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Lenses for Learning
- 1. Lenses for LearningSara Wilkie website: http://balancedtech.wikispaces.com email: saraswilkie@mac.com Twitter: @sewilkie Eyelenschrisbb@prodigy.net Thursday, April 25, 13
- 2. Opportunities In Overalls “Opportunity ismissed by most people because it is dressed in overalls and looks like work.” Edison Sara Wilkie Twitter: @sewilkie email: saraswilkie@mac.com website: http://balancedtech.wikispaces.com Thursday, April 25, 13
- 3. Getting Started... • High5! • Draw a Number! • Post a Q! Thursday, April 25, 13
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- 8. Think Time: alimited resource Where are we investing ours? Where are we asking kids to invest theirs? http://www2.hiren.info Thursday, April 25, 13
- 9. World-wide Unlimited Amplified Connected Multi-modal Challenging Accessible Meaningful Collaborative Authentic Relevant On-going Real Engaging Provocative What’s the Difference? A.How should technology resources be integrated into the curriculum? B. How should curriculum be designed to take advantage of the unique capabilities of technology? Thursday, April 25, 13
- 10. • TPaCK • SAMR •Others... Lenses for Learning ocw.upc.edu Thursday, April 25, 13
- 11. PCK Shulman Pedagogical Knowledge (PK) PedagogicalContent Knowledge PCK Content Knowledge (CK) Thursday, April 25, 13
- 12. Koehler & Mishra Pedagogical Knowledge Content Knowledge Technological Knowledge(TK) TPaCK Thursday, April 25, 13
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- 14. TK Technological Knowledge Thursday,April 25, 13
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- 16. Online Discussions Please post inchat window Thursday, April 25, 13
- 17. Online Discussions Please post inchat window Thursday, April 25, 13
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- 19. Online Discussions • asynchronous,anytime, anywhere • participatory - more students can participate compared to a f2f class discussion • equal opportunity for students to express themselves • increased participation, especially moderated discussion, can lead to a greater sense of class community • can change dynamics of writing assignments • changes dynamics of who has knowledge (ClassBrain) • accountability & assessment - easy to document who has contributed and what they’ve shared • less threatening for some students than speaking in front of peers • “wait time” is built in • easier to cite previous discussions when building on ideas • many students do not like to write or have difficulty writing (consider a wider set of media for student “writing”, making it multimodal) • kids need direct instruction, practice, and feedback to become quality contributors. This is not natural at first. Without instruction and opportunities to practice, peer critics may not be nice or offer worthwhile feedback • can’t see others facial expressions, body language or hear verbal cues • can be overwhelming if multiple assignments or too many posts are due - this might lead students to disengage or contribute more superficially • without instruction, students are likely to write to instructor, not each other, creating a teacher-centric discussion Thursday, April 25, 13
- 20. http://balancedtech.wikispaces.com Where/How Does ItFit? Thursday, April 25, 13
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- 23. • TPaCK • SAMR •Others... Lenses for Learning contactlenses.phihongdesign.com Thursday, April 25, 13
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- 25. SAMR Ruben Puentedura Studentstype essay instead of write on paper Students type & use features of word processor to spell check, edit & revise Students write collaboratively on Google Doc, using multimodal representation of ideas & understanding, and peer editing Students use real-time collaborative construction site, inviting global peers & field experts to co-create, revise, strengthen & publish PSA for world http://www.hippasus.com/resources/tte/ Thursday, April 25, 13
- 26. SAMR Ruben Puentedura Readinga web page with text and images, instead of reading from a textbook Taking digital notes and embedding links to examples, resources and interactive models A multimodal collaborative glossary Current Events 2.0 http://www.hippasus.com/resources/tte/ Thursday, April 25, 13
- 27. SAMR Ruben Puentedura usenoteshare, wiki or blog to access links to original works, critical commentary, books about Shakespearean stage, YouTube clips of classical performances to below, add links to Flckr & Twitter Shakespeare groups and interactive blogs where students dialogue w/ Shakespearean directors & actors around world to below, add links to visualization tools such as Wordle, Tagzedo, or Many Eyes to help students create word visual studies to better understand complexity of text students use GoAnimate, Xtranormal or other software to stage MacBeth for a global audience http://www.hippasus.com/resources/tte/ Thursday, April 25, 13
- 28. SAMR Ruben Puentedura UsingPhotoStory or some other media, student groups collaborate to create digital stories of their books. These stories are posted and tagged in a tweet to the original author, who provides feedback to students Using Edmodo, students engage in digital socratic seminars with peers in other classrooms; group documentation includes audio reflections & visual representations of student roles, as they related to text. students consider & reply to the posts of their peers, making one connection to their own reading and posing one question about the text; teacher asks students to provide evidence from the text to support their connections students log into Edmodo and respond to reflection questions posted by their teacher about a book they just finished reading in class http://www.hippasus.com/resources/tte/ Thursday, April 25, 13
- 29. Application of Apps Thursday,April 25, 13
- 30. Application of Apps Thursday,April 25, 13
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- 34. - Chip &Dan Heath, Switch Change is a process... not an event. naturetimenaturetime.wordpress.com Thursday, April 25, 13
- 35. • TPaCK • SAMR •Others... Lenses for Learning land.beachheadmarketing.com Thursday, April 25, 13
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- 37. Higher Order Thinking EngagedLearning Authentic Connections Technology Use Thursday, April 25, 13
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- 39. Sara Wilkie Twitter: @sewilkie email:saraswilkie@mac.com website: http://balancedtech.wikispaces.com http://tinyurl.com/ neISTElenses Thursday, April 25, 13