Michelle Miller's Profile

Why 21^st Century Learning Accelerates Now

Chuck Swaim

cswaim@eperitus.com

 

www.wfs.org

www.techcast.org

http://shapingtomorrowmain.ning.com/groupacademicfuturesnetwork  

 

How many futures are there?

• possible
• probable
• preferred
• preventable
• Everything you say and do will be recorded by 2030
• Bioviolence will become a greater threat as the technology becomes more accessible
• The car’s day as king of the road may soon be over
• Careers and the college majors for preparing them are becoming more specialized
• There may not be world law in the foreseeable future but the world’s legal systems will be networked
• Professional knowledge will become obsolete almost as quickly as it’s acquired
• The race for biomedical and genetic enhancement = the space race
• Urbanization will hot 60% by 2030
• The Middle East will become more secular while religious influence in China will grow
• Access to electricity will reach 83% of the world by 2030.
• older outnumber the young
• majorities become minorities
• social/intellectual capital are economic drivers
• technology increases the speed of everything
• Millennials give way to Generation E (generation of equilibrium—work to live and live to work)
• Standardization gives way to personalization
• information acquisition gives way to knowledge creation and breakthrough thinking
• quick fixes and status quo yield to continuous improvement
• scientific advances for ethical choice and priorities
• worldwide demand for planetary security
• polarization yields to open-minded normalcy
• global interdependence is accepted
• personal accomplishment moves to personal meaning
• sustained poverty will need to be addressed
• career prep yields to career adaptability
• competition for educators will force change

 

By 2010 the World Goes Online

By 2020 High-tech Arrives

By 2030 Global Crisis of Maturity

 

Big Ideas: Conclusions

Personal education plans

Global education

Sustainability of all resources

Acceleration of learning

Customizable resources

 

How to Win Friends and Influence People

Chris O’Neal, Karen Richardson, and Julie Mersiowsky

www.profilerpro.com

Diffusion of Innovation

Innovators 2.5 %

Early Adopters 13%

Early Majority 34%

Late Majority 34%

Laggards 16%

Winning Others Over

Relative advantage—selling on why it is better than what they are doing (why it is worth it)

Compatibility—how compatible is it with what you are already doing—if you don’t do journals, why would they want to do a blog

Complexity—how hard is it

Trialability—need a place to try it out in a risk-free environment

GPS Lesson

Bedford County Schools

Fifth Grade Lesson

Learn It

Completed activities on SmartBoard to learn about coordinate planes (math class)

Used Sea Clocks as reading component (Kids’ Wings)

SOLve It

Solved several puzzles using hot potato quizzes

After each quiz they were given coordinates (the GPS receivers were preprogrammed with coordinates)

(Another school added a whole Google Earth component)

Find It

Actually search out something in the school yard.

Used the compass to navigate to the cache

Geocaching.com (find one you want to go to, gives you the coordinates, some give you hints)

Travel Bug

E-track Legends about $125.00

E-tracks Vista

4-H program has some GPS receivers that can be used for a specified time

John Hendron

Modifying Pedagogical Culture

G21

Goochland 21^st Century Skills

Building-level Administrators need to…

Gauge levels of comfort

Define differences between fluency and literacy

Reevaluate revised bloom’s taxonomy

Assess where teachers need help

Identify agents of change

Get these three together and your change takes off

Connectors—they network

Salesmen—they can sell stuff

Mavens—experts and teachers

Principals took DETAILS survey from LoTi

Teachers had to complete one G21 project this year.

JMU Technology Integration Portfolio for Recertification (TIP R)

Very similar to NETS-T program except they pick one of the areas of the NETS-T to focus on instead of completing entire NETS-T certification.

The TIP R portfolio is aligned with the school division’s strategic plan. Based on the division’s strategic plan, they pick one of the NETS-T strands to focus on and require teachers to show evidence of that through a portfolio evaluated through a rubric.

Division could change focus each year if they choose.

