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- 1. Dilemmas of 21st Century Learning Scott Meadows
- 2. Introduction Educator since 1987, 26 years Founder of Aletheia Christian Academy Former Teacher with Alpha Omega Online Principal of 7-12 grades at Christian Unified Schools of San Diego for the past 8 years. Adjunct professor and Online Instructor at San Diego Christian College Married with 4 children
- 3. Back When I Was Cool
- 4. US Open 2008
- 5. My Kids
- 6. CHS Botball Team 1st Place
- 9. st 21 The Dilemma of Century Learning Today there is so much buzz, and rightfully so, about 21st Century Learning. Technological advances have grown rapidly in the past decade and continue to explode exponentially, compelling educators to adapt to the students’ ever changing world. Herein lies the problem: do we constantly try to catch up to the culture, or do we focus on the things which never change? Is this quandary an all or nothing principle, or can we adroitly merge technology with the components of education that should not change? This workshop will focus on the dilemma we face as 21st Century educators, and provide guidance to successfully navigate the
- 10. Dramatic Growth in Virtual Schools 2011-12 saw 275,000 fulltime K-12 students Educational Leadership March 2013 38% increase from previous year Watson, Murin, Vashaw, Gemin, and Rapp, 2012
- 11. 40 States have significant online learning policies 30 states plus D.C. operate their own virtual schools 5 states require high school students to take at least one online course to graduate.
- 12. Dilemma #1 Defining 21st Century Learning
- 13. What is 21st Century Learning Online classes BYOD Independent Student Centered Learning Podcasts Wikis
- 14. How Do You Define 21st Century Learning? The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy. Education Week Teacher Development Professional Development, October 2010
- 15. Barnett Berry Founder and CEO, Center for Teaching Quality Twenty-first-century learning means that students master content while producing, synthesizing, and evaluating information from a wide variety of subjects and sources with an understanding of and respect for diverse cultures. Students demonstrate the three Rs, but also the three Cs: creativity, communication, and collaboration. They demonstrate digital literacy as well as civic responsibility. Virtual tools and open-source software create
- 16. Success in the 21st century requires knowing how to learn. Students today will likely have several careers in their lifetime. They must develop strong critical thinking and interpersonal communication skills in order to be successful in an increasingly fluid, interconnected, and complex world. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content…. No longer does learning have to Karen be one-size-fits-all or confined to the Cator Director, Office classroom. The opportunities afforded by of Educational technology should be used to re-imagine Technology, U.S. Department of 21st-century education, focusing on Education preparing students to be learners for life.
- 17. Milton Chen Senior Fellow & Executive Director, Emeritus, The George Lucas Educational Foundation; author of Education Nation: Six Leading Edges of Twenty-first-century learning shouldn’t be controversial. It is simply an effort to define modern learning using modern tools. (The problem is that what’s modern in 2010 has accelerated far beyond 2000, a year which now seems “so last century.”) Twenty-first-century learning builds upon such past conceptions of learning as “core knowledge in subject areas” and recasts them for today’s world, where a global perspective and collaboration skills are critical. It’s no longer enough to “know things.” It’s even more important to stay curious about finding out things.
