Beyond the EU: DORA and NIS 2 Directive's Global Impact
Bridging the gap role of technology
1. Bridging the Gap
Bridging the Gapfrom High School to
from High School toCollege: The Role of
College: The Role of
LearningLearning
with Technology
with Technology
Dr. Vickie S. Cook
June 21, 2013
2. Challenges:
0 1.7 million students took a college readiness exam –
less than 1/3 are actually prepared to succeed
academically in college (ACT, 2012)
0 40% of incoming college students take a remedial
class in college (Texas Dept. of Ed, 2012)
0 54% of college professors (54%), and 58%of
employers stated that high school graduates do not
posses the skills necessary for college or work. (Delaware,
Dept. of Ed. 2012)
5. Using Technology to Learn
0 Gamification of learning – badges
0 Social media
0 Online learning
0 MOOCs
0 Smartphones
6. 4 Core Areas Needed for
College Readiness:
1. Strong intellectual growth throughout the primary and
secondary years fostered by increasingly challenging
content in the four core subjects and beyond.
2. The ability to think critically and problem solve in the
context of a continuously changing set of circumstances
and realities.
3. The advancement of reading, writing, and numeric
skills that enable success in all college courses.
4. The capacity to communicate effectively with
individuals from a variety of cultural and professional
backgrounds. (College Board, 2004)
7. Technology addresses the 4
Core Areas Needed for
College Readiness:
1. Strong intellectual growth throughout the primary
and secondary years fostered by increasingly
challenging content in the four core subjects and
beyond.
8. Technology addresses the 4
Core Areas Needed for
College Readiness:
2. The ability to think critically and problem solve
in the context of a continuously changing set of
circumstances and realities.
9. Technology addresses the 4
Core Areas Needed for
College Readiness:
3. The advancement of reading, writing, and
numeric skills that enable success in all college
courses.
MOOCs
MOOCs and Dual Enrollment
MOOCs and College Readiness
MOOCs and Remediation (an opinion)
10. Technology addresses the 4
Core Areas Needed for
College Readiness:
4. The capacity to communicate effectively with
individuals from a variety of cultural and professional
backgrounds.
Technology has changed communication
11. Strategies
0 Expose students to variety of technologies
0 Teach how to learn using technology not just how to
have fun using technology.
Using technology - who has it right?
0 Expose students to a variety of careers
0 Encourage students to explore new career choices
and understand what education and technology is
needed to achieve the career
0 Explain to students that their career may not even
have been invented yet
13. Evaluating Apps
0 Skill & Practice vs. Sophisticated thinking skills
0 Individual versus social learning
0 Evaluation or opinion?
0 Using Bloom’s Taxonomy
0 Padagogy Wheel
14. Evaluation Rubric for Mobile Applications (APPS)
Domain 4 3 2 1
Curriculum
Connection
Targeted skill or concept is
directly taught through the
app
Skill(s) reinforced are related
to the targeted skill or
concept
Skill(s) reinforced are
prerequisite or foundation
skills for the targeted skill or
concept
Skill(s) are not connected to
the targeted skill or concept
Authenticity
Targeted skills are practiced
in an authentic
format/problem-based
learning environment
Some aspects of the app are
presented an authentic
learning environment
Skills are practiced in a
contrived game/simulation
format
Skills are practiced in a rote
or isolated fashion (e.g.,
flashcards)
Feedback
Feedback is specific
resulting in improved
performance; Data is
available electronically to
student and/or teacher
Feedback is specific and
results in improved
student performance
(may include tutorial aids)
Feedback is limited to
correctness of student
responses & may allow for
student to try again
No feedback is provided to
the student
Differentiation
App offers complete
flexibility to alter settings to
meet student needs
App offers more than one
degree of flexibility to adjust
settings to meet student
needs
App offers limited
flexibility (e.g., few levels
such as easy, medium, hard)
App offers no flexibility
(settings cannot be altered)
User Friendliness
Students can launch and
navigate within the app
independently
Students need to have the
teacher review how to the
use the app
Students need to have the
teacher review how to the
use the app on more than
one occasion
Students need constant
teacher supervision in order
to use the app
Motivation
Students are highly
motivated to use the app and
select it as their first choice
from a selection of related
apps
Students will use the app as
directed by the teacher
Students view the app as
“more schoolwork” and may
be off-task when directed by
the teacher to use the app
Students avoid the use of the
app or complain when the
app is assigned by the
teacher
Student
Performance
Students show outstanding
improvements in
performance as a result of
using the app
Students show satisfactory
improvements in
performance as a result of
using the app
Students show minimal
improvements in
performance as a result of
using the app
Students show no evidence
of improved performance as
a result of using the app
Created by Harry Walker – Johns Hopkins University -10/18/2010; Revised & empirically validated 10/14/2012
Please contact for permission to use harry.walker@comcast.net
Many students who graduate from high school and enroll in college take at least one developmental course to prepare for college-level coursework. Not all of these students performed poorly in high school; many enter college feeling confident about their knowledge and abilities and are surprised to find themselves assigned to developmental courses. Indeed, high schools and colleges often have different ideas about what it means for students to be “college ready.”
