New hampshire2.pptx

7/24/13

1

Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summer Statewide Educator Conference by
Hall Davidson
Senior Director, Global Learning Initiatives
Discovery Education
July 24, 2013
Hall Davidson
Discovery Education
July 24, 2013
h)p://linkyy.com/HallDavidsonHandouts

h)p://linkyy.com/MDLA

Presentation
!
Twi$er:

HallDavidson

hall_davidson@discovery.com

Common

Core

Machines
&

Materials

Learners

Non-‐cogniGve

skill
builders

7/24/13

2

“Non-‐cogniGve”
factors

“Non-‐cogniGve
factors
profoundly
effect
what
they
learn.4”

17-‐year
old
black
and
LaGno
students
four
years
behind
in
math
and

reading1.

IntervenGon

Control
group

Grade
point
average
increased

flat

Top
quarter
of
class

22%

3%

Bo)om
third
of
class

1/3

½

Class
failure
rate

3%

11%

Math
grades

higher

flat

Middle
school
students
at
risk
of
failure2,3

“The
intervenGon
is
like
turning
on
a
light
switch.

It
seems
miraculous
when
it

goes
on
but
it
depends
on
the
[academic]
infrastructure
already
in
place.”

Geoffrey.

Cohen

1The
Journal
Science,
2011,
Geoffrey
L.
Cohen,
Gregory
M.
Walton

2Gregory
M.
Walton

3Lisa
Blackwell,
Kali
Trzesniewski
(referenced
below)

4David
L.
Kirp,
UC
Berkeley,
“Kids
First:
Five
Big
Ideas
for
Transforming
Children’s
Lives
and
America’s
Future

5David
L.
Kirp,
UC
Berkeley,
Los
Angeles
Times,
4/24/11

Math
Story

h$p://www.schooltube.com/video/d95ff612cc36cadfed7b/The%20Mul_plica_on%20Kid

teacher
Mark
Ellis,
gr.
3

Toontastic

7/24/13

3

www.mediafesGval.org

linkyy.com/StealThisFesGval

case
sensiGve

h)p://slickrockfesGval.org/photo-‐gallery/

“21st-‐Century
Skills”
~

work
success

May
30,
2013
(Gallup)

1,000+
18-‐35
yr
old

•  CollaboraGon

•  Knowledge
construcGon

•  Global
awareness

•  Use
of
technology
for
learning

•  Skilled
communicaGon

•  Real-‐world
problem
solving

“Strongly
agree
they
are

successful
and
valued
in

their
current
jobs”

RelaGvely
high
level
of

exposure
the
last
year
in

school:

200%

Anthony
Rebora

blogs.edweek.org/teachers/teaching_now/2013/05/survey_learning_21st-‐century_skills_linked_to_work_success.html?print=1

h)p://www.gallup.com/poll/162818/21st-‐century-‐skills-‐linked-‐work-‐success.aspx

7/24/13

4

Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EﬀecGve
as
One-‐to-‐One
Tutoring"
(h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐
two-‐sigma.pdf)
,
EducaGonal
Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://
en.wikipedia.org/w/index.php?
Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"
Categories:
EducaGonal
psychology
EducaGon
theory

en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem
1/3
h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg

7/24/13

5

The
grail:
Bloom’s

“2
Sigma
Problem”

An
average
student
tutored
one-‐
to-‐one
using
mastery
learning

techniques
performed
two

standard
deviaGons

be)er…

"the
average
…
student
was
above

98%
of
the
students
in
the
control

class”

