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Blair Peterson

Teachers Headline Capitol Hill Event on Digital Media & Writing -- WASHINGTON, Sept. 30... - 0 views

www.prnewswire.com/...-media--writing-104078423.html

21stcentury Writing StudentCenteredLearning OngoingProfessionalDevelopment learning teachers Graded21c sharedvision Tools

shared by Blair Peterson on 11 Oct 10 - No Cached
  • Every student needs one-on-one access to computers and other mobile technology in classrooms.Every teacher needs professional development in the effective use of digital tools for teaching and learning, including the use of digital tools to promote writing.All schools and districts need a comprehensive information technology policy to ensure that the necessary infrastructure, technical support and resources are available for teaching and learning.
  • Blair Peterson on 11 Oct 10
     
    College Board Advocacy & Policy Center, the briefing included two teachers featured in Teachers Are the Center of Education: Writing, Learning and Leading in the Digital Age, a report released this summer by the two organizations and Phi Delta Kappa International (PDKI). A few examples of teachers using technology for the writing process. Key findings include: Every student needs one-on-one access to computers and other mobile technology in classrooms.Every teacher needs professional development in the effective use of digital tools for teaching and learning, including the use of digital tools to promote writing.All schools and districts need a comprehensive information technology policy to ensure that the necessary infrastructure, technical support and resources are available for teaching and learning.
Blair Peterson

The Innovative Educator: Want to be a great teacher? Don't go to PD. - 0 views

theinnovativeeducator.blogspot.com/...eat-teacher-dont-go-to-pd.html

OngoingProfessionalDevelopment Graded21c 21stcentury

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.
  • 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.
  • 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)
Blair Peterson

SecEd | Features | The efficient classroom - 0 views

www.sec-ed.co.uk/...article.html

21stcentury StudentCenteredLearning Graded21c technology learning teachers OngoingProfessionalDevelopment TechnicalSupport

shared by Blair Peterson on 11 Oct 10 - No Cached
  • must engage in ongoing capacity-building; ideally including a combination of coaching, mentoring, support and training.
  • Not surprisingly, technology investments seldom produce maximal educational returns. To strengthen this weak link, any consideration of purpose-built technologies must benefit from including strong training, professional development, and ongoing professional learning components.
  • Similarly, waiting for equipment set-up (e.g. calibrating an interactive whiteboard), handling network glitches (e.g. security problems), and resolving equipment issues (e.g. burnt-out bulbs and stuck keyboard keys) too often sidetrack teaching, disrupt classroom activities, frustrate users, and ultimately diminish student learning.
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  • These include preventative maintenance, equipment loaner pools, remote helpdesks, and school-site repairs.
  • Teachers benefit because they receive training, professional development and ongoing support that aligns with technology they receive and the work they do in their classrooms. Moreover, they have reliable tech support when they need it.
  • The first involves shifting computers from school tech labs to classrooms and from classrooms to pupils’ backpacks. The second replaces books and print-based analogues with online curricula and digital content. The third removes one-size-fits all, teacher-at-front-of-the room instructional approaches in favour of personalised lessons, assessments, and instructional modalities.
  • Blair Peterson on 11 Oct 10
     
    Mark Weston Article on 3 trends in technology for education. No surprises on the three. Shifting computers from classroom to backpacks; replacing print based books with online curricula and digital content and changing from teacher at front of the room to personalized lessons, assessments and instructional modalities. The key information comes on building the capacity of teachers and making sure that tech issues don't hold back teaching and learning.
Blair Peterson

