It's been awhile since my last post. The end of the academic year and summer getting the better of my writing consistency. But no better time than the present to jump back in.
Kicking off the new year, I'm looking to further a PLC culture at the American International School of Budapest. The planning process of implementing a successful PLC was given a good jump-start today by a great skype session we had with Fran Prolman. It's exciting to know that if it's done well, it's one of the main elements to providing satisfaction and happiness to the school environment. That's my top priority this year, and thanks to Fran, we have a better chance at success.
Along the lines of happiness, there's a really interesting article from "Connected Principals" relating games that are meant to increase the happiness factor at a school: Kinder and Happier Schools: Gaming to Improve our Jen Factor . A unique twist on an age-old problem, improving school culture.
For the meantime, I'll be working on the culture issue from the PLC angle. But I'm curious to know if any of you have experienced ideas like the Jen Factor in schools.
Here's to a great academic year...
Thursday, August 11, 2011
Sunday, March 27, 2011
Teacher-Software-Developers: Pushing up the SAMR model
Having just completed our CEESA (Central and Eastern European Schools Association) Conference, I'm filled with the usual flurry of ideas running around my head.
The keynote, Tom Guskey, was excellent with his presentation on the follies of our current grading practices. If I follow the theme of this blog regarding educational change, I'm not sure if there is a topic bigger than that of "how we grade" to make a difference.
But since I was a presenter at the conference I'll be a little selfish and share some thoughts and questions that I'm still trying to answer.
Initially, I intended a solid session from Bill Mackenty from the American School of Warsaw who shared how he is working with staff there to integrate tech more using the SAMR model. Interesting stuff.
It led in nicely to a session I led on trying to link tech-based simulations to standards and benchmarks. My premise is this: (and I say all of this with a big question mark, looking for some guidance and feedback)
When we consider "content-based" technology solutions (think simCity, not Skype, wikis, etc.), there are two general camps and most solutions tend to fall on one side or the other - seldom in the middle.
In Group 1: Some technology solutions are strictly content based, and targeted specifically at standards.. (Mavis Beacon, online math sites, etc.) While these sites are usually much easier to integrate into the classroom, and they are most likely more successful at helping students reach a specific few standards (compared to teaching without the technology), they are quite narrow and algorithmic. We could call them educationally "efficient" uses of technology to teach specific skills or content- helping students learn multiplication tables faster than they would without the technology. But they do little to transform education.
In Group 2: Simulations (simCity, World or Warcraft, Farmville, etc.) offer excellent examples of Project Based Learning (and Challenge Based Learning). However, they are so open-ended that I believe teachers have trouble implementing them into the classroom unless they are willing to put in a large amount of time linking them to standards. Or, alternatively, they may want to neglect the standards to some degree in an attempt to get at more engaged, holistic learning. Despite their practical limitations, this group offers the potential to transform learning if done correctly.
My presentation is asking why we don't have more technology-based applications that link specific content into open-ended learning where students make choices in a dynamic, authentic environment? We reviewed 2 examples which I would consider this "middle ground" - based in enough content to be easily used by the teacher, and flexible and open-ended enough to place students in authentic situations where they will need to make decisions in a complex environment:
1) simCEO
2) Jason Science
And we ask the same question in two different ways:
1) What are some other examples of technology that fall into this middle ground?
2) At what point are we going to provide a structure where strong teachers who have ideas galore for these types of projects can tap into the development world of technology to make them available for students on a large scale?
For example, in what way could creative teachers use technology to put students in open-ended, authentic, complex, (collaborative?), "choose your own adventure" types of learning tasks centered around specific content goals such as:
a) photosynthesis
b) man versus nature (in relation to a specific book, perhaps)
c) international coalitions for regime change
d) individual rights vs. collective security
I know of many teachers who teach these concepts in fascinating, authentic ways. But why aren't we tapping into these ideas to produce technology integration ideas that can do it for us - better.
Or, to put it another way: Why don't we use the students' natural engagement with simulation-based learning to modify World of Warcraft to teach specifically about American History?
Any thoughts? Let me know. I'd love to hear em.
The keynote, Tom Guskey, was excellent with his presentation on the follies of our current grading practices. If I follow the theme of this blog regarding educational change, I'm not sure if there is a topic bigger than that of "how we grade" to make a difference.
