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Adopt and Adapt: Shaping Tech for the Classroom | Edutopia
Adopt and Adapt: Shaping Tech for the Classroom | Edutopia
Marc Prensky on uses of technology in the classroom, moving from simply dabbling to doing "new things in new ways."
<p>First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:</p> <ol> <li> Dabbling.</li> <li> Doing old things in old ways.</li> <li> Doing old things in new ways.</li> <li> Doing new things in new ways.</li></ol>
#education#technology#teaching#k-12#changemanagement#netgeneration
·edutopia.org·
Adopt and Adapt: Shaping Tech for the Classroom | Edutopia
High Tech in Hawaii: The Real-World Relevance of Technology | Edutopia
High Tech in Hawaii: The Real-World Relevance of Technology | Edutopia
Profile of a Hawaiian school using technology and project-based learning to engage students and give them 21st century skills.
"What the animation does is it assists the children in visualizing the action," explains Mitchell, who teaches <a class="external-link" href="http://www.nuuanu.k12.hi.us/G-1/public_html/index.html" target="_blank">language arts enrichment classes</a>. "The animation is a way of them developing the picture so they relate that to the writing, to what they hear, what they see, what they feel." Technology, she adds, "gives you one more way of teaching something."
"Looking for real-world relevance has to do with students being interested in what they do, knowing that it's useful outside of school," says Kaninau. "The experiences are not contrived or in isolation, but they're a part of a larger learning activity. Without those connections, it won't be meaningful, and it'll be forgotten tomorrow."
"They love it," says sixth-grade teacher Geraldine Kajitani. "If you start with ... hands-on activities and things that are fun, their attention is focused." And once that happens, she says, it's a snap to get them to study some of the drier material because they'll relate to it and remember it.
#education#pbl#k-12#technology#multimedia#engagement#21stcenturyskills
·edutopia.org·
High Tech in Hawaii: The Real-World Relevance of Technology | Edutopia
ISTE | NETS for Teachers 2008
ISTE | NETS for Teachers 2008
NETS-T 2008 standards--technology standards for teachers in 5 categories.
<td width="18"><strong>1.</strong></td> <td width="96%"><strong>Facilitate and Inspire Student Learning and Creativity</strong></td>
<td width="18"><strong>2.</strong></td> <td><strong>Design and Develop Digital-Age Learning Experiences and Assessments</strong></td>
<td width="18"><strong>3.</strong></td> <td><strong>Model Digital-Age Work and Learning</strong></td>
<td width="18"><strong>4.</strong></td> <td><strong>Promote and Model Digital Citizenship and Responsibility</strong></td>
<td width="18"><strong>5.</strong></td> <td><strong>Engage in Professional Growth and Leadership</strong></td>
#education#technology#digitalliteracy#21stcenturyskills
·iste.org·
ISTE | NETS for Teachers 2008
SpeEdChange: Left Behind
SpeEdChange: Left Behind
Looking at the resistance to change in education and the need for 21st century skills, with an intriguing perspective on how this connects to our attitudes about ADHD, Asperger's, and other cognitive disabilities.
This is why - I think unconsciously - so many academics and educators resist contemporary ICT so fiercely. Accepting these new technologies means that the advantages they were taught to prize in themselves - their study habits, their ability to focus, their willingness to depend on authoritative sources and to observe classroom rules - might prove to be their undoing. And the disadvantages they despised in others, ADHD for example, processing information via pictures instead of the abstraction of text as another, the disadvantages that have been labelled as pathological "disabilities," might prove to be advantageous in this new world.
That ADHD kid might be far better in front of multiple monitors with a dozen windows open and 15 tabs going in Firefox than the professor and former high school valedictorian who is really uncomfortable if a TV is on while she is reading. That Asperger's kid who processes images efficiently might be far better at analysing changing maps than the text-dependent historian.
I feel the same watching most classrooms, seeing most reading assignments, observing how assessments are conducted in educational institutions. Yes, that carriage is wonderful, but the cars will rush past it. Yes, that calligraphy is beautiful but you just spent six months creating a single book. Certainly, that bronze sword is beautiful but the steel weapon will cut it in half. Yes, you did wonderfully on the multiple-choice exam but I need people who can find information and develop new ideas, not repeat what I already know. Yes, you read that whole book, but I need to know the range of observations from these twelve sources around the globe.
#change#education#accessibility#21stcenturyskills#diversity#technology
·speedchange.blogspot.com·
SpeEdChange: Left Behind
IgnitePhilly -- Five Minutes To Communicate - Practical Theory
IgnitePhilly -- Five Minutes To Communicate - Practical Theory
5 minute presentation (20 slides) by Chris Lehmann on school reform and what we need for School 2.0. Several good lines in here--a bunch of memorable ideas packed into a few minutes. Assessment should be projects, not tests. Data is what kids do every day, not what they do on a test. Passion, metacognition, and lifelong learning matter. "If you want to see what kids have learned, give them a project."
#education#change#technology#21stcenturyskills#assessment#lifelonglearning#inquiry#passion#transparency
·practicaltheory.org·
IgnitePhilly -- Five Minutes To Communicate - Practical Theory
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.