Bring a "Knowledge Broker" to School Today! | Psychology Today - 2 views

www.psychologytoday.com/...-knowledge-broker-school-today

StudentCenteredLearning OngoingProfessionalDevelopment

shared by Blair Peterson on 19 Feb 11 - No Cached
  • First, he or she is up to date with technology, not only in the educational arena, but across the board.
  • Second, your knowledge broker must be able to have the interest in finding resources for any class content.
  • Third, and perhaps most important, the knowledge broker must be able to transfer his/her knowledge to a teacher - who is most likely not all that excited about technology or at best a bit skeptical - in a calm, jargon-free style.
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  • ome teachers get whiteboards and dazzle themselves, while the students, for the most part, crave the media-rich environments in which they live when they are not in class. It is a conundrum to say the least.
  • Allowing teachers to fumble along implementing technology experiences haphazardly is no longer productive or effective.
    • Blair Peterson
      Blair Peterson on 19 Feb 11
       
      We have to keep this in mind when we think about professional development. Can't do it haphazardly.
  • "harbinger of innovation" meaning someone who keeps up with new educational technologies by attending conferences and staying connected with other knowledge brokers.
  • Second, he/she must have time to develop classroom (or outside of classroom) technology-related activities.
  • Third, these select individuals must be excellent teachers and know how to explain complicated technology to digital immigrants.
  • Fourth, knowledge brokers have to be available to help the teacher learn the technology, help introduce it to the students (or stand by while the teacher does the introduction to help with the expected problems), and be willing to return calls - shouts - for help immediately.
  • Finally, knowledge brokers need to be catalysts for change in the school environment which means that they have to be able to assume all four roles PLUS coordinating all the present and future technology integration. In other words, they have to love it and embrace it and get the teachers to feel the same way.
Shabbi Luthra

Coaching Teachers: What You Need to Know - 1 views

www.edweek.org/...tln_coaching.html

coaching mentoring

shared by Shabbi Luthra on 10 Mar 11 - No Cached
  • Shabbi Luthra on 10 Mar 11
     
    "Instructional coaches and teacher curriculum leaders -- It's all part of the new wave of teacher leadership. That's a very good thing - but quite often the new coach gets little clear direction about how to best accomplish this formidable professional challenge. In a recent (and very popular) Education Week Teacher article, Oakland CA middle grades coach Elena Aguilar shared advice from her own coaching practice. Call it the beginnings of "the manual that should have been in the box.""
Blair Peterson

bea.st | inevolution - 0 views

bea.st/inevolution

Graded21c StudentCenteredLearning 21stcentury Tools sharedvision

shared by Blair Peterson on 01 Mar 11 - No Cached
  • But we realized within the first day how much more important it was to just get them working on their individual projects. It’s ironic because as a teacher, we end up teaching the same thing separately to all the mini-groups, and we want to teach it at once; we naturally desire the simplicity of that. However, when a team gets stuck on something and can’t proceed because they are lacking a piece of knowledge, that is when the iron is hot to strike. It seems that that is really the most effective way to teach (even if as a teacher it takes five times as much work!), because, as usual, emotional motivation trumps rationality.
  • Blair Peterson on 01 Mar 11
     
    This is a blog post from a teacher at Nu Vu studios in NYC. The teacher was teaching Do it Yourself Hacking. Interesting reflection on motivation and how the traditional full class instruction strategy isn't always the best.
Blair Peterson

Education Week Teacher: Teaching the iGeneration: It's About Verbs, Not Tools - 1 views

www.edweek.org/...tln_ferriter_igeneration.html

OngoingProfessionalDevelopment StudentCenteredLearning learning 21stcentury Graded21c

