Two main areas need for student proficiency:
- Global communication
We need to shift the conversation off technology to what is flowing through technology.
It is more about critical thinking in using the Internet and relationships.
Technology is only digital plumbing – let’s not talk about plumbing.
There need to be district academic goals tied to a one to one program.
Schools and districts should not buy one piece of equipment until every department has goals tied to the use of the equipment.
The role of the leader with whatever innovation is to be clear on why you're doing it.
Unfortunately technology is often seen as a solution in search of a problem.
The one to one term should be changed from “one to one” to “one to the world.”
The two most motivating environments for kids are Facebook and video games.
Every educator needs to read CIPA (Children's Internet Protection Act) – only five paragraphs long and is way over estimated.
There are plenty of protections for kids on the Internet and our filters need to come down.
The research is clear that we cannot have technology make a difference without process change.
You know you are making a difference in using technology in schools when the boundaries of learning expand time and space or else you are wasting money.
The real work in creating augmented change in classrooms is in redesigning assignments not teaching apps.
Suggest to read the book Age of the Smart Machine.
We know students and teachers are impacted if:
1. They have access to information they never had before
2. People are working together
Dr. Mazur brings out the difference between automating (using the iPad or laptop as a $1000 pencil) or “informating” when students are processing information and acquiring information in new ways and their learning is mainly self-directed.
Example; Kindergarten teacher Tweets to parents of EL students a picture with a question in English
1. Each parent has a cell phone and the Tweet automatically is sent to the parent, the student translates the Tweet and the parent understands the assignment and the learning
2. The teacher tweets questions and photos of assignments. This becomes a support for parents to support children when they come home
3. Parents feel like they are there every day; this is new information parents never had before
4. Empowerment - can they do something with the information
Most schools have this blocked!
How do we learn - every teacher should have capacity of global communication.
Leaders need to be have teacher to have own staff development.
Classroom added value - where is unique added value?
Principals and school leader job is to make Heroes out of teachers - hero makers. The principal of this school began tweeting and advertising the work of this teacher and the rest of the staff began doing the same thing to help students and parents. He began scaling up on twitter what teachers are doing.
Leaders have to be role models and embedding the use of this type of technology in their own body of work.
Suggested technology: Look up ClassDojo (behavior of students monitored and evaluated).
Teacher at Rangers Game sent a photograph of the infield to students over twitter - What is the perfect bunt?
Phone came alive with calls and twitters from kids with explanations and answers. Next day in class alive with a buzz about the problem.
The teacher then sent a picture of a cup at the game and asked what is the problem (common core – create problem) - kids did more complicated work as a result.
We should devise a test for students to use and judge resources.
What is strategy the strategy students should use to sort out competing versions of the same event?
Students need to have the skill of:
1. Being precise -
2. Finding Primary source; teach children to get to primary source
3. Intentional reading
Go to website: November Learning and click on "Resources"