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Personal Digital Inquiry Summer Institute in Digital Literacy 2019

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Julie Coiro
Julie Coiro

This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.

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PersonalDigital Inquiry: Connecting Learnersin Ways That Matter Julie Coiro, Ph.D. School of Education University of Rhode Island jcoiro@uri.edu uri.academia.edu/JulieCoiro/Papers
Where (and how) does STUDENT-DRIVEN INQUIRY fit into digital literacy? • Quick context setting: Engaging Today’s Learners • What is important to consider when designing opportunities for personal (student-driven) inquiry? • What role does the teacher play in the inquiry process? • How can we choose technologies that can deepen learning meaningful ways as part of the inquiry process? • What does Personal Digital Inquiry look like in classrooms across different grade levels? • It sits at the core of everything!
Personal vs. Personalized: What’s the differencewhenit comesto movingtowardstudentdirectedlearning? • “Personalized” is about a top-down designed or tailored approach to learning; customized for the student, but still controlled by the teacher (serve up learning based on a formula of what a child needs) • “Personal” is something human where the learner initiates and controls parts or all of the learning process; often emerges from engagement with others about one’s personal wonderings and building relationships in the process. True personal learning: It’s all about curiosity & building relationships!
The Challenge:Connecting Learnersin Ways That Matter “We need to move beyond an industrial model of universal school toward new era focused on lifelong learning and individual choice – or we will lose our learners emotionally & physically.” ~ Allan Collins & Richard Halverson (2009)
Gallup Poll (2012) - 500,000 US students, Gr. 5-12 Center for Education Policy (2012) TheChallenge:ConnectingLearnersinWaysThatMatter
Gallup Poll (2016) – 910,000 US students, Gr. 5-12 Percentage who strongly agreed with the statement: “The adults at my school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)… Many students don’t feel individually known or cared for at school. THIS is the PERSONAL we need to focus on!
The Challenge:Connecting Learnersin Ways That Matter Sense of Belonging – Do I fit in? Am I relevant? Do people care about me? OECD PISA 2015 Students’ Well Being (April 2017)
• If we engage learners with rigorous academic content and expect them to know why, when, and how to apply knowledge to answer questions & solve problems (National Research Council, 2012) • We can “lessen the achievement gap in ways that lead to positive adult outcomes for more young people” • High school students engaged in deep, relevant, and personal (student-driven) learning opportunities: • Demonstrated higher levels of interpersonal and intrapersonal skills (American Institutes for Research, 2014) • Achieved better outcomes in every aspect of life, including academic, career, civic, and health (Center for Public Education, 2009) Optimistic Findings
Sohowcanweusetechnology(and goodteaching)todesignpersonal,student directedspacesforlearning? Coiro,Castek,&Quinn(2016)TheReadingTeacher Coiro,Dobler,&Pelekis(2019) FromCuriositytoDeepLearning:PersonalDigitalInquiryinGradesK-5 This also applies to how we design the Summer Institute experience in ways that model and engage you in the same practices we hope you will apply to your own projects & teaching.
Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.
Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.Turn and talk some more…
Are we asking the right questions? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3. But how? Which parts and why? For whom? In which contexts? How will your learners actively engage with this tool? To what end? What will your learners know, understand, and be able to do before/during/after using this tool? How does this connect with the real world?
Afterexploringdigitaltexts & tools, whatifwe refocusandflipthe sequenceof our planning questionsfor teachingwith technology? 1 2 3 What will my students know, understand, and be able to do? How will my students be actively engaged and to what end? Which digital tool(s) would work best and in what ways? 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) 1. Hey that tool is cool! 2. How could I use that? 3. (maybe) How might this connect with what I teach? RATHER THAN…
A critical piece is classroom culture… A classroom culture that values curiosity and honors student voices while encouraging choice, collaboration, problem solving, risk taking, and reflection. Buildingacultureofinquiryiskey! (BEFOREtechnologycanplay aneffectiverole inteachingandlearning)
What do we mean by culture? Adapted from Ritchhart, 2015
1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) trust and respect
Learning is social and part of a mutually constructive process that involves face-to- face talking, listening, and consensus building. Creative learners make personal connections and take action to build awareness and/or foster change. “I belong and I can make a difference” Whatmight acultureofinquirylookandfeellikein a digitalage?(Foursetsofcorevalues/practices) Generating questions and lived experiences with real issues is personally fulfilling; Inquiry can happen on several levels. True inquiry involves critical analysis, reflection & self-monitoring, which leads to more questions.
