web 2.0 skills and millennial learners
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Web 2.0 Skills and Millennial Learners. Watertown Technology Inservice January 2, 2008 Kris Baldwin, TIE. Remember when?. Random Number Generator http://www.mathgoodies.com/calculators/random_no_custom.html - PowerPoint PPT PresentationTRANSCRIPT
WEB 2.0 SKILLS ANDMILLENNIAL LEARNERS
Watertown Technology Inservice
January 2, 2008
Kris Baldwin, TIE
REMEMBER WHEN?
Random Number Generatorhttp://www.mathgoodies.com/calculators/random_no_custom.html
Based on the year generated, think about something important in your life at that time, and then about what technologies you were using or excited about…like your new 8-track? Or your first calculator? Maybe even a Commodore 64 or Atari?
Share with a neighbor (or 2 or 3…)
THE TIMES ARE CHANGINGAgricultural• F
armers
Industrial• F
actory workers
Information• K
nowledge workers
Conceptual• C
reators and Empathizers
TODAY’S AGENDA
Millennials Who are they? How are they different?
Web 2.0 What is it? How does it change the learning environment?
Technology Integration What does it look like? Where can it start?
Ask yourself: How does this impact me?
MILLENNIALS
GENERATIONS Baby Boomers (1941-1960)
Post WWII, Prosperity, TV, Suburbia, Civil Rights Go the extra mile, optimistic, love/hate authority,
idealistic, want to have it all Generation X (1961-1976)
Watergate, Latchkey, divorce, MTV, downsizing Independent, results, skeptical, work/life balance,
pragmatic Millennials (1977-1992)
Computers, Internet, school violence, terrorism, diversity, economic boom
Idealistic, confident, collective, socially minded and active, achievement, structured
Brody Communications
OREGON TRAIL—THE DIGITAL LANDSCAPE
Baby Boomers discovered the “new world” Generation X became the pioneers Millennials are the settlers, the new society
Computers aren’t technology The internet is better than TV Doing is more important than knowing Learning more closely resembles Nintendo than
logic Multitasking is a way of life Staying connected is essential Zero tolerance for delay
You are only as old as you feel!
WHERE IN THE DIGITAL WORLD ARE YOU?
Speak with an accent
Think in paper Use email Work independently Step by step Text focus One at a time Deliberate speed
Speak fluently Think digitally Use txt msg & IM Work collaboratively Random access Graphics focus Multi-tasking Twitch speed
Digital Immigrants Digital Natives
BRAIN RESEARCH
Multitasking capabilities Different neural pathways—
rewiring the brainPlasticityUse it or lose it
Scientific BreakthroughsfMRIWhole Brainedness
Engaging and Meaningful
FIVE KEYS TO HELPING KIDS LEARN
Understand your students Generate engagement Deal with change
Globalization Share successes Develop mutual respect
Marc Prensky, TIE 2005
PARTNERSHIP FOR 21ST CENTURY SKILLS
TECHNOLOGY IN NCLB
To improve student academic achievement through the use of technology in elementary schools and secondary schools. To assist every student in crossing the digital divide
by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.
To encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices by State educational agencies and local educational agencies.
SOUTH DAKOTA TECHNOLOGY STANDARDS Strand 1: Nature and Concepts
Understand history and progression of technology in relation to the development & design of future technology.
Analyze relationships and connections between technologies in different fields of study and how they apply to communities.
Understand and use the design process in problem solving. Strand 2 – Social Interactions
Understand the safe, ethical, legal, and societal issues related to technology. Investigate the advantages and disadvantages of technology.
Strand 3 – Information and Communication Tools Use technology to enhance learning, extend capability, and promote
creativity. Evaluate and select information tools based on appropriateness to tasks.
Strand 4 – Information and Communication Processes Understand purpose of information technologies to communicate with a
variety of collaborators. Exchange information and ideas for an identified purpose through information
technologies. Strand 5 – Information Literacy and Decision Making
use technology to locate and acquire information. determine the reliability and relevancy of information.
SO WHAT?
Stand up if you know a kid Who owns a laptopWho owns an iPod/mp3 playerWho owns a cell phoneWho text messagesWho uses IM (instant messaging)Who plays video gamesWho uses any other piece of technology
Do YOU do any of these?
