Skip to main contentdfsdf

Warrick Wynne's List: Ripple 2010

    • hosting a webinar about the online research process. Jim will be sharing some tools that are specific to the Mac laptops issued to teachers by the Maine DOE. I'll be focusing on tools that are more universally accessible. I'll be sharing some of the tools from the following list during that webinar.
    • But should every horse teacher get their own cart?  Not yet. Lets face it, some horses teachers are resistant to pulling anything new, and to saddle them with the extra load of a cart might cause them to buck and kick back.  Not good for students.


      What will work to get to our ideal vision for teachers and their technology use? Jealousy!


      Jealousy is the most important emotion in teaching. Use jealousy! -Leigh Zeitz @ ISTE10


      Putting the cool tools in the hands of a few teachers who have the beginnings of a vision and desire for 1:1 is going to give way greater long term returns than a blanket purchase of laptops for every kid. First it will work out some of the kinks in your technology infrastructure with a more limited hardware expenditure.  Second, when these trailblazing teachers have success with 1:1, their neighbor teachers will notice. Teachers will notice because students will notice and talk about how different the 1:1 experience is.  Ideally, this is the point in which jealousy kicks in. Why do they get to do that? How come they get 1:1 computers?


      Once jealousy kicks in, there may some desire on the part of the resistant teacher to also have a 1:1 classroom. From there you have them hooked

  • Jul 04, 10

    The Axioms

    Guiding Principles of EduCon 2.2

    Our schools must be inquiry-driven, thoughtful and empowering for all members
    Our schools must be about co-creating — together with our students — the 21st Century Citizen
    Technology must serve pedagogy, not the other way around
    Technology must enable students to research, create, communicate and collaborate
    Learning can — and must — be networked

    • ur schools must be about co-creating — together w
      • ve pedagogy, not the other way around
      • Technology must enable students to research, create, communicate and collaborate

    1 more annotation...

    • The most valuable people doing the most valuable things for an organization are going to be the ones who demand social media the most.
  • Jul 09, 10

    Maybe this presentation should be more about change?

    • e, radical stances rarely create educational change or impact educational institutions enough to change kids’ chances of success.
    • 1. Adopt an "and" not "or" mindset.
       2. Look for truth and value in all beliefs and practices.
       3. Respect the perspective of the individual.
       4. Recognize one size does not fit all (kids or teachers).
       5. Attend to attitudes.
       6. Understand that the elephant can only be eaten one bite at a time.
       7. Make sure everyone is moving forward, not just the early adopters.
       8. Don't be afraid to say, "I don't know."
       9. Believe measurement is good, but that not everything can be measured.
       10. Know and keep your core value
      • I think of the following as 21st Century Skills:

        • collaborate
        • communicate
        • connect
        • create

        and 21st Century Literacies:

        • Basic Literacies (reading & writing)
        • Media Literacy
        • Information Literacy
        • Network Literacy
        • Global Literacy
        • Digital Citizenship
    • The topic of my talk was, "Leadership in the Digital Age."  During my talk I spoke about two paths that a leader could take, telling people what they want to hear, or taking them where they need to be.  This theme served as a catalyst for my discussion on leading change in the 21st Century.  Upon reflecting on my keynote, as well as other presentations given by Steve Anderson, Tom Whitby, and Sarah Brown Wessling, (2010 National Teacher of the Year) I have been able to identify common roadblocks to the change process.  
  • Jul 28, 10

    You can't have secrets any more!

    • The incident marks the same kind of historic turning point in power distribution as when the music industry flipped out over Napster in the '90s, and the movie industry flipped out over BitTorrent in the early '00s. This moment feels like the same kind of apple-cart-upset, but for information control by military and political powers which, before this moment, we perceived as "in control." (It's no accident that the copyright maximalists and secrecy maximalists are often in agreement regarding internet restrictions and issues like net neutrality— and I'd expect to see new laws and controls soon proposed in that regard).
    • Confirming the accuracy of these predictions, I keep coming across examples of where mobiles are already impacting on practice in the classroom
    • most of the time, interactive whiteboard programs are, in fact, nothing more than vain attempts to buy change. Sharing that even with time and training, interactive whiteboards are an under-informed and irresponsible purchase. They do little more than reinforce a teacher-centric model of learning.
    • Perhaps the most insightful is Chris Dede, an education professor at Harvard University, who shares that interactive whiteboards are popular precisely because companies designed them to suit the old instructional style with which teachers are most comfortable
    • My biggest IWB beef, though, is that they are poorly aligned with the vision of instruction that most people claim to believe in. Ask a principal what the best classrooms look like and she’s likely to say something like this:


      “In the best classrooms, students are involved in creating knowledge together. They’re studying topics, designing experiments, collaborating with peers, and challenging one another’s preconceived notions. While the teacher is always present to guide and to facilitate, the students are empowered to discover and to grow independently.”

    • I really like the concept of a university giving an iPad to every student. For one, the fact that it is planning to offer all of its textbooks via the iBook Store is finally the adoption that’s needed to get students away from the physical paper textbook. The Kindle DX was supposed to be taking this market by storm, but I think it’s a bit too big for every student to embrace. Also, the fact that it’s pretty much just an eReader makes it a harder sell. Contrast that with the iPad, which not only can handle eBook responsibilities but also provide internet access, e-mail, and a whole lot more, and it’s starting to become pretty clear why Seton Hill University would standardize on the iPad as a device to give each student.
    • reader writes "Are professors who don't update their teaching methods like doctors who fail to keep up with the latest ways to treat disease? Or are professors better off teaching old-school? From the article: 'It is tough to measure how many professors teach with technology or try other techniques the report recommends, such as group activities and hands-on exercises. (Technology isn't the only way to improve teaching, of course, and some argue that it can hinder it.) Though most colleges can point to several cutting-edge teaching experiments on their campuses, a recent national assessment called the Faculty Survey of Student Engagement suggests that old-school instruction remains the norm. Only 13 percent of the professors surveyed said they used blogs in teaching; 12 percent had tried videoconferencing; and 13 percent gave interactive quizzes using 'clickers,' or TV-remotelike devices that let students respond and get feedback instantaneously. The one technology that most teachers use regularly — course-management systems — focuses mostly on housekeeping tasks like handing out assignments or keeping track of student grades.'"
    • One of the DON’Ts that Broderick shared, and one of the mistakes he said that his team had made in their initial campaign to promote a 1:1 program at their school, was selling the technology instead of the learning. “Technology” was actually a fairly easy sale. Most people equate computer technology and the Internet with the future and consider technology skills to be synonymous with 21st century skills. The problem came when they started implementing the program. The approach was to teach teachers how to use the computers rather than helping them learn to use this new connective environment to craft and manage effective and relevant learning experiences.
    • I suggested that rather than wondering how learning might be accomplished with technology, we might, as I often urge people, think about the information. Rather than focusing on the machine, we should explore the new potentials of learning with, and within, an environment of networked, digital and abundant information.


      What does learning look like when networking enables us to facility multiple channels of conversation that transcend classroom walls, school campuses, and bell schedules? What does the learning look like when digital information has less to do with something to be taught,and more to do with providing learners with information raw materials that the can shape, mix and remix to construct their own learning? And what does learning look like — for that matter, what does it mean to be educated — when we have increasingly ubiquitous access to increasingly abundant amounts information? The technology is simply the window.


      As for the teaching? Well a simple way of expressing this might be the vision of the textbook equipped classroom, with the teacher in the front of the class, leading the way. In a classroom that is equipped with networked, digital, and abundant information, well the teacher stands behind the learner, looking over his shoulder, suggesting questions, provoking conversations, rewarding success and celebrating mistakes, and, expressing the wonder that new learning causes — because she, perhaps, might be learning something new as well.

    • e approaches to course design that set aside old models of instruction where theory often trumps actuality. Online course providers must embrace the web’s potential to match students with the kinds of timely knowledge and skills that address current issues head-on, and enable them to thrive in the global marketplace.
1 - 20 of 42 Next › Last »
20 items/page
List Comments (0)