The Understanding by Design / Technology for Learning Connection:

1. ® The Understanding by Design / Technology for Learning Connection: Donna Herold, Spokane Public Schools ASCD Understanding by Design Cadre / Faculty Member 1117T and 1317T Friday, Jun. 26, 2009, 8:00 a.m.-10:00 a.m. and 10:30 a.m.-12:30 p.m. -------------------------------------------------------------------- ASCD Summer Conference 2009, Houston Linking UbD and Collaborative Uses of Web 2.0

2. So, what IS a 21st Century education? Digital tools and media literacy: HOW, WHEN, and WHY should we use web 2.0 tools in the classroom? http://caglepost.com/cartoon/Keefe/41788/21st+Century+Education.html

3. Stage One and P21 Core Themes and skills • THEMES: • Global Awareness • Financial, economic, business, and entrepreneurial literacy • Civic literacy, and • Health literacy • SKILLS: • Creativity and Innovation • Information, Media, and Technology Skills • Life and Career Skills

4. "If we teach today like we taught yesterday, we rob our children of tomorrow.” • -John Dewey, Educator and Philosopher http://www.youtube.com/watch?v=dGCJ46vyR9o

5. How do we define literacy? • How are ‘literacy’ and ‘digital literacy’ related? • Jason Ohler defines LITERACY as the ability to read and write in the media forms of the day. • Are we asking kids to be literate in two languages? • Literate in two languages—those of the pre- and post- digital worlds (Rooney) • Literacy 1.0 to literacy 2.0 is meaningfully different (Knobel and Wilber)

6. http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

7. The Goal:Content, Pedagogy, and Technology Intersection • tpck.org

8. Our Students’ Worlds: • Young people (8-18) today, spend an average of 6 ½ hours a day with media • 4 hours a day watching TV • 2 ¼ hours with parents • 1 ¾ listening to music • 1 ½ doing physical activity • Over an hour on the computer • Under an hour doing homework • Source: A Kaiser Family Foundation Study. March 2005

9. If registered users of this website were a country, it would be larger than Germany, France and the United Kingdom. • Google • YouTube • Yahoo • MySpace

10. http://caglepost.com/Education.html

11. Thousands of hours--2,500 first-, third- and fifth-grade classrooms: • Fifth-graders spent 91.2% of class time in their seats listening to a teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. Findings were similar in first and third grades. • In fifth grade, 62% of instructional time was in literacy or math; only 24% was devoted to social studies or science. • Study Funded by the National Institutes of Health, published in Science, March, 2007 as cited by Greg Toppo, March 28, 2007 USA TODAY

12. Jason Ohler offers eight steps: • Shift from text centrism to the ‘media collage’ • Value writing and reading now more than ever • Adopt Art as the next ‘R” • Blend traditional and emerging literacies • Harness ‘Report’ and ‘Story’ • Practice private and participatory social literacy • Develop literacy WITH digital tools and ABOUT digital tools • Pursue fluency • Ohler, Jason. (2009, March) Orchestrating the Media Collage. Educational Leadership, 66(6) 9-13

13. Top Five Gifts for Teenagers • Portable Game Device • Cell Phone • Computer • Video Game Console • MP3 Player/iPods • Source: Starkman, Neal (2007).Leave Me Alone.... T.H.E. Journal. 33-38.

14. How do we help students deal with all of this information? • In 2007 , 161 gigabytes of digital content were created, stored, and shared around the world. This is the equivalent of 12 stacks of books reaching from the earth to the sun (or six tons of books for every living person). • (Gantz, The Expanding Digital Universe: A forecast of worldwide information growth through 2010 as quoted in Urs Gasser’s and John Palfrey’s ‘Mastering Multitasking, Ed Leadership, March 2009)

15. “Today, the defining skills of the previous era—the left-brained capabilities that powered the Information Age—are necessary but no longer sufficient. And the capabilities we once thought frivolous—the “right-brained” qualities of inventiveness, empathy, joyfulness, and meaning—increasingly will determine who flourishes and who flounders.” Daniel Pink, A Whole New Mind,p. 3

16. Left Brain Logical Sequential Rational Analytical Objective Looks at parts Right Brain Random Intuitive Holistic Synthesizing Subjective Looks at wholes Left Brain vs. Right Brain

17. Right or Left-Brained?

18. Understanding by Design and Stage Three’s A M T • Acquisition– • A fact is a fact; a skill is a skill. We acquire each in turn. • Acquisition does not yield understanding; it is necessary but not sufficient. • If I have a bunch of skills and facts, that does not mean I understand, but I cannot understand without those skills and facts. • Making Meaning • What do these facts imply? • What is their sense, import, value? • Transferring– • How should I apply my prior facts, skills, and ideas effectively in this particular situation? • The situation must be new and uncharted.

19. Apply Explain Interpret Empathy Perspective Self-Knowledge Stage two Performance Tasks:UbD’s Six Facets

20. What does Application look like? • Application: transfer, adapt, adjust, collaborate, design, address novel problems • Sample one--Wiki • Sample two--Googledocs • Sample three--webquests

21. What does Explanation look like? • Explanation: generalizes, makes connections, has a sound theory • Sample one--Voicethread • Sample two—Movie Maker • Sample three--Jing

22. What does Interpretation look like? • Interpretation: supported accounts of text, data, experience • Sample one—21classes • Sample two—Excel spreadsheet • Sample three—Pod/vodcasting

23. What does Empathy look like? The student can walk in the shoes of people and characters • Take a look at the world of others • Sample one—YouTube • Sample two—class discussion threads (Moodle, Blackboard)

24. What does Perspective look like? The student can see from different points of view • Visual representations that connect us to others • Sample one—class publishing • Sample two—Class service project

25. What does Self-knowledge look like? • Self-Knowledge: self-assess, see, and expand understanding • Allow students to use Self-Knowledge to differentiate reflective products • Sample one—Movie Maker final reflection • Sample two--Photostory

26. Three challenges of Web 2.0 • According to Donald Reeves: • Partners vs. Promotion • High touch vs. High Tech • Filters vs. Fountains

28. A word about standards: • International Society for Technology in Education (ISTE) and the Partnership for 21st Century skills: • http://www.iste.org/AM/Template.cfm?Section=NETS • http://www.21stcenturyskills.org/route21/

29. For more details, check out: • http://www.21stcenturyschoolteacher.com/ • Email: • toddndonnaherold@comcast.net

30. Technology Applications Brainstorm • Blabberize • Weebly • Animoto • Audacity • http://www.blabberize.com/creation/playBlabber/14478

31. Table Talk • Think about a unit that you will be working on next year. • What enduring understandings will you target in the unit? What kind of technology-infused performance task might you design to measure that understanding? • Consider: Facets of understanding: Explanation, Application, Interpretation, Perspective, Empathy, Self-Knowledge, P21 Themes and Skills, and A—M—T (Acquisition. Meaning Making, and Transfer)