativity

57. Is your focus on the tool or on
skill acquisition?
•
How often do
activities focus on
remembering
(memorizing) vs.
Creating and
Evaluating?

58. Change Knowledge –
Environmental Design
•

59. Students
are the focus
Changes
in Teacher
Practice
Increased
Student
Engagement
Increased
Student
Achievement

60. We can’t ignore technological
changes impacting the World
Moving from what
students should
know… to what
students can do
We need to
move from…
This is true for Face to Face,
Blended, and Online Learning

61. Speak Up Reports – National Surveys
Speak Up 2011
National Findings
K-12
(Oct. 2012)
LEARNING IN THE
21ST CENTURY
MOBILE DEVICES
+
SOCIAL MEDIA
=
PERSONALIZED
LEARNING

62. Speak Up Reports – National Surveys
Speak Up 2011
National Findings
K-12
(June 2012)
•Key Findings – review the paper online
•2012 results about to be released

63. What’s needed to change this
practice?
Pedagogy – Technology – Change Knowledge

64. 21st Century Learners
Traditional schools involved teachers
and textbooks delivering information to
students, and students reflecting that
information back.
To better serve their future, today’s
classrooms should facilitate teaching
and learning as a conversation – two-
way conversations between teachers
and learners, conversations between
learners and other learners,
conversations among teachers, and new
conversations between the classroom
and the home and between the school
and its community.
- David Warlick
Page 3

65. Shifting Practices?
Page 38

66. 21st Century Learning ≠ Computers
Pg. 59
“Electronic classroom tools such as PowerPoint
presentations, online videos, and high-tech
presentation equipment were still tied to the
same material in the same school environment.
Certainly these tools made education more
interesting and allowed for opportunities to
present content in new and different ways, but
they were still tied to static material presented in
a static learning environment.
Today’s learners need something more attuned
to their daily lifestyles – connected, and often
virtual. That’s where mobile learning comes into
play.”

67. Teaching Practice… it’s not about
the tools!
Pg. 95
“Stop Talking… and Start Doing!”
“Even though this research has been around for
decades, many educators continue to depend
completely on the “stand and deliver; sit and
learn” full-frontal lecture method. If we were to
be really honest with ourselves, we know
intuitively that this isn’t working”.
(2011 – Ian Jukes, Lee Crockett, Andrew Churches)

68. Brain based research…
“Children raised with the computer think
differently from the rest of us. They develop
hypertext minds. They leap around. It’s as
though their cognitive structures were parallel,
not sequential. Linear thought processes that
dominate educational systems now can actually
retard learning for brains developed through
game and web-surfing processes on the
computer”. (pg. 79)
…Digital Natives crave interactivity…So it
generally isn’t that Digital Natives can’t pay
attention, it’s that they choose not to. Pg. 81)
(2012 Marc Prensky – From Digital Natives to Digital
Wisdom)

69. 21st Century Learning ≠ Technology
Pg. 140
Simply inserting
technology into
classrooms and schools
without considering how
the contexts for learning
need to change, will likely
fail.
Allan Collins

70. What lies ahead?
We can’t predict the device of the future… and that’s ok

71. Future Trends for Leaders…
1. It’s all about access
2. Tension between access and security continues
3. You can’t keep abreast of everything
4. Relations with IT Dept. are critical
5. Social media can extend learning
6. Stay out front, but not too far ahead
of your community
Pg. 210
(Williamson and Johnston, 2012)

72. Trends in Education
1. Cloud Access and Digital Resources
2. Device Agnostic
3. Social Learning – trusted sources
4. 24/7 mobile access
5. Skills focus will lead to Higher Order Thinking

73. Trends in Education
6. Engagement from gaming and Blended Learning
7. Increased use of “tools” to improve Assessment
8. Multi-Modal Differentiated instruction
9. Focus on Creativity and Innovation
10.Environmental Design as an impact on Learning

74. Collaborative, a joint effort of industry stakeholders, school
officials and non-profit leaders to encourage collaboration across the
ecosystem, accelerate the development of digital textbooks
and improve the quality and penetration of digital learning
in K-12 public education.

75. State Educational Technology Directors Association (SETDA) is the principal
association serving, supporting, and representing US state and territorial
educational technology leadership

76. Edweb - A
community of
educators who are
using social
networking to
share information,
create resources,
and create online
communities of
practice to
improve teaching
and learning
Free Webinars
21st Century
Professional Learning Network

77. The Future of Education
Steve Hargadon
- Over 300 recorded
interviews
21st Century
Professional Learning Network

78. Personal Learning Network
Scoop.IT

79. Impact of The Common Core
Digital
Learning
Goorulearning.org

80. Impact of The Common Core
Digital
Learning
LearnZillion.com

81. Chapter 6 - Making Technology Pay
•
1.
“Never think of technology
without worrying about teachers
and mentors. It is teachers with
technology who will make a
difference. Students are the
third partner. All three are co-
essential”. – pg. 72

82. The Skinny is simple but powerful ...
•Make it all about learning
•Let technology permeate
•Engage the whole system
1
2
3

83. Whether you
believe you can,
or you believe
you can’t –
you’re right.
Henry Ford
@TDOttawa