THE PEW INFO
There is a widening gap between techno-savvy students and their schools
Many schools and teachers have not yet recognized – much less responded to – the new ways students communicate and access information over the Internet
Students want more and more engaging internet activities at school that are relevant to their lives
PAPER TRAINED TEACHERS IN AVIDEO GAME WORLD
http://www.teachertube.com/view_video.php?viewkey=abd6de5b9912472fb42e
ACCORDING TO SOME SOUTH DAKOTA HIGH SCHOOL STUDENTS
Less than 50% of their time is spent on Community/work-based projects or internships Hands on/laboratory activities Small group collaboration to find collective
solutions Providing input on classroom activities or topics Explaining their thinking in essay form Working on complex problems
More than 50% of their time Working individually answering questions
http://www.metiri.com/features.html
WEB 2.0
WHAT IS WEB 2.0?
THE NEW WWW
“We can engage [students] in the joys of learning, of making meaning, of being part of something larger than themselves, of testing themselves against authentic challenges.
We can shift them from passivity and consumption to action and creativity.”
Tom March, ASCD January 2006
Whatever Whenever Wherever
COOL TOOLS…COMPLIMENTS OF THE READ/WRITE WEB
Social (educational) bookmarking http://del.icio.us or http://ikeepbookmarks.com
Class blog http://edublogs.com
Wikispaces http://eduwikius.wikispaces.com/
Podcasting http://itunes.com
Twitter Trails http://twitter.com
Flickr Images http://flickr.com/
TECHNOLOGY INTEGRATION
TECHNOLOGY INTEGRATION
“Integrating technology is not about technology – it is primarily about content and effective instructional practices.
Technology involves the tools with which we deliver content and implement practices in better ways. Its focus must be on curriculum and learning.
Integration is defined not by the amount or type of technology used, but by how and why it is used.”
Rodney Earle, 2002
Effective Technology Integration Basic Technology UseStudents use http://froggy.lbl.gov/ to virtually dissect frogs.
The biology teacher uses a powerpoint to explain how to dissect a frog.
Students use an online publishing tool such as WikiHow http://www.wikihow.com/Main-Page to present a demonstration speech on a topic of their choice.
The language arts teacher uses a word processor to create a checklist for a demonstration speech powerpoint on an assigned topic.
Students access the class blog at http://classblogmeister.com/ to advocate for or against cell phone use during school as part of a class debate.
The computer teacher shows a video on cell phone etiquette after explaining to students that cell phones in school are too distracting.
Students use graphing calculators to see visual models of the Pythagorean Theorem.
The math teacher writes the Pythagorean Theorem on an electronic white board.
Students choose a part of to research, including collecting data via live webcam http://webcam.comunitatvalenciana.com/webcam.htm and then use the Internet and email to communicate with students from the area to practice their language skills.
The foreign language teacher uses a projector to give a slide show presentation about .
Students create graphs of the 1990 and 2000 SD population by age group using the census data at http://factfinder.census.gov/home/en/kids/kids.html and then predict what the 2010 numbers might be.
The upper elementary teacher shares population maps of with students and asks them to predict what the 2010 numbers might be.
Students practice letter recognition with http://www.starfall.com/n/level-k/index/load.htm?f
The kindergarten teacher prints a phonics activity worksheet from a website for students to complete.
CHARACTERISTICS Application Collaborative Work Ethical Use Infusion Improved Learning
Environment Proficiency Student Involvement Utilization
netc.org, iste.org, metiri.com, nces.ed.gov
WAYS TO TEACH FOR HOTS
1. Show, don’t tell.2. Provide context (mental velcro)3. Focus on the process.4. Provide problems and encourage mistakes.
1. Sir Ken Robinson —creativity2. Daniel Pink —high concept, high touch
5. Progressively withdraw.6. Rethink assessment.
1. What gets assessed is what is important.2. To teach, one must be able to assess.
Teaching for Tomorrow, Ted McCain
GETTING STARTED…
Create digital portfolios of student work Engage students in an online scavenger hunt Create technology-enhanced learning centers Set up a daily activity Communicate with another class via email Read and publish online Study current events Follow an online trip or expedition Communicate with an expert Join an online game or collaborative project Conduct research, including multimedia rich
sites
BABY STEPS One at a time
Don’t try to change everything at once and get overwhelmed
Keep it simple Keep moving forward
There is always room for improvement Start with what you know
Know how to use the Internet? Incorporate some websites Learned how to use a digital camera? Incorporate some
digital images Figured out how to create a blog? Move your class
newsletter online Smarter, not harder
Avoid redundancy—what can you STOP doing? What can technology do FOR you? What can technology do FASTER?
WEB2.0SKILLZNMILLENNIALLEARNERS
Tune In
Get Real
Dig Deeper
Check Bearings
Keep Stride
Learn, learn, learn.
LOOK TO THE FUTURE
“Students cannot possibly learn everything of value by the time they leave school, but we can instill in them the desire to keep questioning throughout their lives.” ~Grant Wiggins
http://www.surfnetkids.com/movie/