This page contains resources from my sessions at the Georgia Educational Technology Conference. 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.
November 8, 2012
A. Getting beyond fear
A0. 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
A1. Safety, security, and fear
- Blocking the future
- Rethinking technology restrictions in school
- 26 Internet safety talking points
- Do you need an employee social media policy?
A2. Some old slide decks
A3. Juvenoia (David Finkelhor)
- Why Internet fear is overrated
- So why are we afraid?
- The Internet, youth safety, and the problem of ‘juvenoia’ [PDF]
- The Internet, youth deviance, and the problem of ‘juvenoia’
A4. Other research, writing, and thinking
- What do kids know about online privacy? More than you think
- ‘Bullying’ has little resonance with teenagers
- Bullying as true drama
- As bullies go digital, parents play catch-up
- The myth of online predators
- ‘One in five’ really?
- Online predators: Overblown threat?
- Online ‘predators’ and their victims: Myths, realities, and implications for prevention and treatment [PDF]
- Sexting may not be as widespread as thought, study says
- The prevalence of ‘sexting’ is overblown
- What schools are really blocking when they block social media
- Straight from the [United States Department of Education]: Dispelling myths about blocked sites
- Unmasking the digital truth
- Turning students into good digital citizens
- Rule for pod people and a proposal to ban pencils
- Fear
- The facts about online sex abuse and schools
- Report – Enhancing child safety and online technologies
- CIPA facts
- We trust you with the children but not the Internet
- Format bigotry
- No Facebook for you!
- I don’t like my district’s AUP
- The one percent doctrine
- Educating trumps blocking
- From the head of Zeus
- I’d like an idiocy filter, please
- Principal blogging not allowed
- I don’t like Internet filters
- Science Leadership Academy AUP
- What message does your AUP send home?
A5. Pew Internet & American Life Project
- Overview – Teens
- Teens, kindness, and cruelty on social network sites
- The new normal in the digital age
- Trend data for teens
- Trend data for adults
A6. Other youth and media research centers
A7. Miscellaneous resources
- Video: Should kids be driving alone?
- Video: Texting saves lives
- We’re not afraid
B. Leadership Luncheon
B0. 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
B1. Getting started
- 3 axes of school reform
- Webb’s Depth of Knowledge Chart
- Webb’s Depth of Knowledge Guide
- Bloom’s Taxonomy (Revised)
- Iowa State University Bloom’s new taxonomy handout
- Bloom’s quicksheets (see also Bloom’s Digital Taxonomy)
- Bloom’s taxonomy of measurable verbs
- Thinkfinity Bloom’s verbs
- Do students need to learn lower-level factual and procedural knowledge before they can do higher-order thinking?
B2. They own the issue, not you
- Some key shifts (BLANK)
- 27 questions
- Conversations about lack of congruence
B3. They own the solutions, not you
B4. Good leadership frames / discussions / supports
- Implementation dip
- Diffusion of innovation
- Gartner’s hype cycle
- Bolman & Deal frameworks
- Resistance to change (Kanter)
- Agreement and trust
- Can schools change?
- Leadership Day (2007 – 2011)
- Change Week wrap-up
- IBM’s Change Toolkit
- Book: Influencer
- Book: The knowing-doing gap
- Book: Execution
- Book: The future of management (read my review)
B5. Maintaining urgency
- Mind Dump: old and new
- My Delicious bookmarks
- NCTE 21st century literacy standards
- ISTE essential conditions (see also rubric)
- National Educational Technology Standards (NETS): Administrators, Teachers, and Students
- NAIS Guide for Becoming a School of the Future: PDF or HTML interactive
- See also Kevin Kelly’s 6 Words for the Modern Internet
- See also Scott’s The Future of Learning
B6. Formal and informal messages sent by system
- Position descriptions
- Hiring criteria
- Classroom walkthrough rubrics
- Staff meeting conversations
- Modeling by leaders
- etc.
B7. Lack of implementation fidelity
- Observation and evaluation
- Inadequate support (hardware, software, network, integration, PD, etc.)
