This page contains resources from my work with Central College in Pella, Iowa. 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 5, 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. Lunch & Learn: Innovative instructional uses in higher education
1a. Flipped classroom
1b. MOOCS
1c. Adaptive learning software
1d. Crowdsourcing
- Gamers unlock protein mystery
- Project Noah
- Galaxy Zoo
- Polymath
- DIY History
- dot SUB
- Lots of other projects
1e. Other resources
- 2013 Horizon Report (incl. mobile apps, tablets, augmented reality, gaming & simulations, etc.)
- Chronicle of Higher Ed – Technology
- Insider Higher Ed – Technology
- Chronicle of Higher Ed – ProfHacker
- Stanford – The Human Experience
- Stanford – Beyond the Bubble
- Historical Thinking Matters
- GMU Center for History and New Media
2. Lunch & Learn: The information society is here
- Our backchannel
- Global, not just local
- Open, accessible, and free, not just closed, locked-down, and costly
- Active and interactive, not just passive and receptive
- Real-world, not just classroom
- Robust student engagement, agency, voice, and ownership
- Production, not just consumption
- Connected communities of interest, not just geography
- Crowdsourced amateurs, not just individual experts
- Individualized/personalized, not masses
- Self-directed v. instructor-directed
- Disintermediation
- Replacement by software
- Being findable
- Credentialing
3. Workshop: Schools, technology, and learning
3a. Our backchannel (also, I am @mcleod on Twitter)
3b. #pencilchat
3c. Three big shifts
3d. Powerful technology, powerful students
- More than that
- Minecraft history project
- Richard’s Rwanda
- Never seconds
- May 8, 2012 (pizza & cheeseburger)
- May 9, 2012 (mince pasta)
- May 17, 2012 (baked potato)
- November 28, 2012 (Brazil)
- December 4, 2012 (Czech Republic)
- November 2, 2012 (London)
- December 21, 2012 (BBC)
- Just Giving
- We are hungry
- Curie school asteroid
- Pontiac Fiero
- Lueroi’s walkthroughs
- Minnesota nice
- A kid’s guide to Northwest Florida
- Historical storytelling
- Miriam’s magical moments
- The Do Not Enter Diaries
- FanFiction (e.g., kazoquel4, Lost In Your Eyes)
- Hello Kitty in Space
- Oakridge reads!
- App building
- Khan Academy v. Student Made Math Movies (e.g., Factors, Arrays, and a Sloth)
- Class wiki v. Wikipedia
3e. Discussion and solution-building
3f. Evaluating technology integration in our classrooms
- Some mental frameworks
- Some video scenarios
3g. Closing thoughts
3h. Trends and tech integration
- Engagement is not a goal, it’s an outcome of students doing meaningful work
- What schools need: Vigor instead of rigor
- Students’ work must have wings
- 3 axes of school reform
- Replicative technologies
- The four negotiables of student learning
3i. Other technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- Technology and learning spectrum
- Digital Bloom’s
- SAMR
- 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
3j. 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?
