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Modernizing Education
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
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Modernizing Education
- 1. Modernizing Education The Stateof Teaching and Learning in the 21st Century Lucy Gray Interlochen Arts Academy April 2, 2012 http://www.lucygray.org
- 2. All materials arelocated at: http://www.lucygray.org Specific to this keynote: http://sg.sg/modernizingedu Additional resources: http://groups.diigo.com/group/high-school-stuff Join the backchannel at: http://todaysmeet.com/interlochentech
- 3. Experiences • Graduate ofLake Forest Country Day • Worked at University of Chicago • Apple Distinguished Educator • Google Certified Teacher • Founder, The Global Education Collaborative • Co-founder, The Global Education Conference • Multiple Opportunities to visit and work with schools
- 4. Context: Another Nation atRisk Moment ? How do we improve teaching and learning? What is truly innovative? How do we effectively assess students?
- 5. The Power ofSocial Media Flickr YouTubeTwitter Facebook LinkedIn Google+ Diigo SlideShare
- 6. SOCIAL MEDIA WORKSHOP ATBOARD RETREAT
- 7. “The Highly Connected Teacher” TheNational Educational Technology Plan
- 8. The K12 HorizonReport
- 9. The New MediaConsortium Horizon Report 2011 K-12 •1 year or less • Cloud Computing • Mobiles •2 to 3 years • Game-based learning • Open Content •4 to 5 years • Learning Analytics • Personal Learning Environments 2011 Report
- 10. Megatrends People expect towork, learn, socialize, and play whenever and wherever they want to.
- 11. Megatrends The Internet isbecoming a global mobile network - and already is at its edges.
- 12. Megatrends The technologies weuse are increasingly cloud-based and delivered over utility networks, facilitating the rapid growth of online videos and rich media.
- 13. Megatrends Openness — conceptslike open content, open data, and open resources — is moving from a trend to a value for much of the world.
- 14. Megatrends Legal notions ofownership and privacy lag behind the practices common in society. The very concept of ownership is blurry.
- 15. Megatrends Real challenges ofaccess, efficiency, and scale are redefining what we mean by quality and success. Access to learning in any form is a challenge in too many parts of the world, and efficiency in learning systems and institutions is increasingly an expectation of governments.
- 16. Megatrends The Internet isconstantly challenging us to rethink learning and education, while refining our notion of literacy.
- 17. Megatrends There is arise in informal learning as individual needs are redefining schools, universities, and training. Traditional authority is increasingly being challenged in many arenas.
- 18. Megatrends Business models acrossthe education ecosystem are changing. Look to libraries, colleges, and the publishing industry.
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- 21. Shift Happens: Iowa,Did You Know?
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- 23. Project Tomorrow Recommendations • Un-tetherlearning and leverage mobile devices to extend learning beyond the school day and meet all learners in their own world • Create new interactive, participatory learning spaces using tools such as online classes, gaming and simulations, online tutors, and virtual reality environments • Incorporate Web 2.0 tools into daily instruction especially those that develop collaborative or social-based learning and provide unique opportunities for students to be content developers • Expand digital resources in the classroom to add context and relevancy to learning experiences through new media tools • Get beyond the classroom walls and make learning truly experiential such as using high tech science instrumentation and creating podcasts with content experts
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- 26. Public Schools • Increasedpressure via Race to the Top, AYP, RTI • Less funding • Less Time • Emphasis on standards and high stakes testing • Teacher Proof curricula • Less instruction in the arts, World Languages, etc. • Longer school days • Technology seen as a content delivery Mechanism • Constant seeking of silver bullets
- 27. Independent Schools • Time •Resources • Streamlined bureaucracy • Organizational vision • Community Consensus • Administrative and collegial support • Authentic curriculum • Recognition of the Importance of 21st century skills • Professional development • Teacher autonomy • Prepared students • Commitment to developing the whole child • Parental support
- 28. What do effectiveschools seem to have in common? • A WIDE RANGE OF EFFORTS TOWARDS CULTIVATING 21ST CENTURY SKILLS AND IMPLEMENTING ROBUST TECHNOLOGY PROGRAMS • THE SUCCESS OF ANY PROGRAM DEPENDS ON: • VISIONARY LEADERSHIP • STRATEGIC PLANNING • COMMITMENT TO CONTINUOUS IMPROVEMENT • THE DEGREE TO WHICH THE SCHOOL IS PRESSURED TO PREPARE STUDENTS FOR A CHANGING WORLD
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- 31. My Experience asa Parent
- 32. The School atColumbia • K-8 • Columbia University faculty and local kids • Innovation driven • 1 to 1 laptop program • 3 technologists plus tech staff • Extensive Google Apps for Education and new media use • Other: field trip guides, computer programming, robotics, conference
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- 48. A Pedagogical Shift •New models of teaching and learning are emerging • Rigorous content + 21st century themes • “Sage on the stage” to “guide on the side” • New literacies need to be taught strategically • Examples: • developing a search mentality • Student personal learning networks (PLNs) • Standards and accountability still are important; assessments need revision
- 49. The Partnership for 21stCentury Skills
- 52. The Global Achievement Gap Critical Thinkingand Problem- Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneuri alism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination
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- 55. Teachers and Students •Adults have different learning styles. How are we taking this into account in terms of professional development and human capital? • Baby Boomers • Gen Xers • Gen Yers • Kids have had different levels of exposure to technology. The period of time at which our schools have been wired is fairly short.
