This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
Spin the Wheel , Flip the Class and so much moreAllan Carrington
Allan Carrington presented on disruptive pedagogy and flipping the classroom. Some key points from the presentation include:
- Introducing concepts like starting curriculum design with desired graduate attributes and outcomes, rather than content, to create a flipped approach.
- Discussing strategies for motivating students and developing learning contracts based around attributes of excellence.
- Exploring tactics for sieving teaching ideas through criteria like autonomy, mastery and purpose to create meaningful learning experiences.
- Highlighting examples of flipping done in law classes since 2007 and pioneers at the University of Adelaide who were early adopters of just-in-time teaching using interactive learning modules.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
Student summit welcome pack fcc sydney june 2014Flat Connections
The document describes a student summit conference being held in Sydney, Australia from June 17-20, 2014. The conference will bring together educators, leaders, and students from over 30 schools and 5 countries to discuss the theme "What's the other story?". There will be pre-summit activities on June 17 for students to get acquainted with each other and Sydney. The main conference program runs from June 18-19 and will include sessions for students to work in teams on developing solutions to connect classrooms around the world. The student teams will create multimedia pitches to present their ideas.
These slides are used in the iPads in Educatiion seminar. It is begins with the Padagogy Wheel then selects a number of Apps to introduce in each of the cognitive domain categories, These seminars were first run in 2010.
Immersive Learning: The Core of the Padagogy WheelAllan Carrington
The document discusses immersive learning and its role as the core of the Padagogy Wheel model of education. It presents a quote advocating for a return to more collaborative, community-focused learning approaches. The goal is to create an authentic, human-centered curriculum that better serves students and society. The document contains snippets from a presentation on immersive learning, including quotes supporting how simulation and virtual environments can improve understanding and build empathy. It also lists contact information for the presenter and references online resources related to immersive learning design.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
This document provides information about an upcoming global education project called "A Week in the Life". The project will involve elementary school students from around the world researching and sharing aspects of their daily lives. Teachers will meet weekly online to coordinate the project, while students collaborate in teams on topics like school, transportation, holidays and more using tools like Edmodo and a shared wiki. The overall goals are for students to learn about other cultures, develop collaboration skills, and answer essential questions about similarities and differences in children's lives globally.
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
The document provides information about the Digiteen and Digitween Project 14-1, which is a global hands-on project for upper elementary, middle, and high school students to study digital citizenship and promote effective and responsible online choices. It outlines details of the project including introduction of project managers and coordinators, agenda topics covering digital citizenship concepts and strategies, project outcomes, content on enlightened digital citizenship, and ensuring technical, individual, social, and cultural awareness when participating online. Teachers will meet weekly to discuss project goals and student progress as part of building an online learning community through collaboration on a wiki and performing an action project.
Flat Connections Global Project 14-1 - Kickoff meeting slidesFlat Connections
The Flat Connections Global Project is a global collaborative project that connects middle and high school students virtually to work on projects together. It aims to flatten classroom walls and encourage collaborative online learning. Students conduct research on emerging technologies and their impact, create a collaborative eBook, and develop a personal multimedia response. They take on leadership roles within multinational teams. The project runs from January to May 2014 and involves students presenting their work at online summits and having their multimedia submissions judged.
Version 4 Published 12th Oct 2013:
Disruptive Padagogy unpacks the concepts, strategies and tactics of the Technology Enhanced Learning Mode called the "Padagogy Wheel". The wheel started it's life in Jul 2012 as a info-graphic on a slide to show 61 iPad Apps and how they might be categorised according to the Cognitive Domain Categories of the Bloom's Taxonomy Wheel. It has developed into so much more. The Padagogy Wheel Learning Model gathers together Graduate Attributes, Motivation, Blooms Taxonomy, iPad Apps and finally SAMR into one model, to help teachers design more engaging learning. Blog entries supporting this presentation can be found at http://tinyurl.com/padwheelstory To date (Oct 2013) the poster of the Padagogy Wheel has been downloaded 45,000 times. The Disruptive Padagogy Presentation was developed in June 2013 to respond to requests for me to explain more about it at conferences
Version History:
V1 July 2013: Mostly just the history of development of the model up to the current version 3.0
V2 Aug 2013: Improvements to explanations of concepts visually.