But since I was a presenter at the conference I'll be a little selfish and share some thoughts and questions that I'm still trying to answer.
Initially, I intended a solid session from Bill Mackenty from the American School of Warsaw who shared how he is working with staff there to integrate tech more using the SAMR model. Interesting stuff.
It led in nicely to a session I led on trying to link tech-based simulations to standards and benchmarks. My premise is this: (and I say all of this with a big question mark, looking for some guidance and feedback)
When we consider "content-based" technology solutions (think simCity, not Skype, wikis, etc.), there are two general camps and most solutions tend to fall on one side or the other - seldom in the middle.
In Group 1: Some technology solutions are strictly content based, and targeted specifically at standards.. (Mavis Beacon, online math sites, etc.) While these sites are usually much easier to integrate into the classroom, and they are most likely more successful at helping students reach a specific few standards (compared to teaching without the technology), they are quite narrow and algorithmic. We could call them educationally "efficient" uses of technology to teach specific skills or content- helping students learn multiplication tables faster than they would without the technology. But they do little to transform education.
In Group 2: Simulations (simCity, World or Warcraft, Farmville, etc.) offer excellent examples of Project Based Learning (and Challenge Based Learning). However, they are so open-ended that I believe teachers have trouble implementing them into the classroom unless they are willing to put in a large amount of time linking them to standards. Or, alternatively, they may want to neglect the standards to some degree in an attempt to get at more engaged, holistic learning. Despite their practical limitations, this group offers the potential to transform learning if done correctly.
My presentation is asking why we don't have more technology-based applications that link specific content into open-ended learning where students make choices in a dynamic, authentic environment? We reviewed 2 examples which I would consider this "middle ground" - based in enough content to be easily used by the teacher, and flexible and open-ended enough to place students in authentic situations where they will need to make decisions in a complex environment:
1) simCEO
2) Jason Science
And we ask the same question in two different ways:
1) What are some other examples of technology that fall into this middle ground?
2) At what point are we going to provide a structure where strong teachers who have ideas galore for these types of projects can tap into the development world of technology to make them available for students on a large scale?
For example, in what way could creative teachers use technology to put students in open-ended, authentic, complex, (collaborative?), "choose your own adventure" types of learning tasks centered around specific content goals such as:
a) photosynthesis
b) man versus nature (in relation to a specific book, perhaps)
c) international coalitions for regime change
d) individual rights vs. collective security
I know of many teachers who teach these concepts in fascinating, authentic ways. But why aren't we tapping into these ideas to produce technology integration ideas that can do it for us - better.
Or, to put it another way: Why don't we use the students' natural engagement with simulation-based learning to modify World of Warcraft to teach specifically about American History?
Any thoughts? Let me know. I'd love to hear em.
Saturday, March 5, 2011
one-to-one computing webinar and CEESA conference
A great opportunity for those of you who are interested in making the transition to a one-to-one computing environment.
This webinar from DyKnow is scheduled for March 10.
Here's the link to the registration page and the webinar summary overview.
Presented by: Kyle Berger, Executive Director of Technology Services
Alvarado Independent School District
Seventy percent of students who attend the Alvarado Independent School District (AISD) are considered economically disadvantaged. Just like everywhere else, budgets are strapped and money is tight. So how is this district two years in to a one-to-one computing initiative?
In this webinar you will learn about the innovative strategies and groundbreaking ideas used by AIDS’s Executive Director of Technology Services Kyle Berger. As a change agent and thought leader, Kyle gathered support from local businesses, board members, parents, teachers and students. You will learn about what it took to plan this program and ongoing implementations. A question and answer session will follow the event so come ready to ask questions and gather insights.
I'm busing preparing for the upcoming CEESA (Central and Eastern European Schools Association) Conference presentation on March 17-19. CEESA is an organization of international schools in the region.
The write-up of the presentation is shared below, and I'll post the slideshow of the presentation and notes after the conference.
This session will be an interactive session in which participants will share and walk away with examples and ideas applicable for the classroom.
