Lwict for 9 12 21st century learning for the leaders of tomorrow a blueprint for the future
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LwICT for 9-12 21st Century Learning for The Leaders of Tomorrow *** “A Blueprint for the Future”. The Changing Face of Education. The illiterate of the future are not those who can’t read and write but those who cannot learn, unlearn, and relearn. - Alvin Toffler. Preamble.

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LwICT for 9-12 21st Century Learning for The Leaders of Tomorrow *** “A Blueprint for the Future”

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LwICT for 9-1221st Century Learning forThe Leaders of Tomorrow***“A Blueprint for the Future”

The Changing Face of Education

The illiterate of the future are not those who can’t read and write but those whocannot learn, unlearn, and relearn. - Alvin Toffler


  • Technology is totally immersed in our society

  • Technology is common place

  • Technology has infused itself into every aspect of our lives

PWSD has made a commitment for all 9-12 students to have seamless (1-1) access to Information and Communication Technology (ICT) by 2013

Technology has even Changed our Students Brains

  • Students read in F patterns not traditional Z patterns

  • Students who play video games get feedback on how they are doing every 7 seconds.

  • Huge impact on the classroom!

How can we give each individual student that much attention/feedback?

An Example – East Asian Children outperform North American Children in Math

Their Advantage

  • Schools with Robotic Efficiency

  • Longer School Days and more days in the school year

  • Very Strict Discipline

Our perception is that East Asian Students are:

  • Less creative

  • They outperform our students due to rote mechanics and memorization

A 1993 study of Japanese, Taiwanese and U.S. Schools showed that:

  • All teachers used rote recall

    • Standard procedure in half the lessons learned in each country

  • Similarities ended there

    • Two major differences

The Opposite of Rote Recall is computing in Context

  • Explaining abstract mathematical concepts by emphasizing things that are concrete and familiar

    • You have 100 yen and you buy a notebook for 70 yen, how much do you have left?

  • In Asian countries it occurs 61% of the time in the classroom

  • In the U.S. 31 % of the time

Conceptual Knowledge Questions

  • Students build an abstract concept (subtraction) on a concrete foundation

    • 5 rows of 10 tiles each

    • Take away 3 rows of tile

    • Ask a student how many are left “20”

  • Teacher then asks how did the student know it was a subtraction question?

  • This type of question was asked in:

    • 37 % of Japanese lessons

    • 20 % of Taiwanese lessons

    • 2 % of U.S. lessons

The real difference in mathematical ability is because of how the teachers teach!

Teacher Pedagogy is the Key!

We learn new things by doing them first with others !

Remember these ???

The 21st Century Teaching project is based upon what we know from our past experience with:

  • LwICT

  • Senior Years ICT

  • IMYM

Learning is not a spectator sport!

Students will be expected to:

  • Infuse ICT in all applicable subject areas to facilitate critical thinking to plan and gather information.

  • Infuse ICT in all subject areas to facilitate creative thinking to produce and communicate information.

  • To use ICT responsibly and ethically .

Student’s learn the best when:

  • Talk about what they are learning

  • Write about it

  • Relate it to past experiences

  • Apply it to their daily lives

They must make what theylearn part of themselves. Chickering and Gamson 1987

Goodlearning, like good work, is collaborative and social, not competitive andisolated.

Professional Learning Networks(PLN)

  • Web 2.0 tools

    • Wiki book studies/talks

    • Wallwisher

  • Elluminate – Bridgit etc.

  • RSS feeds – Google Reader

Key Points

What we Teach:

  • Standards on course content

  • Standards for the scope and sequence of scientific process/inquiry (labs)

  • Utilization of virtual and on-site experts

How we TeachA Professional Development plan will be created for PWSD teachers……..

……so they have the instructional expertise to:

  • Engage learners with the best teaching practices based on modern educational research for:

    • Differentiating Instruction

    • Using Cooperative learning Strategies

    • Multi-level learning

    • Inquiry based pedagogy

    • Infusing ICT into student learning


  • As teacher pedagogy changes so will their evaluation practices.

  • Teachers will be expected to update marks etc. in as close to real time as possible.

  • Configure 1st class for more than final mark

    • Parents should be able to see individual test and assignment marks

  • Standards for e-portfolios 9-12

The pedagogy of Literacy with ICT Across the Curriculum encourages movement from

“ICT as supplementary to the curriculum” to a model that infuses ICT across the


Research in the last 20 years has shown that the most effective way to infuse ICT is to

focus on pedagogy rather than on technology


  • Managed wireless connectivity in all k-12 schools

  • Provide seamless access to ICT for students and staff

    • Netbooks and laptops

    • Labs become ICT resource centers

    • Projection devices and peripherals available in classrooms/school

Fall 2013

  • ICT infrastructure in place

  • Professional development opportunities continue for classroom practice and ICT

  • Evaluate the program which will include re-surveying of staff, students and parents.

The difference between theory and practice in practice..................

Is greater than the difference between theory and practice in theory................

- Anonymous

The Changing Face of Education

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