Session/ Presenter | Notes | So what? |
Empowered: Blended Learning through PBL (Andrew Miller @betamiller) | - We can use PBL as a way to innovate w/in blended learning
- 8 essential elements of PBL (Buck Institute - bie.org)
- Significant content, 21st century skills (4 Cs), In-depth inquiry, Driving question, Need to know (the project creates the need to know), Student voice & choice, Revision & reflection, Public audience
- Michael Horn - http://blended.online.ucf.edu (blended learning toolkit)
- If you want students to attend virtual class sessions, make them engaging. Don’t lecture!
- Use synchronous class meetings for sharing, critique, revision, & reflection
- Designing PBL in blended learning:
- Know thyself (know what your blended learning model is)
- Develop a network of experts
- Benchmarks & formative assessments - have these in place
- Flexibility in the online curriculum - need to meet individual student learning needs
- Align online content to the project
- Align LMS to PBL
- Discussion board is a good place for the “Need to know” activity
- Teach & assess collaboration
- Use virtual classroom for collaboration
| Brainstorm how to use synchronous class meetings in the fall to engage students (whole class Hangout, break-out Hangouts, GDocs collaboration, Watch2gether)
Hold a Hangout on Air w/ my PLN to share top learnings from ISTE13 |
Curation, Creation, & Communication for 21st Century Administrators (Steven Anderson @web20classroom & Kyle Pace @kylepace) | - All session resources here: bit.ly/isteadmins
- Session is framed by NETS for Administrators
- Visionary leadership - having a plan for technology, having & funding a tech leadership staff, making funding for tech & integration a priority
- Digital age culture - tech is embraced by all leaders, seek out new opportunities for tech integration for themselves & encourages others to do the same, attends PD to further understand the importance of tech
- How do you get teachers using tech in their classrooms? It starts with the administrator.
- Excellence in professional practice - uses & encourages use of a PLN, understands importance of having access to social networks & a fully-accessible Internet
- We need to be teaching kids how to use the web responsibly. Can’t do that by blocking everything. When kids go home, they don’t have a filtered web environment. We have to teach them to use the web appropriately.
- Digital citizenship - model tech use, model & establish policies for ethical use of digital info & tech, maintain a district blog to personally reflect on ed & district-wide issues
- TPCK - bad tech integration throws this framework off balance
- Koehler commercial - design a house around this >> This is what we sometimes do w/ tech. Don’t design your teaching around a tool - http://youtu.be/ZvDK9DjVjHA
- #cpchat - connected principals chat
- Don’t hoard information - Share it with the world!
- Diigo - tag your resources to organize them & search them later
- Educlipper, Evernote, Google Docs, ScreenCastOMatic for screencasts, Google + Hangouts, blog, edweb.net
| Think about new ways to use Google + Hangouts to connect & collaborate |
Best Digital Tools for Writer’s Workshop (Sam Patterson @sampatue) | - Check hashtag #patueiste for live tweets throughout the session
- #patue on Tagboard: http://tagboard.com/patueiste
- Notes: http:goo.gl/A8SM6
- Slides: http://goo.gl/ac2VR
| Check out Livescribe pen (automatically uploads text & audio to Evernote)
Use Voice Comments to leave comments on student work in the fall |
Paper Session: Infusing Educational Technology in Methods Courses: Successes & Dilemmas (Keith Wentzer, Theresa Foulger, LeeAnn Lindsay, & Ray Buss - Arizona State University) | - All education should be the testing of hypotheses
- Infusing technology into methods courses
- 2 problems led to research:
- Students weren’t well-prepared in preparation for math, science, & ELA - students needed more content
- Removed 5 teacher ed courses & added 5 content courses
- After 1 semester of student teaching, teacher candidates weren’t ready to teach
- Changed to 2 semesters of student teaching
- Had to eliminate / combine courses in order to do this
- Ed tech course was eliminated & integrated into other courses
- Purpose of the session: examine pre-service teachers’ perspectives
- TPCK framework
- In the midst of a change dip - In the dip, if the system doesn’t get enough support, it goes back to status quo
- Tech Infusion Coordinator - position dedicated to infusing tech throughout courses
- Writing methods course & Middle school curriculum course
- Tech Infusion Coordinator supported instructors of those courses in syllabus development & course delivery
- Workshops, online community, 1:1 coaching, co-teaching & modeling
- RQ: How well are preservice teachers prepared to infuse tech K-12 in content areas?
