Technology Teacher 04/27/2015

• Differentiating Instruction, 6-12, Part I: Student Choice and Multiple Modes of Learning - YouTube

  -Ways to Differentiate - Content - example jigsawing. - learning process - provide different avenues for accessing learning - differentiating the product

• Ian Jukes Understanding The Digital Generation - YouTube

  -screenagers- first gereation to grow up with mouse in their hands and be able to interact with screens -Digital Natives - grow up in digital languages. they speak digital as a first language. -WE are digital Immigrants -digital is our second language -digital bombardment -brains of digital have changed physically and chemically. -50% of brain wiring comes after birth -input and experience -intensity and duration of exposure -neuroplasticity -skills are not measured in current system -

• RSA Animate - Changing Education Paradigms - YouTube

  -"Trying to teach today's students the way we were taught in the past"-We must raise the standards. The current system is conceived for a different age.-Model must try to work for all not just the few. -broken into two categories. Academic smart and non-academic -few benefit while most do not. -divergent thinking - it is the possibly to see multiple ways of thinking and possible answers to a question.-Groups are natural habitats for great thinking- age should not be a determination of knowledge

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  - We must look at education the same way a quarterback looks at the football field. We must perceive where things are headed so we can respond appropriately. We must accept that we have a paradigm for how we expect life to unfold; that in times of radical change, we all suffer from some degree of paradigm paralysis; and that change requires us to let go of ideas and ways of doing things that we hold dear. -The essence of what educators must do in the future is the very same as it's always been: to help students learn the relevant skills, knowledge, attitudes, attributes, and behaviors that they'll need to be good and productive citizens, parents, and workers. - Students will still be able to meet, discuss, play basketball, and interact with others in smaller, community-based schools that are close to their homes; but the need for a large school building with all its resources will be greatly diminished due to access to virtual learning resources. -When this occurs, the focus of schooling will shift away from achievement based on age and grade level to the mastery of content and skills. - New technologies will also keep track of individual progress through established educational milestones in a nonlinear fashion. This is impractical in the current education system where students are taught concepts in a unit-by-unit sequence, year after year. -In the current system, it's impossible to keep track of an individual's progress when learning proceeds this way. However, exponential growth in the power of technology will soon produce intelligent technology that can easily keep track of the path these conceptual links follow for each individual student. How is this possible? -technological tools have been used for searching, retrieving, viewing, organizing, calculating, and editing information. Although these powerful tools assist with many tasks that would normally be beyond human capabilities, their use has been guided by direct human involvement. High-level thinking and the decision-making process have remained exclusively human tasks. -Web sites will run intelligent software that presents learning material in a variety of formats, responds to student questions, and tailors instruction to the individual learning style of a particular student. Face-recognition software will automatically provide an individual student with complete knowledge of his or her learning history and preferences. Interacting with this intelligent software either online or embodied in a robot or car will become as natural as interacting with human teachers. -Education will focus on two sets of multimedia information processing skills. The first set of skills will be concerned with how a student receives and decodes messages sent in a wide range of media. -The Educator's Role: User and Advocate of Technology. Teachers must become advocates for getting current technology into their classrooms so that all students can benefit. Instead of banning digital devices, 1:1 computing should be encouraged. This isn't about being "progressive." -It's about having a digital network culture where using digital tools is the new reality of both business and personal life. A young person simply can't leave school without relevant technology skills and expect to succeed in modern life. -New online tools and SMART tutors will allow experts in various fields to virtually enter the school environment to meet with students and assist teachers with course content. The responsibility for instruction will become shared between educators and the community. -One can't be static in such an organization. For many teachers, this will mean realizing there is a big difference between teaching for 15 years and teaching one year 15 times. -They just don't do it in school. It happens as they search the Internet for information on topics that interest them. They're getting online guitar lessons, searching Google for ad-vice on how to fix a mountain bike, learning how to alter images in Photoshop through YouTube, and investigating what to do about acne from WebMD. They're discovering all kinds of