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WhoZNext - PDS 2012
- 1. Dani Herro Clemson University September, 2012
- 2. My background…. Technology Resource Teacher The Research K-6 Technology Integration UW-Madison Research – WOW/Augmented Reality • Augmented RealitySocial Media, Web 2.0, Games Research Dissertation - (Squire) • Instructional Technology Administrator WOW (Steinkuehler) • New Media Literacies (Jenkins etsustainable programs Curriculum and Instruction – al.) • Assistant Professor Digital Media and Learning Dissertation (Herro) Research-to-practice with digital media • Games+Learning+Society • Whitepapers, Reports & Trends
- 3. The (overlapping) game-changers • broadband • social media • virtual spaces/games • mobile devices • cloud computing
- 4. INNOVATIVE GAME-CHANGERS Mobiles + Personalization Game-based learning Cloud Computing
- 5. • The bigpicture - why change practice? • Examples in context - what does it look like? • The process – where did we start?
- 6. Why change? • TheDigital Promise • The Digital Generation • Relevance - the rapid shift to hybrid/online and cloud based computing • Heavy research basis • Wisconsin DPI Requirements and Adoption • societal requirements/norms/workforce • WE are NOT like our students - brain research • Obsolete, traditional, traditional skills with increased emphasis.....21st Century Skills
- 7. Push from out-of-schoolcontexts.... .....young adults and kids.
- 10. THE TENSION…… Internet usein the wild vs. Internet use in classrooms
- 11. (Web 2.0) InternetUse Outside Internet Use in Classrooms Classrooms Content retrieval & consumption Content creation & production Access mediated by teacher Access unmediated Production as evidence of consumption Production as genuine contribution Enculturation into pre-ordained “culture” Enculturation into affinity group cultures Text privileged Multimodal systems privileged Teacher as guide on the side Distributed and collective expertise Individual Collaborative User standardization User customization Linear, logical, static progression Non-linear, logical, dynamic progression Herro & Steinkuehler, 2010
- 12. Research and Trends Research/Report/Theory Projected Impact …....meaning Horizon Reports Cloud computing, games, We need to rethink tools, mobiles, “The Internet of future preparation – and Things” seriously consider trends Pew Internet/Media Use Influence of teens and We need to rethink social media, civic who/what influences our engagement norms DML Community New Media Literacies We need to rethink what it means to be literate Human Brain Project Changing nature of HOW We need to rethink students learn teaching and learning
- 13. Educational Theory Vgotsky told us this decades ago! • Socially-constructed - tools (artifacts) of intellectual adaption with others • More Knowledeable Others (MKO) • Learning occurs at just the next level of understanding (ZPD) • Cultures, surrounding agents can assist learning - meaning making can occur inside and outside of the mind
- 14. New media literacies(Jenkins et. al., 2006) • “set of cultural competencies and social skills” • simulation, appropriation, judgment, transmedi a navigation, negotiation, play, multitasking, perfo rmance, collective intelligence, distributed cognition, networking
- 15. What does innovationlook like in K- 12?
- 16. Framing the *technology-push* in K-12 The (new) Structure Organic Growth *migration to new content Curricular Connections The (new) Content Curricular Growth *includes new structures Purposeful Connections
- 17. reading fluency, skill building,digital storytelling, artifacts for writers workshop, playlists as „dated assessments‟, digital read-alouds and audio instruction
- 18. Touring with Technology Curriculum: Research social studies related locales, co-write a short script, multimodal information dropped in “pins” Tools: Internet, Google Earth, Flip Video, Pixlr, Sony Vegas - video editing
- 19. Techno Savvy Blogger The PodcastingUnit Script-writing Google Groups http://mrsprunty.blogspot.com/
- 20. Hybrid, Fully OnlineCourses • Capacity to connect structure and content • Web page with log in portal - tools • Blackboard as Learning Management System; Google Apps to augment • Continual data collection, assessment, feedback • Courses customized to individual learning and pacing • LEARNING via PROFILE + PERSONAL + MOBILE
- 21. Teaching and Learning with Google Apps
- 22. The Principal –Efficiency/Relevance Staff evaluations - observations - Google Doc/comments Scheduling - 7th/8th grade elective choices - now paperless - Google Forms - sent to parents Announcements - Google Doc shared with staff, no administrative assistant time Book Studies organized via Google Forms Tools as a matter of doing business....relevant and efficient
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- 27. Purposeful - threadinggaming in curriculum
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- 29. The world ourstudents live in
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- 36. This is aboutgame design. “Good game designers are practical theoreticians of learning, since what makes games deep is that players are exercising their learning muscles......” (Gee, 2005) ~mechanics, dynamics, aesthetics~
- 37. Elements of GameDesign 15 Learning Principles Associated with Playing Good Games (Gee, 2007) Identity Interaction Production Risk Taking Customization Well-ordered problems System-thinking Distributed knowledge
- 38. Where might youstart? not with technology, but instead understanding the (very different) learner, (dramatically different) shift in the definition of literacy, and RELEVANCE in opportunities you provide.
- 39. The backend...what didwe do first? • garner support (pilot) • meet with Tech Support • call other districts for „best practices‟ • read privacy laws - archiving practices • parent communications - registration packet • consider sustainability – PD • evaluations – staff/student
- 40. ENSURING SUCCESS AND SUSTAINABILITY Focus on Research Perspective Content of Students over tools
- 41. Training and ProfessionalDevelopment • model your expectations (administrators, course instructors, trainers, teachers) • offer multiple entry points and flexibility • form cohorts - this is about sharing and participating • embrace CHANGE, this is the 21st century
- 42. Training/PD schedule Academic year– Administrative/Business Office Training - before monthly meetings Professional Development - embedded in grad classes Summer Training - geared to high school - 3 or 4 hour Technology Boot Camp – workshops Technology Coach – reallocated position
- 43. What NOT todo or...how are we sure to fail • Focus solely on technology - pedagogy and instruction must be considered first • Use technology as a starting point - instead of technology for efficiency and to meet REQUIRED skills and opportunities for INCREASED learning • Little or no attention to DESIGN, CREATIVITY, COLLABORATION, MEDIA or INFORMATION Fluency
- 44. Moving forward... Game designas gateway to logic, programming, graphic design. BYOD
- 45. daniherro@gmail.com dherro@clemson.edu @daniherro
Editor's Notes
- #2 Internet accessibility, virtual and game-based environments, mobile devices, and emerging technologies are shifting expectations and practice in K-12 schools. Efforts are underway to innovate in progressive schools which include: personalized learning, virtual classrooms and courses, leveraging cloud computing, mobile devices to build literacy, and collaboratively solving problems in gaming/simulated environments. Drawing on experiences as a classroom teacher, Instructional Technology Administrator, and educational researcher, this session chronicles the movement from research and trends with digital media to sustainable in-school practices. Student and teacher examples illustrate the potential of these powerful IT tools, and provide a window into what's possible in preparing students for global citizenship.