VA DOE doesn’t require anything beyond TSIP. Once teachers have TSIP, they are not required to have any additional technology professional development unless the division requires it.

Why not require our teachers to complete one of the NETS-T rubrics (TIP R) based on division’s new strategic plan for their license renewal?

Summer Lollapalooza

Newport News

 

ITRTs developed summer institute for teachers to attend

Gain knowledge in 21^st century skills and technology skills

Create awareness of technology integration resources available in our school system

Train educators to effectively integrate resources

 

Note: each school has a polycom unit

 

In Spring group of ITRTs developed strands that were taught

Elementary (K-2 and 3-5) and Secondary—used SharePoint to develop

 

Each ITRT signed up to teach various strands

There were 2 lead TCISs one for elementary and one for secondary—they handled all the arrangements (food, furniture, equipment, registration, advertisements, etc.)

 

Sessions taught last two weeks in June and first two weeks in August

 

Strands

Basic—divided by grade level

• basic wikis and blogs
• basic distance and online tools
• basic visualization thinking and reasoning
• information literacy
• advanced: advanced wikis, blogs, and podcasting
• advanced visualization thinking and reasoning
• digital storytelling
• advanced distance learning and online learning

 

They will email brochure of course offerings.

 

Could use these strands and divisions for our ITEC offerings???

 

Advance classes were required for the technology advocates in each building. The advocates also received a whiteboard, projector, and senteo system for attending all the advanced sessions.

Optional for all other teachers

Received 5 recertification points for every class they attended

 

Elementary sessions—class was 4 hours and then required 1 hour of homework—had to submit lesson plan to get recertification points—uploaded to SharePoint

 

Secondary sessions—class was 5 hours—basically taught 4 hours and then left 1 hour to complete lesson plan—uploaded to SharePoint

 

Used SharePoint for evaluation surveys

 

Loudon County VITAL program

Started 2002

Year 1: 17 workshops 291 participants

Year 6: 51 workshops 660 participants

Has migrated from Tech Leadership Program to THE Professional Development Program for building-level administrators

An ITRT leads the program

They established requirements/components for any VITAL workshop

Sessions: see handout

**My ITRT and Me (ITRT is required to come with principal)

Another session--Dr. Gene Kerns—formative assessment from no tech to high tech

2 workshops have to be face-to-face; other 2 can be online

If they attend 4 VITAL sessions they can choice one of the packages

Packages:

Attend NECC

Active voters (10)

Digital Camera package

Palm

Podcasting Package (ipod with mic)

Use logic model to explain and evaluate program—see handout

When there is a new initiative (such as Promethean board) they have awareness workshop through VITAL, through ITRT training, and through professional development offered to teachers

Note: Big part of success is building relationships with curriculum directors

Funding:

Used VITAL money at first

Went to Title II Part D monies

Also taking from Title V

Some from operating budget (some ITRT budget and staff development budget)

Sessions taught by various people: the program director, outside people, curriculum directors

3 hour workshops either morning and afternoon

It's All About Design

Brent Loken

http://brentloken.edublogs.org

It's not about technology. It's about Design.

Purposeful Design

How do we thoughtfully develop curriculum?

Standards and Benchmarks--naturally flawed b/c there are too many

Mind Numbing Vocabulary--standards, benchmarks, essential questions, objectives, learning outcomes, enduring understandings, student outcomes--it has to be simple

Expeditionary Learning (Outward Bound)

Expeditions (as a substitute for the word unit)--terminology says a lot about what you feel the purposed of the class is--we are all a learning community. With an expedition you have one goal (i.e., climb the mountain--becomes the focus

• simple (less is more)
• highly differentiated
• integrated (multiple subjects)
• thoughtful (peer reviewed)
• Begin with the end in mind (UbD)
• organize knowledge around big ideas
• deep understanding of factual knowledge
• knowledge is useable; they know under what condition the knowledge is important
• Retrieval of knowledge is effortless