Are you Ready for Learning and Leading in the 21st Century? It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
Shift in Learning – The Possibilities Rethinking teaching and learning… <ul><li>Multiliterate </li></ul><ul><li>Changing Demographic </li></ul><ul><li>Active Content Creators </li></ul><ul><li>Global Collaboration and Communication </li></ul>We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.
Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
Mutual accountability Mandated accountability School improvement as a requirement School improvement as an option A learning focus A teaching focus Shifting To Shifting From
Learning in a networked community Distributed knowledge Learning as individuals Linear knowledge Learning in a participatory culture Learning as passive participant Teaching as a public collaborative practice Teaching as a private event Learning anytime/anywhere Learning at school Shifting To Shifting From
What do we need to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different . YODA: No! No different! Only different in your mind. You must unlearn what you have learned.
Web 1.0 Web 2.0 Web 3.0 We are living in a new economy – powered by technology, fueled by information, and driven by knowledge. -- Futureworks: Trends and Challenges for Work in the 21 st Century
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
<ul><li>Some statistics- </li></ul><ul><li>- 1 billion people on the Internet </li></ul><ul><li>70 million blogs, 1.7 million posts </li></ul><ul><li>a day. </li></ul><ul><li>80 new blog sites created every minute </li></ul><ul><li>“ None of the top 10 jobs that will exist in 2010 exist today." -- Richard Riley , (Former US Sec. of Ed.) </li></ul>A Changing World " Jobs in the new economy--the ones that won't get outsourced or automated--"put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos." -- Marc Tucker, (an author of the skills-commission report and president of the National Center on Education and the Economy*
It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years. Knowledge Creation
For students starting a four-year technical or higher education degree, this means that . . . half of what they learn in their first year of study will be outdated by their third year of study.
Time Travel Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change: . ..the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215). Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not (p.2).
How has the world shifted since you and I went to school? How have students shifted since you and I went to school? How have schools shifted/or not shifted since you and I went to school?
Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source : Journal of School Improvement, Volume 3, Issue 1, Spring 2002 http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf
“ Schools are a node on the network of learning.”
Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?
FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
Shifts focus of literacy from individual expression to community involvement.
Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http:// tpck.org/tpck/index.php?title =TPCK_-_ Technological_Pedagogical_Content_Knowledge
<ul><li>9000 School </li></ul><ul><li>35,000 math and science teachers in 22 countries </li></ul><ul><li>How are teachers using technology in their instruction? </li></ul><ul><li>Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study . Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. </li></ul>SITE 2006 IEA Second Information Technology in Education Study
<ul><li>Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. </li></ul><ul><li>How you integrate matters- not just the technology alone. </li></ul><ul><li>It needs to be about the learning, not the technology. And you need to choose the right tool for the task. </li></ul><ul><li>As long as we see content, technology and pedagogy as separate- technology will always be just an add on. </li></ul>Findings
<ul><li>See yourself as a curriculum designer– owners of the curriculum you teach. </li></ul><ul><li>Honor creativity (yours first, then the student’s) </li></ul><ul><li>Repurpose the technology! Go beyond simple “use” and “integration” to innovation! </li></ul>Teacher as Designer
Spiral – Not Linear Development <ul><li>Technology USE </li></ul><ul><li>Mechanical </li></ul><ul><li>Technology </li></ul><ul><li> Integrate </li></ul><ul><li>Meaningful </li></ul><ul><li>Technology </li></ul><ul><li> Innovate </li></ul><ul><li> Generative </li></ul>
It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21 st Century Learning – Check List
Letting Student Passion and Interest Rule the Curriculum Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners
What will be our legacy… <ul><li>Bertelsmann Foundation Report: The Impact of Media and Technology in Schools </li></ul><ul><ul><li>2 Groups </li></ul></ul><ul><ul><li>Content Area: Civil War </li></ul></ul><ul><ul><li>One Group taught using Sage on the Stage methodology </li></ul></ul><ul><ul><li>One Group taught using innovative applications of technology and project-based instructional models </li></ul></ul><ul><li>End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. </li></ul><ul><li>Question: Which group did better? </li></ul>
Answer… <ul><li>No significant test differences were found </li></ul>
However… One Year Later <ul><ul><li>Students in the traditional group could recall almost nothing about the historical content </li></ul></ul><ul><ul><li>Students in the traditional group defined history as: “the record of the facts of the past” </li></ul></ul><ul><ul><li>Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” </li></ul></ul><ul><ul><li>Students in the digital group defined history as: </li></ul></ul><ul><ul><ul><li>“ a process of interpreting the past from different perspectives” </li></ul></ul></ul>
Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “ Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.