2¢ Worth » Technology-Transformed Learning Environments - The Diigo Meta page

• 26 Feb 12
  

  Brynn Aguillard

  wctaflatclassroomproject information_change education wctafcp4C

  • concluded that advances in technology was not nearly as disruptive for teaching
  • technology has advanced and it is becoming increasingly prevalent in our classrooms.
  • The achievement of one to one (computer to student) learning environments is now close to being a universal desire, while pocket and under the arm technologies have become a prevailing and almost indispensable part of how we work, play and connect to each other.
  • Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.
  • learning that is fueled by questions.
  • a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
  • Students are engaged in a way that provokes conversation.  As students are formulating and asking questions, they are engaged in conversations.  They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers.
  • They might more frequently be exchanges with  print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
  • The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.  Students are working their learning in such a way that their decisions, actions, and conclusions are responded to.
  • The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
  • The learning experience compels a personal investment by the learner and contributes to the learner’s identity. 
  • It might be a new skill that the learner can apply today.  It might be a report and recommendation to the school board.  It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning. 
  • serve to embellish the learner’s identity, even if it is through the learner’s avatar.
  • The learning results from significant opportunities to safely make mistakes.  The experience of learning in tech-rich environments should be playful.
  • The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.²
  • In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning"

  14 more annotations...

• 30 Dec 10
  

  Gerolf Nikolay

  Technology-transformed learning environments. What they look like. Why they matter. http://bit.ly/guaTxW

  twitter

• 08 Dec 10
  

  technology learning education

• 19 Nov 10
  

  Sara Wilkie

  "we will see learners becoming responsible to their peers, audiences, and communities for their learning. ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned."

  Warlick learning learningenviroments 21stcenturylearning

• 16 Oct 10
  

  estelaripa

  muy buen post  describiendo como sería un entorno de aprendizaje tech infused

  • It should no longer be in questions that personal information and communication technologies are a critical ingredient to learning today. 

     

    But what does a learning environment,

     

    Defined by ubiquitous access to personal ICT,

     

    Look Like?

     

    How does it behave?

     

    How does it transform how we teach?

     

    ..learn?

     

    ..and how schools operate?

  • Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others. But what do you look for to see that?  What does the learning experience look like.

     
     
    1. You see learning that is fueled by questions.  I’m not talking about teacher-suggested or textbook-sponsored essential questions, though they would certainly not be inappropriate.  What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
     
    2. Students are engaged in a way that provokes conversation.  As students are formulating and asking questions, they are engaged in conversations.  They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers.  However, these conversations are not limited to exchanges with people.  They might more frequently be exchanges with  print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
     
    3. The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.  Students are working their learning in such a way that their decisions, actions, and conclusions are responded to.  It might be a smiley face.  Or it might be that a digital bridge (or model bridge of tooth picks) works — or falls down.  The responses might be immediate, as when working with digital constructs.  However, the responses can be delayed, as with blog comments or product critiques.  The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
  • 1. The learning experience compels a personal investment by the learner and contributes to the learner’s identity.  The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.  It might be a new skill that the learner can apply today.  It might be a report and recommendation to the school board.  It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning.  The possibilities are to numerous and varied to mention.  But the tech infused learning experience, because of the multidimensional connections that it promotes may — and should — serve to embellish the learner’s identity, even if it is through the learner’s avatar.
     
    2. The learning results from significant opportunities to safely make mistakes.  The experience of learning in tech-rich environments should be playful.  Many video games are about playful work or hard learning.  The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.²
     
     

    In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning" — a learning experience that is free to surprise the student and even the teacher.  In fact, in the tech-infused learning environment, the teacher should regularly be saying, "Surprise me!"

     

    Bottom line is that we will see learners becoming responsible to their peers, audiences, and communities for their learning.  ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned.

  1 more annotation...

• 28 Sep 10
  

  juan domingo farnos

  http://davidwarlick.com/2cents/?p=2294 @dwarlick y la @educacion en estado puro, eso si es #educationnational

  educationnational via:packrati.us

• 20 May 10
  

  Cindy Kukla

  Warlick Blog

  AAL davidwarlick

• 21 Apr 10
  

  Anne Zarinnia

  learning technology 21st davidwarlick conversation theory surprise pim infolit deli oct 2011

• 16 Apr 10
  

  Nick Bancks

  education technology 1:1 PLN

• 30 Mar 10
  

  Stephen Pestrin

  davidwarlick technology blogging 21stcenturyskills educational_technology integration development digital 21stcenturylearning 21stcentury 21st

• 29 Mar 10
  

  Nell Mog

  21stcenturylearning davidwarlick blogging Research technology edtech education digital learning article

• 26 Mar 10
  

  Eileen Schroeder

  Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.

  learning 21stcenturylearning technology davidwarlick education UWWLibmedia for:zarinnie@uww.edu

• 22 Mar 10
  

  S J R

  RT @educatoral: Technology-Transformed Learning Environments http://bit.ly/9aAQ1i

  via:packrati.us

• 20 Mar 10
  

  Phil Liff-Grieff

  learning_enviroments educational_technology technology_in_education David_Warlick

• 19 Mar 10
  

  Donna Macdonald

  "Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.