things about the world around them -- just not the kinds of things they encounter at school. -Online environments with SMART Agents will share multimedia information with students in natural interactions involving voice, facial expression, and body language. Simulations will empower students to discover how the world around them works through amazingly realistic virtual experiences of the microscopic, outer space, and everything in between. History will come alive with re-creations of important events, battles, speeches, and so on. Students will have access to information sources that will allow them to experience current events firsthand. The focus of teachers will shift to creating learning tasks that challenge students to develop higher-level thinking skills through discovery. -To ensure that the task produces the engagement and relevance necessary for effective learning, the problem should have a link to the world outside school. Constructing these tasks requires a bit of skill and involves a number of factors. Training in problem-based instruction needs to be a priority for teachers, especially those who have been using a content-driven approach for a long time. -The answer is no; written tests predominantly reflect only memory and the regurgitation of content. -To understand the limited scope of written tests, let's think about how the motor vehicle department decides whether a person has learned enough to be allowed to drive a car on public roads. A multiple-choice test assesses whether student drivers have learned the rules of the road and some basic concepts of speed and braking. Upon passing the test, a student is granted a learner's permit to practice driving a car. The final evaluation is done by an examiner who rides along with the student driver to gauge the level of driving skill as the student performs various driving tasks. Although the aptitude test is one part of the evaluation, it can't measure the true level of a student's actual driving skills. -Because of the increasingly disposable nature of information, the importance of memorizing specific content will decrease. Instead, students must learn to apply processes for writing, researching, and problem solving in order to accomplish tasks. To succeed in the modern world, students must be able to: * Determine the relative importance of various pieces of information that may be contradictory or incomplete, then make personal evaluations of that information to develop informed opinions; * Articulate informed opinions through writing, presentations, debates, and various multimedia communications; * Use imagination to produce creative expressions of ideas and feelings through story, poetry, music, visual art, and performing art; and * Combine technical skill and creativity to cook a meal, build a desk, perform an experiment, and so on. -Real learning encompasses social skill development and the consideration of others. We must embrace other forms of evaluation or develop new ones if we hope to get a complete picture of student learning. -As sophisticated software takes over summative assessments, teachers will have time to use evaluative tools that are currently underused or not used at all. This will be an essential shift because many of the skills and attributes of people who will be successful in the future aren't easily measured by written tests. -We must recognize that the current education system has been set up to prepare students perfectly for a world that no longer exists. - Despite the perception of much of the public and the media, teaching is a difficult, challenging, stressful job. Teachers are asked to do a great number of things beyond teaching. The kinds of changes we're suggesting here will never happen within the current model of professional development for teachers. -If we want to see the kinds of changes necessary to bring schools in line with the new reality, then we have no option but to radically reprioritize and restructure professional development for teachers.

• EDU 555 Module 1

  - UbD is built on the belief that in order to organize and put to print an effective curriculumunit, teachers must first determine what the unit goals and outcomes will be.- the three stages of UbD1. Identifying Desired Results2. Determining Acceptable Evidence, 3. Planning Learning Experiences and Instruction-A classroom environment has beenestablished that promotes individual differences and the collaboration that will take placebetween those different students. Students understand that fair is not always equal and thatwho they are as individuals helps to highlight what they need as learners.- Universal Design for Learning is aninstructional approach that reminds all educators to design their classrooms and units withstudents’ diverse needs in mind.-They Facebook, Twitter, Text, Skype andcommunicate in ways that many of their teachers and parents do not. Their brains have been conditioned differently and their learning experiences should follow suit. Their teacher knows that she/he must mold their education differently- When this occurs, the focus of schooling will shift away from achievement based on age and grade level to the mastery of contentand skills (p.16).-21st Century is not really about technology; it is about learning and the learner- UbD, DI, and 21stCentury learning. They are interconnected to build curriculum units that take into accountwell planned instruction and assessment that personalizes education for students.

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