shared by Blair Peterson on 23 Apr 11 - No Cached
  • "It's not about the tools, Bill," Sheryl pushed back. "It's about the behaviors that the tools enable."
  • After all, most schools are investing their professional-development technology budget in training teachers to use computers for non-instructional purposes even though new tools allow for a significant shift in pedagogy.
  • Instead of exploring how new digital opportunities can support student-centered inquiry or otherwise enhance existing practices, today’s schools are preparing their teachers to use office automation and productivity tools like Microsoft Word and PowerPoint.
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  • Despite Bauerlein’s skepticism and a mountain of statistical doubt, today’s students can be inspired by technology to ponder, imagine, reflect, analyze, memorize, recite, and create—but only after we build a bridge between what they know about new tools and what we know about good teaching.
  • I . . . have heard quite enough about the 21st-century skills that are sweeping the nation. Now, for the first time, children will be taught to think critically (never heard a word about that in the 20th century, did you?), to work in groups (I remember getting a grade on that very skill when I was in 3rd grade a century ago), to solve problems (a brand new idea in education), and so on.
  • Instead of recognizing that tomorrow’s professions will require workers who are intellectually adept—able to identify bias, manage huge volumes of information, persuade, create, and adapt—teachers and district technology leaders wrongly believe that tomorrow’s professions will require workers who know how to blog, use wikis, or create podcasts.
  • Verbs are the kinds of knowledge-driven, lifelong skills that teachers know matter: thinking critically, persuading peers, presenting information in an organized and convincing fashion. Nouns are the tools that students use to practice those skills.
  • In teaching, our focus needs to be on the verbs, which don’t change very much, and NOT on the nouns (i.e. the technologies) which change rapidly and which are only a means.
  • I've settled on five skills that I believe define the most successful individuals: The ability to communicate effectively, the ability to manage information, the ability to use the written word to persuade audiences, the ability to use images to persuade audiences, and the ability to solve problems collaboratively.
  • Blair Peterson on 23 Apr 11
     
    Excellent post by Bill Ferriter on skills students need for the future. 
Blair Peterson

Education Week Teacher: Teaching the iGeneration: It's About Verbs, Not Tools - 0 views

www.edweek.org/...tln_ferriter_igeneration.html

StudentCenteredLearning CurriculumFramework OngoingProfessionalDevelopment learning

shared by Blair Peterson on 23 Apr 11 - No Cached
  • Instead of exploring how new digital opportunities can support student-centered inquiry or otherwise enhance existing practices, today’s schools are preparing their teachers to use office automation and productivity tools like Microsoft Word and PowerPoint.
  • begins by introducing teachers to ways in which digital tools can be used to encourage higher-order thinking and innovative instruction across the curriculum.
  • Let me suggest that it is time to be done with this unnecessary conflict about 21st-century skills. Let us agree that we need all those forenamed skills, plus lots others, in addition to a deep understanding of history, literature, the arts, geography, civics, the sciences, and foreign languages.
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  • Instead of recognizing that tomorrow’s professions will require workers who are intellectually adept—able to identify bias, manage huge volumes of information, persuade, create, and adapt—teachers and district technology leaders wrongly believe that tomorrow’s professions will require workers who know how to blog, use wikis, or create podcasts.
    • Blair Peterson
      Blair Peterson on 23 Apr 11
       
      This is a key point and one that makes us stop and think about the language we use and our actions.
  • Our teaching should instead focus on the verbs (i.e. skills) students need to master, making it clear to the students (and to the teachers) that there are many tools learners can use to practice and apply them.
  • Blair Peterson on 23 Apr 11
     
    Check out this post by Bill Ferriter. Nice job explaining that "It's about the behaviors that the tools enable." Sheryl Nussbaum-Beach
Blair Peterson