- Action study research, case study approach: focus groups w/ students & faculty, observations of tech infusion coordinator, analysis of course syllabi
- What factors influenced tech infusion?
- Exposing students to many technology uses during class
- Inclusion of technology in project-based learning during class
- Embedding technology requirements in assignments
- Students want more hands-on to learn uses of tech, rather than demoing with something pre-made
- Students need to know more about how to apply tech to real contexts & real classrooms
- Implementation requires time
- Faculty need more PD
- Need to continue revising syllabi to ensure that tech is indeed infused, not used as an add-on
- Use early adopters to model for other faculty
- Online community of practice
- Check out innovation configuration mapping and levels of use instruments
- My questions for the researchers: How receptive were the faculty to collaborating w/ the tech infusion coordinator?
| Love the tech infusion coordinator concept - supporting faculty in tech integration during syllabus development as well as during course delivery via co-teaching & modeling |
Who Owns the Learning? (Alan November @globalearner) | - Teachers should do more listening than talking
- What does a learning environment look like that empowers children to have passion & purpose and own their learning? Kids need to be working harder than the teachers.
- Research is clear that the majority of children & adolescents prefer to learn from peers rather than teachers
- Club Academia - incredible videos of students explaining things for other students (http://clubacademia.org)
- Give students a global audience - Give your work away and let students give their work away (iTunes U, tutorials, etc.)
- The more you give, the more you get
- All kids need to be teachers
- We have to unlearn locus of control
- Use Blogger for kids to take notes & share their notes with each other so they can learn from their peers
- What you do during the first 5 days in your classroom shows what you value
- Hashtag: #1st5days
| Provide more opportunities for students to be teachers & learn from their peers
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Where Good Ideas Come From (Steven Johnson @stevenbjohnson) | - Write down your ideas to keep them alive. Sometimes our ideas don’t make sense to us, but things will change over time and new resources will become available. Keep your hunches alive - the slow hunch
- Eureka moments sometimes occur through a much slower process. You may think the moment comes suddenly, but ideas that have simmered over time can result in powerful Eureka moments.
- Process of gathering ideas from other minds and stitching them together -- Ideas are networks of other ideas that have been woven together and reconfigured. Ideas aren’t single solitary things
- What are the physical environments that make these kinds of networks and connections possible? -- Fluid
- When we surround ourselves with people who are different from us, we are smarter. We can borrow ideas that come from a different perspective.
- Visual notes via Wes Fryer - http://blog.iste.org/fryer-johnson/
| Keep all of your ideas written down or in a digital notebook so you can go back to them later |
Abundant Learning: 4 Newish Ideas for Powerful Classrooms (Will Richardson - @willrich45) | will@willrichardson.com willrichardson.com slideshare.com/willrich45 - Hashtag for session - #iste13wr
- Educators don’t need to be better teachers. We need to be better learners.
- Are you at ISTE to be a better teacher or a better learner?
- “We can’t be creative if we refuse to be confused. Change always starts with confusion.” -Margaret Wheatley (Read her essay)
- Will just had us turn to someone next to us and share our confusion
- Have conversations with people outside of sessions. Don’t make those conversations about tools. Ask bigger questions. What do I want my students to be able to do? How do kids learn best?
- We live in a world with an abundance of information
- If we’re asking questions we can answer on our phones, we’re asking the wrong questions.
- Will is a big fan of open-phone tests
- Traditional learning vs. Modern learning
- Politicians, parents, communities, educators
- Delivery
- What you want me to learn
- Just in case
- Kids w/ access, connected, networked learners
- Discovery
- What I want to learn
- Just in time
- It’s not just about access. It’s about knowing what to do with it once you’ve got it.
- Information, knowledge, & teachers are in abundant supply & ubiquitous
- The supply of knowledge & info is expanding & changing at a rate like never before
- We cannot predict the impacts of technological advances on the future of learning and work
- If you think you can predict what technology will bring us in the next 5 years, you’re wrong
- A wide range of new skills & literacies will be required to navigate the future
- We’re moving from an institutionally organized world toward a self-organized world
- Remember when we needed...
- an agent to get a record deal?
- a publisher to write a book?
- a journalist to report the news?
- a travel agent to book our flights?
- a school to learn Algebra?
