Come to Minnesota: Live the Future

1. Come to Minnesota:Live the Future February 29, 2007 Tom Welchtom@twelchconsulting.com 859.576.0878

2. No axe • No product • No technique • No services • Just passion and commitment to every student learning at highest level

4. “Geography” has been redefined Consider this as you work together

5. The only relevance geography has is in the mindset that you bring to the opportunities you make available to each student.

6. If you don’t’ think that what you are doing can be significantly improved using a technology-based platform, and you are in a room with 30 students or a gym with 100 . . . You are the only one who believes the way you do.

7. “If you don’t like change . . . • You’re going to like obsolescence • even less.” • -- Gen. Shinseki (ret.)

8. The essential question seems to be: "How do we rewire our brains to think differently about the business [education-tw] world and resist the temptation to put up the barricades and fight?"  • Wikinomics (2006) by Tapscott and Williams

9. Faced with the choice between changing one's mind and proving that there is no need to do so, almost everyone gets busy on the proof.  • ~John Kenneth Galbraith

10. The three forces changing American Education • The defining of standards • The use of common assessments • Technology

11. What student-focused standards are available for you to use in this project? • BMI • Heart rate • Diabetes percentages • Participation

12. What common assessments could you use across schools and districts?

13. What uses of technology can you imagine to achieve the above? • What uses of technology could your students imagine to achieve them? • Are you willing to ask students?

14. What happens when you Google • “Online PE courses” ?

16. High schoolers logging on for gym class • Anne RymanThe Arizona RepublicOct. 28, 2005 12:00 AM • Forget pushups, running the mile and the ugly uniform."People will laugh and say, 'What is the deal with that?'" Richardson said. "Their idea is I set up a Web cam and show how to do pushups. It really isn't about that at all." The six-week class at Primavera shows how the courses rely on a mix of honors system, computer tracking and events.Students first get a fitness assessment and then choose their fitness activities, with walking, dancing and biking being popular choices. They must wear a heart-rate monitor during the activities and download the results by computer to their teacher twice a week. The course requires students to be active for about an hour a day, five days a week.Students also must attend at least four school-organized events that have ranged from fishing, indoor rock climbing and bowling to an Arizona Diamondbacks game and a theater production of The Lion King. The textbook is online, and the quizzes are similar to a regular gym class.

17. What if you Google “fitness online” ?

19. http://www.fitnessonline.com/

20. Are you at least “teaching” your students to use the available resources to help live a healthier life?

21. Have you considered the long-term effects of what you are doing . . . On the lives of your students and their families (for the next 70-90 years!)

22. What role could these emerging technologies play in improving student fitness? • DDR • VT • Wikis • Podcasting • SL • ?

23. What about DDR? • http://youtube.com/watch?v=0gh6hzs_7Kc

24. What can “we” do to help students and their families live a more fit life? What can “wii” do to help students and their families live a more fit life?

26. Need more to think about? • Some other ways to start thinking about these issues . . .

27. But we’re stopping here for a breather and questions.

28. Here are a few of my recent “reads” • The World is Flat - Friedman • The Extreme Future – Canton • Wikinomics – Tapscott and Williams • Tough Choices or Tough Times – • Nat’l Center on Education and the Economy • The Long Tail – Anderson

29. Let’s take a look at trends • In your opinion what are the top 3 trends that will impact our country and our schools in the next 15 years?

31. (How) Will those events/trends impact students in your school? • (How) will those events/trends impact your work as a teacher?

32. Canton’s List • 1. Fueling the Future • 2. The Innovation Economy • 3. The Next Workforce • 4. Longevity Medicine • 5. Weird Science • 6. Securing the Future • 7. The Future of Globalization • 9. The Future of the Individual • 10. The Future of America and China.

33. 1. Fueling the Future – The energy crisis, the post-oil future, and the future of energy alternatives like hydrogen. The critical role that energy will play in every aspect of our lives in the 21st century.

34. 1. Fueling the Future – The energy crisis, the post-oil future, and the future of energy alternatives like hydrogen. The critical role that energy will play in every aspect of our lives in the 21st century. Stuck? Need a lens? Try thinking of school levels, or academic disciplines, or personnel issues, or fiscal implications, or . . .

35. 2. Innovation Economy – The transformation of the global economy based on the convergence of free trade, technology, and democracy, driving new jobs, new markets, globalization, competition, peace, and security. The Four Power Tools of the emerging Innovation Economy are Nano-Bio-IT- Neuro.

36. 2. Innovation Economy – The transformation of the global economy based on the convergence of free trade, technology, and democracy, driving new jobs, new markets, globalization, competition, peace, and security. The Four Power Tools of the emerging Innovation Economy are Nano-Bio-IT- Neuro.

37. 3. The Next Workforce – How the workforce of the U.S. is becoming more multicultural, more female, and more Hispanic. Why the future workforce must embrace innovation to become globally competitive (*).

38. 3. The Next Workforce – How the workforce of the U.S. is becoming more multicultural, more female, and more Hispanic. Why the future workforce must embrace innovation to become globally competitive (*).

39. 4. Longevity Medicine – The key forces that will radically alter medecine, such as nanotech, neurotech, and genomics, leading to longer and healthier lives.

40. 4. Longevity Medicine – The key forces that will radically alter medecine, such as nanotech, neurotech, and genomics, leading to longer and healthier lives.

41. 5. Weird Science – How future science will transform every aspect of our lives, culture, and economy – from teleportation to nanobiology to multiple universes.

42. 5. Weird Science – How future science will transform every aspect of our lives, culture, and economy – from teleportation to nanobiology to multiple universes.

43. 6. Securing the Future – The top threats to our freedom and our lives, from criminals to terrorists to mind control. Defining the risk landscape of the 21st century.

44. 6. Securing the Future – The top threats to our freedom and our lives, from criminals to terrorists to mind control. Defining the risk landscape of the 21st century.

45. 7. The Future of Globalization: Cultures in Collision – The new realities of global trade and competition; the rise of China and India; the clash of cultures and values; and the ideological battle for the future.

46. 7. The Future of Globalization: Cultures in Collision – The new realities of global trade and competition; the rise of China and India; the clash of cultures and values; and the ideological battle for the future.

47. 8. The Future of Climate Change – How the environment is changing and how we need to prepare for increased global warming, pollution, and threats to health. How we must change.

48. 8. The Future of Climate Change – How the environment is changing and how we need to prepare for increased global warming, pollution, and threats to health. How we must change.

49. 9. The Future of the Individual – Navigating the threats from technology, governments, and ideologies in the struggle for human rights, liberty, and the freedom of the individual in the 21st century.

50. 9. The Future of the Individual – Navigating the threats from technology, governments, and ideologies in the struggle for human rights, liberty, and the freedom of the individual in the 21st century.