5. Back Channel
Type your name
http://todaysmeet.com/motivatingminds
6. Back Channel
140 characters!
http://todaysmeet.com/motivatingminds
7. 3 +1
Meeting the needs of all learners:
technology and learning styles
Achieving mastery through the joy of learning
Future trends: SAMR —
Redefining Lessons, Creating New Tasks
It Takes a Village:
Teaching and Learning in a Community
9. Differentiated Instruction
■ Responsive
teaching
■ Student-centered
■ Multiple
approaches to
accommodate
multiple
Carol Tomlinson
intelligences
10. Mission of D.I.
•To design learning experiences that are
respectful of and honor students’ unique
abilities, talents, interests, and learning
styles.
http://edorigami.wikispaces.com/ICT+and+LEARNING+STYLES
14. Role of Technology
•Technology can provide a variety of
experiences for authentic learning.
•Technology can support students’
construction of knowledge through
the use of resources such as video,
webquests and interactive software
applications and websites.
•Technology can provide real-world
and real-time connections online.
15. iPad = Flexible learning:
Image Credit: Ian Wilson
http://ipadineducation.co.uk
16. Turn and Talk
•Identify one lesson or activity that
provides students with an authentic
or experiential learning task — and
that would not be possible without
technology.
17. Meeting the needs of all learners:
technology and learning styles
Achieving mastery through the joy of learning
18. Joy of Learning
•"Every day, every student will come to
school and be met with learning
opportunities at his or her personal
developmental level in all subject areas.
He or she will leave school having been
challenged, feeling successful, and
looking forward to tomorrow."
•– District 102 Learning Vision
21. Teaching and Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Benjamin Bloom Knowledge
22. Teaching and Learning
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Benjamin Bloom
Knowledge Remembering
Digital Taxonomy = New Terms
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
26. Technology for Assessment
•Consider tools such as:
Student Response
Systems, Google Forms,
Edmodo/Schoology and
Socrative.
•Multimedia reflections or
projects, students can
document and reflect on
their own learning journey Image credit:
in varied, engaging http://learninginscience.blogspot.com/2011/01/
assessment-in-inquiry-classroom.html
ways.
27. Socrative.com
Free
*ANY* Internet connected device
50 students per session
28. Meeting the needs of all learners:
technology and learning styles
Achieving mastery through the joy of learning
Future trends: SAMR —
Redefining Lessons, Creating New Tasks
32. SAMR
■ Substitution -
Technology acts as a direct tool
substitute with no functional
improvement
■Augmentation -
Technology acts as a direct tool
substitute with functional
improvement
■Modification -
Technology allows for significant task
redesign
■Redefinition -
Ruben R. Puentedura Tech allows for the creation of new
tasks, previously inconceivable
33. SAMR
• Developed late 80s, early 90s
Source: Ruben Puentedura
34. TPCK
• TPCK: designed by Mishra and Koehler in 2006
40. Meeting the needs of all learners:
technology and learning styles
Achieving mastery through the joy of learning
Future trends: SAMR —
Redefining Lessons, Creating New Tasks
It Takes a Village:
Teaching and Learning in a Community
44. K12 Online Conference Begi
ns to
day!
4 Strands:
•Getting Started
•Visioning New Curriculum
•Kicking it up a Notch
•Student Voices
http://k12onlineconference.org/
51. Back Channel
Motivating Minds in Minnesota...
•Think of how these ideas and information
may be connected to what you already
knew?
•I used to think ... but, now I think ....
Consequently learners may employ half a dozen or more apps for one single project or piece of work, using software in an interactive and composite way. These ‘ App Learning Journeys ’ provide children and young people with effective, efficient and highly creative processes over which they have a high degree of control. The use of a double tap on the home button or 4 finger swipe upwards on the screen brings up the multitasking bar where learners can quickly skip from one app to another, following their thoughts, ideas and learning. In this sense it is not a linear or sequential workflow, but a journey which can be intuitive, flexible and richly creative.
From embedded, just-in-time information about student understanding to rich multimedia reflections or projects, there are numerous ways in which the iPad can reveal key assessment information. In addition, students can use the iPad to document and reflect on their own learning journey in varied, engaging ways.
Ideas that Matter: Dr. Ruben R. Puentedura breaks down how to think about the information from the 2012 NMC Horizon Report, and how the technologies outlined in it relate to us as humans. He brings to the forefront the connection between humans and technology, beginning with the first fully human skeleton. Ruben is the Founder and President of Hippasus, an educational consulting firm focusing on transformative applications of information technologies to education. While a teaching fellow at Harvard University, he co-developed new courses in the introductory sciences, aimed at increasing the breadth and depth of science understanding for majors and non-majors alike.
developed starting in the late 80s, early 90s, to answer the question of what types of technology use would have greater or lesser effects upon student learning. Are you using it as a substitution, augmentation, modification, or redefinition? There's a saying for a second, step back from what's happening in terms of content and pedagogy. Just look at the technology per se and compare it to traditional technological or earlier technological tools. Which level are you looking at? And finally, are you looking at technology tools that are a good fit to the task at hand or should you be looking for other tools?
A well designed course takes into account: pedagogical knowledge of the instructor, content knowledge of the instructor andtechnological knowledge of the instructor. As modern educators we must consider which technologies to use with what pedagogies for teaching specific content to particular students. This involves:Knowing the existence, components and capabilities of various technologies as they are used in teaching and learning settings;How teaching might change as the result of using particular technologies;Understanding that a range of tools exist for a particular task, the ability to choose a tool based on its fitness and affordances;Pedagogical strategies most suitable to use with particular technologies. The 20th century question was, ‘ Is there some form of technology readily available? ’ Whilst, the 21st century question is, ‘‘ Which one of an ever growing plethora of tools do I use? ” As technological change is a constant, we need to have some key frameworks to examine our teaching practice and the tools that we and our students may use.
We want them to become scholars of the field and we want them to share their scholarship with others. “ well now I want you to become scholars in a world community?” Each student contributed an article to Wikipedia as a key component of their work in the course. In other words, these students didn't just say, “well I'm going to write an essay and just my classmates and the professor will read it.” These students contributed articles that are now being read by people all over the world, are being evaluated by people all over the world, are being interacted with by people all over the world. And the interaction they got was not just from scholars, although certainly scholars looked at their articles and commented on them.
The people we connect with are extremely important for sharing our experiences.
developed starting in the late 80s, early 90s, to answer the question of what types of technology use would have greater or lesser effects upon student learning. Are you using it as a substitution, augmentation, modification, or redefinition? There's a saying for a second, step back from what's happening in terms of content and pedagogy. Just look at the technology per se and compare it to traditional technological or earlier technological tools. Which level are you looking at? And finally, are you looking at technology tools that are a good fit to the task at hand or should you be looking for other tools?