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Technology Integration for PDS
- 1. Integrating Technology into the 21 c Classroom Doug Adams ALTEC [email_address]
- 6. Attitudes in the Millennial School “ I have to ‘ power down ’ when I go to school.” “ When I am really busy, I hate going to school because I can’t do any work there.”
- 10. 21 st Century Skills 21stCenturySkills.org
- 15. Why is it important to encourage higher-order, complex thinking?
- 18. Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science
- 29. Google Earth
Notas del editor
- TIME article starts with Rip Van Winkle He wakes up, sees people walking on the streets with metal things on their heads Totally lost, until he walks into a school, that’s familiar to him!! Schools were built on the Agrarian & Industrial model They do a nice job of highlighting the 21 st Century Skills necessary for kids to be competitive in a global economy: good examples Preparing for Jobs that don’t exist yet! China becoming #1 English speaking country India has more honors students than we have students Have to Power Down when they come to school NEED: Article link posted online (NING)
- Nicknames Thumb Tribe—Brayden story Characteristics—just to give you a picture NEED: VISUAL RANKING activity--instructor: [email_address] team name: team1, team2, team3... team8 team password: team1, team2, team3... team8
- Active Web 2.0 – students are creators. In his book Joystick Nation , J.C. Herz wrote “TV turned kids of the fifties and sixties into a nation of screen watchers, videogames have created a cadre of screen manipulators”. At the very least, kids expect to be able to comment. Usually they want to construct. Multi-tasking The brain is linear in its application. Multi-tasking is really quickly switching and frequently between tasks. This comes naturally to a digital native, but makes non-natives uncomfortable. Non-linear thinking Hypertext and information on demand allows students to explore. Depth of thought is often exchanged for breadth of experience, leaving detailed information for on-demand searching – why memorize the periodic table when you can look it up whenever you need it? Be aware stat student research may lead them away from their initial topic idea. Ubiquity Technology is everywhere, and kids expect to be able to connect with anyone, anytime. See “periodic table” above Technical Fluency Compare to a person who is speaking a foreign language. Even if you speak it well, a native speaker sounds like he is talking faster. A digital native just “knows” how to interact with technology just as a native of a foreign country knows how to interact in a new situation. A native speaker uses nuances, slang, and assumptions of cultural reference. “Invisible bike” or “Leeeroy Jenkins” or “RickRoll” Feedback Instant feedback is expected. Students will desire frequent reward opportunities. Very clear goals and requirements are desired. And those goals should be individualized as much as possible (next) Individualization Digital Natives expect that their technology will be customized for them. Gone are the days of the model-T (“any color you want as long as it is black”) or the princess phone. Web sites, stores, music, and even material things are individual and customized. Risk-takers Losing a game or failing a task just means that you need to try again. Learning new technology (which happens all the time) is a matter of just trying something and watching how it responds. Mastery principles should come into play to give students more opportunities – errors are chances to grow rather than failures to learn. Information sifting Students can manage vast amounts of information. They can quickly categorize data and find the relevant parts. For example, embedded advertising and popup windows.
- http://www.iste.org/content/navigationmenu/research/reports/the_road_ahead_background_papers_1997_/project-based_learning.htm