V3 Sep 2013 Added Slides #11-12 These are a summary of questions or "ah Ahas" behind the thinking of the model to help people quickly understand the objectives and features of the model
V4 Oct 2013 Added Slides #32-33 Suggested approach to including students in the process of defining an excellent graduate and committing to a learning contract to improve engagement and outcomes
For a list of the links to online resources mentioned in the presentation please visit http://tinyurl.com/allanspresentations
This document defines project-based learning (PjBL) as an instructional approach that organizes learning around projects that are central to the curriculum. It discusses the origins of PjBL in constructivist learning theories. Benefits include students gaining a variety of knowledge and skills through different activities. Common features of implementing PjBL include an introduction, guiding question, process of investigation, resources, scaffolding, collaboration, and reflection. The document also outlines challenges for educators in adopting PjBL and proposes implementing it in a blended K-12 environment to teach mobile app development.
The document discusses empowering teachers through professional development. It introduces panelists from various educational organizations and outlines an agenda for questions and discussion around self-directed learning, setting goals, harnessing peer collaboration, the role of learning communities, how social media impacts learning, and how to involve educators not connected online. The future of professional learning is also posed as a question.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
This document differentiates between project-based learning (PBL) and problem-based learning (PrBL). PBL is student-driven and involves an extended inquiry process structured around complex questions and designed products. PrBL focuses on solving problem scenarios using theory, hypotheses, and observations. Both approaches are student-centered and involve higher-order thinking, but PrBL specifically uses problems to drive instruction and involves self-directed learning to solve ill-structured problems. The document provides examples of how each approach could be applied in a music classroom project.
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
The document introduces Role Based Design (RBD), a model for developing organizational e-learning design capacity. RBD focuses on creative capacity building and collaboration. It uses a team-based approach where individuals are trained in specific roles within the e-learning design process. Key roles include designer, developer, and facilitator. Training involves one-on-one tutoring, flipped tutorials, and mentoring of team leaders. The goal of RBD is to enable scaling of e-learning design capabilities through sparking innovation and responding to challenges.
This document discusses electronic portfolios and provides examples of how they can be implemented using Google Apps. It begins with defining what an e-portfolio is and exploring the purposes of reflection, identity development, guidance and lifelong learning. Various Google tools are presented for creating an e-portfolio, including Google Docs for collection, Blogger or Google Sites for reflective journals, and Google Sites for presentation. The document emphasizes making e-portfolios student-centered by incorporating choice, voice and passion. It also discusses using mobile devices and apps like Evernote, Dropbox and Dragon Dictation to capture artifacts. Digital storytelling is presented as a way to engage students and help them develop a positive digital identity through their e-portfolio.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
The document provides an overview of integrating Web 2.0 tools into a high school. It discusses barriers to integration like lack of administrator support and outlines steps taken at Grafton High School to overcome barriers. Examples of implemented Web 2.0 tools are provided, like using Wordle for vocabulary, blogs for student reflection, and Prezi for digital presentations. Benefits of these tools for teaching and learning are explained.
Mathematics Rigor and Relevance with Web 2.0Cindy Wright
The document discusses using Web 2.0 technologies to enrich mathematics learning experiences for students. It encourages project-based instruction and developing skills like critical thinking. Specific Web 2.0 tools are presented that could motivate students and support higher-order thinking skills, including blogs, wikis, videos and voice threads. The document argues technology complements good teaching by extending lessons beyond the classroom.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of how various technologies can help students with different abilities, such as a student with ADHD using software to organize research or a blind student using screen reading software. The document also introduces several free online tools for collaboration, multimedia creation, and more that can be used to foster 21st century learning skills through differentiated instruction.
This document discusses various technologies that can be used to support literacy in middle and high school classrooms. It begins by defining different types of literacy needed in the 21st century, including information literacy, new literacy, computer literacy, and critical literacy. It then explores why technology should be used to support active and collaborative learning. Several questions are provided to consider before implementing technology. The rest of the document discusses specific technologies like audiobooks, ebooks, word processing, multimedia, internet research, blogs, wikis, social networking, social bookmarking, simulations, digital storytelling, and e-portfolios that can enhance literacy. Resources and examples of uses in classrooms are also provided.
