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Modernizing Education at METC
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
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Modernizing Education at METC
- 1. Modernizing Education The Stateof Teaching and Learning in the 21st Century Lucy Gray Midwest Educational Technology Conference February 2013 http://www.lucygray.org
- 2. All materials are located at: http://www.lucygray.org Download the PDF and click on pictures and hyperlinks to visit cited resources. Additional Resources: http://sg.sg/modernizingedu
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- 11. Comer Children’s Hospital Universityof Chicago
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- 23. Tim Lauer Lewis Elementary,Portland Oregon
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- 28. Experiences • Worked atUniversity of Chicago and in Chicago Public Schools • Apple Distinguished Educator • Google Certified Teacher • Founder, The Global Education Collaborative • Co-chair, The Global Education Conference • Project Director, The Consortium For School Networking, Leadership For Mobile Learning • Multiple Opportunities to visit and work with schools
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- 30. Our perspectives need to Ex p a n d
- 31. What do wevalue in schools?
- 32. Are parents and educators asking for more high stakes testing, standardized curriculum, and seat time? I think not.
- 33. 2010 - TheKey School - Annapolis MD
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- 35. Schools where continuous improvement using a wide variety of criteria is the bottom line. Schools that see their role is to educate, enlighten, and support kids and their families. Schools where intellectual curiosity and variety is valued, where educating for compliance is not the norm. Visionary Leadership
- 36. Empowered Faculty Schools where teachers have strong backgrounds in pedagogy, child development and in meeting the needs of diverse learners. Schools faculty have ample opportunities to observe each other, visit other institutions, and to engage in activities to benefit their own learning. Schools where professional development is personalized and supportive of teachers.
- 37. Engaged Students Schools where student voice is taken into consideration throughout the school culture. Schools where students are encouraged to identify and pursue their passions. Schools that show evidence that their faculty really knows and understands their students.
- 38. Progressive Teaching and LearningPractices Schools that look beyond Common Core standards to prepare kids for a new world. Schools that provide ample opportunities for hands-‐on, project and passion-‐based learning during and after school. Schools that view technology as essential to the learning process and thoughtfully plan for its use.
- 39. Authentic Communities Schools where parents and students are authentically engaged in the community. Schools that provide a multitude of means for parents to get involved. Schools who encourage honest community dialogue by acknowledging their strengths and areas targeted for improvement. Schools that educate their parents and community members about what it means to be a 21st century learner.
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- 41. Another Nation atRisk Moment ? How do we improve teaching and learning? How do we effectively assess students? What is innovation?
- 45. NAIS IS NOTIMMUNE
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- 47. U.S Department of Education •Common Core Standards • New Assessments • Personalized Learning • Digital Textbooks • More Accountability
- 48. “The Highly Connected Teacher” TheNational Educational Technology Plan
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- 50. Students and Adults... •Content consumers • Content Creators • Content Evaluators • Connected and Networked
- 51. The Power ofSocial Media Flickr YouTubeTwitter Facebook LinkedIn Google+ Diigo SlideShare
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- 54. 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.
- 55. 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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- 57. 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
- 58. Class of 2012– recently graduated seniors ! ! ! ! 7th Grade Class of 2014 – current juniors ! ! ! ! 5th Grade Class of 2016 – current freshman class ! ! ! ! 3rd Grade How digitally “native” are these students? What are their expectations for learning?
- 59. 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
- 60. The New MediaConsortium K-12 Horizon Report 2012 • 1 year or less • Mobile Devices and Apps • Tablet Computing • 2 to 3 years • Game-Based Learning • Personal Learning Environments • 4 to 5 years • Augmented Reality • Natural User Interfaces
- 61. NMC Megatrends The world of work is increasingly global and increasingly collaborative.
- 62. NMC Megatrends People expect to work, learn, socialize, and play whenever and wherever they want to.
- 63. NMC Megatrends The Internet is becoming a global mobile network -‐ and already is at its edges.
- 64. NMC Megatrends The technologies we use are increasingly cloud-‐based and delivered over utility networks, facilitating the rapid growth of online videos and rich media.
- 65. NMC Megatrends Openness — concepts like open content, open data, and open resources — is moving from a trend to a value for much of the world.
- 66. NMC Megatrends Legal notions of ownership and privacy lag behind the practices common in society.
- 67. NMC Megatrends Real challenges of access, efficiency, and scale are redefining what we mean by quality and success.
- 68. NMC Megatrends The Internet is constantly challenging us to rethink learning and education, while refining our notion of literacy.
- 69. NMC Megatrends There is a rise in informal learning as individual needs are redefining schools, universities, and training.
- 70. NMC Megatrends Business models across the education ecosystem are changing.
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- 74. 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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- 77. U.S Public Schools •Increased pressure 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
- 78. 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
- 79. 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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- 84. The School atColumbia New York, NY • 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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- 92. Don Buckley DIRECTOR OFINNOVATION
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- 104. Design + 21st CenturySkills
- 105. MAKER MOVEMENT • MakeMagazine • Maker Faire • Maker Education
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- 115. MERCY HIGH SCHOOL farmingtonHills, MI
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- 121. 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
- 122. The Partnership for 21stCentury Skills
- 125. 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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- 131. 1871.com and IllinoisMath and Science Academy Chicago, IL
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- 137. A world classeducation system should call for globally connected schools
- 138. Apple Distinguished Educators GlobalAwareness 2006 • The World is Flat • A Whole New Mind • Berlin & Prague • Rethink. Global Awareness.
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- 140. The Global EducationConference and Network http://globaleducationconference.com
- 141. Mission The Global EducationConference Network is a community of practice where people connect and build the professional relationships necessary for effective collaboration across borders. Via this social network, educators and organizations from all over the world share conversations, resources, projects, and initiatives with a strong emphasis on promoting global awareness, fostering global competency, and inspiring action towards solving real-world problems. Our ultimate goal is to help prepare students for a rapidly changing and complex world.
- 142. Over 600,000 uniquevisitors
- 143. 15,000 members from 150+countries
- 144. GEC Network Features •Groups • Searchable member list • Latest activity • Discussion forums and blogs • Links to resources • Events • Project database • Videos and photos
- 145. 2010 - BrianMannix
- 146. 2010 - PolarBears International
- 147. CCSSO and Asia Society’sPGL • New resource on global competence! • Download a copy here.
- 148. From Educating forGlobal Competence: Preparing our Youth to Engage the World
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- 151. WHY NOW? @oline73: Canyou distill why globally connected classrooms are vital in 2010? Photo source
- 152. We have urgent problems 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.
- 153. So what? 21st century Skills: The art of teaching comes through via the weaving of 21st century themes into core content. Focus on inquiry and the thoughtful use of technology in classrooms. It is not about the tools. Learning Environments: There has been emphasis on educating the whole child. Shift the discussion to address the whole learning environment. Personalized learning for both students and teachers is important. Global Collaborations: It’s so easy to connect classrooms today. It’s essential that we bring the world into our classrooms and inspire students with the possibilities.
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- 155. ISTE Standards Students, Teachers,and Administrators
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- 159. Ideas • Administrators canencourage experimentation by awarding small innovation Grants. • Consider adding a Year of Innovation theme to your PD efforts (H/T to Don Buckley) • Attend and host EdCamps, Playdates and other informal unconferences. • Leverage informal learning opportunities. • Consider using after school time to experiment with Maker Spaces, CoderJojos, etc.
- 160. Share your ideason Twitter using the hashtag #METC.
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