- 56. Basic online entertainment (onlinevideos, playing games) E-commerce (online shopping, banking, and travel reservations) Research and information gathering (product research, news, health and religious information searches) Email and search Active engagement with social media (visit SNS, create SNS profile, create blogs) More advanced online entertainment (download videos, music and podcasts) More advanced communication and passive social media use (instant messaging, visit SNS, read blogs) From: State of the Internet 2009: Pew Internet Project Findings and Implications for Libraries The vast majority of online adults from all generations uses email and search engines. While there are always exceptions, older generations typically do not engage with the internet past e-commerce. The majority of teens and Gen Y use SNS, but fewer maintain blogs. Online adults older than Gen X are less likely to use SNS. Online activity pyramid: by generation
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- 58. 0% 25% 50% 75% 100% 1994 1996 19982000 2002 K-12 Classroom Internet Connectivity Classroom Internet Connectivity 2007 Coming Soon to Campus: The New "Free Agent" Learner Julie Evans, CEO-Project Tomorrow Campus Technology 09 Jul 27, 2009
- 59. Class of 2011– recently graduated seniors ! ! ! ! 8th grade Class of 2013 – current juniors ! ! ! ! 6th grade Class of 2015 – current freshman class ! ! ! ! 4th grade How digitally “native” are these students? What are their expectations for learning?
- 60. Implications for Schools •Need for strategic human capital planning • Need for increased targeted, sustained, personalized and thoughtful professional development • Need for long range planning for students’ use of technology. Requires schools to think of skills sets needed by students at various points in their academic careers while gauging the future of technology
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- 62. NYC’s The Schoolof One • Summer school pilot • Middle school math • Flexible space • Personalized curriculum • Regular assessments • Variety in delivery of instruction • Lesson plan bank • Partnered with publishers
- 63. NYC’s The Schoolof One • Summer school pilot • Middle school math • Flexible space • Personalized curriculum • Regular assessments • Variety in delivery of instruction • Lesson plan bank • Partnered with publishers
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- 67. So what? • Networkedlearning: You must be open to at least letting your kids drive the technology use in your classrooms. Be willing to engage them in the ways that they learn best. • Generational diversity: Change is not going to happen without schools working as teams to examine at longitudinal goals. • 21st century skills: The art of teaching comes through via the weaving of 21st century themes into core content. You need to provide guidance and be thoughtful when designing classroom activities. • Learning environments: Just as we’ve looked at the whole child, we need to start emphasizing the whole learning environment. Personalized learning for both students and teachers is important.
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- 69. ISTE Standards Students, Teachers,and Administrators
- 70. Technology Integration Framework Woodstock(IL) CUSD 200
- 71. Various Approaches • LoTI •University of South Florida Matrix • Arizona matrix • Using Technology with Classroom Instruction that Works • Challenge Based Learning • TPACK • SMAR
- 72. University of SouthFlorida’s Tech Intergration Matrix
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- 74. A world classeducation system should call for globally connected schools
- 76. •The influence ofnew media •The push for 21st century skills •The “highly connected teacher” •The urgency presented by complex global problems
- 77. CCSSO and Asia Society’sPGL • New resource on global competence! • Download a copy here.
- 78. From Educating forGlobal Competence: Preparing our Youth to Engage the World
- 79. Esther Wojcicki andMichael Levine Teaching for a Shared Future: American Educators Need to Think Globally EdWeek: Global Learning blog by Tony Jackson
- 80. THINK GlobalSchool 12 countriesin 12 trimesters
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- 84. Apple Distinguished Educators GlobalAwareness 2006 • The World is Flat • A Whole New Mind • Berlin & Prague • Rethink. Global Awareness.
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- 87. Over 500,000 uniquevisitors
- 88. Over 10,000 Members from142 Countries
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- 91. 2010 - BrianMannix
- 92. 2010 - PolarBears International
- 93. 2010 - CatlinGabel School • Program Information
- 94. 2011 - PamAllyn - LitWorld
- 95. 2011 - GregJacobs - Louder Than a Bomb
- 96. 2011 - TheShoah Foundation
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- 101. A Whole NewMindKarl Fisch
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- 103. Recommendations • Learn tonetwork; network to learn • Keep it authentic • Start small and design very structured projects • Join an existing group project • Develop a customized vision of 21st century learning for your classroom, school and district
- 104. WHY NOW? @oline73: Canyou distill why globally connected classrooms are vital in 2010? Photo source
- 105. We have urgentproblems that need to be addressed and, in order to prepare our students to work on these problems, we must connect them globally. We must teach them how networked learning leads to networked problem solving.
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