2. The dots...
• What is technology literacy?
• Why is it important?
• How do we teach it today? Can we do
better?
• How does tinkering work as a model of
learning?
• Bringing it all together
3. What is technology
literacy?
• Computers or more?
• NAEP says technology literacy should
cover “the designed world”
• 49 of the 50 states have technology literacy
goals and standards; more than 80 percent
of the states have adopted, adapted, or
referenced ISTE National Education
Technology Standards (NETS)
4. SETDA says...
• Technology literacy is “…the ability to
responsibly use appropriate technology to
communicate, solve problems, and access,
manage, integrate, evaluate, and create
information to improve learning in all
subject areas and to acquire lifelong
knowledge and skills in the 21st century.”
5. 3 Interconnected
Abilities
Knowledge
• Vocabulary, recognition, history, tradeoffs, constraints
Critical thinking and decision making
• Inquiry, analysis, systemized thinking
Capabilities
• skills, information gathering, troubleshooting, fixing
things, offer solutions, design process
from National Academy of Engineering (NAE) and National Research Council
7. Why is technology
literacy important? or
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9. If “doing” is the key connector between
the three aspects of tech literacy, we
need a theory of learning that
emphasizes “doing”
not lecturing... not a checklist... not testing.
10. Constructionism
• Seymour Papert - collegue of Jean Piaget
• Based on constructivisim
• Children learn by discovering a world
view piece by piece, building on what
they already know and can do
• Making things in the real world cements
this knowledge
11. Making things is better than being passive
Making good things is even better
Knowledge is a consequence of experience
Gary Stager
14. Project-based Learning
1. PBL projects are central, not peripheral to the
curriculum
2. PBL projects are focused on questions or problems
that drive students to encounter (and struggle with)
the central concepts and principles of a discipline
3. Projects involve students in a constructive investigation
4. Projects are student-driven to a significant degree
5. Projects are realistic, not school-like
J.W. Thomas - A Review of Research on Project-based Learning (2000)
16. Dots so far...
• Technology literacy is important
• Technology literacy is multi-
dimentional and “doing” is central
• Constructionism is a theory of
learning that emphasizes doing
• PBL is a classroom methodology that
supports constructionism and doing
17. Tinkering as a form of
PBL
• Bricolage - French for tinkering, using found
objects, playfulness in creation.
• Papert defined two styles of problem
solving: analytical and bricolage
• School only honors one style
• McGyver, Apollo 13
• DIY, HGTV, Make magazine
18. "The bricoleur resembles the painter who stands back
between brushstrokes, looks at the canvas, and only
after this contemplation, decides what to do next."
- Sherry Turkle
19. Tinkering School - TED Talk
Gever Tully
http://www.ted.com/talks/
gever_tulley_s_tinkering_school_in_action.html
20. no set curriculum
no tests
lots of stuff
lots of tools
real tools
immersive
time
how to make things
deep realization that they can figure things out
nothing turns out as planned
every step is valuable
just start building
fully committed to project at hand
success is in the doing
failures are celebrated and analyzed
child-appropriate response to frustration
all materials useful
22. Sustained Silent Reading (SSR)
• Free access to lots of different kinds of books
• Minimum censorship. Comic books and magazines are OK; hard
and easy books fine
• More often and short is better than long, but rare
• No tests, book reports, logs,
comprehension quizzes
• Comfortable space to read
• The teacher reads too
• For all kids, not a reward or
remediation
• Supplement with interesting
experiences about reading – trips to
library, discuss literature, conferences,
etc. (not skill building)
• Good readers tend to be narrow
readers (they stick to one genre)
• Look for “home run” books
23. Sustained Technology
Tinkering
• Free access to lots of different kinds of
software and hardware
• The teacher works on computer projects too
• No tests, reports, logs, quizzes
• Comfortable space to read work on
computer projects
• Follow their passions
• Collaboration
30. • Use technology to test ideas
• Take risks
• Reflect, refine
• Assessment = does it work, is it
interesting, is it beautiful
31. Connect the dots
research, learning theory, practice, outcomes
Assessing Technology Literacy:
The Case for an Authentic
Project-based Approach
http://genyes.com/freeresources/
32. Contact information
• Sylvia Martinez, President
• Generation YES, a non-profit 501c3
• email: sylvia@genyes.org
• URL: www.genyes.org
• Blog: blog.genyes.org
• Twitter: smartinez
Notes de l'éditeur
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each leads to the other\n
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evolution of “business”\nOffice products\nskill testing\nchecklist\n
Seymour Papert - student of Jean Piaget\n Based on constructivisim\n Children learn by discovering a world view piece by piece, building on what they already know and can do\n Making things in the real world cements this knowledge\n
\n
\n
\n
Thomas\n
\n
\n
\n
\n
no set curriculum\nno tests\nlots of stuff\nlots of tools\nreal tools\nimmersive\ntime\nhow to make things\ndeep realization that they can figure things out\nnothing turns out as planned\nevery step is valuable\njust start building\nfully committed to project at hand\nsuccess is in the doing\nfailures are celebrated and analyzed\nchild-appropriate response to frustration\nall materials useful\n
\n
\n
Stephen Krashen\n
I’ve skipped over some hard questions…\n But not everything seems to perfectly translate. In FVR, the students are allowed to read pretty much anything (within reason). But for technology, I certainly would hope that aimless surfing or watching random YouTube videos isn’t what happens.\n Is this being hypocritical? Is this just a way for me to pass judgement on applications that I like and think are “important” vs. ones I deem trivial and a waste of time? If I say, “no games” – am I just doing the same thing as a teacher demanding that kids only read “good” books for SSR, and thereby undermining the process?\n
\n
Old design model\n
New design model.\n
Design changed in the 80‘s - what happened?\n
Design changed in the 80‘s - what happened?\n
Tinkering on a large scale made possible by computers\n
Assessment becomes feedback, guidance in the act of teamwork\n