College ready means that a student can enter a college classroom, without remediation, and successfully complete entry-level college requirements. Students that are enrolled in remediation courses in their first year of college have only a 17-39% graduation rate (College Board 2004). In order for a student to be considered college ready there are skills, content knowledge and behaviors that must be acquired before leaving high school. There will be 47 million jobs created by new industries and retiring workers by 2018, and one-third of them will require at least a bachelor ’s degree. Another 30 percent will require some post-secondary training. But, college graduation rates aren’t keeping up with the demand for educated workers. (National School Board Association, 2012) http://media.act.org/documents/CCCR12-NationalReadinessRpt.pdf
Gartner a marketing group predicts that smartphones sales will exceed 9.6 million by 2014. There are 313 million people in the U.S. About 7 billion people in the world. 1/5 th of the world ’s population (1.25 billion) lives in India.
Entry-level Mathematics, Udacity, begins June 3, 2013 (Which has the bonus for incoming California State University students of counting for credit.) Intro Algebra Review, Udacity, ongoing Pre-Calculus, UC Irvine, Coursera, ongoing First-Year Composition, Coursera, May 27, 2013 Crafting an Effective Writer: Tools of the Trade, Coursera, May 13, 2013 Read more: http://moocnewsandreviews.com/leap-college-readiness-gap-best-moocs-for-high-school-seniors/#ixzz2WUXuLhJd Follow us: @MOOCNewsReviews on Twitter
15 Mistakes You’re Probably Making With Technology In Learning 1. You’re choosing the technology. Let students. 2. You’re choosing the function. This doesn’t mean you can’t choose the function, but if you students can’t control the technology the use nor its function, this can be problematic: the learning is passive from the beginning. 3. You’re determining the process. To an extent, you have to, but don’t overdo it. 4. The technology is distracting. If the technology is more magical than the project, product, collaboration, process, or content itself, try to muffle the bells and whistles. Or use them to your advantage. 5. The technology isn’t necessary. You wouldn’t use a ruler to teach expository writing, nor would you use a Wendell Berry essay to teach about the Water Cycle. No need for a Khan Academy account and a fully-personalized and potentially self-directed proficiency chart of mathematical concepts just to show a 3 minute video on the number line. 6. The process is too complex. Keep it simple. Fewer moving parts = greater precision. And less to go wrong. 7. Students have access to too much. What materials, models, peer groups, or related content do students actually need? See #6. 8. You’re the judge, jury, and executioner. Get out of the way. You’re less interesting than the content, experts, and communities (if you’re doing it right). 9. You’re artificially limiting the scale. Technology connects everything to everything. Use this to the advantage of the students! 10. You’re not limiting the scale. However, giving students the keys to the universe with no framework, plan, boundaries or even vague goals is equally problematic. 11. Students access is limited to too little. The opposite of too board a scale is too little–akin to taking students to the ocean to fish but squaring off a 5 square feet section in the middle of the Pacific to operate. 12. The transition between technology and non-technology is clumsy. “ Okay students, stop searching global databases to identify the most relevant and compelling digital media resources for your project-based learning artifact. Have a seat and let’s all do a KWL chart together so we have something to hang on the wall.” 13. You’re thinking forward, not backwards. Begin with the end in mind. Where do you want to be at the end of the lesson or activity? What sort of evidence does it make sense to accept as proof students “get it”? Start here, and move step-by-step backwards through the learning process. 14. Technology is functioning as an end, not a means. This is similar to #5. Learning technology is flashy. 15. It’s not cloud-based but it needs to be.