This article also suggests a way to map tool use along three dimensions:

  • Individual - Social
  • Information - Experience
  • Passive - Active This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.
#education#pedagogy#web2.0#constructivism#technology#learningtheories#instructionaldesign#cck08#elearning
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
KinderKidsDraw! | always learning
KinderKidsDraw! | always learning
Great kindergarten technology project by Kim Cofino. Students use KidPix to draw about what they're learning in class, then upload the images to VoiceThread and explain the image. Over the course of the year, the VoiceThread becomes an online portfolio of their learning. The VoiceThreads are also shared on a wiki so students can connect globally and get to know each other a bit.
#education#technology#21stcenturyskills#k-12#voicethread#portfolio#multimedia
·mscofino.edublogs.org·
KinderKidsDraw! | always learning
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Discussions pro and con about technology in the classroom, in response to this question: "Do the new classroom technologies represent an educational breakthrough, a threat to teaching itself, or something in between?" Michael Wesch and Steve Hargadon are two of the educators included in the discussion.
#education#web2.0#teaching#technology#change#elearning
·britannica.com·
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Weblogg-ed » Response to Jay Matthews at the Washington Post
Weblogg-ed » Response to Jay Matthews at the Washington Post
Will Richardson responds to a Washington Post article that calls 21st century skills a "doomed pedagogical fad."
With access to the Internet, and with an understanding of how to create and navigate these online, social learning spaces, opportunities for learning widely and deeply reside in the connections that we make with other people who can teach or mentor us and/or collaboarate with us in the learning process. That, I think, is where we find 21st Century skills that are different and important. Sure, those connections require a well developed reading and writing literacy, and critical thinking and creativity and many of the others are skills inherent to the process. But this new potential to learn easily and deeply in environments that are not bounded by physical space or scheduled time constraints requires us as educators to take a hard look at how we are helping our students realize the potentials of those opportunities.
To me, that’s what 21st Century Skills are all about, teaching our kids to navigate the world as they are experiencing it, not the world we experienced.
#21stcenturyskills#education#technology#change#collaboration
·weblogg-ed.com·
Weblogg-ed » Response to Jay Matthews at the Washington Post
Multimedia Serves Youths' Desire to Express Themselves | Edutopia
Multimedia Serves Youths' Desire to Express Themselves | Edutopia
High school students in California find their voice through multimedia and learn to make a difference through what they create and share
"Media is the language of kids," Torres adds, saying that students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation.
#education#technology#multimedia#MEGA#k-12#pbl
·edutopia.org·
Multimedia Serves Youths' Desire to Express Themselves | Edutopia
Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning
Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning
George Siemens and Peter Tittenberger have created this wiki handbook for educators who want to incorporate technology into learning. Looks at how and why change is happening in education and how technology can help meet the educational needs of a changing world.
#technology#learning#teaching#wiki#connectivism#education#highered#change
·ltc.umanitoba.ca·
Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning
Innovate: A Learning Theory for 21st-Century Students
Innovate: A Learning Theory for 21st-Century Students

The author calls this a new learning theory combining behaviorism & cognitivism. I see a new instructional design model that combines elements from a number of different sources, but I'm not sure I see a new learning theory. The model seems very complex; how long would you have to work with this before you internalized all the separate parts of the model?

Student results were better using this model. However, the control group was tested before doing a roleplaying game and the experimental groups did the game prior to testing. This could just show that roleplaying helps students understand characters in the Aeneid. Free registration required.

With its inclusion of <a href="javascript:open_win('extra.php?id=3158',650,750,0,0,0,0,0,1,1,0,5,'extra');">game elements</a>, which foster attention, memory, and motivation, SCCS provides a bridge between behaviorist and cognitivist learning theories.
SCCS learning theory focuses on the formation of <a href="javascript:open_win('extra.php?id=3011',650,775,0,0,0,0,0,1,1,0,5,'extra');">schemata</a> in the process of learning, particularly <a href="javascript:open_win('extra.php?id=3206',600,625,0,0,0,0,0,1,1,0,5,'extra');">social-connectedness</a> and <a href="javascript:open_win('extra.php?id=3207',600,375,0,0,0,0,0,1,1,0,5,'extra');">cognitive-connectedness</a> schemata.
Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students <em>link</em> up with others who have the knowledge they need; they <em>lurk</em>, watching others who know how do to what they want to do; and they<em> lunge</em>, jumping in to try new things often without seeking guidance beforehand (Brown 2000).
The cognitive-connectedness schema structures a student's ability and desire to know how what they are learning connects to a larger picture.
#learningtheories#instructionaldesign#technology#education#k-12#games
·innovateonline.info·
Innovate: A Learning Theory for 21st-Century Students