The document discusses emerging technologies and their potential applications for revolutionary learning programs. It outlines growth in online education and blended learning models. Research frameworks suggest that online learning can be effective when designed properly around factors like learning time, pedagogy, and collaboration. The document proposes design features for revolutionary programs, including empowering learners and leveraging participatory culture through various emerging technologies like mobile learning, virtual worlds, and social networks.
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to reach more learners through flexible instructional methods and technologies. It explains the three principles of UDL and provides examples of how teachers can implement each principle using various instructional strategies and technologies. The goal of UDL is to increase student motivation and engagement by offering diverse learners more choices that capitalize on their strengths.
This document discusses the changing learning environment for 21st century students and the need to support educational technology in teaching. It describes how students' learning environment has expanded with increased access to places, times, and partners for learning. Communication and collaboration are central aspects of this new environment. The document advocates working with faculty to determine current technology use and desires, conducting surveys, and creating a plan to expand learning opportunities through technology while building upon existing practices. It provides examples of strategies like lectures, discussions and group work that can be adapted for both traditional and online learning environments using tools like Blackboard, Google, and Web 2.0 platforms.
This document discusses promising practices for engaging PK-20 learners, who are primarily digital natives and second generation digital natives. It recommends interactive learning environments that incorporate collaboration, project-based learning, partnering, authentic assessment, audience, and digital mediums. Specific strategies are proposed, such as flipped classrooms, personal learning networks, and the use of Web 2.0 tools. The document concludes by outlining seven strategies from Tapscott for how educators can better engage digital learners, including focusing on lifelong learning over teaching to tests.
This document summarizes an agenda for a workshop on integrating technology into the classroom. The workshop covers topics like 21st century skills, using technology to support higher-order thinking, project-based learning, using tools like Promethean boards and Google docs for collaboration. It discusses how digital natives learn differently and emphasizes engaging and authentic learning experiences using resources on the web.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how K-12 classrooms and higher education are using tools like Google Docs, Dropbox, Evernote, and Mangahigh to create engaged, interactive learning environments. The document also discusses ePortfolios and their purpose in having students develop electronic portfolios for storage, workspace, and showcase. Key considerations for using ePortfolios with students like age, content area, and technology infrastructure are also addressed. Contact information is provided for further questions.
This document discusses the benefits of using technology in language education. It notes that today's students have grown up with constant digital stimulation and their brains and learning have changed. Technology allows teachers to reach different learning styles, motivate students, and make language learning practical. It also discusses how Web 2.0 tools like blogs, wikis and podcasts allow for collaboration and student-created content. Teachers must ensure technology is integrated appropriately based on learner levels and course objectives.
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Using Technology to Create Professional Learning OpportunitiesAndrea Tejedor
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
This document discusses using Web 2.0 tools in the classroom. It defines Web 2.0 as technologies that enable user-generated content and sharing. The document outlines opportunities of Web 2.0 like harnessing student connections and extending learning. Strategies discussed include focusing on educational value and integrating technology gradually. Considerations include training, culture, objectives and infrastructure. Examples are given of blogs, wikis and other tools being used for collaboration, feedback and extending learning.
This document provides guidance on developing an effective new teacher induction program to enhance school culture. It recommends including a full-day orientation before the school year with activities like school tours, introductions to mentors and colleagues, and modeling best teaching practices. Formal mentor training and regular mentor observations of new teachers are also suggested. The goal is to build relationships, increase comfort, share expectations, and inspire new teachers through a well-planned induction program and mentoring support.
The document provides guidance for curriculum mapping including developing unit calendars, essential questions and enduring understandings, content and skill statements, and ensuring alignment within and across stages of curriculum design. It emphasizes breaking units into subunits of 2-6 weeks, using discipline standards to name units, crafting measurable skill statements, and aligning assessments to standards through techniques like performance tasks and self-assessments. Proper curriculum mapping is designed to ensure students understand disciplines at a deep level as demonstrated through aligned assessments.
This document contains credits for 9 photos used under various Creative Commons licenses, citing the photographer name, photo URL on Flickr, and Creative Commons license for each image. The photos are not further described and appear to have been used in a Haiku Deck presentation.
