1. Toward a New Learning Ecology: Teaching & Learning in 1:1 Environments

2. A new learning ecology for a new educational era. http://www.flickr.com/photos/mmatasic/3473067292/sizes/m/

3. The future is already here--it’s just not evenly distributed. --William Gibson http://www.flickr.com/photos/mmatasic/3473067292/sizes/m/

4. Innovation Scale up Took over 50 years for the electrification of America http://www.flickr.com/photos/bunaen/125338110/

5. A Sample 1:1 Learning Technology Initiative

6. Theoretical Grounding for “New Learning Ecology” John Seeley Brown (1999) introduced a knowledgeecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3). Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal and informal settings (p. 195). Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments. Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.

7. Four NLE Conditions for Consideration

8. Theoretical underpinnings for each of the four conditions Immediate and Constant Access to Information and a Global Community Students' pervasive digital connectedness and production (Spires, Lee, Turner, and Johnson, 2008). Intensity, Relevance, and Personalization of Learning Resulting from a shift to a student-centric approach using dynamic, Web 2.0 tools, tapping into networks of imagination (Senges, Brown and Rheingold, 2008). Active pursuit of learning as productive inquiry (Little and Ray, 2005). Developing both semantic and personal significance (Wesch, 2008).

9. Theoretical underpinnings for each of the four conditions Highly-Developed Teacher Capacities In addition to content expertise, teachers must have highly-developed capacities for facilitation, improvisation, coaching, and consultation. Teaching 2.0 is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007). Highly-Developed Learner Dispositions Defining the learner through dispositions and worldviews rather than just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity). Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma, Robinson, and Weigel, 2006)

10. Educational Challenges?? http://www.flickr.com/photos/circulating/254126209/sizes/m/

11. Technology Integration… The Extremes Technology…The Extremes

12. Technological Pedagogical Content Knowledge (TPACK) Technological Pedagogical Content Knowledge Technological Pedagogical Knowledge Technological Content Knowledge Pedagogical Content Knowledge Context Mishra, & Koehler, 2006

13. Project-Based Inquiry: Can it get us to where we need to be in terms of complex thinking? Spires, Wiebe, Young, Hollebrands, & Lee

15. Evaluating

16. Analyzing

17. Applying

18. Understanding

19. RememberingAnderson & Krathwol, (2001)

20. Any Value in Inverting Revised Bloom’s Taxonomy?

21. Performance-Based Assessment

22. Global Skills Set A New Global Skill Set

23. Professional Learning Communities Professional Learning Communities & Networks