The session will consist of:
1) a brief explanation and list of criteria defining 1) Project Based Learning 2) Challenge Based Learning, and 3) Authentic Assessment
2) briefly sharing a few simulations which come close to meeting these criteria:
a) content based simulations: Jason Science and simCEO*
b) open-ended simulations: Farmville and World of Warcraft
3) briefly sharing the benefits of using simulations in the classroom and the potential barriers/solutions that these same simulations pose in terms of assessment practices
4) collectively sharing other effective simulations that session participants have used
5) a collective discussion about the potential for and challenges with developing simulations for use in classrooms
This webinar from DyKnow is scheduled for March 10.
Here's the link to the registration page and the webinar summary overview.
Presented by: Kyle Berger, Executive Director of Technology Services
Alvarado Independent School District
Seventy percent of students who attend the Alvarado Independent School District (AISD) are considered economically disadvantaged. Just like everywhere else, budgets are strapped and money is tight. So how is this district two years in to a one-to-one computing initiative?
In this webinar you will learn about the innovative strategies and groundbreaking ideas used by AIDS’s Executive Director of Technology Services Kyle Berger. As a change agent and thought leader, Kyle gathered support from local businesses, board members, parents, teachers and students. You will learn about what it took to plan this program and ongoing implementations. A question and answer session will follow the event so come ready to ask questions and gather insights.
I'm busing preparing for the upcoming CEESA (Central and Eastern European Schools Association) Conference presentation on March 17-19. CEESA is an organization of international schools in the region.
The write-up of the presentation is shared below, and I'll post the slideshow of the presentation and notes after the conference.
This session will be an interactive session in which participants will share and walk away with examples and ideas applicable for the classroom.
The session will consist of:
1) a brief explanation and list of criteria defining 1) Project Based Learning 2) Challenge Based Learning, and 3) Authentic Assessment
2) briefly sharing a few simulations which come close to meeting these criteria:
a) content based simulations: Jason Science and simCEO*
b) open-ended simulations: Farmville and World of Warcraft
3) briefly sharing the benefits of using simulations in the classroom and the potential barriers/solutions that these same simulations pose in terms of assessment practices
4) collectively sharing other effective simulations that session participants have used
5) a collective discussion about the potential for and challenges with developing simulations for use in classrooms
Sunday, December 5, 2010
Challenges, Opportunities, and Inspiration
Sometimes it's great to step back from the trees and see the forest. It always leaves me energized and confirms that we're all involved in the most important process in the world - educating for tomorrow.
While the challenges are many - so are the opportunities.
The videos entertain and point us in the right direction.
Enjoy. Get inspired. Take some action.
Sir Ken Robinson - Changing Education Paradigms
CoSN (Consortium for School Networking) - Learning to Change, Changing to Learn
While the challenges are many - so are the opportunities.
The videos entertain and point us in the right direction.
Enjoy. Get inspired. Take some action.
Sir Ken Robinson - Changing Education Paradigms
CoSN (Consortium for School Networking) - Learning to Change, Changing to Learn
Saturday, October 30, 2010
Bridging Content, Purpose, and Collaboration: Jason Science Reviewed
Reviewing Jason Science
Thinking, writing, and acting with a focus on education today can seem frustrating sometimes - change seems to happen slowly and the potential seems limitless. However, it’s worth acknowledging resources that really are working and changing the way that teaching/learning occur.
In previous posts, we explored three applications that bridge the gap between content, collaboration, and purpose as easy access points to initiate change. One such resource noted in the earlier post was Jason Science and for those of you not familiar with it, you should be. It’s a great resource that scores very high on placing students in an authentic context - thinking and acting like historians, mathematicians, writers, artists, or (in this case) scientists.
The site is geared for middle school students and combines a traditional online textbook with actual research and expeditions undertaken by scientists in the field. Topics then culminate with analysis of the scientist’s findings as well as a call to action for students to conduct their own research. For example, a unit on Plate Tectonics begins with a chapter on geology with the following culminating activity, known as a mission.
From Jason Science: Tectonic Fury, Mission One
To begin this assignment, you will analyze Dr. Wise’s geochemical data collected from rocks around Sebago Lake in Maine to determine the concentration levels of the element tantalum in different areas. From this analysis, you will determine areas which contain high enough concentrations of tantalum for practical mining. Once you have completed the analysis of Sebago Lake, you will analyze your local geology. Using maps and samples collected in the field, you will develop a model of locations in your area which are economically practical for collecting commercially valuable rocks.