This document provides guidance for teachers on engaging with parents and dealing with difficult parent situations. It discusses the importance of parent engagement, strategies for engaging parents like parent-teacher conferences and contacting parents about student issues. It also covers potential obstacles to parent contact, reasons parents may get angry like lack of communication, and tips for handling difficult parent interactions such as active listening, validating parents' perspectives, refocusing critical conversations on solutions, and avoiding triggers. The document emphasizes building positive relationships with parents through respect and collaboration.
Close reading involves analyzing a text at the word, phrase, sentence, and paragraph levels to identify the author's central idea and key details. It focuses on determining what the text explicitly says and means by having students reread strategically with the purpose of interpretation. Teachers guide close reading by asking text-dependent questions and selecting challenging texts worth rereading. Students must actively engage in interpretation without outside preparation.
Grafton High School implemented a 1:1 device program in February 2013. Teachers across various subjects like music, biology, environmental science, English, business, band, physics, history, math, and art utilized the devices for activities such as highlighting notes, keeping lab journals, answering daily questions, creating pic collages, collaborating on documents, collecting data, making videos, developing e-books, and using QR codes. The document outlines how different departments used the devices to enhance learning in their classrooms.
This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.
The document introduces blogging and its uses for student learning. It defines what a blog is, describes different types of blogs, and discusses why students should blog. It provides examples of how blogs can be used in various classroom subjects and encourages teaching students proper blogging skills and expectations. The document also explores blogging website platforms and provides examples of classroom blogs to inspire further blogging possibilities.
The document discusses opportunities for mobile learning using handheld devices like iPads in the classroom. It provides examples of how different subject areas like science, history, and music can utilize apps on iPads for tasks like research, note-taking, experiments, and presentations. The document also discusses how iPads allow easier access to ebooks and collaboration. Overall, the document advocates for putting technology in students' hands in order to prepare them for 21st century learning.
This document provides an overview of Twitter and how it can be used professionally by educators. It defines key Twitter terms like tweets, hashtags, replies and retweets. It outlines how Twitter can be used to rapidly disseminate school information, reminders and updates. It also discusses the benefits of using Twitter to build a personal learning network and access educational resources from following other experts in the field.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
Mssaa ap conference 21st century leadership
1. + are preparing students
“We
for their future, not our past.”
-Alan November
By Maureen Cohen
Assistant Principal
21st Century
Grafton High School Leadership
cohenm@grafton.k12.ma.us
GHSAPrincipal
2012 AP Conference
2. +
Goals
To provide an overview on web 2.0, barriers to integration,
and suggested strategies to overcome technology
integration
To outline technology integration steps at Grafton High
School
To share benefits of using Web 2.0 tools such as: Wordle,
Podcasts, Blogs, Glogster, Voicethread, Slideshare, Prezi
and Online Polling
To offer web 2.0 resources to bring back to your school
4. + Who are our students?
Digital Natives
“Let me use my own devices and tools in the school day” (Project Tomorrow,
2009, p. 8).
5. + Have you been paying attention?
Pay Attention
6. +
The Power of Web 2.0
Web 2.0 is a trend in the use of World Wide Web technology and
web design that aims to facilitate creativity, information sharing,
and most notably, collaboration among users.
7. The Principal as
Technology Leader
“A school’s technology
efforts are seriously
threatened unless key
administrators become
active technology leaders in
a school”
(Anderson & Dexter, 2005, p. 74).
13. +
2012 Learning Outcomes
Curriculum and Instruction
Website Data Use Feb 25,
2012
Examples of GHS Blogs
14. +
2012 Learning Outcomes:
Personalization and Community Engagement
Example 1: Facebook Example 2: School Website
Example 3: YouTube
Example 4: Twitter
15. +
How did we get here?
Collaborative Leadership
16. +
How did we get here?