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  InstrucGonal
Material

IV.  Teacher

h)p://roadrunneracademy.weebly.com/

7/24/13

6

#MysterySkype

Six
months
later

Their
ﬁrst
tweet

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

7/24/13

7

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

Informa_on
Week
5/20/13

www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All

Harris
InteracGve
Survey

5/20/13

“…92%
of
elementary,

middle
and
high
school

students
believe
mobile

devices
will
change
the

way
students
learn
in
the

future.
A
majority
(69%)

would
like
to
use
mobile

devices
more
in
the

classroom.
“

Eyewire
Yesterdays
Oﬃce/Low
Resolu_on/YOF_002L.JPG

Kinder teachers’ blog!
Pre-‐school
in
Calistoga

h$p://napavalleyregister.com/news/local/ipads-‐credited-‐with-‐calistoga-‐reading-‐gains/ar_cle_55718e30-‐b0f6-‐11e0-‐8278-‐001cc4c002e0.html

“During
the
four
weeks
of

instrucGon,
the
reading

comprehension
of
the

Calistoga
preschoolers

increased
from
58.5
percent

to
76.4
percent.”

Eugene
Narciso,
COO
of
Footsteps
2

Brilliance,

Dr.
Pamela
Redmond

Chair
of
Graduate
Studies

College
of
Educa_on
and
Health
Service

Touro
University,
CA

h$p://www.brighteyes.com/Smith.html

7/24/13

8

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EﬀecGve
as
One-‐to-‐One
Tutoring"
two-‐sigma.pdf)
,
EducaGonal

Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://en.wikipedia.org/w/index.php?
Categories:
EducaGonal
psychology
EducaGon
theory

en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3

A
Study
of
Best
PracGces
in
PLATO®
Learning
Online
SoluGons

An
analysis
and
interpreta_on
of
a
Marzano
Research
Labratory
study

March,
2012

The
study
examined
percepGons
of
instrucGonal
pracGces
and
achievement
data
from
1,828

students
and
141
teachers
at
23
sites
in
12
states
(California,
Florida,
Iowa,
Illinois,
Indiana,

Massachuse)s,
Maine,
New
Hampshire,
New
York,
Ohio,
Oklahoma,
and
Pennsylvania),

The
study
found
that
teacher
engagement…was
the
strongest

predictor
of
higher
levels
of
student
achievement.

From
Oxford,
England

h)p://www.youtube.com/watch?v=dk60sYrU2RU

From
Sugar
Mitra
TED
talk

7/24/13

9

Rural
vs
Urban
India
Young
learner

Young-‐ish
learner

Teacher
Survey
Data

Purchasing

Apps

App

Upgrades

Data

ReporGng

Safety
and

Security

Wireless

Access

Installing

Apps

Data

Transfers

No

Issues

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EﬀecGve
as
One-‐to-‐One
Tutoring"
two-‐sigma.pdf)
,
EducaGonal

Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://en.wikipedia.org/w/index.php?
Categories:
EducaGonal
psychology
EducaGon
theory

en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3

7/24/13

10

Pathophysiology

There is a general chain of events that applies to
infections. For infections to occur a given chain of
events must occur.[5] The chain of events involves
several steps—which include the infectious agent,
reservoir, entering a susceptible host, exit and
transmission to new hosts. Each of the links must be
present in a chronological order for an infection to
develop. Understanding these steps helps health care
workers target the infection and prevent it from
occurring in the first place.[6]

Colonization

Infection begins when an organism successfully
colonizes by entering the body, growing and
multiplying. Most humans are not easily infected.
Those who are weak, sick, malnourished, have
cancer or are diabetic have increased susceptibility to
chronic or persistent infections. Individuals who have
a suppressed immune system are particularly
susceptible to opportunistic infections. Entrance to
the host generally occurs through the mucosa in
orifices like the oral cavity, nose, eyes, genitalia,
anus, or open wounds. While a few organisms can
grow at the initial site of entry, many migrate and
cause systemic infection in different organs. Some
pathogens grow within the host cells (intracellular)
whereas others grow freely in bodily fluids.