Game On | edtechdigest.com - 0 views

edtechdigest.wordpress.com/...game-on

game gamification StudentCenteredLearning Graded21c sharedvision

shared by Blair Peterson on 26 Feb 13 - No Cached
  • When the school was created, a research and design studio known as Mission Lab was integrated into the design of the school by founding partner Institute of Play. The goal of Mission Lab is to help teachers teach the way they wish they could — the way they dream of engaging their students, were it not for the lack of support and other obstacles that often get in the way. Mission Lab supports teachers by pairing them with a game designer and a curriculum designer (staffed by the Institute of Play) who help make the teacher’s vision a reality, providing support throughout the process of design and implementation.
  • Teachers in their first year at the school have two weekly curriculum meetings built into their schedule, and meetings for returning teachers are scheduled on an as-needed basis, usually once a week.
  • he mission narrative, or context, is developed once the teacher, game designer, and curriculum designer have identified the big ideas, learning goals, and standards for the trimester.
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  • The dystopian fiction mission is called ‘The Blurred Line,’ as it asks students, “What is the line between dystopia and utopia?”
  • A quest focuses on a particular learning goal, discrete skill, or area of content that students can learn in several days or weeks. Each quest ends with at least one deliverable that helps the students move towards completing their mission, and it relates to the narrative of the mission in a logical and meaningful way.
  • Blair Peterson on 26 Feb 13
     
    Interesting explanation of using games to learn at Quest to Learn school.
Blair Peterson

Weblogg-ed » PD for Teachers (Like Students Do It) - 0 views

weblogg-ed.com/...r-teachers-like-students-do-it

technology Graded21c learning OngoingProfessionalDevelopment teachers

shared by Blair Peterson on 27 Sep 10 - No Cached
  • Blair Peterson on 27 Sep 10
     
    Will Richardson's idea on teachers learning on their own in PD sessions. Provide them with opportunity to develop a skill and then have group figure out how the tool works.
Colleen Broderick

Bringing Teachers Onboard with Tech -- THE Journal - 1 views

thejournal.com/...eachers-onboard-with-tech.aspx

teachers technology reform collaboration

shared by Colleen Broderick on 29 Jan 11 - No Cached
  • Colleen Broderick on 29 Jan 11
     
    A provocative read that places emphasis on the importance of a collaborative culture and student learning "It's wonderful to work with a staff for whom the dominant mode of communication is, rather than the complaints a vocal minority may be inflicting on the group, a celebration of exploring what's possible. Where I've seen this happen, the leadership communicates openly, finds time for teachers to work together, and can trust the staff to expect much of themselves."
Blair Peterson

Clayton Christensen - 0 views

disruptingclass.mhprofessional.com/...ab

StudentCenteredLearning Graded21c disruptingclass innovation

shared by Blair Peterson on 05 Oct 11 - Cached
  • as software increasingly handles direct instruction, this will create big opportunities for teachers to facilitate rich and rewarding project-based learning experiences for their students to apply their learning into different contexts and gain meaningful work in the so-called 21st-century skills.
  • And as software increasingly simplifies administrative tasks and eliminates a significant need for lesson planning and delivering one-size-fits-none lessons, there will be significantly more time for teachers to work in the ways that motivated many of them to enter teaching originally—to work one-on-one and in small groups with students on the problems where they are in fact struggling.
  • Today, teachers spend a significant amount of time engaged in what we call “monolithic” activities—one-size-fits-all, standardized activities that are designed to reach the mythical middle of a class of students.
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  • On top of this, there are a lot of demands made of teachers—bolstering student learning being the overriding one, but there’s a lot of administrative asks that go along with the job, too.
  • There should also be opportunities to create a variety of differentiated roles for teachers—so that they can pursue their strengths and don’t have to be frustrated by their weaknesses (much as happens in other fields)—as well as increasingly creative opportunities for team teaching,
Blair Peterson

Using Technology Examples to Enhance the Curriculum - Leading From the Classroom - Educ... - 0 views

blogs.edweek.org/...to_enhance_the_curriculum.html

StudentCenteredLearning

shared by Blair Peterson on 15 Apr 11 - No Cached
  • If teachers do not have knowledge of these examples readily from experience, then they have to learn it.
  • In terms of using technology as relevant examples, one possible solution is to convince your teachers to have the curiosity and spirit of inquiry to ask why things work. A teacher would have to be willing to learn what happens "under the hood" of their technology or what happens in those circuits under that shiny case.
  • if students could see how you can connect equations with building video games, the Cold War with the Internet, and algorithms with Google.
Blair Peterson

