1. 1 Process of Change Porter and Chester Institute

2. 2 Our Educational Goals Students must: –Know how to learn –Think critically –Identify and solve complex problems –Manage information –Innovate –Create opportunities –Apply multiple literacies –Communicate well and cooperate with others –Demonstrate global and cultural understanding –Identify and apply career and life skills Students must: –Know how to learn –Think critically –Identify and solve complex problems –Manage information –Innovate –Create opportunities –Apply multiple literacies –Communicate well and cooperate with others –Demonstrate global and cultural understanding –Identify and apply career and life skills

3. 3 Our goals as a school Engaged Thinker “I collaborate to create new knowledge and/or solve problems” Ethical Citizen “I do the right thing because it is the right thing to do” Entrepreneurial Spirit “I create new opportunities for myself and others” Inspiring Education: a dialogue with Albertans. (2010)

4. 4 21 st Century Learning Foundational Knowledge Meta Knowledge Humanistic Knowledge Problem Solving & Critical Thinking Communication & Collaboration Creativity & Innovation Core Content Knowledge Cross-Disciplinary Knowledge/Synthesis Information Literacy Cultural Competence Ethical & Emotional Awareness Life & Job Skills

5. 5 Six steps to effective instruction Step 1: The teacher provides a description, explanation, or example of the new concept. Step 2: Students restate the explanation of the new concept in their own words. Step 3: Students draw a picture (non-linguistic) of the new concept. Step 4: Students do activities that help them add to their knowledge. Step 5: Students discuss the new concept with each other. Step 6: Students practice the new concept using hands-on activities. Step 1: The teacher provides a description, explanation, or example of the new concept. Step 2: Students restate the explanation of the new concept in their own words. Step 3: Students draw a picture (non-linguistic) of the new concept. Step 4: Students do activities that help them add to their knowledge. Step 5: Students discuss the new concept with each other. Step 6: Students practice the new concept using hands-on activities.

6. 6 Effects of Technology Level 1 Level 2 Level 3 Level 4 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

7. 7 Effects of Technology Substitution Augmentation Modification Redefinition Level 1 Level 2 Level 3 Level 4 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

8. 8 The starting point Curriculum in binders Not standardized Not having checks and balances One way flow of information in many classrooms Paper books Curriculum in binders Not standardized Not having checks and balances One way flow of information in many classrooms Paper books

9. 9 Substitution Level 1 At PCI Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

10. 10 Level 1 - Substitution Curriculum out of binders into PCILMS (Moodle). Standardized day be day delivery. Ability to track students and instructors using curriculum. Added checks and balances. eBooks Curriculum out of binders into PCILMS (Moodle). Standardized day be day delivery. Ability to track students and instructors using curriculum. Added checks and balances. eBooks

11. 11 At PCI Substitution Augmentation Level 1 Level 2 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

12. 12 Level 2 - Augmentation Added additional applications to support what is being done in the classroom. Simulators, games, and other learning experiences. Ability to bring web enabled content into the classrooms because of 1:1 devices. Added eBrary and Proquest to the learning resources for all students to have access. Added additional applications to support what is being done in the classroom. Simulators, games, and other learning experiences. Ability to bring web enabled content into the classrooms because of 1:1 devices. Added eBrary and Proquest to the learning resources for all students to have access.

13. 13 Demonstration Blank placeholder for demonstration of: –PCILMS –eBooks –iPad Blank placeholder for demonstration of: –PCILMS –eBooks –iPad

14. 14 At PCI Substitution Augmentation Modification Level 1 Level 2 Level 3 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

15. 15 Level 3 - Modification We are just beginning this level in a few of our programs. Addition of mPortfolios. Videos, demonstrations, other instructional technology that will slowly replace paper submissions. We are just beginning this level in a few of our programs. Addition of mPortfolios. Videos, demonstrations, other instructional technology that will slowly replace paper submissions.

16. 16 Demonstration Placeholder for demonstration of: –mPortfolios –Videos by students Placeholder for demonstration of: –mPortfolios –Videos by students

17. 17 At PCI Substitution Augmentation Modification Redefinition Level 1 Level 2 Level 3 Level 4 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)

18. 18 Level 4 - Redefinition The “Flipped Classroom” where students get lecture at home. Group projects and experiential learning at school. Class time is used to allow instructor / student interaction (bi-directional) Homework time is used to allow instructor to student interaction (uni-directional). The “Flipped Classroom” where students get lecture at home. Group projects and experiential learning at school. Class time is used to allow instructor / student interaction (bi-directional) Homework time is used to allow instructor to student interaction (uni-directional).

19. 19 Demonstration Look at our Professional Development course with respect to the Flipped Classroom.

20. 20 Enhancement vs. Transformation Substitution Augmentation Modification Redefinition Level 1 Level 2 Level 3 Level 4 Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)