Wound colonization

This refers to nonreplicating microorganisms within
the wound, while in infected wounds replicating
organisms exist and tissue is injured. All
multicellular organisms are colonized to some degree
by extrinsic organisms, and the vast majority of these

Pathophysiology

There is a general chain of events that applies to
infections. For infections to occur a given chain of
events must occur.[5] The chain of events involves
several steps—which include the infectious agent,
reservoir, entering a susceptible host, exit and
transmission to new hosts. Each of the links must be
present in a chronological order for an infection to
develop. Understanding these steps helps health care
workers target the infection and prevent it from
occurring in the first place.[6]

Colonization

Infection begins when an organism successfully
colonizes by entering the body, growing and
multiplying. Most humans are not easily infected.
Those who are weak, sick, malnourished, have
cancer or are diabetic have increased susceptibility to
chronic or persistent infections. Individuals who have
a suppressed immune system are particularly
susceptible to opportunistic infections. Entrance to
the host generally occurs through the mucosa in
orifices like the oral cavity, nose, eyes, genitalia,
anus, or open wounds. While a few organisms can
grow at the initial site of entry, many migrate and
cause systemic infection in different organs. Some
pathogens grow within the host cells (intracellular)
whereas others grow freely in bodily fluids.

Wound colonization

This refers to nonreplicating microorganisms within
the wound, while in infected wounds replicating
organisms exist and tissue is injured. All
multicellular organisms are colonized to some degree
by extrinsic organisms, and the vast majority of these

BFADJNC
JS
HAPD

h)p://www.exploratorium.edu/

BFADJNC
JS
HAPD

h)p://www.exploratorium.edu/brain_explorer/jumping.html

7/24/13

11

SCIENCE

MATH


SCIENCE

MATH

h)p://www.lexile.com/about-‐lexile/grade-‐equivalent/grade-‐equivalent-‐chart/

Lexile
point
gain
equivalent

with
self-‐reading
text.

200

?

7/24/13

14

You
can’t
do
this
with
lesson
plans
You
can’t
do
this
with
lesson
plans

7/24/13

15

RecommendaGons
for
Improving

Training
for
First
Time
Teachers

– Ongoing
training
in
how
to
use
the
iPad

– How
to
search
for/load
apps

– Time
to
adapt
apps
for
curriculum
and
student

needs

– Online
resources
for
community
development
and

learning
how
to
use
social
media
to
link
with
other

teachers
and
learn
about
uses

– Opportunity
to
network
between
sites/teachers

Teacher
Survey

What
page

What
does

that
project

look
like?

Track
the

assessments

7/24/13

16

The
nose
knows.

Finally:
How
personalized
can

resources
be?

The
nose
knows.

Finally:
How
personalized
can

resources
be?

Screen
Shot
Google

Elementary
self-‐personalizaGon

7/24/13

17

The
book
is
the
new
backpack

AR

QR

VR

Augmented
reality

Quick
response

Virtual
reality

Unexpected
beneﬁts
with
the

shiz
to
digital

QR

Quick
Response

7/24/13

18

Put
book
trailer
video
in
book

Publisher
(or
kids)

make
trailer

Make
QR
code

Put
QR
code
in
book

Hint
from
ICE
2013

h)p://mms.ucps.k12.nc.us/

Monroe
middle
school

h$p://vielmek.typepad.com/vacuum/200709071406.jpg

h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg

h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html

h)p://www.us.penguingroup.com/staGc/pages/mulGmedia/index.html#vmix_media_id=162734291

h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg

h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html

7/24/13

19

The
Future

part
I

h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate

h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html

Made
of
rice
paper,
edible
QR
codes
help
diners
learn
about
the
fish
they
eat

at
San
Diego’s
Harney
Sushi.
Photograph
courtesy
of
Harney
Sushi

Guests
at
the
upscale
Harney
Sushi
in
San
Diego
now
get
a
li)le
something

extra
with
their
fresh
tuna
and
crab
rolls:
edible
QR
(quick
response)
codes.

When
scanned
with
a
smart
phone
or
tablet,
the
codes
take
users
to
the

NOAA
(NaGonal
Oceanic
and
Atmospheric
AdministraGon)
FishWatch
website,

where
they
can
learn
about
the
sustainability
of
the
seafood
they
are

consuming.

