Muskingum University Education 335 Educational Technology Spring 2013 Education 335 Educational Technology Spring 2013

Getting to Know Each Other Name High School Current Grade Level Major (Early childhood, middle, secondary, other) Favorite Junk Food Favorite TV show Favorite sport Favorite activity outside of school

Stan Taylor My Background Retired Educator—39 years Teacher Industrial Arts Computer Administrator Assistant Principal Principal Director of Special Education Director of Operations/Technology Assistant Superintendent Adjunct Professor—Muskingum College Graduate Course— Undergraduate Course—

Housekeeping Items Name Plate Food and Drink Attendance Syllabus Cell Phones

Project Requirements Web Site Using Technology Applications in the Classroom Project Based Learning Podcast Video Project Discussion Posts Web 2.0 Applications Lesson Plans Tests Other—Many web-based tools Web Site Using Technology Applications in the Classroom Project Based Learning Podcast Video Project Discussion Posts Web 2.0 Applications Lesson Plans Tests Other—Many web-based tools

Class Objectives The student understands that technology contributes to and facilitates continuous learning. The student creates a lesson plan based on the principles of universal design. The students selects and uses technology appropriate to their disciplines and to effectively support students in their use of technology. The student understands that technology contributes to and facilitates continuous learning. The student creates a lesson plan based on the principles of universal design. The students selects and uses technology appropriate to their disciplines and to effectively support students in their use of technology.

Objectives The student develops plans to create an environment in which students are empowered to make decisions about their own learning or help students develop as independent learners. The student collaborates and communicates with colleagues to develop lessons and projects The student creates a lesson plan that includes student-specific assistive technology needed to access the general curriculum. The student develops plans to create an environment in which students are empowered to make decisions about their own learning or help students develop as independent learners. The student collaborates and communicates with colleagues to develop lessons and projects The student creates a lesson plan that includes student-specific assistive technology needed to access the general curriculum.

Objectives The student articulates, creates or selects teaching methods, learning activities; instructional materials or other resources and evaluation strategies that are appropriate for the students and that are aligned with the state academic content standards and school/district curriculum priorities. The student believes that every student can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. The student demonstrates the practice of responsible, ethical, and legal use of technology, information, and software resources. The student articulates, creates or selects teaching methods, learning activities; instructional materials or other resources and evaluation strategies that are appropriate for the students and that are aligned with the state academic content standards and school/district curriculum priorities. The student believes that every student can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. The student demonstrates the practice of responsible, ethical, and legal use of technology, information, and software resources.

QUESTIONS?

The “Older” Generation in Education Digital Kids Information from “Understanding Digital Kids (DKs) By Ian Jukes, Ted McCain and Bruce Macdonald November 16, 2007

Digital Kids You are the first generation that has ever mastered a multitude of tools essential to society before the older generations have.

Digital Kids You are DFL. You speak Digital as a First Language. There’s never been a time when computers, the Web, cell phones, and all of the other digital wonders haven’t existed.

Children Today… ARE Different! Evidence is quickly mounting from clinical research that our children’s brains are quickly adapting to accommodate all the new technologies with which YOU spend so much time. You have become screenagers.

Neurosciences The research is validating much of what is suspected... Children today are FUNDAMENTALLY different from previous generations in the way they think, in the way they access, absorb, interpret, process, and use information, and above all, in the way they communicate in and with the modern world.

A Revolution in Classrooms and Social Life Growing up Online

Children Crave… Access to tools that let you network with your peers or anyone/anything else you choose to interact with. It’s second nature for you to multitask: Doing your homework, talking on the phone, listening to music, downloading movies, surfing the Web, and maintaining multiple simultaneous conversations on a chat line. AND YOUR’RE STILL BORED!

The New Digital Divide Digital Immigrants We’re Digital Immigrants because we come from the old country. We come from the non-digital world. We Speak DSL We speak digital as a second language. Do you need a manual to learn new software? Do you use the internet for information second rather than first? Do you phone people to tell them about a website? Do you print out your to read it? Or print out a report to edit it?

Digital Immigrants Like all immigrants, some of us are better than others at adapting to the ways of the new country, but like all immigrants, we retain some degree of our accent from the old country. The thicker the accent, the harder it is to understand and adapt to the new digital landscape. We struggle as we apply old thinking to new ways of doing things, new technologies, new mindsets. Our children are the Digital Natives.

Values Increasingly, today’s children’s values are not and may not be instilled by the family, the church or other institutions in either the present or the future. They might and will continue to be developed by the electronic and visual media that they are exposed to. This is where you will learn many of your social skills as you become increasingly immersed in the new digital landscape.

Did You Know?

So What Does It All Mean?

What does that mean for educators and the future of education?

Living and Working in a Digital World You couldn’t live or work in another country unless you resided there and learned the language, customs, and culture. In much the same way, to operate today in the new digital landscape, to live, work and communicate effectively, we need more than a superficial understanding of the digital landscape. We need a deep understanding of the language, customs, culture and learning styles of our children.

Twitch Speed Multi-tasking Random Access Graphics First Active Control Quick payoff of their world of video games, MTV, and Internet Incredibly bored by most of today’s education Digital Natives are accustomed to…

The Gap Digital Learners Prefer Current Educators Prefer Receiving info quickly from multiple media sources Parallel processing & multitasking Processing pictures, sounds, color & video before text Network simultaneously with many others To learn “just-in-time” Instant gratification & immediate rewards Learning that’s relevant, active, instantly useful and fun Slow and controlled release of info from limited sources Singular processing & single or limited tasking To provide text before pictures, sounds & video To provide linearly, logically & sequentially Students to work independently before they network & interact To teach “just-in-case” Deferred gratification & delayed rewards Feel compelled to teach to the curriculum guide & tests

REALITY?

So What? Ask yourself Would kids be in your classroom if they didn’t have to be there? Are they there because they want to be there or are they there because they have no other choice? And if they’re there because they HAVE to be there, what can we begin to do differently to help more students want to be in our classes more of the time?

Engagement and Motivation Anyone who knows anything about learning knows that the secret to success in the classroom is not about being a good disciplinarian and has EVERYTHING to do with engagement and motivation. It’s not just about getting them to learn, it’s about getting them to WANT to learn – without motivation there is no learning.

Learning to Change, Changing to Learn

Education: “Times are Changing” Times are Changing

Learning to Change, Changing to Learn Thoughts?

Educators and Education Must Immediately Make 6 Major Changes If We Ever Hope To Connect And Communicate With the Digital Generation

The Six Changes Needed… 1.Educators must become learners and discover the digital world 2.Teachers must teach to the WHOLE mind 3.Educators Need to Shift Their Instructional Approach 4.We Need to Expect Students to Access Information Natively 5.We Need to Expect Students to Collaborate 6.We Need to Expect Students to Create Real World Digital Products

What Road Do We Take?

What is the legacy we want to leave?

The Bottom Line Students are coming to school in most cases and having to: POWER DOWN!

21 st Century Skills

Framework for 21st Century Learning

21 st Century Skills Collaboration Cooperation Communication Creativity Organization Problem Solving/Critical Thinking Self-Direction & Social Responsibility Technology Fluency Collaboration Cooperation Communication Creativity Organization Problem Solving/Critical Thinking Self-Direction & Social Responsibility Technology Fluency

21 st Century Student 21 st Century Student

A Vision of a 21 st Century Teacher Teaching in the 21 st century

Imagine a school……

ARE YOU READY? My goal by the end of this semester will be to provide you with the tools that you can provide a media enriched classroom for your students.

Final Thoughts! Keep sense of humor Be Flexible! Have fun