FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
18. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
89. Relevancy
The usefulness of the information that exists
about you and how consistent that
information is with you you say you are and
what you claim to value
90. Purity
The amount of information that comes up in
an Internet search that is about you and not
someone with a similar name or similar
interests
91. Diversity
The mixture of information found when you
are searched online:
• Do you have a website?
• Are you found in real time content?
• Are there images and video of you?
129. S
TO
W
Helpful
to achieving the
objective
Harmful
to achieving the
objective
Internal Origin
Attributes of the
Individual
Strengths Weaknesses
External Origin
Attributes of the
Environment
Opportunities Threats
SWOT
Analysis
150. S
TO
W
Helpful
to achieving the
objective
Harmful
to achieving the
objective
Internal Origin
Attributes of the
Individual
Strengths Weaknesses
External Origin
Attributes of the
Environment
Opportunities Threats
SWOT
Analysis
155. High achieving students
demonstrated greater
autonomy and
competence than low
achieving students in
computer-based learning
tasks.
(Otta & Tavella, 2010)
179. write stories
design graphics
paint pictures
program softwaretake photographs
make movies
start a business
perform music
invent sculpt
build
serve the community
advocate
create computer games
conduct an experiment
present research
raise funds
180.
181.
182.
183.
184.
185.
186.
187.
188.
189.
190.
191.
192.
193.
194.
195.
196. Fight the Good Fight
“I wish a politician with no teaching
experience would just come in and
tell me how to
teach,” said no
teacher EVER.
211. Learning &
Performance
Environment &
Behavior
Life Outside
School
Digital Access
full electronic participation
in society
Digital Security & Safety
electronic precautions to
guarantee safety
Digital Law
electronic responsibility for
actions & deeds
Digital Communication
electronic exchange of
information
Digital Etiquette
electronic standards of
conduct or procedure
Digital Health & Wellness
physical & psychological
well-being in a digital world
Digital Literacy
teaching & learning about
technology and its use
Digital Rights &
Responsibilities
freedoms extended to
everyone in a digital world
Digital Commerce
electronic bying and selling
of goods