This page contains resources from my sessions at the 2013 Illinois Computing Educators (ICE) 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.
February 28, 2013
Some things to take home with you today
- Info about UK’s School Technology Leadership programs
- FREE book chapter:Â Supporting effective technology integration and implementation
- 26 Internet safety talking points
A. Spotlight Session. Designing for our new ecosystem.
- Online video of session [coming soon]
- Our TodaysMeet
- Our Twitter hashtag
- I got one text! Learning will be more rigorous than it is now…
A1. Framing the issue
- Exponential change [SLIDES]
A2. Global
- Local v. Global [SLIDES]
- Google Art Project
- Kathy Cassidy – Pennsylvania, Serbia, Greece
- Flat Classroom projects (see also their book!)
- School connection and collaboration resources
A3. Robust student voice and agency
- Extreme Biology blog
- Mrs. Cassidy’s Classroom blog
- Quadblogging
- Math videos: Khan Academy v. students
- Book reviews: Adults v. students
- Book trailers: Publishers v. students
- Pike County, Missouri local history project – class wiki v. Wikipedia
- Middle school kids publish iBooks bestseller
A4. Crowdsourced
- Crowdsourced Amateurs [SLIDES]
- VoiceThread 4 Education wiki
- iOS education app reviews and web sites
- Science Alive! wiki
- Asian History wiki
A5. Wrap-up
- 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
- The four negotiables of student learning
- Monkeys, flea jars, crab buckets, and educational risk-taking [flea jar video]
- 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?
A7. Some technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- Technology and learning spectrum
- TPACKÂ (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
B. Leadership Luncheon. Consumption v. production: Student agency, voice, and empowerment.
- Online video of session [coming soon]
B1. 3 big shifts
B2. 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
- 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?
B4. Wrap-up
- 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
- The four negotiables of student learning
- Monkeys, flea jars, crab buckets, and educational risk-taking [flea jar video]
C. Leadership Panel. The future of learning: New media and new economic realities.
- Our TodaysMeet
- Our Twitter hashtag
- Online video of session [coming soon]