- It no longer matters if a student leaves high school w/ the pythagorean theorum in his/her head
- This is the disruption (not tech tools): What do we do in a world when learning is leaving the institution?
- Productive learning is wanting to learn more. How many of our kids leave our classrooms wanting to learn more about what’s happening in school? How many want to learn more about things they care about & can access on their own?
- There is still a lot of value in what students have access to at school, but it doesn’t have the same value it used to have
- We don’t need schools to be better. We need schools to be different.
- Better doesn’t matter much if what people need is different
- Kids need a different set of skills & a different set of contexts & experiences
- Are we preparing students to live & work in a world where they will connect w/ strangers on the internet?
- http://atlas.edupunksguide.org - A place where people can go to learn on their own
- codeacademy.com, duolingo.com
- 3 starting points
- “Knowmadic learning” - “self-organized learning”
- Based on passions & interests at the moment
- Not based on standards or set curriculum
- John Moravec - Knowmad Society
- “What is more important in today’s education enterprise: creating kids who know a little about a lot, or developing kids who leverage knowledge to produce new ideas? Kids who can contextually apply ideas & expertise in various social & organizational configurations. Kids who can unlearn as quickly as they learn, adopt new ideas and practices, thrive in non-hierarchical networks and organizations. Kids who can develop habits of mind and practice to learn continuously, and are not afraid to fail.” - Moravec
- Not limited to physical spaces in which they live
- As a profession, we need to be constantly unlearning and relearning our practice.
- We can find our own content, find our own classrooms, and find our own teachers. So can our students.
- Google’s 80/20 principle - Give students 20% of the time (1 day a week) to engage in self-organized learning
- “We can’t solve problems by using the same kind of thinking we used when we created them.” - Einstein
- 10 skills for the future workforce by the Apollo group (sense-making, social intelligence, novel & adaptive thinking, cross-cultural competency, computational thinking, new media literacy, transdisiplinarity, design thinking...)
- designthinkingforeducators.com
- 5 phases of the design process: discovery, interpretation, ideation, experimentation, evolution
- How often do we ask kids questions that we don’t have the answer for?
- Check out design thinking at the Nueva School
- Benefits: critical thinking, synthesis, empathy, curiosity, brainstorming, failure, openness, project management...
- What a concept, that we would ask students to make something that would be authentic and meaningful for the world?
- We need makers and tinkerers
- 3D printers allow us to not only design things, but make them
- Invent to Learn by Sylvia Martinez & Gary Stager - inventtolearn.com/resources
| Get Will Richardson’s book on Kindle for $1.99 - Why School?
Download free PDF of Knowmad Society by John Moravec (knowmadsociety.com)
What’s one area where I can implement design thinking in my courses? |
Research Paper Session: Impact of Integrated TPCK Development Approach on Preservice Teachers (Geoff Price, Margaret Rice, Vivian Wright) | - Researchers: pricegp@wfu.edu, vwright@bamaed.ua.edu, mrice@ua.edu
- Developed & applied model to integrate TPCK model in teacher ed program
- Applied model in elementary SS methods course
- Before using the model, weekly course meetings consisted of teacher modeling & discussion of the modeling
- Teachers developed 3 lesson plans & taught them in field experiences - lesson plans had to use TPCK framework
- 4 sources of data to examine growth in preservice teachers’ TPCK & their beliefs about the effectiveness of course experiences
- Self-report survey, lesson plans, observations, & reflections
- Survey of Preservice Teachers’ Knowledge of Teaching & Learning (Schmidt, Baran, Thompson, Mishra, Koehler, & Shin, 2009)
- Lesson plan rubric - Technology Integration Assessment Instrument (Harris, Grandgenett, & Hofer, 2010)
- Classroom observations - Technology Integration Observation Instrument (Hofer, Grandgenett, Harris, & Swan, 2011)
- Conclusions: preservice teachers reported growth in their own TPCK; their thinking became more integrated (content, pedagogy, technology); preservice teachers believed the modeling & the design experiments were most effective components of course for developing their own TPCK
- Learning activity types - Can use this taxonomy to expand TPCK conversation across courses
- Learning by design
- Need a mentor model
- TPCK Activities: bit.ly/15TIQ
- My questions for researchers: How did you determine that their thinking became more integrated? How can we get all teachers w/in dept. using TPCK framework in courses?