Wonder & Discover
Wonder & Discover (Gr. 1) What is that ant going to do next? Hey, why does that radish plant look different?
Wonder & Discover (Gr. 4) Gr. 4: What makes our school great?
Wonder & Discover (Gr. 12) Gr. 12: How can I make a difference?
• Dyad 2: Rachel Barret and Holly Geffers How can my students create a multimedia artifact to teach underclassmen about a specific genre? • Dyad 4: Marian Ochs and Karla Vidal How can students engage more deeply in learning by acting like journalists? • Dyad 28: Karen Capraro and Therese Woozley How can educators use digital media in K-12 classrooms to create personal digital learning experiences? Wonder & Discover (SIDL)
VariedLevels of [Digital]Inquiry • Modeled inquiry: Students observe models of how the leader asks questions and makes decisions. • Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary). • Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guided by some structure given by the leader. • Open Inquiry: Students make all of the decisions. There is little to no guidance. Alberta Inquiry Model of Inquiry Based Learning (2004)
Four places to start to let go
Four places to start to let go
Four places to start to let go
Four places to start to let go
Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
Create & Take Action • Opportunities to actively engage and participate in turning new knowledge and ideas into creative action… • Collaborate • Start conversations • Raise awareness • Take action • Change Minds
Create & Take Action (Gr. 1) I belong to this community by increasing awareness
ReneeHobbs(2013) The Life Of A Homeless Person (after a photo walk Discovery) Discussion… Research…. Composition… Revision… 10 page Comic book Create& Take Action Grades 3-5
Blue Pride: Collected 500 signatures to ban plastic bags and use reusable shopping bags Next Steps: Class has ended but on to legislators… I belong to this community and I can make a difference! Create& Take Action Gr.12 Inquiry Question: What global issue would you like to advocate for on a local level?
Karen Mueller (Public Librarian, Foster, RI) Question: How can we engage adolescents more in local library activities? I’m a LEADER in this community and I can make a difference! Create& Take Action
Kara Clayton (Michigan) Stephanie Branson (Florida) Amanda Murphy (Rhode Island) Question: How do SIDL participants enact digital and media literacies back in their own contexts? Create& Take Action We’re LEADERS in this community and we can make a difference! digiuri.wordpress.com/
Create& Take Action Mary Wallace: Educational Technology Coordinator, Pennsylvania How can I create a media center that fosters innovation at my school? I’m a LEADER in this community and I can make a difference! https://goo.gl/Grc7sM
Renee Hobbs and Julie Coiro Inquiry Question: How can we create a hands-on, minds-on learning experience that continues to grow a strong community of digital literacy leaders? Create& Take Action We’re LEADERS in this community and we can make a difference!
