Are you Ready for 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. Web 1.0 Web 2.0 Web 3.0.
It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
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 21st Century
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
The pace of change is accelerating using immersive worlds
“For the first time we are preparing students for a future we cannot clearly describe.”
The Disconnect we cannot clearly describe.”
“Every time I go to school, I have to power down.” --a high school student
Source: David Wiley: Openness and the disaggregated future of higher education
New Media we cannot clearly describe.”Literacies- What are they?http://newmedialiteracies.org/
Will the future of education include broad-based, global reflection and inquiry?
Will your current level of new media literacy skills allow you to take part in leading learning through these mediums?
What place does emerging media have in your role as a an education professor?
Play we cannot clearly describe.” — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.
Collective Intelligence we cannot clearly describe.” — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..
Shift in Learning = New Possibilities we cannot clearly describe.”
Shift from emphasis on teaching…
To an emphasis on co-learning
John Dewey we cannot clearly describe.”
"The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future."
Dewey's thoughts have laid the foundation for inquiry driven approaches.
Dewey's description of the four primary interests of the child are still appropriate starting points:
1. the child's instinctive desire to find things out
2. in conversation, the propensity children have to communicate
3. in construction, their delight in making things
4. in their gifts of artistic expression.
What do we need to unlearn? we cannot clearly describe.”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 totallydifferent.
YODA:No! No different! Only different in your mind. You must unlearnwhat you have learned.
Yougowherethe bus goes
You go where you choose
Jay Cross – Internet Time
PEER TO PEER
http://www.elearnspace.org/Articles/google_whitepaper.pdf we cannot clearly describe.”
Shifts focus of literacy from individual expression to community involvement.
Students become producers, notjust consumersof knowledge.
Shifts focus of literacy from individual expression to community involvement.
Connected Learning community involvement.
The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Connected Learner Scale community involvement.
This work is at which level(s) of the connected learner scale?Explain.
Share (Publish & Participate) –
Connect (Comment and Cooperate) –
Remixing (building on the ideas of others) –
Collaborate (Co-construction of knowledge and meaning) –
Collective Action (Social Justice, Activism, Service Learning) –
cc Steve Wheeler, University of Plymouth, 2010
Defining the Connected Educator community involvement.
Our lives are connected by a thousand invisible threads.
Professional Development community involvement.for the 21st Century
Dispositions and Values community involvement.
Dedication to the ongoing development of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities
Commitment to understanding asking good questions
Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of collegiality
TPACK Model community involvement.
Mishra & Koehler 2006
How do you do it?-- TPCK and Understanding by Design community involvement.
There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.
Teacher and Students as Co-Curriculum Designers
What do you want to know and be able to do at the end of this activity, project, or lesson?
What evidence will you collect to prove mastery? (What will you create or do)
What is the best way to learn what you want to learn?
How are you making your learning transparent? (connected learning)
SITE 2006 community involvement.IEA Second Information Technology in Education Study
How are teachers using technology in their instruction?
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.
Findings community involvement.
Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.
How you integrate matters- not just the technology alone.
It needs to be about the learning, not the technology. And you need to choose the right tool for the task.
As long as we see content, technology and pedagogy as separate- technology will always be just an add on.
Teacher as Designer community involvement.
See yourself as a curriculum designer– owners of the curriculum you teach.
Honor creativity (yours first, then the student’s)
Repurpose the technology! Go beyond simple “use” and “integration” to innovation!
“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.”
Justice Leland DeGrasse, 2001
“When the world becomes this flat—with so many distributed tools of innovation and connectivity empowering individuals from anywhere to compete, connect and collaborate—the most important competition is between you and your own imagination, because energetic, innovative and connected individuals can now act on their imaginations farther, faster, deeper and cheaper than ever before…. Those countries and companies that empower their individuals to imagine and act quickly on their imagination are going to thrive…. These are oil wells that don’t run dry.”
Thomas Friedman, The New York Times, June 10, 2007
The Framework for Teaching - Charlotte Danielson
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 motivation or lead to engagement
The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners
Strengths Awareness it will improve your skills, perhaps to a level of “average”—will NOT produce excellence Confidence Self-Efficacy Motivation to excel Engagement
Apply strengths to areas needing improvement Greater likelihood of success
NEW DIRECTIONS IN ASSESSMENT
Shift To it will improve your skills, perhaps to a level of “average”—will NOT produce excellence
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
NEW DIRECTIONS IN ASSESSMENT
21 it will improve your skills, perhaps to a level of “average”—will NOT produce excellencest Century Learning – Check List
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
Bertelsmann Foundation Report: The Impact of Media and Technology in Schools
Content Area: Civil War
One Group taught using Sage on the Stage methodology
One Group taught using innovative applications of technology and project-based instructional models
End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War.
Question: Which group did better?
No significant test differences were found
Students in the traditional group could recall almost nothing about the historical content
Students in the traditional group defined history as: “the record of the facts of the past”
Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history”
Students in the digital group defined history as:
“a process of interpreting the past from different perspectives”
In Phillip it will improve your skills, perhaps to a level of “average”—will NOT produce excellenceSchlechty's, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools.
Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.
Transformation it will improve your skills, perhaps to a level of “average”—will NOT produce excellence- is intended to make it possible to do things that have never been done by the organization undergoing the transformation.
It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work traditionally done.
So as you develop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why?
Make a case for using one or the other as a change strategy.