| TPCK PD for cooperating teachers to make sure student teachers have good models (cohort group PLC to be teacher leaders / train the trainer model)
Contact Geoff to partner on research
Poster session for EDU 451 multimedia presentation - invite faculty, teacher ed students, & inservice teachers |
Ignite Session #2, Several presenters | - @brightteacher - Skype sister classes to be a buddy class, collaborate on projects, share student work
- Jane Gonzalez
- Connected 4th graders in Minnesota & high schoolers in Texas, through poetry, culture, & a shared vision of a better future -- they all love to talk tell stories, & share experiences
- Video conference blog - poetry slam, skits
- High schoolers gave advice to 4th graders
- Give students opportunities to reach out, communicate, and belong
- Katie Aquino (@edukatiehshs)
- Infographics to reinvigorate research process
- Many topics are better represented visually than through text
- Students include on infographics: RQs, background information
- CCSS requires students to organize & present research using multiple types of media >> Infographics
- Students not only process information, but also create it
- When getting started, look at lots of examples of infographics, have explicit conversations about visual design so they’ll be intentional about their choices, then have them research, research, research
- The infographic is an alternative research product, but the research process is still the same
- Give students creation options - Piktochart, PPT, Visually
- Talk, publish, talk some more
- Deanne Seigler (@dmseigler) - Librarian
- Think Tank kids - read a book, made a picture (Morfo & Glogster)
- Rube Goldberg machines
- Todd Nesloney - @techninjatodd
- Smart XC - Smart extreme collaboration
- Clicker software for free on any web-enabled device
- exchange.smarttech.com
- Still in Beta - add-on for SMART notebook
- Gives you a website or a QR code to get students linked to teacher system
- Students can send question responses (text or images) to SMART Board by scanning QR code or visiting the URL
| Use Ignite format (5 minutes, 15 slides) in a course for student presentations - Maybe use for student presentations at end of tech/differentiation weeks in MAT program? |
Keynote: Learning is an Epic Win (Jane McGonical - @avantgame) | - 1 billion people spend at least an hour a day playing a game on a connected device
- Gamers make up a special network - the kind that can make up the future of education
- Education isn’t about centralized instruction anymore - It’s the process of establishing oneself as a node in a broad network of distributed creativity - Joi Ito, Director MIT Media Lab
- Call of Duty gamers play equivalent of 1 month of full-time work every year playing the game
- 1 in 4 players called in sick from work or school to stay home & play Call of Duty
- 71% of US workers are not engaged at the workplace
- The longer you stay in school, the less engaged you become
- Most college students spend more hours play video games than in a classroom
- 100 million hours of collaborative effort to create wikipedia
- 100 million hours = 3 weeks of Angry Bird play
- We could make a new wikipedia every 3 days if we used 1 out of 100 gaming hours
- What do gamers want so we can give them that same level of engagement in the classroom?
- 10 positive emotions: joy, relief, love, surprise, pride, curiosity, excitement, awe/wonder, contentment, creativity
- 3 out of 4 gaming hours are spent playing cooperative games
- Gamers are willing to fail 80% of the time - Are students willing to fail in our classrooms?
- “The opposite of play isn’t work - it’s depression”
- Video of your brain on games - lots of brain activity
- The brain benefit of gaming only happens if you’re the one playing the game. The same level of activity / engagement is not there if you’re watching the game.
- Video games activate the same part of the brain as cocaine
- It’s the area of the brain that is activated by motivation / goal orientation
- Volunteers playing massively multi-player thumb war on stage
- 42% of high school students think they will invent something that changes the world, but they feel that they are being least prepared to do this
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Opening Ignite Session | - STEM >> STEAM (arts) >> STREAM (reading & research)
- Don’t have to teach children to be innovative. They already are. We just have to allow it in our classrooms.
- We don’t ask students what they’re passionate about
- Our students want an opportunity to show us what they know
- Students may need to live vicariously through you at first, then find a springboard to something more
- Schools could use a dose of silliness
- Let children be silly, then have thoughtful conversations to help them make their silliness meaningful
- Sessions aren’t the only place learning happens at conferences
- Stop multi-tasking and make the most of each moment
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101 Free Tech Tools | http://bluebunni.es/free | Go through slides to find new tools |
Tools & resources I need to explore | - Features to try out in Haiku Deck:
- Email deck to myself, import into explain everything, narrate, then upload to YouTube
- Public & private notes
| Check these out |