2013 ICE

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.

Some things to take home with you today

A. Spotlight Session. Designing for our new ecosystem.

A1. Framing the issue

A2. Global

A3. Robust student voice and agency

A4. Crowdsourced

A5. Wrap-up

A6. 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?

A7. Some technology integration resources

B. Leadership Luncheon. Consumption v. production: Student agency, voice, and empowerment.

B1. 3 big shifts

B2. Powerful technology, powerful students

B3. 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?

B4. Wrap-up

C. Leadership Panel. The future of learning: New media and new economic realities.