Analyze & Reflect Before…during...after inquiry experiences
Analyze & Reflect Building conceptual understanding (analog style) Giving feedback on a “final” product and reflecting on what they might have done differently
Analyze & Reflect Building conceptual understanding
Analyze & Reflect CITELIGHTER: Close reading and viewing to actively build knowledge
What decisions informed your design of your Wonder Project? Analyze & Reflect
ReflectionasassessmentANDpeerteaching asaform ofcreating&takingaction(increasingawareness) Analyze & Reflect
Reflectioncanincludepeopletoo! Analyze & Reflect
In reality – these four core elements are iterative, dynamic, & interdependent practices that vary with each situation & context
1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged WONDER & DISCOVER COLLABORATE & DISCUSS CREATE & TAKE ACTION ANALYZE & REFLECT Withinthecultureofthesefoursetsofinquirypractices, 3. Then…make purposeful choices about technology (or no technology)
Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Learners passively receive [digital] information given or modeled by others Learners [use technology to] connect new information to prior knowledge Learners [use technology to] share their new knowledge with others Learners [use technology to] reflect on and evaluate their inquiry processes and products Learners [use technology to] translate their knowledge into action for real-world purpose Lower Order Thinking Higher Order Thinking Purposeful Technology Use Howcantechnologysupportorenhancelearning? …to enrich Knowledge Building (more teacher guided) …to enrich Knowledge Creation (more learner guided)
VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers shows online resources & videos to build background; teachers and students take photos in garden to use in writing Students use Pebble Go for research to build knowledge & vocab; Research about how to stop insects from eating garden plants; students use online resources and decide what info. to include in posters Student pairs create poster on selected plant topic using creativity software (Pixie) Collaborative pairs evaluate content on digital posters (accuracy, detail, layout, clarity) and make changes as needed Students share digital posters with buddy classes (K and Gr. 5) to teach others and answers questions about plant topics Lower Order Thinking Higher Order Thinking Gr. 1 Garden Inquiry Project
VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers point learners to specific websites (UN, CNN) and these have additional links with resources Learners locate online sources & use Google Docs to create source analysis documents; Use email, Hangouts, Twitter to contact experts in fields related to their topic. Learners use Google Slides Presentations to pitch initial findings; present from websites, infographics, Twitter, and YouTube in Community Showcase Technology not used in this capacity in this project. Learners use technology to communicate suggested action steps to stakeholders and raise awareness for the causes. Lower Order Thinking Higher Order Thinking Gr. 12 Global Advocacy Project
 DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based learning can move from teachers using technology for giving information and prompting deeper thinking toward students actively using technology to make and reflect on new content
DesigningOpportunitiesforPersonalDigital Inquirywiththe PDIPlanningGuide Learning Outcomes Student-Centered Inquiry Practices (modeled > prompted > guided > open) Curricular: (subject-specific or multidisciplinary) Participatory: (join partners, start conversations, raise awareness, take action, change minds) Standards: Digital Competencies: Wonder & Discover: Collaborate & Discuss: Create & Take Action: Analyze & Reflect: [Digital] Experiences to Deepen Learning & Increase Engagement Acquire Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge 1 2> 3 >
Yourtaskthis week: Whatmight acultureofpersonal digitalinquirylooklikeinYOURworkcontext?
If you’d like to learn more... Companion Website Bit.ly/PDInquiry From Curiosity to Deep Learning: Personal Digital Inquiry in Grades K-5 Julie Coiro, Elizabeth Dobler, & Karen Pelekis is available NOW for pre-order from Stenhouse!!
Possibilities: Using Inquiry and Technology to Enhance Wondering, Discussion, Creation & Reflection in Kindergarten
And it all begins with a question! What will yours be?

More Related Content

Personal Digital Inquiry Summer Institute in Digital Literacy 2019

  • 1. PersonalDigital Inquiry: Connecting Learnersin Ways That Matter Julie Coiro, Ph.D. School of Education University of Rhode Island jcoiro@uri.edu uri.academia.edu/JulieCoiro/Papers
  • 2. Where (and how) does STUDENT-DRIVEN INQUIRY fit into digital literacy? • Quick context setting: Engaging Today’s Learners • What is important to consider when designing opportunities for personal (student-driven) inquiry? • What role does the teacher play in the inquiry process? • How can we choose technologies that can deepen learning meaningful ways as part of the inquiry process? • What does Personal Digital Inquiry look like in classrooms across different grade levels? • It sits at the core of everything!