Building Capacity through
Professional Development
18. +
Example: Wordle
Example: Grafton District Guiding
Easy entry point—builds
confidence Beliefs Below
Capture key points
Compare/contrast
Brainstorm
Compare for bias
Poetry in words
Word art
Getting to know students
Speeches analyzed
MA Frameworks
19. + Example:
Podcast/Videocast
Allows for learning at learner’s own pace
Reinforces information previously presented
Anyplace, anytime learning possible
Student-created podcasts
Critical thinking + synthesis + digital media
Can create a global audience for students
Students studying even when not in class
Experiences through participation—listen and
then respond
Flipped Classroom Model:
http://youtu.be/2H4RkudFzlc
21. + Examples of Blogs at GHS
Physics: “Angry Birds…
is it good physics?” French: L’histoire de
notre classe
English: Sharing First
Person Singulars Art: Analysis of Artwork
Computer Science: Is Phys Ed: Have you ever
the Internet changing the
way we think? had an experience where
exercise helped your
Math: Solving Equations mental state of mind?
—Why is process so
important? Explain.
Law: Wikileaks, Act of English: Philosophy of
Deviance? Composition
22. + Example: Online Polling
Great way to engage students in answering questions and
checking for understanding.
Done live in classroom or posted on web pages.
Students answer via text, web, or Twitter
Results can be put into a PowerPoint
24. +
Example: Slideshare
Slideshare allows the user to http://www.slideshare.net/rbyrnetech/best-of
find presentations on just about
any topic.
A great resource for
administrators who want to
quickly learn about a new web
2.0 topic
The slideshare presentation:
Best of the Web 2010
25. +
Example: Glogster
Examples:
Freedom Riders--
http://aingri1.edu.glogster.com/freedomriders/ Glogster allows students of all ages
to create an online poster or
Frog Dissection-- webpage that contains multimedia
elements such as text, audio, video,
http://tehescmarts.edu.glogster.com/frog-dissection/
images, graphs, drawings, and
data.
Why use paper and markers when
you can create posters online?
Promotes creativity
26. + Example: Prezi
Prezi Example: 15 Must Have
Web Tools
http://prezi.com/suoreasmdbh9/15-mus
/
You create your ideas on a
whiteboard campus and you
put your images and videos to
create a presentation. You can
zoom in and out.
Can see the whole story and
the details.
Interesting and engaging for
students.
27. +
Creating Opportunities
“We need technology in every classroom and
in every student and teacher’s hand, because
it is the pen and paper of our time, and it is the
lens through which we experience much of
our world.”
David Warlick (Educator/Author)
28. +
21st Century Mobility
21st Century Mobile Learning 20th Century Traditional Learning
• Student centered • Teacher directed
• Student iPads—mobility • Computer labs—to be scheduled
• Learning anywhere, anytime • Learning takes place in school
• Access for all students • Access for some students
• Online information is up-to-date • Information comes from a textbook
and easily accessible and is dated
• Students assessed for 21st century • Students assessed on knowledge
outcomes learned
30. + References
Anderson, R.E. and Dexter, S. (2005). Technology leadership: An empirical investigation of
prevalence and effect. Educational Administration Quarterly, 41:1, 48-82. DOI: 1
0.1177/0013161X04269517.
Becker, (2000). Findings from teaching, learning, and computing survey: Is Larry Cuban right?[paper]. School
Technology Leadership Conference of the Council of Chief State School Officers. Washington, D.C.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
Cuban, L., Kirkpatrick, H. and Peck, C. High access and low use of technologies in high school classrooms:
Explaining an apparent paradox. American Educational Research Journal, 35: 813. DOI:
10.3102/00028312038004813.
Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology
integration. Educational Technology Research Development, 53:4, pp. 25-39.
Ertmer, P.A. and Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence,
beliefs, and culture intersect. Journal of Research on Technology in Education, 42:3, 255-284.
Flanagan, L. & Jacobson, M. (2003). Technology leadership for the 21st century
principal. Journal of Educational Administration. 41:2. DOI: 10.1108/09578230310464648
Franklin, T., Turner, S., Kariuki, M. and Duran, M. (2001). Mentoring overcomes barriers to
technology integration. Journal of Computing in Teacher Education, 18:1, pp. 26-31.
31. + References
Gillard, S. and Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping
rewards. The International Journal of Learning, 14:1, 87-93.
Hixon, E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools:
Implications for professional development. Computers in the Schools, 26: 130-146. DOI:
10.1080/07380560902906070.
