Download to read offline
Uploaded byMark Moran
No Assembly Required
The document discusses principles to guide education companies and teachers in embracing online content, technology, and student-centered learning. It notes that life has become an open-book test and schools risk irrelevance if they don't change. Teachers should develop networks to collaborate and learn from others, and encourage students to take ownership of their learning by letting them fix their own mistakes. Resources alone are not enough - teachers need time, support and training to effectively integrate new approaches.
More Related Content
No Assembly Required
- 1. No Assembly RequiredPresented by Mark E. Moran Founder & CEO, Dulcinea Media Edscape Conference October 15, 2011
- 2. Links to thispresentation and all resources referenced can be found: http://bit.ly/Edscape1
- 3. Our mission: tohelp educators teach students how to use the Web effectively.
- 4. Mark E. MoranCorporate Attorney Internet Executive since 1998 Parent of three in grades 6, 9, 12 School District Committees 15 education conferences in past year Hired 50 recent college grads since 2001
- 5. Premise… If thegoal is to create students who can function in a real-world, dynamic and unpredictable environment, then school work needs to move away from finding and memorizing the “right answer”
- 6.
- 7. Life hasbecome an open-book test . “ Schools run a great risk of becoming irrelevant to students.” -- Peter Pappas Former Social Studies Teacher
- 8.
- 9.
- 10.
- 11.
- 12. We found ourown study materials online.
- 13.
- 14. “ There isno textbook for what effective practice looks like in continually morphing information and communication landscapes.” Joyce Valenza High School Librarian
- 15. Question of theHour What are the principles that should guide education companies and educators as they support classroom teachers in embracing online content, relevant technology and a student-centered teaching style?
- 16. Chicken or theEgg… "One of the enduring difficulties about technology and education is that a lot of people think about the technology first and the education later.” -- Dr. Martha Stone Wiske Harvard Graduate School of Education
- 17.
- 18.
- 19. “ Nintendo hasbeen on a mission to expand the video game market far beyond the core consumers. The $250 Wii console has been stealing the show from, higher-powered more expensive consoles.
- 20. While those rivalsfocused on cutting-edge graphics and high-tech bells and whistles, Nintendo focused on making game play easier, more intuitive and more appealing to a mass market.” intuitive and more appealing to a mass market. That bet paid off.
- 21.
- 22.
- 23.
- 24.
- 25. Paradox of theActive User
- 26.
- 27.
- 28.
- 29.
- 30. “ Teachers don’tlike the words, “partial assembly required.” - Peter Pappas, former HS Social Studies teacher, now EdTech blogger & consultant
- 31.
- 32.
- 33.
- 34. “ If anhistorical event happened in April but I teach about it in October, show it to me in October.” Jimmy Davey, HS Social Studies teacher Give it to me when I need it
- 35.
- 36. Teachers should beencouraged to develop a personal learning network through which they can reach out across the world to find colleagues to learn from and collaborate with.
- 37. That bet paidoff.
- 38.
- 39. I recognize informationculture is changing fast will not wait….will educate myself….not be defensive… be courageous…will let go…willing to make mistakes I will enjoy the excitement of positive change -- Laura Cohen Librarian, SUNY Albany Write a Manifesto
- 40.
- 41.
- 42. There are noJedi Masters
- 43.
- 44. Teachers should beencouraged to let students take over. Shannon Miller, Librarian
- 45. “ Kids haven’tchanged. I have.” - Marlene Thornton
- 46. Students today wantto be told what they did wrong and be allowed to fix it themselves – it is the ONLY way they learn. They don ’t respond well to a “Command and Control” structure – they want to collaborate. You are no longer the “sage on the stage.”
- 47. 11. Under-Resourcing. The initiativeis not accompanied by sufficient resources (e.g., time, support, funding, training) to actually make it happen. So why should we bother?
- 48. Ohio’s Galion MiddleSchool $250,000 ARRA Grant 25% spent on professional development A year of PD before any technology purchased Exciting results, but encountering rocks
- 49. “ Teachers canhave tech savvy parents demonstrate real-world applications of technology and help bring non-tech savvy parents up to speed.” -- Shelley Blake-Plock
- 50. “ Teachers waitingfor a workshop to show them how to use technology are never going to do it. Encourage them to jump in and try something.” -- Brent Jorth Social Studies teacher
- 51. 7. Concerns About FutureCompetence. Educators can question their ability to be effective after a change: Can I do it? How will I do it? Will I make it in the new situation?
- 52.
Editor's Notes
- #8 Students feel in charge of information. Their landscape explored with expectation of choice functionality Control
- #9 There’s an entrenched perception of students as digital natives, technical wizards who can find anything they need online.
- #10 Yet every study ever done on the subject shows that students are utterly lost when it comes to finding information online.
- #11 Unfortunately, studies also show that most educators, burdened by paperwork and pressures of assessment tests, lack the time, resources or impetus to develop solid web research skills or intimate familiarity with online resources or new technologies that have the potential to enhance learning.
- #12 Kids end up as what Prof. Henry Jenkins called “Feral children of the Internet raised by the wolves of Web 2.0”
- #13 The worst part of this is that SOME students are beginning to figure it out, with the aid of teachers, librarians, parents or their peers. This is creating “a new divide.”
- #14 There are educators in most schools who play the role of superhero or evangelist. There are thousands of EdTech companies eager to help as well.
- #15 “ There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.”
- #18 Keep it simple stupid
- #39 Déjà vu all over again. We always have these initiatives, the names change but the result is the same, they never go anywhere, I’m not going to work hard on something when in fact the smartest thing I can do is not support it so that it withers sooner.
- #41 Don’t water the rocks. Give everyone a chance, but once you know they won’t grow, save your precious resource. Start with the willing.
- #42 If I change, it means what I was doing was wrong. I’ll look like a fool.
- #43 If I change, it means what I was doing was wrong. I’ll look like a fool.
- #44 Fumbling in the dark – I don’t know where this might go.
- #48 This initiative has not been accorded enough resources to make it happen; why bother?
- #52 A shocked state from experiencing too much change, too fast). He thinks that due to the current accelerated pace of change, Americans are retreating into an idealized past rather than moving forward. ANA – NEXT TOWN I’m competent now – I get lots of accolades – I might not in the new order - why change? Seth Godin – competent people are the enemy of change.
- #53 Shout-outs for those who do well! Newsletters, website, Facebook page – make those who are “competent” feel like they are falling behind.