  • 3. Personal vs. Personalized: What’s the differencewhenit comesto movingtowardstudentdirectedlearning? • “Personalized” is about a top-down designed or tailored approach to learning; customized for the student, but still controlled by the teacher (serve up learning based on a formula of what a child needs) • “Personal” is something human where the learner initiates and controls parts or all of the learning process; often emerges from engagement with others about one’s personal wonderings and building relationships in the process. True personal learning: It’s all about curiosity & building relationships!
  • 4. The Challenge:Connecting Learnersin Ways That Matter “We need to move beyond an industrial model of universal school toward new era focused on lifelong learning and individual choice – or we will lose our learners emotionally & physically.” ~ Allan Collins & Richard Halverson (2009)
  • 5. Gallup Poll (2012) - 500,000 US students, Gr. 5-12 Center for Education Policy (2012) TheChallenge:ConnectingLearnersinWaysThatMatter
  • 6. Gallup Poll (2016) – 910,000 US students, Gr. 5-12 Percentage who strongly agreed with the statement: “The adults at my school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)… Many students don’t feel individually known or cared for at school. THIS is the PERSONAL we need to focus on!
  • 7. The Challenge:Connecting Learnersin Ways That Matter Sense of Belonging – Do I fit in? Am I relevant? Do people care about me? OECD PISA 2015 Students’ Well Being (April 2017)
  • 8. • If we engage learners with rigorous academic content and expect them to know why, when, and how to apply knowledge to answer questions & solve problems (National Research Council, 2012) • We can “lessen the achievement gap in ways that lead to positive adult outcomes for more young people” • High school students engaged in deep, relevant, and personal (student-driven) learning opportunities: • Demonstrated higher levels of interpersonal and intrapersonal skills (American Institutes for Research, 2014) • Achieved better outcomes in every aspect of life, including academic, career, civic, and health (Center for Public Education, 2009) Optimistic Findings
  • 9. Sohowcanweusetechnology(and goodteaching)todesignpersonal,student directedspacesforlearning? Coiro,Castek,&Quinn(2016)TheReadingTeacher Coiro,Dobler,&Pelekis(2019) FromCuriositytoDeepLearning:PersonalDigitalInquiryinGradesK-5 This also applies to how we design the Summer Institute experience in ways that model and engage you in the same practices we hope you will apply to your own projects & teaching.
  • 10. Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.
  • 11. Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.Turn and talk some more…
  • 12. Are we asking the right questions? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3. But how? Which parts and why? For whom? In which contexts? How will your learners actively engage with this tool? To what end? What will your learners know, understand, and be able to do before/during/after using this tool? How does this connect with the real world?
  • 13. Afterexploringdigitaltexts & tools, whatifwe refocusandflipthe sequenceof our planning questionsfor teachingwith technology? 1 2 3 What will my students know, understand, and be able to do? How will my students be actively engaged and to what end? Which digital tool(s) would work best and in what ways? 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) 1. Hey that tool is cool! 2. How could I use that? 3. (maybe) How might this connect with what I teach? RATHER THAN…
  • 14. A critical piece is classroom culture… A classroom culture that values curiosity and honors student voices while encouraging choice, collaboration, problem solving, risk taking, and reflection. Buildingacultureofinquiryiskey! (BEFOREtechnologycanplay aneffectiverole inteachingandlearning)
  • 15. What do we mean by culture? Adapted from Ritchhart, 2015
  • 16. 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) trust and respect
  • 17. Learning is social and part of a mutually constructive process that involves face-to- face talking, listening, and consensus building. Creative learners make personal connections and take action to build awareness and/or foster change. “I belong and I can make a difference” Whatmight acultureofinquirylookandfeellikein a digitalage?(Foursetsofcorevalues/practices) Generating questions and lived experiences with real issues is personally fulfilling; Inquiry can happen on several levels. True inquiry involves critical analysis, reflection & self-monitoring, which leads to more questions.
  • 19. Wonder & Discover (Gr. 1) What is that ant going to do next? Hey, why does that radish plant look different?
