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

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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 Presentation

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Page 1: Web 2.0 Skills and Millennial Learners

WEB 2.0 SKILLS ANDMILLENNIAL LEARNERS

Watertown Technology Inservice

January 2, 2008

Kris Baldwin, TIE

Page 2: Web 2.0 Skills and Millennial Learners

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…)

Page 3: Web 2.0 Skills and Millennial Learners

THE TIMES ARE CHANGINGAgricultural• F

armers

Industrial• F

actory workers

Information• K

nowledge workers

Conceptual• C

reators and Empathizers

Page 4: Web 2.0 Skills and Millennial Learners

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?

Page 5: Web 2.0 Skills and Millennial Learners

MILLENNIALS

Page 6: Web 2.0 Skills and Millennial Learners

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

Page 7: Web 2.0 Skills and Millennial Learners

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!

Page 8: Web 2.0 Skills and Millennial Learners

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

Page 9: Web 2.0 Skills and Millennial Learners

BRAIN RESEARCH

Multitasking capabilities Different neural pathways—

rewiring the brainPlasticityUse it or lose it

Scientific BreakthroughsfMRIWhole Brainedness

Engaging and Meaningful

Page 10: Web 2.0 Skills and Millennial Learners

FIVE KEYS TO HELPING KIDS LEARN

Understand your students Generate engagement Deal with change

Globalization Share successes Develop mutual respect

Marc Prensky, TIE 2005

Page 11: Web 2.0 Skills and Millennial Learners

PARTNERSHIP FOR 21ST CENTURY SKILLS

Page 12: Web 2.0 Skills and Millennial Learners

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.

Page 13: Web 2.0 Skills and Millennial Learners

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.

Page 14: Web 2.0 Skills and Millennial Learners

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?

Page 15: Web 2.0 Skills and Millennial Learners

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

Page 17: Web 2.0 Skills and Millennial Learners

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

Page 18: Web 2.0 Skills and Millennial Learners

http://www.metiri.com/features.html

Page 19: Web 2.0 Skills and Millennial Learners

WEB 2.0

Page 20: Web 2.0 Skills and Millennial Learners

WHAT IS WEB 2.0?

Page 21: Web 2.0 Skills and Millennial Learners

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

Page 22: Web 2.0 Skills and Millennial Learners

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/

Page 23: Web 2.0 Skills and Millennial Learners

TECHNOLOGY INTEGRATION

Page 24: Web 2.0 Skills and Millennial Learners

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

Page 25: Web 2.0 Skills and Millennial Learners

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.

Page 26: Web 2.0 Skills and Millennial Learners

CHARACTERISTICS Application Collaborative Work Ethical Use Infusion Improved Learning

Environment Proficiency Student Involvement Utilization

netc.org, iste.org, metiri.com, nces.ed.gov

Page 27: Web 2.0 Skills and Millennial Learners

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

Page 28: Web 2.0 Skills and Millennial Learners

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

Page 29: Web 2.0 Skills and Millennial Learners

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?

Page 30: Web 2.0 Skills and Millennial Learners

WEB2.0SKILLZNMILLENNIALLEARNERS

Tune In

Get Real

Dig Deeper

Check Bearings

Keep Stride

Learn, learn, learn.

Page 31: Web 2.0 Skills and Millennial Learners

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/