Like
288
25
ShaMreore
»
437
newswatch.naGonalgeographic.com/
2013/05/22/edible-‐qr-‐codes-‐make-‐sustainable-‐sushi-‐fun-‐and-‐convenient/

The
Future

part
I

h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate

h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html

The
DENSI
Challenge

to
Shelburne
Farms

7/24/13

20

h$ps://docs.google.com/document/d/10-‐exPMp7ksR41qr-‐17dtwsvgXA-‐_QkTF3gSf7osXAPk/edit
h$ps://docs.google.com/document/d/10-‐exPMp7ksR41qr-‐17dtwsvgXA-‐_QkTF3gSf7osXAPk/edit

To
Make
a
QR
code

(Quick
Response)

7/24/13

21

Paste
url

Hit
Generate

7/24/13

22

ç

ç

Your
Code!

Watch
the
video
about
managing
codes!

To
Read
a
QR
code

(on
phone,
iPad,
etc.)

My
current
favorite:

Scan
by
QR
code
city

i-‐nigma

QRazer

7/24/13

23

AR

Augmented
Reality

Aurasma

The
Fantas_c
Flying
Books
of
Morris
Lessmore

Imag.N.O.Tron

App!
Book!
Jenna
Linskens

Assistant
Professor

School
of
EducaMon

Marian
University

Independent
educator

specializing
in
helping
people

use
technologies
in
wise
and

powerful
ways.

Senior
Director

Global
Learning

IniMaMves
Discovery

EducaMon

FETC Close
App Shoot Out!
Thank you for attending FETC
Drawings will follow!
Share

7/24/13

24

The
Future
part
II

7/24/13

25

Aurasma

Jenna
Linskens

Assistant
Professor

School
of
EducaMon

Marian
University

Independent
educator

specializing
in
helping
people

use
technologies
in
wise
and

powerful
ways.

Senior
Director

Global
Learning

IniMaMves
Discovery

EducaMon

FETC Close
App Shoot Out!
Thank you for attending FETC
Drawings will follow!
Share
Hall Davidson
Discovery Education
July 24, 2013


Presentation
!
Twi$er:

HallDavidson


The
Fantas_c
Flying
Books
of
Morris
Lessmore

Imag.N.O.Tron

App!
Book!

7/24/13

26

Why
you
are
so
important.

Hall Davidson
Discovery Education
July 24, 2013


Presentation
!
Twi$er:

HallDavidson


More
if
there
were
Gme…

7/24/13

27

1.
Demonstrate
how
technology

posiGvely
aﬀects
learning
and

classroom
pracGce

Your
strategy
as
leader
must:

2.
Show
how
technology
impacts
the

role
as
superintendent.

7/24/13

28

1.  Model
the
use
of
new
technologies
when

communicaGng

2.  Ensure
that
technology
becomes
integral
to
teaching

21st-‐century
skills

3.  Boost
[technology]
applicaGons
for
student
learning

4.  Offer
professional
development
in
these
technologies

and
help
teachers
create
learning
communiGes

5.  Require
be)er
balanced
assessments
of
student
work
—and
be)er
use
of
data
from
the
assessments
to
help

students
improve
their
performance.

Five
ImperaGves
for
Superintendents

Reasons
to
move
forward
with

technology
and
digital
media

The
students
benefit

The
teachers
benefit

The
community
benefits

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucGonal
Material

Informa_on
Week
5/20/13

www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All

Harris
InteracGve
Survey

5/20/13

“…92%
of
elementary,

middle
and
high
school

students
believe
mobile

devices
will
change
the

way
students
learn
in
the

future.
A
majority
(69%)

would
like
to
use
mobile

devices
more
in
the

classroom.
“

Eyewire
Yesterdays
Office/Low
Resolu_on/YOF_002L.JPG

New hampshire2.pptx

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