  • 20. Wonder & Discover (Gr. 4) Gr. 4: What makes our school great?
  • 21. Wonder & Discover (Gr. 12) Gr. 12: How can I make a difference?
  • 22. • Dyad 2: Rachel Barret and Holly Geffers How can my students create a multimedia artifact to teach underclassmen about a specific genre? • Dyad 4: Marian Ochs and Karla Vidal How can students engage more deeply in learning by acting like journalists? • Dyad 28: Karen Capraro and Therese Woozley How can educators use digital media in K-12 classrooms to create personal digital learning experiences? Wonder & Discover (SIDL)
  • 23. VariedLevels of [Digital]Inquiry • Modeled inquiry: Students observe models of how the leader asks questions and makes decisions. • Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary). • Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guided by some structure given by the leader. • Open Inquiry: Students make all of the decisions. There is little to no guidance. Alberta Inquiry Model of Inquiry Based Learning (2004)
  • 24. Four places to start to let go
  • 25. Four places to start to let go
  • 26. Four places to start to let go
  • 27. Four places to start to let go
  • 28. Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
  • 29. Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
  • 30. Create & Take Action • Opportunities to actively engage and participate in turning new knowledge and ideas into creative action… • Collaborate • Start conversations • Raise awareness • Take action • Change Minds
  • 31. Create & Take Action (Gr. 1) I belong to this community by increasing awareness
  • 32. ReneeHobbs(2013) The Life Of A Homeless Person (after a photo walk Discovery) Discussion… Research…. Composition… Revision… 10 page Comic book Create& Take Action Grades 3-5
  • 33. Blue Pride: Collected 500 signatures to ban plastic bags and use reusable shopping bags Next Steps: Class has ended but on to legislators… I belong to this community and I can make a difference! Create& Take Action Gr.12 Inquiry Question: What global issue would you like to advocate for on a local level?
  • 34. Karen Mueller (Public Librarian, Foster, RI) Question: How can we engage adolescents more in local library activities? I’m a LEADER in this community and I can make a difference! Create& Take Action
  • 35. Kara Clayton (Michigan) Stephanie Branson (Florida) Amanda Murphy (Rhode Island) Question: How do SIDL participants enact digital and media literacies back in their own contexts? Create& Take Action We’re LEADERS in this community and we can make a difference! digiuri.wordpress.com/
  • 36. Create& Take Action Mary Wallace: Educational Technology Coordinator, Pennsylvania How can I create a media center that fosters innovation at my school? I’m a LEADER in this community and I can make a difference! https://goo.gl/Grc7sM
  • 37. Renee Hobbs and Julie Coiro Inquiry Question: How can we create a hands-on, minds-on learning experience that continues to grow a strong community of digital literacy leaders? Create& Take Action We’re LEADERS in this community and we can make a difference!