- 18. Steve Hargadon Founder, Classroom 2.0; Social Learning Consultant, Elluminate Twenty-first-century learning will ultimately be “learner-driven.” Our old stories of education (factory-model, top-down, compliance-driven) are breaking down or broken, and this is because the Internet is releasing intellectual energy that comes from our latent desires as human beings to have a voice, to create, and to participate. The knowledge-based results look a lot like free-market economies or democratic governments (think: Wikipedia). Loosely governed and highly selfdirected, these teaching and learning activities exist beyond the sanction or control of formal
- 19. Lynne Munson Presid ent and Executive Director, Common Core I define 21st-century learning as 20th- (or even 19th!-) century learning but with better tools. Today’s students are fortunate to have powerful learning tools at their disposal that allow them to locate, acquire, and even create knowledge much more quickly than their predecessors. But being able to Google is no substitute for true understanding. Students still need to know and deeply understand the history that brought them and our nation to where we are today. They need to be able to enjoy man’s greatest artistic and scientific achievements and to speak a language besides their mother tongue. According to most 21st-century skills’ advocates, students needn’t actually walk around with such knowledge in their heads, they need only to have the skills to find it. I disagree. Twenty-first-century technology should be seen as an opportunity to acquire
- 20. Sarah Brown Wessling 2010 National Teacher of the Year Twenty-first-century learning embodies an approach to teaching that marries content to skill. Without skills, students are left to memorize facts, recall details for worksheets, and relegate their educational experience to passivity. Without content, students may engage in problem-solving or team-working experiences that fall into triviality, into relevance without rigor. Instead, the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. skills debate and bring it into a framework that dispels these dichotomies. Twenty-first-century learning means
- 21. How Does 21st Century Learning Differ from Traditional Learning Both require the transfer of knowledge Both have teachers Both have curriculum Both have content requirements
- 22. Dilemma #2 Who Owns The Learning
- 23. Teacher Centered Student Centered Teacher Directs the Activities Student decides what is best to learn Same Assignments for all students Student design their own assignments and rubrics Limit to learning is what the teacher knows Students research content beyond the teacher’s knowledge Students rely on their teacher for help Students rely on the whole class for help Textbook driven Passive learning Research driven Active learning
- 24. Maria Montessori
- 26. Montessori Approach Montesori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development. Constructivist or Discovery model, where students learn concepts from working with materials, rather than by direct instruction Self-construction, liberty, and spontaneous activity Fundamentally a model of human development Children engage in psychological self-construction by means of interaction with their environments. Children, especially under the age of six, have an innate path to psychological development.
- 27. Who Owns The Learning Written by Alan November, presents a case for the Digital Learning Farm where students are essential to framing their own learning. Mathtrain.com
- 29. Biblical Implications The history of the founders of public education have always identified themselves as shaping the culture of the world through education. Student centered is humanistic Man does not know what is best nor does he always strive for what is good, pure, and right Jesus was the Master Teacher, He drove the curriculum with the disciples. He was the Master at asking questions
- 30. Dilemma #3 Content is not Important
- 31. Dilemma #3 Content is not Important We have Google Teach students to research Only teach students to create Creativity is equal with literacy Sir Ken Robinson
- 32. Foundational Knowledge You need a base of knowledge to be creative You need a base of knowledge just to know How do you know if you are wrong How do you know if something is valid in this day and age where scammers abound Why Johnny Can’t Add Without a Calculator
- 33. Essentials to Understanding Who We Are Foundational Knowledge Essential to the understanding of our past Essential to understanding our present Essential to understanding our future Core knowledge to build upon New ideas make connections with old material, memories Creates better and deeper understanding
- 37. Nicholas Carr Crave information Distracted and unable to focus Multi-tasking Lost the ability for deep thought Brains are being rewired
- 39. We stop reading novels, and before we know it, "the linear, literary mind" becomes "yesterday's mind".
- 40. Distracted Students Kids are distracted, lack of focus Is not in dispute. Is the answer technology? Does the fact that students are distracted change how we need to deliver the message? Sir Ken Robinson
- 41. Dilemma #5 Ever Changing Technology
- 42. Examples of Obsolete Technology My Space Floppy Discs CD (Downloads) Garmin, GPS Television TiVo
- 43. Dilemma #5 Technology is always changing What is popular today is outdated tomorrow. Costly to invest in technology that will be obsolete Being creative is not limited to technology Students are adroit at adaptation to new technologies
- 44. Dilemma #6 Avoid Technology Because of Fear
- 45. Dilemma #6 Do nothing because of fear: Fear of change Fear of unknown Fear of costs Technology is here to stay. Analyze what you can incorporate Adapt and include essential technologies Assimilate your thinking
- 46. Closing Thoughts Internet dangers Student aliases have allowed the inner man to come out more easily Sexting Cyber-bullying Student teacher inappropriate relationships are fostered more easily with social media
- 47. Contact Information Email: smeadows@cussd.org Twitter: RScottMeadows www.principalspen.com
Notas del editor
- What is changing in students’ livesWhat doesn’t changeIs it all or nothing
- Page 34 of el March 2013
- 2012 study released by INACOL
- Leads to the second dilemma,canot define it, nor can we decide who owns the learning?
- All students are not created equal.
