Our kids are supposed to be the Digital Natives, the ones that inherently understand all this technology stuff. After all, they've grown up with technology and live with it every day! We talk a lot about how fluent our students are with technology, but are they really? In this keynote we'll think about some of the realities of technology use in schools, and try to get a clearer perspective about our roles in the learning process.
38. “Those of us who were not born into the digital
world but have, at some later point in our lives
become fascinated by and adopted many or
most aspects of the new technology are, and
always will be, Digital Immigrants.”
39. “As Digital Immigrants learn to adapt to their
environment, they always retain, to some degree,
their "accent," that is, their foot in the past.”
43. “...the single biggest problem facing education
today is that our Digital Immigrant instructors... are
struggling to teach a population that speaks an
entirely new language.”
57. 2
Anything that gets invented between then and
before you turn thirty is incredibly exciting and
creative and with any luck you can make a
career out of it
58. 3
Anything that gets invented after you’re thirty
is against the natural order of things and the
beginning of the end of civilisation as we know
it until it’s been around for about ten years
when it gradually turns out to be alright really.
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90. Students Teachers
quick learner
enjoys a challenge
seeks engagement
no fear
willing to try
willing to fail
enjoys learning
worldliness
wisdom
knows what’s possible
91. Students Teachers
quick learner
enjoys a challenge
seeks engagement
no fear
willing to try
willing to fail
enjoys learning
worldliness
wisdom
knows what’s possible
92. Students Teachers
quick learner
enjoys a challenge
seeks engagement
no fear
willing to try
willing to fail
enjoys learning
worldliness
wisdom
knows what’s possible
93.
94. “As long as the hardware and software is available,
it will make the learning more effective since the
kids already know how to use it”
95. “We don’t need to actively teach the
responsible use of social tools… the kids
already know how to use them”
96. “As a teacher I don’t need to really understand
this stuff, since the kids will figure it out”
97. “Using technology in class is not that
important, since the kids spend so much
time using it out of school anyway"
99. Students Teachers
quick learner
enjoys a challenge
seeks engagement
no fear
willing to try
willing to fail
enjoys learning
worldliness
wisdom
knows what’s possible
100. Students Teachers
quick learner
enjoys a challenge
seeks engagement
no fear
willing to try
willing to fail
enjoys learning
worldliness
wisdom
knows what’s possible
101.
102. What do you need to know to teach a dog tricks?
124. In early 1998 could you
have predicted how
much the world would
change in 13 years?
Image: 'ashamed'
http://www.flickr.com/photos/24471966@N04/3114343040
126. How do we
prepare for a
future that we
can’t possibly even
imagine?
Image: 'fle'
http://www.flickr.com/photos/23474554@N00/2619625163
127. We need to produce
people who know
how to act when
they’re faced with
situations for which
they were not
specifically
prepared.
Seymour Papert
128. this is all new territory no matter how you got here
129. show leadership
model learning
know what’s possible
fail publicly
understand the culture
provide guidance
make them ambitious
push them to be more
132. ---- -- -- - - - -- -- -- -·
Substitution
Tech acts as a direct tool substitute, with no
functional change
133. ---- -- -- - - - -- -- -- -·
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
134. Modification
Tech allow. for fgnificant task redesign
---- -- -- - - - -- -- -- -·
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
135. Redefinition
Tech allows for the creation of new tasks,
Modification
Tech allow. for fgnificant task redesign
---- -- -- - - - -- -- -- -·
Augmentation
Tech acts as a direct tool substitute, with
functional improvement
Substitution
Tech acts as a direct tool substitute, with no
functional change
140. "It's fun"
"I learned most of it from the teacher, but then... I
started doing stuff for myself"
"I found my way and worked it out by myself, and
tried to solve my own problems"
It makes you think a lot about the problem solving"
"It helps you create your inner awesomeness!"