  • 39. Analyze & Reflect Building conceptual understanding (analog style) Giving feedback on a “final” product and reflecting on what they might have done differently
  • 40. Analyze & Reflect Building conceptual understanding
  • 41. Analyze & Reflect CITELIGHTER: Close reading and viewing to actively build knowledge
  • 42. What decisions informed your design of your Wonder Project? Analyze & Reflect
  • 45. In reality – these four core elements are iterative, dynamic, & interdependent practices that vary with each situation & context
  • 46. 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged WONDER & DISCOVER COLLABORATE & DISCUSS CREATE & TAKE ACTION ANALYZE & REFLECT Withinthecultureofthesefoursetsofinquirypractices, 3. Then…make purposeful choices about technology (or no technology)
  • 47. Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Learners passively receive [digital] information given or modeled by others Learners [use technology to] connect new information to prior knowledge Learners [use technology to] share their new knowledge with others Learners [use technology to] reflect on and evaluate their inquiry processes and products Learners [use technology to] translate their knowledge into action for real-world purpose Lower Order Thinking Higher Order Thinking Purposeful Technology Use Howcantechnologysupportorenhancelearning? …to enrich Knowledge Building (more teacher guided) …to enrich Knowledge Creation (more learner guided)
  • 48. VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers shows online resources & videos to build background; teachers and students take photos in garden to use in writing Students use Pebble Go for research to build knowledge & vocab; Research about how to stop insects from eating garden plants; students use online resources and decide what info. to include in posters Student pairs create poster on selected plant topic using creativity software (Pixie) Collaborative pairs evaluate content on digital posters (accuracy, detail, layout, clarity) and make changes as needed Students share digital posters with buddy classes (K and Gr. 5) to teach others and answers questions about plant topics Lower Order Thinking Higher Order Thinking Gr. 1 Garden Inquiry Project
  • 49. VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers point learners to specific websites (UN, CNN) and these have additional links with resources Learners locate online sources & use Google Docs to create source analysis documents; Use email, Hangouts, Twitter to contact experts in fields related to their topic. Learners use Google Slides Presentations to pitch initial findings; present from websites, infographics, Twitter, and YouTube in Community Showcase Technology not used in this capacity in this project. Learners use technology to communicate suggested action steps to stakeholders and raise awareness for the causes. Lower Order Thinking Higher Order Thinking Gr. 12 Global Advocacy Project
  • 50.  DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based learning can move from teachers using technology for giving information and prompting deeper thinking toward students actively using technology to make and reflect on new content
  • 51. DesigningOpportunitiesforPersonalDigital Inquirywiththe PDIPlanningGuide Learning Outcomes Student-Centered Inquiry Practices (modeled > prompted > guided > open) Curricular: (subject-specific or multidisciplinary) Participatory: (join partners, start conversations, raise awareness, take action, change minds) Standards: Digital Competencies: Wonder & Discover: Collaborate & Discuss: Create & Take Action: Analyze & Reflect: [Digital] Experiences to Deepen Learning & Increase Engagement Acquire Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge 1 2> 3 >
  • 52. Yourtaskthis week: Whatmight acultureofpersonal digitalinquirylooklikeinYOURworkcontext?
  • 53. If you’d like to learn more... Companion Website Bit.ly/PDInquiry From Curiosity to Deep Learning: Personal Digital Inquiry in Grades K-5 Julie Coiro, Elizabeth Dobler, & Karen Pelekis is available NOW for pre-order from Stenhouse!!
  • 54. Possibilities: Using Inquiry and Technology to Enhance Wondering, Discussion, Creation & Reflection in Kindergarten
  • 55. And it all begins with a question! What will yours be?

Editor's Notes

  1. Collins & Halverson: Rethinking education in the age of technology
  2. Gallup: 500,000 students in grades five through 12 from more than 1,700 public schools in 37 states in 2012
  3. Collins & Halverson: Rethinking education in the age of technology
  4. Collins & Halverson: Rethinking education in the age of technology
  5. Learning outcomes Active, engaged self-directed learners Purpose driven use of technology SITS WITHIN A CULTURE of Inquiry
  6. Learning outcomes Active, engaged self-directed learners Purpose driven use of technology SITS WITHIN A CULTURE of Inquiry
  7. Learning outcomes Active, engaged self-directed learners Purpose driven use of technology SITS WITHIN A CULTURE of Inquiry
  8. Learning outcomes Active, engaged self-directed learners Purpose driven use of technology SITS WITHIN A CULTURE of Inquiry
  9. Schon: Reflection in action; Reflection on action - http://mycourse.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113
  10. http://education.alberta.ca/teachers/aisi/themes/inquiry.aspx
  11. Diane Use the narrative
  12. Diane Use the narrative
  13. Actual website: http://goo.gl/0g33nz
  14. Actual website: http://goo.gl/0g33nz
  15. STOP HERE BEFORE LUNCH
  16. Ask questions; do “research” offline and online; brainstorm how to create and share what they learned with others