Write down 10 things that you cherish most.

Now cross off 5

Now 3 more

You have just experienced in a small way what those whose circumstance conspire against them face everyday.

A Wise Man Once Said…

That what you are in life has not so That what you are in life has not so much to do with what you have much to do with what you have accomplished, but the obstacles you accomplished, but the obstacles you overcame in doing so.overcame in doing so.

My Childhood

You may very well be the ONLY significant adult relationship that child ever experiences.

Make it count!

Shifts focus of literacy from individual expression to community involvement.

Share

Cooperate

Collaborate

Collective Action

According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action.

From his book- “Here Comes Everybody”

Shifting From Shifting ToLearning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Learning as individuals

Linear knowledge

Learning in a networked community

Distributed knowledge

What do we need to unlearn?

Example: * I need to unlearn that classrooms are physical spaces.* I need to unlearn that learning is an event with a start and stop time to a lesson.

 

The Empire Strikes Back:LUKE:  Master, moving stones around is one thing.  This is totallydifferent.

YODA:  No!  No different!  Only different in your mind.  You must unlearnwhat you have learned.

TPCK Model

There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website:

http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

• 9000 School• 35,000 math and science teachers in 22 countries

How are teachers using technology in their instruction?

Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong

SITE 2006IEA Second Information Technology in

Education Study

Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.

How you integrate matters- not just the technology alone.

As long as we see content, technology and pedagogy as separate- technology will always be just an add on.

Findings

See yourself as a curriculum designer– owners of the curriculum you teach.

Honor creativity (yours first, then the student’s)

Repurpose the technology! Go beyond simple “use” and “integration” to innovation!

Teacher as Designer

Spiral – Not Linear Development

Technology USE

Mechanical

Technology Integrate

Meaningful

Technology Innovate

Generative

An Indian physicist puts a PC with a high speed internet connection in a wall in the slums and watches what happens.

New Delhi physicist Sugata Mitra has a radical proposal for bringing his country's next generation into the Info Age

from a Businessweek Online Daily Briefing,March 2, 2000.

Hole in the Wall Experiment

Digital Divide, Web 2.0, and Homeless Children

Rethinking Teaching & Learning

1. New literacy 2. Changing demographic3. Teachers need to design for

collaboration and communication4. Active content creators.

Students have changed is demographically. Watch this clip and share with us how your classroom's demographic has changed over the last five years?

Do you feel that ELL (ESL) students have different instructional needs? How so? What types of instructional delivery do you feel works best for these kids? Where does Web 2.0 (the new tools like blogs and wikis) play in that dynamic?

Today's learner has been given different opportunities for learning than you and I had.

Traditionally, most of the opportunities for learning didn't happen within schools. Think of ancient Greece.

How could the apprenticeship model play out today? Would helping your students develop personal learning networks enable them to have some of the depth and diversity in learning that students in the past experienced?

Letting Student Passion and Interest Rule the Curriculum

Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.

It is never just about content. Learners are trying to get better at something.

It is never just routine. It requires thinking with what you know and pushing further.

It is never just problem solving. It also involves problem finding.

It’s not just about right answers. It involves explanation and justification.

It is not emotionally flat. It involves curiosity, discovery, creativity, and community.

It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context.

David Perkins- Making Learning Whole

21st Century Learning – Check List

Change is NEEDED …so we do not have children with six hour

handicaps

Have you ever known a child that in school was an at-risk learner, but outside of school was competent and capable? How about a student who comes back to see you years after they graduate and you find out they became much more successful than you ever thought possible.

Well this video explains why.

Jane Mercer's research proves that many kids we think are handicapped are simply situationally handicapped.

Digital Divide

Have Nots

Haves

The truth is that parents of children with technology access at home will ensure that their children have this information advantage.

Who will ensure that the children of poverty are given an equal opportunity?

Self-Fulfilling Prophecy-

Our words and expectations

are more powerful than

we realize. Choose them

carefully.

Use them to Empower!

Key Concepts for at-risk Children and Their Parents

• Moral Warehouse

• Othermindedness and Self-government

• Build/Repair self-esteem

- Blossoming

Examine

Expose

Expect

Emotion

Endear

How to Blossom