Housekeeping One thing you need to write down— 21stcenturylearning.wikispaces

2. HousekeepingOne thing you need to write down— • http://21stcenturylearning.wikispaces.com

3. Community, Passion, and Learning How Do You Learn Best? Think of the last time you tried to learn something you were having trouble learning. Something about which you are passionate. What did you do? How did you get the information you needed to master the new knowledge? Bow Drill Video

4. Source: enGauge 21st Century Skills

5. Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap. • Critical thinking and problem-solving • Collaboration across networks and leading by influence • Agility and adaptability • Initiative and entrepreneurialism • Effective oral and written communication • Accessing and analyzing information • Curiosity and imagination If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?

7. Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?

8. Rethinking Teaching and Learning • Multiliterate • Change in pedagogy • Change in the way classrooms are managed • A move from deficit based instruction to strength based learning • Collaboration and communication Inside and Outside the classroom

10. Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners

11. Passion-based learning is more than quick learning bites used to produce test mastery… • Geetha Narayanan talks about the need for slow, wholesome learning. She looks at ways to bring people, technology, and learning together with a new conceptual framework. • 3- types of educational leaders in terms of relationship with technology • techno-skeptics • techno-evangelists • techno-mimetics .

12. techo-skeptics- The techno-skeptics take the view that nothing can or should really change. Rooted in the continuity of grade-based schooling and of linear and sequential learning. The skeptics value technology as a tool as long as it is in the right place - the lab and not the classroom, with specialist rather than generalist teachers and within the purview of a formal department such as computer studies and not integrated into the mainstream curriculum. They privilege the authority of the printed word, the traditional teacher, and the paper and pencil test.

13. techo-evangelist- They come from a wide range of disciplines and backgrounds and have worked hard over the years to substantiate their positions through research and development. Their world view is that a combination of speed, of simultaneity, of virtual simulations and distributed cognition will capacitate learners of all ages and from all backgrounds to survive in the 21st century. At the classroom level the evangelists use research on brain-based learning, learning styles, situated learning and constructionism to argue for an integrated curriculum with a focus on instructional strategies that foster inquiry and research.

14. techo-mimetics- as their label suggests, copiers who settle for the latest fashions, fads or trends in education, technology being no exception. Their interest in technology is short-lived and transient. Therefore their schools have large state of the art computer labs, with perhaps both broadband connectivity and wi-fi; their brochures repeat the current rhetoric on technology-related learning and they invest a lot in both mass and custom made brands to support this position. To mimetics education is like a shopping mall or a theme park, something that has value only in the short term as long as it attracts young consumer-learners who can plug, play and perhaps even learn!

16. New Media Literacies- What are they? http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry? What role will PLCs and PLN play? Will your current level of new media literacy skills allow you to take part in learning through these mediums?

17. New Media Literacies- What are they? Will the future of education include broad-based, global reflection and inquiry?

18. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

19. SITE 2006IEA Second Information Technology in Education Study • 9000 School • 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study.

20. Findings Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on.

21. Teacher as Designer See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple “use” and “integration” to innovation!

22. WHAT IS A PLC? When members of your school collaborate in an intentional and consistent manner to support student learning.

23. Why bother? • decreased teacher isolation • increased commitment to mission • shared responsibility • more powerful learning • higher likelihood of fundamental system change DuFour, DuFour & Eaker (2002)

24. The Power of Professional Learning Communities The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Milbrey McLaughlin

25. Need for a CollaborativeCulture Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community. Milbrey McLaughlin

26. Need for a Collaborative Culture If schools want to enhance their capacity to boost student learning, they should work on building a collaborative culture…When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purposes for student learning and collective responsibility to achieve it. Fred Newman

27. Foundations of a Professional Learning Community • Collaboratively developed and widely shared mission, vision, values, and goals (fundamental purpose of schools) • Collaborative teams that work interdependently to achieve common goals • A focus on results as evidenced by a commitment to continuous improvement and a recognition that “Learning for All”is the purpose of schools “School effectiveness should be assessed on the basis of results rather than intentions.”

28. A Definition of Community Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. “A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24). The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)

29. A Definition of Networks From Wikipedia, the free encyclopedia Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.

30. My community work What online communities/networks are you involved in or have knowledge of? What do you gain from your involvement in these communities?

31. 1-to-1 Group Info on demand http://endapt.wm.edu/modules/emissary-admin/info.php?template=home_page.html

32. Through ENDAPT, we aim to… • Improve pre-service preparation • Improve novice induction • Improve teacher effectiveness • Improve teacher retention • Foster teacher leadership • Improve K-12 student learning

33. Perspective “Like Alice in Teacher Wonderland  virtual communities allow my teacher world to grow larger and smaller at the same time!” Susan middle school teacher Virginia Friday, June 9, 2006

35. Twitter

36. Social communities of practice need to be designed in such a way that they evolve over time. What develops is co-created and collaborative with multiple opportunities for member feedback and ownership.

38. Professional Learning Teams

39. Characteristics of a healthy community

40. Scaling your project http://www.microsoft.com/education/demos/scale/index.html

41. Personal Learning Networks • Model how to develop PLNs for your teachers. • Look at teachers not just as coleaders but as co-learners in the effort to use technology in a constructivist classroom. • Try new things in front of your teachers and talk about what you are doing--model risk taking. Twitter Ustream

42. Skype: Web Conferencing Conference Calls Classroom Collaboration Meetings

43. Classrooms of the 21st Century are: Collaborative, student centered, project/problem based, student choice, experiential, democratic, construction of knowledge is a shared , encourage risk taking-- mistakes are allowed and seen as normal on the path. Students are active participants in own learning– not seen as an object to be acted on. Can’t Give Away What You Do Not Own

44. http://del.icio.us/abpcjohn Del.icio.us

45. Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learning http://abpc.wikispaces.com/

46. Wikis Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learning http://abpc.wikispaces.com/ PLP Consortium https://consortium.wikispaces.com/ 21st Century Collaborative Wiki http://21stcenturylearning.wikispaces.com Look at What We Can Build When We Work Together!

47. Blogs and RSS My Bloghttp://21stcenturylearning.typepad.com RSS http://www.bloglines.com/public/snbeach Blogging Communityhttp://supportblogging.com/Links+to+School+Bloggers

48. Questions or Comments? What concerns, questions, reactions do you have about the shift? Why is it hard for educators to unlearn and relearn- try new things?