2013 Pella Christian
This page contains resources from my work with Pella (IA) Christian High School. 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
2. Distraction and misbehavior
- When kids are distracted in class I …
- Insubordination in its purest form
- Cyberbullying flowchart
- The way we see a problem
3. 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
- What’s coming next?
4. Some iPad resources
- Sites that review and share educational iPad apps
- My iPad bookmarks
- My 1:1 bookmarks
- See also my various subject-specific bookmarks
5. Learning from others
- Iowa 1:1 deployment map
- Iowa 1:1 Institute (sign up SOON!)
- Remote PD
- RSS readers and Twitter
6. Closing thoughts
- Give parents empowering / uplifting resources, not just fearful / blocking ones
- Don’t limit students to what you know!
- Have students post an iPad tip of the day
- Monkeys, flea jars, crab buckets, and educational risk-taking [flea jar video]
7. Other technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- Technology and learning spectrum
- Digital Bloom’s
- 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
8. 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?