This page contains resources from my work with Webster City (IA) Middle School. These materials are made available under a Creative Commons 3.0 attribution-share alike license, which means that you are both allowed and encouraged to use them! Please contact me if you have any other questions about these resources.
March 14, 2013
0. Some things to take home with you today
- Info about UK’s School Technology Leadership programs
- FREE book chapter: Supporting effective technology integration and implementation
- 26 Internet safety talking points
1. Where good ideas come from
- Our backchannel
- Steven Johnson video
- Zite app
- Pulse app
- Some feeds to add to Pulse (be sure to check out #6, subject-specific blogs!)
- Operationalize and amplify this with explicit structures
- Do this for students too
2. Evaluating technology integration in our classrooms
- Some mental frameworks
- Replicative technologies
- Some video scenarios
Other technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- Technology and learning spectrum
- Digital Bloom’s
- Arizona technology integration matrix
- TPACK (see also handout)
- Learning activity types: wiki and mind map
- Web 2.0 that works
- Teacher needs in anticipation of the instructional use of technology
- Technology, coaching, and community
- Educational technology bill of rights for students
Some guiding questions
- What can we do to increase the cognitive complexity of students’ day-to-day work so that they are more often doing deeper thinking and learning work?
- What can we do to better incorporate digital technologies into students’ deeper thinking and learning work in ways that are authentic, relevant, meaningful, and powerful?
- What can we do to give students more agency and ownership of what they learn, when they learn, how they learn, and how they show what they’ve learned?
- What can we do to better recognize and assess when students’ deeper thinking and learning work is (or isn’t) occurring?
- What can we do to build the internal capacity of both individual educators and school systems to be better learners and faster change agents?
- As we move toward more cognitively-complex, technology-suffused learning environments, how do we bring educators, board members, parents, communities, policymakers, and higher education along with us?
- As we move toward more cognitively-complex, technology-suffused learning environments, how do we ensure that traditionally-underserved student and family populations aren’t further disadvantaged?
- As we move toward more cognitively-complex, technology-suffused learning environments, what individual and societal mindsets – and local, state, and federal policy supports and/or barriers – need reconsideration?