New Paltz Presentation 5

by
Colleen Carroll
Tracy Ford
Darlene Westinghouse

?

…as obsolete as the horse and
carriage are now.”

Diaries of Thomas Edison, 1925

The United States Department of Commerce
ranked 55 industrial sectors by their level of
Information Technology (IT).

Education came in at 55
The lowest of all including coal mining (U.S.
Department of Commerce, 2002).

We are preparing
students for an
era that no
longer exists and
for a job market
that no longer
offers the same
positions
(Partnership for 21st Century Skills, 2006).

 Basic Skills No Longer
Enough
 Minimum jobs need to solve
a range of intellectual and
technical problems
 21st century skills calls us to
reason, analyze, weigh
evidence, problem-solve –
and to communicate
effectively
 They are survival skills for all
of us

 “The future U.S. workforce
is here – and it is woefully
ill-prepared for the demands
of today’s (and tomorrow’s)
workplace”
(The Conference Board, Partnership for 21st century Skills, Corporate Voices for Working
Families, HR Society for Human Resource Management, 2006, p. 9).

 Nearly a decade into the 21st Century, there are
indications that American society – including
businesses, industry, education, and communities --
have not kept pace with the rapid transformation
into a knowledge-based society.

 Building the technological capacity of the education
system in the U.S. is critical to the global leadership
of the state of New York and the nation.

In international competition in
mathematics and science, American
students are not competitive, with
less than one-third of 4th and 8th
grade students performing at or
above a level of proficiency in
mathematics.
National Center for Education Statistics. (2006).The Nation’s Report Card:
Mathematics (2005).

In the U.S., 34% of doctoral
degrees in natural sciences, and
56% of engineering PhDs are
awarded to foreign-born
students.

Approximately 1/3 of students in the U.S. do
not graduate after 4 years of HS. In the
nation’s most recent study of HS dropouts:

 47% said that a major reason for dropping
out was that classes were not interesting
 70% said they were not motivated or
inspired to work hard
 81% said there should be more opportunities
for real world learning.

 Move away from lecture driven instruction

 Move towards constructivist, inquiry-oriented
classrooms

 Technology is a catalyst for a more flexible,
engaging and challenging learning
experience for students KABOOM!
k

for
K-12
Horizon Report: 2009 K-12 Education
(Levine, Smith, Smythe, & Johnson, 2009)

 Virtual Workplaces:
Integrated media - 2D and 3D

 LMS:
Moodle, Blackboard, Sakai

 Social Networking Platforms:
Ning, Facebook, Diigo, Glogster

 3D Virtual Worlds:
Active Worlds, Second Life

 Desktop Videoconferencing – Skype, Oovoo
(Webconferncing Adobe Connect, DimDim, Eluminate)

 Instant Messaging Services – Meebo

 Microblogging Platforms – Twitter, Plurk,
Edmodo

Simply put:

Web 1.0 – get information from the Internet

Web 2.0 – contribute and interact on the Web

http://dembe01.edu.glogster.com/web20inthec
lassroom/?

Google Maps
Itunes U
Webspiration
Hippocampus
VoiceThread
Animoto
Photostory 3
Movie Maker
Zoho
Blogger
Audacity
Wikispaces

Blogs The21 st
Podcasting
RSS Feeds Century
Twitter Networked
Facebook Student
Wikis

CREATIVE
COMMONS

OCW
MIT

MoOM

 Networked computers
 Distributed Processing Power
 Hosting and Sharing - Flickr, Google, Zoho,
YouTube
 Applications - Splashup, JayCut, Visual Thesaurus,
photoshop.com
 Creating & Presenting - Prezi, Vuvox, SlideShare,
Wordle, SlideRocket, ManyEyes

Always on
Mobile learning Always on you
WifFi
originally referred to Independent of time and space
the use of laptop
computers, which
freed learners from Mobile phones opened up
the desktop the concept of wireless
learning

Pocket PCs and
other devices
used for learning
“Learning has moved purposes led to the
from the classroom term handheld
learning
onto your desktop
and into your pocket”

Mobile Learning is taking on board and
complementing the concepts of Web 2.0 which have
led to the emergence of E-Learning 2.0 and …
Mobile Learning 2.0

Web 1.0 Web 2.0

content sharing (content)
collaboration
content
syndication
content tagging

E-Learning 2.0 Mobile Learning 2.0

blogs moblogs and vlogs
RSS podcasts (audio blogs)
wikis RSS
social applications collaborative learning

1. Do you instant message?
2. Do you blog?
3. Do you subscribe to RSS feeds?
4. Have you contributed to a wiki?
5. Do you use Digg, Furl or Delicious?

34

6. Do you text message on your cell?
7. Have you created an avatar in Second Life?
8. Do you watch videos on YouTube or other sites?
9. Have you subscribed to a vod/podcast?
10. Do you use search engines other than Google?

35

10 Recluse
20 Refugee
30-40 Immigrant
50-60 Native
70-80 Explorer
90 Innovator
100 Addict

36

 Link the virtual world and the real world

 Everyday life – point-of-sale purchases,
passport tracking, inventory management,
identification

 Objects relate to their environment and to
each other – Violet’s Mirror, Siftables, Sixth
Sense

 Technology affects how we work,
collaborate, communicate and succeed.
 Technology provides with the means for
empowering students.
 The web is an increasingly personal
experience.
 Learning environments are changing.
 The value of innovation and creativity is
increasing.