B8. Poor technology purchasing choices
B9. Lack of models/exemplars (problem- / inquiry- / challenge-based learning resources)
- PLAEA principals
- Science Leadership Academy (Philadelphia, PA) core values
- Center for Authentic Intellectual Work
- Buck Institute for Education (videos; student testimony and teacher restructuring; technology and PBL)
- College and Work Readiness Assessment (example report)
- Whitfield Career Academy (example projects)
- Discovery and Unlimited (Christchurch, New Zealand)
- Big Picture Learning (podcasts and videos; student testimony and personalization)
- EdVisions (videos; traditional v. self-directed students)
- Envision Schools (PBL in action and success story)
- Expeditionary Learning (stories)
- New Tech Network (videos; solar oven)
- Independent Curriculum Group
- Band of Educators
- CASTLE’s list of exemplary 21st century schools
B10. Building capacity
B11. Powerful learning opportunities
- Engagement is not a goal, it’s an outcome of students doing meaningful work
- RSAnimate: Daniel Pink, Drive [VIDEO]
- What schools need: Vigor instead of rigor
- Personalization v. differentiation v. individualization
- Students’ work must have wings
- Monkeys, flea jars, crab buckets, and educational risk-taking
- Conditions that foster the development of creativity and innovation
- Creating Innovators, Tony Wagner (see also Scott’s highlights from the book)
B12. 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?
B13. Closing thoughts
- Make sure the ‘change people’ win
- Facilitate shift from ‘Yah, but’ to ‘How can we?
- Poor technology leadership is usually just poor leadership
C. Facilitating Powerful Technology Integration in Your Classroom
C0. 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
C1. Getting started
- 3 axes of school reform
- Webb’s Depth of Knowledge Chart
- Webb’s Depth of Knowledge Guide
- Bloom’s Taxonomy (Revised)
- Iowa State University Bloom’s new taxonomy handout
- Bloom’s quicksheets (see also Bloom’s Digital Taxonomy)
- Bloom’s taxonomy of measurable verbs
- Thinkfinity Bloom’s verbs
- Do students need to learn lower-level factual and procedural knowledge before they can do higher-order thinking?
C2. Powerful learning opportunities
- Engagement is not a goal, it’s an outcome of students doing meaningful work
- RSAnimate: Daniel Pink, Drive [VIDEO]
- The four negotiables of student-centered learning
- What schools need: Vigor instead of rigor
- Personalization v. differentiation v. individualization
- Students’ work must have wings
- Monkeys, flea jars, crab buckets, and educational risk-taking
- Conditions that foster the development of creativity and innovation
- Creating Innovators, Tony Wagner (see also Scott’s highlights from the book)
C3. Building capacity
C4. Technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- Technology and learning spectrum
- TPACK (see also handout)
- Technology integration matrix
- 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
C5. Problem- / Inquiry- / Challenge-based learning resources
- Science Leadership Academy (Philadelphia, PA) core values
- Center for Authentic Intellectual Work
- Buck Institute for Education (videos; student testimony and teacher restructuring; technology and PBL)
- College and Work Readiness Assessment (example report)
- Whitfield Career Academy (example projects)
- Discovery and Unlimited (Christchurch, New Zealand)
- Big Picture Learning (podcasts and videos; student testimony and personalization)
- EdVisions (videos; traditional v. self-directed students)
- Envision Schools (PBL in action and success story)
- Expeditionary Learning (stories)
- New Tech Network (videos; solar oven)
- Independent Curriculum Group
- Band of Educators
- CASTLE’s list of exemplary 21st century schools
C6. Standards you should know about
- NCTE 21st century literacy standards
- ISTE essential conditions (see also rubric)
- National Educational Technology Standards (NETS): Administrators, Teachers, and Students
- NAIS Guide for Becoming a School of the Future: PDF or HTML interactive
- See also Kevin Kelly’s 6 Words for the Modern Internet
- See also Scott’s The Future of Learning
