The further along I go, the more I am realizing that we have fully arrived in the information age. For our nation to compete globally - we must get out of the trap of growing media consumers, technology consumers, and information consumers. We must grow a generation of students who not only use technology, but understand technology so that they can become active technology producers, so that they can create, innovate, imagine, and disrupt. Possibly, understanding computer science will be as important as learning to read and write - the new literacy.
This is an example of the promise of Tech in Teaching. It promotes the Psycho/Social pedogogical reality of the learner's sphere of influences into the vital center of our concept of school. To me, it transforms academic discourse into intentional design. Because school experience is so culturally endemic, this is a change in cultural self-concept.
The opportunity to harness this interest and access in the service of learning is huge.
This sentence makes me think of an explorer who has discovered a vast mineral deposit and is looking for capital investment. To persuade teachers, parents, and school boards the explorer will need to show tangible evidence that ". . . our education system [can leverage] technology to create learning experiences that mirror students' daily lives and the reality of their futures." The sixth grade teacher will need to be able to demonstrate to the parent of a student the tangible benefits of a technology infused paradigm.
The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students' daily lives and the reality of their futures.
large groups, small groups, and activities tailored to individual goals, needs, and interests.
What's worth knowing and being able to do?
English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
Isn't this just another iteration of the general disparity in all kinds of resource allocation? This could just as well be articulated by debilitating student/teacher rations, or text book availability, or the availability of paper, or breakfast, or heat in the he building?
School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated
Advances in the learning sciences, including cognitive science, neuroscience, education, and social sciences, give us greater understanding of three connected types of human learning—factual knowledge, procedural knowledge, and motivational engagement.
I'm interested in how our current understanding of how learning works can inform best practices for teaching, curriculum design, and supports for learning afforded by technology.
I found the neuroscience discussion to be the most interesting part of the Learning section. It seems to me that the 21st century learner needs more emphasis on the "learning how" and the "learning why" and less focus on the "learning that." I think teaching information literacy (as described in the Learning
section) is one of the most important kinds of procedural knowledge (learning how) students should master so they can access facts as they need them, and worry less about memorizing them.
"School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated."
I liked the definitions of individualized (pacing), differentiated (learning preferences/methods), and personalized (pacing, preferences, and content/objectives).
Principles of networked learning, constructivism, and connectivism inform the design
of a test case through which secondary students construct personal learning
environments for the purpose of independent inquiry. Emerging web applications and
open educational resources are integrated to support a Networked Student Model that
promotes inquiry-based learning and digital literacy, empowers the learner, and offers
flexibility as new technologies emerge. The Networked Student Model and a test case are
described in detail along with implications and considerations for additional research.
The article is meant to facilitate further discussion about K-12 student construction of
personal learning environments and offer the practitioner a foundation on which to
facilitate a networked learning experience. It seeks to determine how a teacher can
scaffold a networked learning approach while providing a foundation on which
students take more control of the learning process.
Ed Murphy, vice president of business development at Learn360. "The recent adoption of both sets of new Standards affords Learn360 boundless opportunities to provide even more
resources and tools to help students think critically, make informed
decisions and ultimately make larger social contributions in a heavily wired world."
Additionally, the 21st Century Learning Skills focus on
helping students master the multi-dimensional abilities required of them
in the future by blending specific skills, content-knowledge, expertise
and literacy with innovative support systems"
Program in Estonia designed to have all students age 7 to 16 learn to write code in a drive to turn children from consumers to developers of technology.
I am very curious, as well, and trying to find more information. I think it would necessarily be a program that expands with their comprehension and maturity... starting with very basic "Move the Turtle" applications and then grown with the student, hopefully to real world application, as they go until age 16!
Who initiated this ProgreTiiger program? The Estonian government? Local IT companies? Concerned parents who disparately wanted their children to learn to code?
Estonia is very wired country and it's economy has found a niche in IT services, so much so that it's even been dubbed "eStonia" (http://e-estonia.com/). This program seems to be an example of market forces guiding educational policy since there are clear incentives for it's population to be technologically literate to ensure it's competitiveness and dominance in the tech sector (see: The Many Reasons Estonia Is a Tech Start-Up Nation (http://online.wsj.com/article/SB10001424052702303734204577464343888754210.html)
A little blurb on how "plug-in" Estonia actually is:
"The geeks have triumphed in this country of 1.3 million. Some 40 percent read a newspaper online daily, more than 90 percent of bank transactions are done over the Internet, and the government has embraced online voting. The country is saturated in free Wi-Fi, cell phones can be used to pay for parking or buy lunch, and Skype is taking over the international phone business from its headquarters on the outskirts of Tallinn. In other words, Estonia - or eStonia, as some citizens prefer - is like a window into the future. Someday, the rest of the world will be as wired as this tiny Baltic nation." (http://www.wired.com/politics/security/magazine/15-09/ff_estonia)
p.s. I hate sensational titles like "Guess Who's Winning the Brain's Race" Learning coding doesn't automatically make your brain bigger or necessarily increase your intelligence. Sure, it's a very useful skill, but I wonder what classes will be cut out to make time in the school day for coding. Coding vs recess: Tough call.
Hmmm.... I read about Estonia being very plugged in as well. I wonder if there is research on whether the kids are actually learning better as a result. I think that you have a point Jeffrey. It depends what the cost is. If kids are missing some critical lesson because they are coding at such a young age, there may be a trade-off. On the other hand, maybe the skills they are obtaining from coding are more critical. I wonder...
Great site promoting online youth collaboration. Site includes tools for student game and digital asset development in addition to pre-built educational games.