From the Agricultural World
To the Industrial World
Into World of Information,
Knowledge & Communication
And onward toward the

World of Creativity and Innovation!

 Creativity and Innovation
 Students demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology.

Copyright © 2007 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION All rights reserved. No part of this material
may be reproduced without written permission from copyright owner. Contact permissions@iste.org.

 Communication and Collaboration
 Students use digital media
and environments to
communicate and work
collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others.

 Research and Information Fluency
 Students apply digital tools to gather, evaluate,
and use information.


 Critical Thinking, Problem-Solving &
Decision-Making
 Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems and make informed decisions using
appropriate digital tools and resources.


 Digital Citizenship
 Students understand human,
cultural, and societal issues
related to technology and
practice legal and ethical
behavior.


 Technology Operations
and Concepts
 Students
demonstrate a sound
understanding of
technology
concepts, systems
and operations.

 As Adults it leads to: “Technology is the
embodiment and the
 Improved decision-making means of most of the social
 Increased citizen participation and economic change of
 Support of a modern workforce the past century” –Culp, et
al
 Enhanced social well-being
 Narrowing of the digital divide

The ability to expect and adapt to change is fundamental to
success in the job market and to active citizenship.
(National Academy of Engineering, 2002)

Ultimate goals for our children

Lets Look at a real profile…

Let’s look at someone’s myspace profile –
(the actual screen name is blocked out below)
He calls himself, “Danny”

http://www.myspace.com/phuckuuphuckingphuck

Ulster BOCES- Model Schools

Here’s Dannys profile…he likes
poetry, plants, flowers and
watching movies by the fire.


Danny loves his
country and is
here for dating,
serious
relationships,
friends and
networking. So far
he has 14 friends
listed


Danny has posted some pics of
his tatoo’s.
Says here that he is looking for
a girlfriend!


Hey! There’s Danny. Surprise!
His MySpace page never
mentioned that he is a level 3,
high-risk sex offender.

CYBERSTALKING
The Communications Decency A
1996 made it unlawful to
communicate indecent messag
or send sexually explicit messag
to/individuals under the age of 1
via the internet. Further regulatio
has increased the penalties to
criminal status under 17 yrs of a

 Using communication technologies such as
email, cell phones, chat rooms, instant
messaging, blogs, or defamatory personal
websites to send or post repeated,
deliberate, cruel and harmful text or images
(Shek, 2004; Belsey, www.cyberbullying.ca)

Speed & Ease:
 Access available 24 hours/day, 7
days/week—victims can no longer find
solace at home
 Pictures/text sent instantly
 If kids simply “turn off” their technology,
they are socially isolated.

 Ryan Halligan-student born in Poughkeepsie,
NY, who committed suicide after being
bullied online.
http://www.ryanpatrickhalligan.org/

http://youtube.com/watch?v=WBd0NRZ0rgw

 Megan Meier-student in St. Louis, MO who
was a victim of a My Space hoax. Another
teen’s parent made up an account and
“friended” Megan only to “dump” her later.
She committed suicide last year.

http://youtube.com/watch?v=HFsfDLCkfQU

 Patchin & Hinduja have created a resource to
help you notice the signs of cyberbullying
 http://www.cyberbullying.us/cyberbullying
_warning_signs.pdf

Administrators

Students Teachers

Parents/Caregivers Support Staff

 Gain digital safety awareness
 Use participatory planning to integrate digital
safety awareness into existing school-based
policies—consult with students, teachers, support
staff, parents, community groups, and police
 Review the Acceptable Use Policy regularly
 Constantly review and revise your strategic plan
and its outcomes. Keep policies up-to-date with
technology.

 Educate the Community
 Conduct Professional Development for
Staff
 Provide Parent Education (parent
education nights, workshops)
 Provide Student Education integrated
into existing curriculum

 Recommendations
 Stay on top of cyber law
 Create vision that recognizes potential misuse
 Make a proactive plan to address such abuse
▪ Acceptable Use Policy establishes clear standards
 Involve all stakeholders in plan (staff, older students,
parents)
 Engage in:
▪ open and consistent communication with families
▪ show interest in parent concerns
▪ develop home/school partnership to gain parent support

Quinn, D. M. (2003). Legal issues in educational technology. Educational administration quarterly. V39 No 2.

 To document cyberbullying incidents
 Take a Screenshot
 Copy the Full Email Header

Vision and Consensus

Develop a vision and
consensus among the
key stakeholders on the
21st century skills needed
by students.

Professional
Development

Create a teacher
professional
development
strategy for 21st
century skills.

 Embed 21st Century
Skills in core subjects

 Use the ICT Literacy Maps for:
• Math
• Science
• English
• Geography
• Social Studies

 Assessments

Use a full range of
assessments,
including formative
and summative
assessments, to
measure
21st century e-Portfolios
skills.

 Administrator Online Resources
 New York State Guide for Administrators
 Professional Resources for School Admins.
 ISTE Standards for School Administrators
 NYS Crosswalk NYS Standards w/ISTE
standards
 Louisianna LEADS (2006) Site for
Administrators
 Mile Guide

New Paltz Presentation 5

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