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Editor's Notes
I am hoping that you walk away with an understanding of some of the barriers that need to be overcome in promoting technology integration in your schools. I plan to outline some strategies, based on research, of ways to integrate technology, and provide you with examples of what we’ve done at Grafton High School. Finally, I will share some benefits of some web 2.0 tools and give you a starting point for bringing some of the tools to your schools.
How many of you have heard the term Digital Native by Marc Prensky? What do you think he means by digital natives and digital immigrants? According to a 2006 survey by the Pew Internet & American Life Project, “today’s youth thrive on multimedia, multitasking, and social environments for every aspect of their lives except education” (Rosen, 2010, p. 3). Alan November noted that when students enter school, they often had to “power down.” When students were asked what would make their learning easier, students’ most common response was “…let me use my own devices and tools in the school day” (Project Tomorrow, 2009, p. 8). My two boys are definitely little digital natives. My three year old asks “can I play on the ipad?” and is able to go get the ipad, turn it on, and play his game without assistance from me. He grabs my laptop and puts it on his lap and says, “I’m checking my e-mail.” My 5 year old can navigate to his favorite games on PBS kids online and when I don’t have an answer about something, he says…why don’t you just go look it up on google?
How many of you have heard the term Digital Native by Marc Prensky? What do you think he means by digital natives and digital immigrants? According to a 2006 survey by the Pew Internet & American Life Project, “today’s youth thrive on multimedia, multitasking, and social environments for every aspect of their lives except education” (Rosen, 2010, p. 3). Alan November noted that when students enter school, they often had to “power down.” When students were asked what would make their learning easier, students’ most common response was “…let me use my own devices and tools in the school day” (Project Tomorrow, 2009, p. 8). My two boys are definitely little digital natives. My three year old asks “can I play on the ipad?” and is able to go get the ipad, turn it on, and play his game without assistance from me. He grabs my laptop and puts it on his lap and says, “I’m checking my e-mail.” My 5 year old can navigate to his favorite games on PBS kids online and when I don’t have an answer about something, he says…why don’t you just go look it up on google?
This is an excellent video that I showed to our faculty at the beginning of the year, which spurred on a discussion and we also showed part of it to our school committee.
Can anyone describe to me what they think web 2.0 stands for? Why is it called 2.0? Has anyone heard of web 3.0? Web 2.0 is a trend in the use of web technology that aims to facilitate creativity, information sharing, and most notably, collaboration among users The main difference between web 1.0 and web 2.0 is that the communications are two way. When we started using the Internet, it was predominantly to go find and search for information. Now with web 2.0 tools, users are going to use the Internet for sharing information and collaboration. It is the expanding capacity of web 2.0 tools that our students use outside of school.
All of the research shows that in order for successful implementation of technology by teachers, there needs to be strong technology leadership from the principal. The principal needs to develop a shared vision, as well as model use of technology. I’ll give you a story…..An administrative team of principals was being asked by the superintendent to consider using blogs as a means of communicating with parents. One of the principals asked the superintendent “Will you be doing a blog too?” The superintendent responded “Oh, no…not me!” Needless to say, none of the principals started implementing blogs. The modeling must come from the top leadership.
Let’s brainstorm at your tables what some of the barriers you face in the integration of technology in your schools. There are two main barriers to technology integration that we as leaders need to overcome: 1 st Order barriers and 2 nd Order Barriers (Yang & Huang, 2008) Full technology integration will not occur unless you can overcome both types of barriers (Hixon & Buckenmeyer, 2009). Scheduling: When classes are limited to one hour, then teaches have less time to incorporate technology (Becker, 2000). Access to Technology: Lack of infrastructure to support technology use. Not having access to computers in classes. (Inan & Lowther, 2010). Time: Lack of preparation time to prepare to use technology in lessons (Yang & Huang, 2007) Support: Lack of adequate technical support when things break down (Hew & Brush, 2007). Leads to lack of teacher confidence (Cuban, Kirkpatrick, & Peck, 2000). Leadership: Lack of active leadership and development of a vision is a significant barrier to integration.
