Teaching with Technology ?

The BIG Questions What should schools do? How should they be arranged so as to do it? What should you do? How should you be arranged or behaved so as to do it? Go right through each of these questions.

The BIG Questions What should schools do? How should they be arranged so as to do it? What should you do? How should you be arranged or behaved so as to do it? Pause when the first question comes up but GO ON. The Think, Pair, Share is on the next slide.

The BIG Questions What is the purpose of schooling? To help students learn How do we learn? Let’s learn something! Here is where you do a THINK, PAIR, SHARE, on the question: What is the purpose of schooling? then give your simple answer and note that this begs the question, How do we learn? So let’s learn something. Widgets.

Widgets!

Let’s learn something! Widgets What is learning? How does it happen? Pair up (or triple up) Go to L300 (or stay here if you have a laptop) Use System Preferences to configure a keyboard shortcut Start Dashboard Consider what’s there and install a new one (hit the +) Optional: download & install a new one Return to L302 to consider: What did you learn? How did you learn it? What did you learn about teaching?

Abstraction of Patterns - Constructing Conceptual Understanding. A Constructivist Learning Cycle Experience Revision Reflection Communication Abstraction of Patterns - Constructing Conceptual Understanding.

Constructivism "Science is knowledge of the genus or mode by which a thing is made; and by this very knowledge the mind makes the thing, because in knowing it puts together the elements of that thing.” Giambisto Vico, 1710

Constructivism “Dewey wanted schools to present the curriculum as a series of problems, the solution to which called children to use the methods of the scientist, the historian, the artist…” WSJ 11-17-97

Constructivism “The essence of Dewey’s method was to bring the cold, hard facts of the tradition alive in ways that relate to the child’s experiences.” Robert Cwiklik - WSJ

Finding Patterns Constructing Understanding. A Learning Progression Concrete Experiences Notation and Abstraction Solving Larger Problems There’s air out there! Finding Patterns Constructing Understanding.

Google Earth / Weather Widgets

Google Earth Yesterday, this was what I saw on G Earth when I looked at Europe. There seems to be a question mark over eastern Europe. What’s that about?

What can I see with regard to temperature around this question mark? Note that, to some extent, it’s colder behind the cold front and warmer ahead.

I could CHOOSE to track the temps in Bucharest, using a weather widget I could CHOOSE to track the temps in Bucharest, using a weather widget. That element of choice is important.

http://www.weatherbase.com/ Concrete Experiences Notation and Abstraction Solving Larger Problems Once kids have had real experiences with temp, etc, they are ready to have them represented abstractly, then the technology can enable choices and more personal sense making. http://www.weatherbase.com/

http://www.weatherbase.com/

We want them to learn…. Facts Concepts Skills Dispositions

Addressing the E.A.L.R.s www.k12.wa.us Curriculum and Instruction Social Studies > EALR 4 > History > GLE 4.3.2 - 8th grade CIVIL WAR http://www.memory.loc.gov

Fredrick Douglass “I am one of those who think the best friend of a nation is he who most faithfully rebukes her for her sins and he her worst enemy, who, under the specious and popular garb of patriotism, seeks to excuse, palliate, and defend them. America has much more to fear from such than all the rebukes of the abolitionists at home or abroad.”

http://memory.loc.gov/

Fountain Hughes, Age 101 Hermond Norwood: Who did you work for Uncle Fountain when ... ? Fountain Hughes: Who'd I work for? Hermond Norwood: Yeah. Fountain Hughes: When I, you mean when I was slave? Hermond Norwood: Yeah, when you were a slave. Who did you work for? Fountain Hughes: Well, I belonged to, uh, B., when I was a slave. My mother belonged to B. But my, uh, but, uh, we, uh, was all slave children. And after, soon after when we found out that we was free, why then we was, uh, bound out to different people. [names of people] and an all such people as that. And we would run away, and wouldn't stay with them. Why then we'd just go and stay anywhere we could. Lay out a night in underwear. We had no home, you know. We was just turned out like a lot of cattle. You know how they turn cattle out in a pasture? Well after freedom, you know, colored people didn't have nothing. Colored people didn't have no beds when they was slaves. We always slept on the floor, pallet here, and a pallet there. Just like, uh, lot of, uh, wild people, we didn't, we didn't know nothing. Didn't allow you to look at no book. And then there was some free born colored people, why they had a little education, but there was very few of them, where we was. And they all had uh, what you call, I might call it now, uh, jail centers, was just the same as we was in jail. Now I couldn't go from here across the street, or I couldn't go through nobody's house without I have a note, or something from my master. And if I had that pass, that was what we call a pass, if I had that pass, I could go wherever he sent me. And I'd have to be back, you know, when uh. Whoever he sent me to, they, they'd give me another pass and I'd bring that back so as to show how long I'd been gone. We couldn't go out and stay a hour or two hours or something like. They send you. Now, say for instance I'd go out here to S.'s place. I'd have to walk. And I would have to be back maybe in a hour. Maybe they'd give me hour. I don't know just how long they'd give me. But they'd give me a note so there wouldn't nobody interfere with me, and tell who I belong to. And when I come back, why I carry it to my master and give that to him, that'd be all right. But I couldn't just walk away like the people does now, you know. It was what they call, we were slaves. We belonged to people. They'd sell us like they sell horses and cows and hogs and all like that. Have a auction bench, and they'd put you on, up on the bench and bid on you just same as you bidding on cattle you know.

Abstraction of Patterns - Constructing Conceptual Understanding. A Constructivist Learning Cycle Experience Revision Reflection Communication Abstraction of Patterns - Constructing Conceptual Understanding.

Understanding is... a state of cognition characterized by the ability to bring together organized, relevant knowledge in order to solve a problem. "To understand is to know relationships." (Lauren Resnick, 1983) "The human mind has the tendency to organize and generalize. This tendency must be encouraged and assisted. Structures which nurture these sense-making arrangements within each learner's mind need to be provided by the curriculum." (Nathalie Gherke) Integrated, conceptual understanding is constructed through an intentional combination of experience and reflection.

The Central Questions: Block 1: What is the role of educational technology in the K-12 curriculum? Block 2: How can I use technology as a tool to enhance learning in my classroom? Block 3: How can I get by with only 45 minutes of sleep ? Block 4: What just happened?

Therefore we emphasize CORE TECHNOLOGY (after NETS & K-12 Tech proficiencies) Information Access The Web, widgets, You Tube etc. Information Production spread sheets, graphing calculators, data probes, etc. Information Presentation PowerPoint, iMovie, podcasts, blogs, You Tube, Communication, Social networks, Wikis, video conferences, etc. Moral and Ethical Considerations Who is served? Who learns?

The Assignments The portfolio The portfolio The Portfolio The Diversity Resource Guide Three Tech Tools Investigations Societal Issues Threaded Discussion The portfolio The portfolio The Portfolio

Your Ed Tech Portfolio Portfolio Title Investigation the first ---- ---- How it works Why we care --- Portfolio Title Diversity Resource Guide Tech Tools Investigations Investigation the first Investigation the second Investigation the third For 20 pts (optional) Investigation the 2nd ---- ---- How it works Why we care --- Diversity Resource Guide What’s there? Use in schools? Investigation the 3rd ---- ---- How it works Why we care --- For 20 points - develop a new resource for Ed Tech Threaded Discussion

1st assignment: The Diversity Resource Guide Find an appropriate site Explore it thoroughly (sufficiently) Write two paragraphs: What’s there? How might we use it in a classroom?

Teaching with Technology ?