Steve Weller's List: Technology Planning

• We need to adapt our methods of teaching in order to ensure our students remain highly motivated and engaged in school life
• he challenges and competitive nature of the 21^st century workplace will require our students to be flexible, digitally literate and highly capable
• the delivery of weekly, specialist ICT lessons taught by an ICT teacher,
• technology integration approach supported by non-specialist class teachers or a specialist integrated technology department
• the fact that it is not integrated with other subjects is a very significant point.
• not convinced that students always get this by attending specialist ICT lessons, often isolated from the rest of their learning
• The role of a technology integration specialist is defined very well in the document “Nets for coaches.” They are charged with assisting classroom teachers in the incorporation of technological hardware and software into their lesson plans
• Using technology appropratly, in a variety of context and ensuring a more regular experience for students due to better skilled teachers outweighs what is now a narrow approach for m

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• e book “Living on the future edge” provides links to evidence that suggest our children’s brains
• seeing Ian Jukes, a
• how different this current generation is in comparison to many of their teachers.
• generation of unmotivated, disengaged students who question the purpose and techniques of what they are doing in the classroom
• Most teachers are digital migrants. Many have spent a good period of their careers getting by, and often doing very well, without the use of technology in the classroom
• Without training, guidance and support, we will invariably stick to what has worked before, and continue to fail to meet the needs of this and the next generation.
• Teachers are as important as ever, as outlined in the excellent book “Why do I need a teacher when I have got Google?”
• technology integration in schools
• Accountability will ensure that they provide funding and opportunities for staff training and support, if they are to be held accountable by external educational bodies such as Ofsted in the UK

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• two best frameworks
• Educations ‘NET standards’ and the “21^st century fluencies” developed as part of the 21^st century fluency project.
• importance of collaborative
• NET standards devote an entre section on technology operations and concepts.
• emphasis on developing media fluency
• NET standards are far more well defined and easily measurable

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• leaving them in their car or forgeting the device
• games
• ids at home to play
• after-thought
• figuring out how to do something the same way  they are used to doing on their desktops or laptops
• time (consistently) to become skilled to gain iPad literacy and fluency
• not as a replacement for my lapto
• Highly mobile device
• Personalized device
• Consolidation device
• Productivity device
• Reading device
• Tweets, blogs
• such as RSS readers
• return to, refer to, quote from,
• Annotating device
• guest post of Annotexting.

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• Attention is the fundamental instrument we use for learning, thinking, communicating, deciding, yet neither parents nor schools spend any time helping young people learn how to manage information streams and control the ways they deploy their attention.

• Another important theme is crap detection -- fact checking, scrutiny of discourses.

    
• people formerly known as the audience" are now participating very actively.

• People participate in building the value of the every day by reading, tagging, liking, favoriting, plussing, commenting, linking, posting, refactoring (editing wiki pages), arguing in comment threads and discussion forums.

    
• Knowing how to participate is just the first step. Knowing how to collaborate has become essential to individuals who want to succeed in the 21st century and to the health of the culture that is emerging
• every pocket is a potential printing press, broadcasting station, marketplace, community forum, political organizing force.

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• onnection economy
• changed by the impact of the internet
• Scarcity of access is destroyed by the connection economy, at the very same time the skills and attitudes we need from our graduates are changing.
• Playing as if it matters.
• only 600,000
• tradable jobs.
• omeone tells you exactly what to do
• 1925-style labor
• 4. What is school for?

• To create a society that’s culturally coordinated.

   

  To further science and knowledge and pursue information for its own sake.

   

  To enhance civilization while giving people the tools to make informed decisions.

   

  To train people to become productive workers.
• fortune teaching trigonometry to kids who don’t understand it, won’t use it, and will spend no more of their lives studying math.
• students to fiction and literature,
• never again read for fun
• Ph.D.s who don’t actually teach and aren’t particularly productive at research, either

• Here are a dozen ways school can be rethought:

   

  Homework during the day, lectures at night

   

  Open book, open note, all the time

   

  Access to any course, anywhere in the world

   

  Precise, focused instruction instead of mass, generalized instruction

   

  The end of multiple-choice exams

   

  Experience instead of test scores as a measure of achievement

   

  The end of compliance as an outcome

   

  Cooperation instead of isolation

   

  Amplification of outlying students, teachers, and ideas

   

  Transformation of the role of the teacher

   

  Lifelong learning, earlier work

   
• the acquisition of knowledge has been forever transformed by the Internet. Often overlooked in the rush to waste time at Facebook and YouTube is the fact that the Internet is the most efficient and powerful information delivery system ever developed.

  • tye
• dreams are evanescent. They flicker long before they shine brightly. And when they’re flickering, it’s not particularly difficult for a parent or a teacher or a gang of peers to snuff them out.
• dreams we need are self-reliant dreams.
• next century offers fewer new long-lasting institutions (we’re seeing both organized religion and the base of industry fading away), to be replaced instead with micro-organizations, with individual leadership, with the leveraged work of a small innovative team changing things far more than it ever would have in the past.
• “Make School Different.”

• 22. The connection revolution is upon us

   

• Connecting people to one another.

   

  Connecting seekers to data.

   

  Connecting businesses to each other.

   

  Connecting tribes of similarly minded individuals into larger, more effective organizations.

   

  Connecting machines to each other and creating value as a result.
• Value is created by connecting buyers to sellers, producers to consumers, and the passionate to each other.
• data means that data isn’t the valuable part; the processing is what matters
• No competent doctor says, “I don’t know what to do, I’ll figure it out myself.” No academic researcher or steelworker or pilot works in complete isolation.

• 25. What if we told students the truth?

   
• • End of 1st reading 

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• In order to help educators integrate iPads effectively, we have compiled a list of apps focused on learning goals consistent with the CRCD framework.