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The journey unfolds when teachers decide to move away from traditional teaching and toward a new vision of instructional design. It's a learning journey-for teacher and student alike. The journey focuses on learning, not the technology. Taking the journey is critical in preparing students to live, learn, and work in a technology-rich world.
On the journey you'll discover a world of resources to transform learning through the effective and appropriate use of technology. In addition to giving you resources, we're also going to give you the opportunity to share your thoughts, ideas, inspirational stories, and favorite resources with your colleagues through blogs, wikis and the ISTE Web site.
"Development of technology within the classroom can aide the identification of contextual factors that may or may not contribute to effective use of technology in enhancing quality learning experiences. Factors such as organisational culture, teacher self-efficacy and their confidence and experience in utilising technology, resources and learner engagement all have to be considered to allow for an integrated approach."
allowing students to pursue their interests in the context of the curriculum
Teachers must be colearners with kids, expert at asking great, open-ended
questions and modeling the learning process required to answer those questions.
Teachers should be master learners in the classroom
developing the skills and dispositions necessary for them to learn whatever they
need to learn whenever they need to learn it? That means rethinking classrooms
to focus on individual passions, inquiry, creation, sharing, patient problem
solving, and innovation
start with the questions that focus on our students
Instead of helping our students become "college ready," we might be better off
making them "learning ready," prepared for any opportunity that might present
itself down the road
With access, and with a full set of skills and literacies to use this access
well, we now have the power to create our own education in any number of ways
manage, analyze, and synthesize multiple streams of simultaneous information
Some, like Stanford professor Howard Rheingold, believe that technology now
requires an attention literacy—the ability to exert some degree of mental
control over our use of technology rather than simply being distracted by it—for
users to be productive. Professor Henry Jenkins at the Massachusetts Institute
of Technology (MIT) advocates for transmedia literacy, which
includes networking and performance skills that take advantage of this
connected, audience-rich moment.
it's about addressing the new needs of modern learners in entirely new ways. And
once we understand that it's about learning, our questions reframe
themselves in terms of the ecological shifts we need to make: What do we mean by
learning? What does it mean to be literate in a networked, connected world? What
does it mean to be educated? What do students need to know and be able to do to
be successful in their futures? Educators must lead inclusive conversations in
their communities around such questions to better inform decisions about
technology and change
Right now, we should be asking ourselves not just how to do school better, but
how to do it decidedly differently
Learning is now truly participatory in real-world contexts. The transformation
occurs in that participation, that connection with other learners outside school
walls with whom we can converse, create, and publish authentic, meaningful,
beautiful work
what do we do as schools become just one of many places in both the real and
virtual world where our students can get an education?
Welcome to what portends to be the messiest, most upheaval-filled 10 years in
education that any of us has ever seen. Resistance, as they say, is futile
"Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."
Equally as important to successfully implementing a 1:1 program is the social and curricular roll-out to your school community. Our middle school faculty spent two full months intentionally phasing iPads into regular classroom use. Scaffolding student success with iPads went a long way toward building our positive learning community.
"After a year or two of early adopter experimentation with education-based iPad deployments, a collaboration of IT departments, edTech consultants and third party vendors pieced together a best practice scenario for iOS management."
Digital Portfolios Made Easy is a portfolio system developed by Dr. Leigh E. Zeitz and Andrew E. Krumm. It provides a system for presenting digital portfolios that is complete but simple.
The growing interest in electronic and digital portfolios has created opportunities for practitioners to present portfolios that are more rich and interconnected than the traditional notebook professional portfolio. The greatest obstacle to creating digital portfolios, however, can be the practitioner's perception of the technology itself. The technology does not need to be overly complicated, and the goal of DPME is to make the process as transparent and intuitive as possible. The DPME templates provide a framework within which to build a standards-based, individualized professional portfolio. The DPME templates are provided in two formats, Word and HTML. These two formats allow practitioners of all skill levels to use software that most already have on their computers.
re•fuse•nik (n) somebody who refuses to agree to, take part in, or cooperate with something, especially on grounds of principle (informal)
Student must learn to use technology to do things other than surf the web and update their MySpace accounts (See my previous piece: Eating the Napkins). Research, collaboration, problem solving, and content creation are all things that need to be taught in school,
After a certain amount of time, if students are not receiving the proper technology integration in their classes, parents just have to say “You are not a digital immigrant. You are a digital Refuseniks, and we won’t tolerate that silliness any longer. My kid needs technology instruction just as much as she needs math and reading. There are no excuses for not having it. What is this school doing to help my child use technology?”
"Parents who restrict their children's use of new media technologies may be acting counterproductively in the long run, particularly if they invoke afterschool homework time as the reason. Their children's scholastic achievements at college lag behind the academic performance of same-age peers, a University of Zurich study shows."
I'd like to share a couple of videos with you that I have used recently in the courses I teach. I find these videos particularly interesting because they show such contrasting approaches to learning and in particular - for want of a better word - e-learning.
There is an assumption that persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world I would say that, from my own experience, this hasn't been the case.
This infographic showcases some of the technologies that have been provided for each institution, what the benefits have been thus far and what's to come.