Teacher Technology Skills: Computer proficiency by teachers is one of the most significant factors that affect integration (Inan & Lowther, 2010). Hard for teachers to stay up-to-date with technology because it is always changing (Zhao & Frank, 2003). Most technology use in classrooms are for low-level tasks, rather than high-level learning tasks (Ertmer, 2005). Some teachers do not integrate higher levels of technology use, because it means giving up some of their control (Hixon & Buckenmeyer, 2009). Teacher Beliefs and Attitudes Teacher beliefs and attitudes about technology play a significant role in the integration of technology (Becker, 2000; Ertmer, 2005). Many teachers do not understand how technology can be used within their own curricular areas (Franklin, Turner, Kariuki, & Duran, 2001). Fear that integrating technology will take away from the need to focus on mastering content standards (Becker, 2000).
Schedule: Longer class period or blocks will lead to higher integration (Becker, 2000) Access: Easy availability of technology will increase use (Zhao & Frank, 2003) Access to computers in the classroom increases use for higher level purposes (Tondeaur, Valcke, & van Braak, 2008) Distribute technology throughout classrooms, rather than relying on central locations (Becker, 2000). Time: Time must be provided for teachers to meet with mentors, as well as to be trained in the use of the technologies. Support: Mentor teachers with technical skills assist with ongoing and as-needed support (Franklin et al, 2001) Professional development at the center of technology integration goals (Tondeaur et al, 2008). Technology training must be related to their content area, as well as consistent with teacher needs (Hew & Brush, 2007; Hixon & Buckenmeyer, 2009). Leadership: School principals impact technology by creating a shared vision and promoting innovation (Anderson & Dexter, 2005; Ertmer & Ottenbreit-Leftwich, 2010); Tondeaur et al, 2008). Effective professional development for technology needs a strong commitment by the principal.
Teacher Technology Skills Teachers need a sense of control of technology (Robinson, 2005). Teachers need to feel levels of success to help build confidence (Ertmer & Ottenbreit-Leftwich, 2010; Robinson, 2005). Teachers need to see how technology can enhance their content areas and relate to student learning (Franklin, et al, 2001). Teacher Beliefs and Attitudes: More innovative thinkers and constructivist views by teachers (Hixon & Buckenmeyer, 2009; Tondeaur, Valcke, & van Braak, 2008). Teachers need to see the relevance of technology use to student learning (Robinson, 2005). Leaders need to encourage teachers to experiment and take risks with new technologies (Ertmer & Ottenbreit-Leftwich, 2010). Teachers need to observe the successful use and integration of technology by their colleagues (Ertmer, 2005). Teachers should be a part of the development of a shared school vision of technology integration (Robinson, 2005; yang & Huang, 2008).
These are three recent examples of how far we have come with technology integration in the classroom within the last three years. Example 1: Email from Biology Teacher to come check out her grade 9 students creating Keynote presentations on the ipads on genetic diseases. Example 2: Text from the English teacher to come to her classroom to see her seniors using their cellphones and ipod-touches to work collaboratively to research about an author and piece of literature. Example 3: Our chemistry teacher, once he learned about the flipped classroom concept he realized that he would be able spend more time providing students with the one-on-one attention they need in class.
Another learning outcome that has occurred as a result of our initiatives has been the increased access and use of our website by parents, teachers, and students. For example, the top website data is a snapshot of use on February 25 and it highlights that there were about 22000 visits to the website in one week, with 1,000 of them when students log-in. The student log-ins symbolize the times they are interacting within the website either with participation in classroom blogs or posting assignments. In fact, through our efforts, teachers of all disciplines incorporate blogs, discussion boards, and videocasts through the website. If we were to peruse our website to view the examples we would come across our music teacher, who starts every class with a blog warm-up, posts videos on how to play various musical pieces, and includes weekly updates of music department events. A 10 th and 11 th grade English teacher regularly has students take on roles of literary characters and they have discussions using social media.