Jason Science is a subsidiary of the National Geographic Society, and the site delivers content with print, text, and digital media. While some elements are for sale, a great deal of the curriculum materials are available free of charge online.
The materials are an excellent example of authentic learning, but fall short of being called Challenge Based Learning. (Review the criteria again.)
Another nice touch is the personalization of the content with specific scientists who are shown and briefly introduced. That small piece of personalization, the wealth of content accessible in many formats, and (most importantly) the analysis of real research and the extending challenge/mission of personalizing the concepts to the student’s context, can only help reduce the all-too-familiar student refrain “why are we learning this stuff?”.
It’s worth a visit, and share the site with someone else who you think might be interested.
Changes in the way students learn don’t happen everyday, we need to reward examples that are making a difference.
Sunday, October 10, 2010
Death of Education, Dawn of Learning
I've taken the title of this post from an inspirational video that really speaks to the urgency of our job as educators.
The video comes from the Consortium for School Networking (CoSN), and obviously includes some technology heavyweights sharing their insights on the future of learning and technology's role with that process.
I found this video on another great blog site called Digital Chalkie.
Thought-provoking stuff. The implications of such a change obviously require decisions from national systems, Boards of Education, and school design experts. But I'd like to connect this topic to the theme of my blog at a classroom level, and ask two questions:
What 2.0 technologies are out there that teachers find engage students in collaboration and authentic applications of content?
2) When we view the new model of technology/education (as it is shared in this video) are we better off:
a) setting up these innovative (and different) types of schools and then comparing their (hopefully improved ) results as an indicator of the new model's effectiveness. In essence, transforming education by leaving the old system behind entirely and signing on new "believers" through data/perceptions?
or
b) developing and sharing technologies that assist and support the existing structures (schools/teachers) to apply this new model of learning within their current environment so that a slower but steady groundswell of opinion builds more quickly for the much-needed change to the system.
Obviously, these options are not exclusive of one another. But which is a more effective model to bring about change?
The video comes from the Consortium for School Networking (CoSN), and obviously includes some technology heavyweights sharing their insights on the future of learning and technology's role with that process.
I found this video on another great blog site called Digital Chalkie.
Thought-provoking stuff. The implications of such a change obviously require decisions from national systems, Boards of Education, and school design experts. But I'd like to connect this topic to the theme of my blog at a classroom level, and ask two questions:
What 2.0 technologies are out there that teachers find engage students in collaboration and authentic applications of content?
2) When we view the new model of technology/education (as it is shared in this video) are we better off:
a) setting up these innovative (and different) types of schools and then comparing their (hopefully improved ) results as an indicator of the new model's effectiveness. In essence, transforming education by leaving the old system behind entirely and signing on new "believers" through data/perceptions?
or
b) developing and sharing technologies that assist and support the existing structures (schools/teachers) to apply this new model of learning within their current environment so that a slower but steady groundswell of opinion builds more quickly for the much-needed change to the system.
Obviously, these options are not exclusive of one another. But which is a more effective model to bring about change?
Sunday, October 3, 2010
Hardware with Innovation Potential
Our posts thus far have focused on the software innovations that have the potential to change education. But lets give some fair time to the school design and hardware issues that are also moving things forward as well.
One interesting innovation is the SOLE (Self-Organized Learning Environments) idea being developed by Sugata Mitra. His entire concept raises some thought-provoking questions, but the idea that most intrigues me is the development of these SOLEs, and the potential they have to MAKE us change our approach.
One interesting innovation is the SOLE (Self-Organized Learning Environments) idea being developed by Sugata Mitra. His entire concept raises some thought-provoking questions, but the idea that most intrigues me is the development of these SOLEs, and the potential they have to MAKE us change our approach.
I also wanted to share an interesting idea article from the Washington Post which was featured on a daily emailing I receive from SmartBrief on EdTech (which I recommend as well). My favorite line from the article, discussing the future of education as we contemplate all of these tech changes, states that we'll see a "hybrid model between in-person classes that leverage technology and online classes that replicate human interaction"
I second that.
Subscribe to:
Posts (Atom)