Group items tagged ict - Graded 21st Century

shared by Blair Peterson on 29 May 12 - No Cached

Secondly, tools shape behaviours. Tools shape cognition. Tools shape societal structures in both intended, and unintended, ways.
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Anthony Aguirre, in The Enemy of Insight, suggests that “information input from the Internet is simply too fast, leaving little mental space or time to process that information, fit it into existing schema, and think through the implications”. (
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“Important issues fade from focus fast, and while many of humanity’s challenges get more complicated, society’s ability to pay attention to complex arguments dwindles. Sound bites and attack ads work well when the world has attention deficit disorder.”
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It seems to me that this will be achieved when we see them not simply using ICT as ‘tools’, but rather when we see students thinking differently as a result of their ubiquitous presence and facility. The invention of words, and subsequently the printing press, resulted in a new literacy because people now had words with which to think and to communicate. ‘Blue water’ with respect to ICT means that people must sufficiently appropriate these technologies in order that they become ‘media with which to think and to communicate’.
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shared by Blair Peterson on 31 May 12 - No Cached

shared by Blair Peterson on 10 May 11 - Cached

However, one thing I have noticed when it comes to integrating information communication technologies (ICT), is that the teachers and the schools that really fly, the high performing schools...they don’t come to my PD. They don’t go to any PD. They understand that they, and their professional networks, are their own PD.
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The problem with PD is that on the whole it treats teachers as ‘consumers’ of professional knowledge, and discourages teachers from thinking for themselves. The reality is that most of good practice with ICT is still to be developed. Teachers need to be ‘creators’ of professional knowledge.
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Great teachers see themselves as ‘creators’ of professional knowledge. Through a continuous cycle of ‘planning, application, reflection’ great teachers develop improved ways to educate students, tailoring their teaching to the specific needs of the context within which they teach.
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I use three key questions to guide the reflection within this cycles – the reflection being the most important part:How well did that go? (what I tried to do?)How do I know how well it went? (what data am I relying on?)How well could that have gone? (this is probably the most important question)
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shared by Blair Peterson on 09 Dec 10 - Cached

shared by Blair Peterson on 07 Dec 10 - No Cached

Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students parents, and the community
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Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas
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Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources
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Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work
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Planning, teaching, and assessment centered around the needs and abilities of students
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