Iowa school district shows evolving roles of teachers, learners in tech-heavy classroom... - 1 views

www.americanindependent.com/...rners-in-tech-heavy-classrooms

21stcentury Graded21c StudentCenteredLearning libraries

shared by Blair Peterson on 21 Jun 11 - No Cached
  • this is what collaborative learning looks and sounds like in 21st-century schools. “Why shoul
  • ”Top-down authoritative teaching styles – and, in some cases, courtesy titles as teachers become peers, friends and resource facilitators – are out, along with desks arranged in tidy rows, all seats facing forward. In the classroom of the past, students memorized and regurgitated on tests the facts teachers presented in lectures. In the classroom of the present and future, students increasingly take personal responsibility for their own educations. “We have given them res
  • Every single day, I am finding new connections that make kids’ education more exciting. If our kids didn’t see this vision and they didn’t see what is so powerful about it, it wouldn’t work.
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    • Blair Peterson
      Blair Peterson on 21 Jun 11
       
      Love this statement
  • Albaugh’s family moved to the Van Meter school district from Des Moines when she was a freshman. Initially dubious about the laptop initiative because it uses Macintosh computers instead of PCs and “I don’t like typing,” Albaugh now shakes her head at her hesitation. She uses technology to keep her on schedule and on task, sending reminders to her phone to “go home and study.” Her smart phone is paired with her school-issued laptop, so notes, vocabulary words and other resources she stored online are literally at her fingertips. “I think I learn more and retain information more,” she said. “It’s an easier way to study and learn. It’s not just a teacher lecturing.” The value of the initiative isn’t isolated to th
    • Blair Peterson
      Blair Peterson on 21 Jun 11
       
      A skeptic at first.
  • “One of the most powerful things about math that we sometimes forget is that it’s a way to look at a situation and ask questions,” Pettit said. “When you have to deal with the abstract ideas, math is really messy. A lot of math, even abstract math, was invented because they needed it. They needed calculus. I think we sometimes we fall into a trap that if each individual student doesn’t need it, it’s worthless. “But it can help explain something the kids may take for grant
Blair Peterson

Creating School-Wide PBL Aligned to Common Core | Edutopia - 1 views

www.edutopia.org/...to-common-core-eric-isslehardt

pbl 21stcentury sharedvision Graded21c

shared by Blair Peterson on 12 Feb 13 - No Cached
  • Working with teachers to affect a deliberate culture and practice shift from teacher-directed instruction to inquiry-based learning Alternative pedagogical development Resource identification
  • Before approaching systemic change, we first considered the most prevalent instructional models. What we saw over and over again were relatively autonomous and singular teachers working with discrete groups of students. They were using directive instruction modes designed to impart information and learning within a specific topic area, often in isolation from other topic areas, and they were having inconsistent student achievement results with inner-city middle school populations.
    • Blair Peterson
      Blair Peterson on 12 Feb 13
       
      Start - Sound familiar?
  • ...4 more annotations...
  • That relationship meant that, rather than working in relative isolation, our faculty worked together to create and implement standards-based projects. Rather than acting as directive teachers, our faculty members were more like coaches in a student-led inquiry environment. Rather than relying on books and worksheets, our faculty led students through a less certain learning path. Rather than perceiving critical thinking as a "result" (of directive teaching), we saw it as essentially an immersion mode in which exploration informs and develops students' thinking processes.
  • Finally, we identified student evaluation instruments to use throughout the project, including the culminating product.
  • Throughout any given project, we must be able to informally touch base at any time. Backup resources should be available (when computers fail, for example). We need to plan together in a very detailed, day-to-day way. We have to be able to easily communicate "on the fly." How we introduce the project to students is much more important than we thought (and we thought it was very important). As a teaching group, we must maintain a flexible, problem-solving attitude to productively work through the inevitable implementation challenges.
  • n addition, we are still grappling with how to best prepare our students to be successful in a project-based learning environment when they have difficulty working together cooperatively.
Blair Peterson

