This page contains resources from my work with the Pleasantville (IA) Community Schools. 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.
June 5, 2013
April 18, 2013
0. Some things to take home with you today
- Info about UK’s School Technology Leadership programs
- Education in a digital world [VIDEO]
- FREE book chapter: Supporting effective technology integration and implementation
- Rethinking AUPs
1. Three big shifts
2. Evaluating technology integration in our classrooms
- Replicative technologies (see also Bernajean Porter’s technology and learning spectrum)
- Some mental frameworks
- Personalization and technology
- Some video scenarios
- The FULL Arizona Technology Integration Matrix
3. Additional thoughts on tech integration
- Engagement is not a goal, it’s an outcome of students doing meaningful work
- What schools need: Vigor instead of rigor
- The four negotiables of student learning
4. Taking our technology integration to the next level
5. Closing thoughts
- Students’ work must have wings
- Monkeys, flea jars, crab buckets, and educational risk-taking
- Say goodbye in our backchannel
- Stay in touch!
Additional Stuff That Might Be Helpful to You
Other technology integration resources
- The REAL pedagogical problem
- George Siemens / David Warlick quotes
- 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
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?
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)
- New Tech Network (videos; solar oven)
- High Tech High (videos; projects)
- 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 York Performance Assessment Consortium
- Independent Curriculum Group
- Band of Educators
- See also my Delicious tag: Model Schools