Nevada Superintendents Academy

This page contains resources from my work with the Nevada Superintendents Academy. 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.

January 11, 2013

Part A. Keynote

A0. Some things to take home with you today

A1. Getting started

Are You an Active Participant? [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. Crowdsourced

A4. Open, accessible, and free; Active and interactive

Open, Accessible, & Free [SLIDES]
Active & Interactive [SLIDES]
Critical thinking prompts: writing, science, math 1, math 2
E-books and apps

App: What was I scared of?
App: The fantastic flying books of Mr. Morris Lessmore
App: Factor Samurai
App: Algebra Touch
App: WordWit
App: iMuscle
App: Tick Bait’s Universe
App: NYPL Biblion
App: Waste Land
App: The Civil War Today
App: World War II Interactive Timeline
App: Our Choice
iBooks Author (see also this story)

A5. Robust student voice and agency

Juvenoia [SLIDES]
Are Your Students Findable? [SLIDES]
Extreme Biology blog
Mrs. Cassidy’s Classroom blog
Quadblogging
Youth Voices – Literature and Inquiry
More Than That video project
Never Seconds (Jamie Oliver, international lunches)
We Are Hungry
Minnesota nice
Richard’s Rwanda
Minecraft history project (draw or describe a self-sustainable town)
Pokemon walkthroughs (by Lueroi)
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
App building tools
Some others for you to explore

A6. Bloom’s / Webb’s

A7. Global economy

Global Economy [SLIDES]

A8. Powerful learning opportunities

A9. 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?

A10. Wrap-Up

A11. Technology integration resources