Technology Integration Research Review | Edutopia - 0 views

www.edutopia.org/ion-research-learning-outcomes

technology integration StudentCenteredLearning 21stcentury Graded21c tools

shared by Blair Peterson on 18 Feb 13 - No Cached
  • blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone
  • Rather, what matters most is how students and teachers use technology to develop knowledge and skills. Successful technology integration for learning generally goes hand in hand with changes in teacher training, curricula, and assessment practices
  • Students playing an active role in their learning and receiving frequent, personalized feedback Students critically analyzing and actively creating media messages Teachers connecting classroom activities to the world outside the classroom
Blair Peterson

A Look at TEACHING 2030 - YouTube - 0 views

www.youtube.com/watch

OngoingProfessionalDevelopment sharedvision Graded21c 21stcentury

shared by Blair Peterson on 08 Apr 12 - No Cached
  • Blair Peterson on 08 Apr 12
     
    Teacher solutions 2030 team. 5 things teachers must know how to do. 1. Teach the Google Learner 2. Work with a more diverse student body. 3. Prepare students to work in a global society. 4. Help students to monitor their own learning. 5. Connect teaching to a broader structure of community needs.  
Blair Peterson

Arizona schools flipping homework, lectures - 0 views

www.azcentral.com/...na-school-online-flipping.html

flipped homework Graded21c 21stcentury Math StudentCenteredLearning

shared by Blair Peterson on 15 Apr 12 - No Cached
  • Instead of lecturing, teachers can then use class time to guide their students, from the fastest to the slowest, as they work on group projects, create research papers or do chemistry experiments.
  • Teacher Jonathan Bergmann's Colorado district was so rural that kids in state competitions, including football, volleyball and debate, often took off the last class period of the day for travel time.
  • For him and Sams, the flip gave them more time for experiments,
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  • It was more time to spend with individual students to help them conquer
  • It is hard to find a teacher who has tried flipping and doesn't prefer the method to the traditional lecture. In general, they say flipping helps them connect better with students.
  • "Almost every teacher you talk to about this says they know their students better than they ever had," Overmyer said.
  • By the second semester, Strong said her son finally understood that this was a class where he had more responsibility to learn.
Blair Peterson

Coming to Terms With Five New Realities | District Administration Magazine - 0 views

www.districtadministration.com/...oming-terms-five-new-realities

sharedvision future 21stcentury Graded21c technology

shared by Blair Peterson on 28 Mar 12 - No Cached
  • The exploding anytime, anywhere, anyone access to information and teachers/mentors/co-learners via the Web is pushing traditional school structures, instructional methods and relationships toward obsolescence
  • Due to the speed with which the Web and other technologies have evolved and are evolving, current teachers, education professionals and teacher-training programs are ill-equipped to employ sound pedagogies for learning with technology or to prepare students for the technology rich, unpredictable, fast-changing, globally networked world they will inhabit.
    • Blair Peterson
      Blair Peterson on 28 Mar 12
       
      This is the most important point for me. This is why teacher learning needs to include the tools.
  • ...1 more annotation...
  • The growing ability of technology to replace both unskilled and, increasingly, skilled labor is disrupting traditional thinking and practice about how best to prepare students for careers and is challenging the view that a college degree is a ticket to a middle-class existence.
Colleen Broderick

http://www.edexcellencemedia.net/publications/2011/2011_CreatingSoundPolicyforDigitalLe... - 2 views

www.edexcellencemedia.net/...theAgeofDigitalInstruction.pdf

21stcentury technology education learning research

shared by Colleen Broderick on 19 Nov 11 - No Cached
  • Colleen Broderick on 19 Nov 11
     
    "Teachers in the Age of Digital Learning"... The digital revolution needs excellent teachers -- great list of what teaching requires beyond the delivery of core instruction
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