3. Exponential Growth of Knowledge
• Knowledge, both basic and applied, is growing
exponentially
•World knowledge base doubles every 2 years
4. CSOTTE 2011
4
Growth of the Digital Universe
The amount of digital information created and replicated in the
world in 2009 = 800,000 petabytes
5. CONVERGENCE
Convergence of
tools into a
single device
that enables
you to learn
anytime and
anywhere
6. Wide array of tools and 1000s of
applications (500,000 iPhone apps)
Electronic book
readers, annotation
tools, applications for
creation, social
networking tools,
GPS, accelerometers
and motion sensors,
high resolution still
and video cameras,
etc.
11. CSOTTE 2011
11
Open Educational Resources
UNESCO Open Educational Resources Initiative
12. CSOTTE 2011
12
Learning Analytics and Visualization of
Massive Educational Data Sets
13. The Learners are Changing:
The Media Generation
Immersed in media
The “Connected”
generation
Digital Natives
Understand
information to be
readily available and
free
No difference
between virtual and
physical world
18. CSOTTE 2011
Participants: 18
100 leaders from stakeholder groups:
State and federal legislatures
State educational agencies and certification boards
National and regional accreditation associations
Educational professional associations
Teacher unions
Teacher education institutions and alternative
certification programs
Universities
Schools
Federal government
Technology industry
19. CSOTTE 2011
19
Goals of Summit
Identify characteristics of a 21st century educator
Define the critical elements of an educator
preparation program that produces such an
educator
Identify the institutional, state, and national policy
structures that support the creation of these
programs
Build a national coalition to reinvent teacher
education for digital-age learners
20. CSOTTE 2011
20
21st Century
Teacher Characteristics
21. CSOTTE 2011
21
Facilitate and inspire student learning
and creativity so that all students
achieve in the global society
28. CSOTTE 2011
28
Redefining the Teacher
Education Framework
29. CSOTTE 2011
29
Redefining the Teacher
Education Framework
Teacher education must be responsive to
changes in the global society
30. CSOTTE 2011
30
Model 21st century skills, teaching
practices and technologies in teacher
preparation curriculum and instruction
31. CSOTTE 2011
31
Prepare teachers to work as effective
members of learning teams
32. CSOTTE 2011
Prepare teachers to teach in blended 32
and online learning environments
Use data to customize learning
Growth of virtual high
Schools and cyber
charter schools
Data-driven decision-
making
33. CSOTTE 2011
33
Extend curriculum
and teacher role to
include both formal
and informal
learning
34. CSOTTE 2011
34
Be a university-wide endeavor
The UTeach
Program
35. CSOTTE 2011
35
Use simulations to prepare teachers to deal
with difficult situations
36. CSOTTE 2011
36
The transformation of teacher
education will require changes in
policy structures at the institutional,
state and national Level
37. CSOTTE 2011
37
Institutional Policies to
Transform Teacher Education
Faculty Development
Faculty Engagement in Clinical
Practice
Competency-Based Teacher
Education Programs
Funding for technology resources
38. CSOTTE 2011
38
State Level Policies
Develop state shared vision
State educator certification
policies must support:
new roles for educators
new ways of staffing
schools
teacher technology
competencies
39. CSOTTE 2011
39
National Level Policies
Create a national coalition to
reinvent teacher education
Build a National Educator
Competency Development Hub
Allocate funding for technology in
teacher education
40. CSOTTE 2011
40
Impact of Summit
State initiatives: New Hampshire,
Wisconsin and California
Congressional Briefing
National Council for Accreditation of
Teacher Education/TEAC
Australia Summit on Educator
Development
41. CSOTTE 2011
41
Contact
Paul Resta, Ruth Kinght Millikan
Professor of Learning Technologies;
Director, Learning Technology Center,
The University of Texas at Austin
resta@austin.utexas.edu
To download copy of Redefining Teacher
Education for Digital Age Learners – A Call
to Action, go to:
www.redefineteachered.org
Notes de l'éditeur
Petabyrw =1,0000 terabytes
GPS, word processor, hi res still camera, video camera, graphing calculator, spreadsheet, webbrower
India $35 tabletSchools acquiring for 1-1
Developing countries doing more creative and advanced uses of mobile phones for learning
Google appsMany schools using UT Google mail for students and alumni College of Education piloting Google apps Accessibility issues
Almost every state has virtual high schoolOver 5,000 online degree programs
UNESCO Open Ed ResourcesEducational Content is OpenQuestion of why teach it if they can Google IT
Massisve data setsHard to see patterns, trends and relationshipsField of Learning Analytics Dashboards
Much of my work is with UNESCO and this problem is not unique to the U.S. Worldwide there is also the lack of a shared vision of how schools and teacher education should change
Currently: islands of innovation and excellence Also fragmented efforts at change
Discuss Texas example; Difficult for a college to transform itself even if it desired to do so. Multiple stakeholder groups influence teachers education. State legislatures, SBEC, TEA, NCATE NCAA, Ed Prof assocs, Example of Texas: State legislature 18 of professional development mandated by legislature; SBEC program changes. Unless all of these groups are able to develop a shared vision and work collectively to achieve it nothing will change
Note: First characteristic is focused on studentsbecoming creative thinkers (Mitch Resnick- Sowing seeds for more creative society. Interesting that teachers have a role to support students in both formal and informal learning experiences. Learning in multiple modalities – In an open learning ecology, teachers must embrace a greater diversity of spaces, times, resources, media, and methods for learning. Twenty-first century learning environments are synchronous and asynchronous, face-to-face and virtual, local and global. Teachers will be part of learning teams with a wide range of knowledge and skills, whose expertise is orchestrated to improve learning. Teachers will draw on digital technology to personalize learning activities for individual student needs. They will contribute to the continued evolution of these tools and continuously develop their knowledge of how to use them to improve learning.
Model strategies such as universal design for learning, new generation of data systems and learning analytics will allow better understanding of where children are. New systems such as Barkeley’s to customize learning; Ongoing relationship with teachers—they never leave; Exploit new simulation technologies such as used in military and medical training.
The learning and neurosciences have compiled an extensive body of knowledge about how people learn.18 Teacher education must integrate and model research-based pedagogical practices and learning environments throughout the preservice teacher’s academic instruction and field experiences. Twenty-first century pedagogies and technologies—such as collaborative, cross-disciplinary, and inquiry-based learning projects—must extend beyond the professional education courses to include all content and general education courses. Teacher candidates must experience a wide variety of learning environments, both formal and informal, with children of varying social, ethnic, and cultural backgrounds. Prospective teachers need experience working with and observing children learning in non-school environments. Virtual schools, online courses, and blended learning environments (face-to-face and online) have grown exponentially across the country in recent years and this trend will continue well into the future.21 Few, however, are learning to teach online classes.22 Twenty-first century educators must get training and experience in online and blended learning environments. Educator development programs must model technology-supported learning communities of peers, faculty, and mentor teachers throughout preservice teachers’ academic and clinical experiences. Future teachers need sustained clinical experience24 working in learning teams as they progress through their internship and residency experiences