- We all know how well that went when Adam was given free choice….we have a sinful nature.Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction
- The story of Gary who broke into the computer lab in Lexington MA. Writing Code
- I see this in math all the time. Why do we need to learn the times tables when we can use a calculator…Need to know if our answer is remotely correct.We need to approach the contemporary knowledge explosion and the technologies propelling this new enlightenment in just that manner. Otherwise, the great knowledge and communication tsunami of the 21st century may drown us in a sea of trivia instead of lifting us up on a rising tide of possibility and promise.
- Fundamentals of education, three r’s
- References to the Bible, literature, and famous quotations lose meaning without a reference point.
- Happens to me. I get distracted, stop focusing on my wife, kids, and only pay attention to my phone, facebook, twitter, etc.
- Remember where you had kids, helping them study, told them to get off the TV, find a quiet place, etc…now we have kids multitasking, misnomer, and not doing anything well.
- http://www.brainhealth.utdallas.edu/blog/is-your-brain-being-wired-by-technologyIs Your Brain Being Wired By Technology?By: Sandra Bond Chapman, Ph.D.Thursday, October 18, 2012According to a recent study, 30% of 2 to 5-year-olds know how to operate a smart phone or tablet computer and 61% can play a basic computer game. Statistics show more than one-third of smart phone users get online before getting out of bed, and adults are staring at screens for at least eight hours a day, spending more time connected than we spend on any other activity including sleeping.It begs the question – are our brains being rewired by technology?Absolutely and emphatically, the answer is yes. The human brain is rewired moment to moment by how it is used. This digital culture is changing our brains, and the pervasive reliance on portable devices has caused a constant state of divided attention.In this digital and device driven age, technological advances have many benefits such as allowing us to do double the work in half the time and easing the ability to keep up with friends and family more efficiently. With the Internet and smart phones, we have immediate access to massive amounts of information at our fingertips and receive greater input for more sources. Technology improves eye-hand coordination, increases reaction time, and enhances our ability to pick out details from clutter.It all seems positive, right? Not exactly. Research shows we are exposed to three times more information today as compared to four decades ago. This information overload leads to more multitasking and forces us to push our brain to do things it was not built to do. Technology is allowing us, pushing us to do more as we toggle back and forth between projects and switch between using our personal computer and cell phone endlessly throughout the day.This high-performance demand to smoothly switch back and forth fatigues the frontal lobe, slows efficiency, and decreases performance. Multitasking contributes to the death of brain cells, takes a dramatic toll on mental processing and causes increased errors. Multitasking also leads to the build up of cortisol, the stress hormone, and stress reduces the immune system’s first line of defense.Science demonstrates that the human brain is not wired to perform two tasks at once, yet we have all become addicted multitasking. Technology is rewiring your brain daily so that you are becoming more addicted to being distracted. Just like your brain’s response to a drug, dopamine is released in response to technological “pings,” such as text or email alerts. Dopamine cells respond to a reward primarily when it occurs unpredictably, and because our brains want to repeat the feelings of pleasure and euphoria triggered by dopamine, one technological “ping” my produce a greater desire for the next.Bottom line: while technology can boost your brainpower, it can also impair the normal function of our brain, especially the frontal lobe.The frontal lobe of the brain is key to dynamic thinking and is the last part of the brain to develop and the first to decline. Frontal lobe function is responsible for strategic attention, critical thinking, judgment, decision-making, problem solving and innovation. The lure of technology is rewiring our brains in detrimental ways leading to weakened focus, shallower thinking, reduced creativity and forward thinking and a lowered ability to shut out irrelevant information – all decreasing our brain’s potential. Increased online time can also leave individuals feeling isolated, depressed, anxious and agitated.Instead of being glued to technology all day every day, practice interval training and spend 15 minutes using technology and fifteen minutes without. To maintain your brain health, shut off your cell phone, turn off the computer and limit your use of technology to certain hours of the day. Also, try to restrict your technology time in the evenings to allow your brain to calm down before sleep. For example, silence your cell phone 30 minutes before bed or do not bring your cell phone into your bedroom. Finally, challenge yourself to ignore the “ping” of text messages or email alerts.Our brain has the capacity to grow, change and repair itself throughout our lifetime, forming new complex connections throughout our lives. So know when to use technology and when to lose it. Doing so will better your brain’s health.
- Carr puts together an informative history of brain science to back up his argument. The latest neuroscience says that our grey matter is malleable and plastic. And as the internet remoulds and rewires the brain in its image, the old book-reading circuits fall out of use and wither.