  21stCenturyClass PossibleReadings

• 

  volson
• 18 Mar 10
  

  Cary H

  21stcenturylearning 21st_centurizing 20th21st

• 17 Mar 10
  

  Ellen Robinette

  blogging edtech education research technology 21stcenturylearning davidwarlick educational_technology learning

• 16 Mar 10
  

  Mike Arsenault

  davidwarlick inquiry research learning

  • What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
  • The learning experience compels a personal investment by the learner and contributes to the learner’s identity.  The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.
• 

  Christine Morton
• 

  Nancy Caramanico

  tech_leadership imports

• 15 Mar 10
  

  laura malita

  educational_technology for:@twitter

• 14 Mar 10
  

  learning 21stcenturylearning

• 

  abporta

  technology

• 

  Phil Taylor

  technology learning education 2¢ davidwarlick learningenviroments plan

• 

  Sherri Librarian

  education technology learning learningcommons

• 

  Cathy Emery

  technology learning education learningenviroments

• 

  Tami Brass

  integration tech_self_assessment 1:1

  • The achievement of one to one (computer to student) learning environments is now close to being a universal desire, while pocket and under the arm technologies have become a prevailing and almost indispensable part of how we work, play and connect to each other.  It should no longer be in questions that personal information and communication technologies are a critical ingredient to learning today. 
  • Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.
  • You see learning that is fueled by questions. 
  • a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
  • Students are engaged in a way that provokes conversation.
  • The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.
  • The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
  • The learning experience compels a personal investment by the learner and contributes to the learner’s identity. 
  • The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.
  • The learning results from significant opportunities to safely make mistakes. 
  • The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.²
  • In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning" — a learning experience that is free to surprise the student and even the teacher.  In fact, in the tech-infused learning environment, the teacher should regularly be saying, "Surprise me!"

  10 more annotations...

• 13 Mar 10
  

  jane brone

  learningenviroments

• 

  Antoinette Siarabalos

  education 2¢ worth » technology learning

• 

  Maggie Hos-McGrane

  education Learning technology DavidWarlick

• 

  Education

• 

  Roland O'Daniel

  I like the focus on instructional routines that promote problem solving/creative thinking as the focus not the technology. It's a belief that I continue to espouse, but as usual David says it more eloquently (and succinctly) than I do.

  technology education learning instruction blogging

• 

  Nancy Blair

  Presents "look fors" for learning experiences in tech-infused classrooms.

  look-for experiences tech-infused

• 

  John Evans

  technology learning 2¢ education davidwarlick

• 

  Bonnie Cahusac

  see highlighted section for great criteria of what is good learning

  learning

  • • You see learning that is fueled by questions.  I’m not talking about teacher-suggested or textbook-sponsored essential questions, though they would certainly not be inappropriate.  What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
     
    • Students are engaged in a way that provokes conversation.  As students are formulating and asking questions, they are engaged in conversations.  They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers.  However, these conversations are not limited to exchanges with people.  They might more frequently be exchanges with  print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
     
    • The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.  Students are working their learning in such a way that their decisions, actions, and conclusions are responded to.  It might be a smiley face.  Or it might be that a digital bridge (or model bridge of tooth picks) works — or falls down.  The responses might be immediate, as when working with digital constructs.  However, the responses can be delayed, as with blog comments or product critiques.  The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
  • • The learning experience compels a personal investment by the learner and contributes to the learner’s identity.  The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.  It might be a new skill that the learner can apply today.  It might be a report and recommendation to the school board.  It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning.  The possibilities are to numerous and varied to mention.  But the tech infused learning experience, because of the multidimensional connections that it promotes may — and should — serve to embellish the learner’s identity, even if it is through the learner’s avatar.
     
    • The learning results from significant opportunities to safely make mistakes.  The experience of learning in tech-rich environments should be playful.  Many video games are about playful work or hard learning.  The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.²
• 

  Melanie Wiscount

  edtech LessonPlans web2.0

• 

  deb schiano
• 12 Mar 10
  

  Andrew Barras

  reflections on tech in the classroom

  education technology learning nell

  • Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others. But what do you look for to see that?  What does the learning experience look like.
  • You see learning that is fueled by questions.
  • Students are engaged in a way that provokes conversation.
  • The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.
  • The learning experience compels a personal investment by the learner and contributes to the learner’s identity
  • The learning results from significant opportunities to safely make mistakes. 

  4 more annotations...

• 

  Dolores Gende

  By David Warlick @ 2¢ Worth

  pd 21 21stcenturylearning edtech pesplp ohioplp

• 

  Rachel Irvin

  technology integration

• 

  Gayle Berthiaume

  21stcentury 21stcenturyskills technology infused learning education tools teaching professional development

• 

  Ruth Howard

  technology 2¢ worth learning education

  • Bottom line is that we will see learners becoming responsible to their peers, audiences, and communities for their learning.  ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned.
• 

  Jim Peterson

  learning 1to1

• 

  E Langran

  But what does a learning environment, Defined by ubiquitous access to personal ICT,Look Like?How does it behave?How does it transform how we teach?..learn?..and how schools operate?

  Digital edtech education millenials technology

• 

  deb kitchener

  David Warlick writing about what transformed learning environments look like.

  technology 2¢ worth dwarlick education transformation

• 

  Samantha Morra

  learningenviroments

Page Comments

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