We also have used various social media methods to highlight student accomplishments and to promote school events. Example 1: Weekly we post highlights on our Facebook page, which reaches over 200 people right now. For example, recently I was able to post a Youtube video of the winning shot in our basketball game by one of our students Example 2: Weekly we post updated events and highlights on our main page of the website. This is an example of our art highlight of the week. Every week our art teachers sends us a new piece of art to highlight. Example 3: YouTube. We have been using YouTube to share videos like this one, that I put together with teachers that we share at our MCAS rally, to rally students to do their best. It has a famous cameo of me rapping in it that the students love. We also post monthly video updates of our new building project and link it on our website. Example 4: Twitter. I use Twitter predominately to share educational resources with my colleagues. I’ve given workshops to both teachers, our district leadership team, as well as at our state MSSAA organization. I Some of our teachers are using Twitter to share homework updates and resources with their students.
1. Provide faculty members with research on 21 st century learning through readings: 21 st Century Skills, Leading 21 st Century Schools, and PLCs for our school leadership team Weekly Friday Focus Blogs of Sharing Best Practices: When Students Don’t Answer, SMART Goals, PLCs, New Bloom’s Taxonomy, Differentiation Tech Tips: Google Docs, Online Polling, Podcasting, Videocasting School Improvement Plan Goals: Goal #4: To expand the integration of technology to improve teaching and learning.
Building capacity through the building was systematic through various professional development models 2009-2010: The first year I trained the teachers on how to use the classroom websites from simple announcement postings, to providing documents for students and parents, to developing blogs and videocasts 2010-2011: In the second year, I really launched into understanding 21 st century learning skills, and provided monthly workshops on web 2.0 tools like using cellphones for online polling, and how to integrate wordles like the one above which is of our district guiding beliefs. 2011-2012: From the end of the second of this year, we have built enough capacity with some vanguard teachers who are not leading weekly Technology Thursday trainings for their colleagues on more Web 2.0 collaborative and creative tools like Glogster online posters, voicethread presentations, and Twitter. I have also created a technology club this year. The students called themselves the Tech Force and they are available to offer technology assistance to teachers as needed. 2012-2013: Not mentioned here is the $35,000 in professional development funds that has been budgeted just for the high school next year to help us transition to being a 1:1 school, which I have spearheaded.
Policy Change: 1. Students can use electronic devices in class for educational purposes 2. Expanded to include allowed use in the hallways and cafeteria 3. Next year we are moving to 1:1 environment Access: 1. Wifi Throughout the Building 2. Webcams, Flipcameras, ipod touches, ipad pilot project Teacher Evaluation: 1. Walkthroughs 2. Including technology integration into every teacher evaluation and post-conference discussion Modeling: 1. Twitter and Facebook 2. Friday Focus Blogs 3. Bringing ipads, laptops, and iphones into the classroom to capture learning and share with others. For example, in one walkthrough I took photos of learning objectives that were posted and shared the examples with the faculty through an e-mail. 4. Using Google Docs for brainstorming and sharing ideas, as well as sign-ups
Now I’m going to try to show you some examples of web 2.0 tools that are easy to use and give you many examples of how it can be used.
Press F5 or use the tool bar to enter presentation mode in order to see the poll. http://www.polleverywhere.com/multiple_choice_polls/LTU2MjYxODc1OQ If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
With our two first goals of a robust infrastructure and classroom instructional technology needs being met, we now turn to our third goal of creating 21 st century opportunities for learning. We spent a lot of time researching what other schools in our position are looking at for technology, as well as went to visit districts that are at the forefront of technology integration. What we learned quickly was that within this past year, there has been a movement by many districts in Massachusetts towards some form of 1:1 technology. In a brief search, we have found the following school districts either currently implementing 1:! Technology, or planning to do so in the next year: Berkshires Beverly Burlington Cambridge Dedham Harwich Hudson Lynnfield Mass Academy of Math and Science Marblehead Melrose Millis Natick Needham Shrewsbury Uxbridge Wayland While this is a new trend in Massachusetts, other states have foreseen the benefits to 1:1 learning and have already promoted 1:1 environments: Iowa Maine (for the past 10 years) Michigan Florida California New Jersey North Carolina Pennsylvania Texas
Secretary of Education, Arne Duncan: "Do we want kids walking around with 50-pound backpacks and every book in those backpacks costing 50, 60, 70 dollars and many of them being out of date? Or, do we want students walking around with a mobile device that has much more content than was even imaginable a couple years ago and can be constantly updated? I think it's a very simple choice,"