1. Dani HerroClemson University September, 2012

2. My background.Technology Resource Teacher The ResearchK-6 Technology IntegrationUW-Madison Research WOW/Augmented Reality Augmented RealitySocial Media, Web 2.0, Games ResearchDissertation - (Squire) Instructional Technology Administrator WOW (Steinkuehler) New Media Literacies (Jenkins etsustainable programsCurriculum and Instruction al.) Assistant Professor Digital Media and Learning Dissertation (Herro)Research-to-practice with digital media Games+Learning+Society Whitepapers, Reports & Trends 3. The (overlapping) game-changers broadband social media virtual spaces/games mobile devices cloud computing 4. INNOVATIVEGAME-CHANGERSMobiles +PersonalizationGame-basedlearningCloudComputing 5. The big picture - why changepractice? Examples in context - whatdoes it look like? The process where did westart? 6. Why change? The Digital Promise The Digital Generation Relevance - the rapid shift to hybrid/online and cloudbased computing Heavy research basis Wisconsin DPI Requirements and Adoption societal requirements/norms/workforce WE are NOT like our students - brain research Obsolete, traditional, traditional skills with increasedemphasis.....21st Century Skills 7. Push from out-of-school contexts.... .....young adults and kids. 8. THE TENSIONInternet use in the wild vs. Internetuse in classrooms 9. (Web 2.0) Internet Use OutsideInternet Use in ClassroomsClassroomsContent retrieval & consumptionContent creation & productionAccess mediated by teacherAccess unmediated Production as evidence of consumption Production as genuine contributionEnculturation into pre-ordained culture Enculturation into affinity group cultures Text privileged Multimodal systems privilegedTeacher as guide on the side Distributed and collective expertiseIndividualCollaborativeUser standardization User customizationLinear, logical, static progressionNon-linear, logical, dynamic progressionHerro & Steinkuehler, 2010 10. Research and TrendsResearch/Report/Theory Projected Impact....meaningHorizon ReportsCloud computing, games, We need to rethink tools, mobiles, The Internet of future preparation and Things seriously consider trendsPew Internet/Media Use Influence of teens andWe need to rethink social media, civic who/what influences our engagementnormsDML CommunityNew Media LiteraciesWe need to rethink what it means to be literateHuman Brain ProjectChanging nature of HOWWe need to rethink students learnteaching and learning 11. Educational Theory Vgotsky told us this decades ago! Socially-constructed - tools (artifacts) ofintellectual adaption with others More Knowledeable Others (MKO) Learning occurs at just the next level ofunderstanding (ZPD) Cultures, surrounding agents can assistlearning - meaning making can occurinside and outside of the mind 12. New media literacies (Jenkins et. al., 2006) set of cultural competencies and social skills simulation, appropriation, judgment, transmedianavigation, negotiation, play, multitasking, performance, collective intelligence, distributedcognition, networking 13. What does innovation look like in K-12? 14. Framing the *technology-push*in K-12 The (new) Structure Organic Growth*migration to new content Curricular ConnectionsThe (new) Content Curricular Growth*includes new structuresPurposeful Connections 15. reading fluency, skillbuilding, digitalstorytelling, artifacts forwritersworkshop, playlists asdatedassessments, digitalread-alouds and audioinstruction 16. Touring withTechnologyCurriculum: Research social studies related locales, co-write a short script, multimodalinformation dropped in pinsTools: Internet, Google Earth, Flip Video, Pixlr, Sony Vegas - video editing 17. Techno SavvyBloggerThe Podcasting UnitScript-writingGoogle Groups http://mrsprunty.blogspot.com/ 18. Hybrid, Fully Online Courses Capacity to connect structure and content Web page with log in portal - tools Blackboard as Learning Management System;Google Apps to augment Continual data collection, assessment, feedback Courses customized to individual learning andpacing LEARNING via PROFILE + PERSONAL + MOBILE 19. Teaching and Learningwith Google Apps 20. The Principal Efficiency/RelevanceStaff evaluations - observations - Google Doc/commentsScheduling - 7th/8th grade elective choices - now paperless - Google Forms- sent to parentsAnnouncements - Google Doc shared with staff, no administrative assistanttimeBook Studies organized via Google FormsTools as a matter of doing business....relevant and efficient 21. iGoogle DesktopCalendar*Gmail*Docs*Google Translator*Reader*Twitter*Articles/Scholar 22. The Gaming CourseGmailSitesDocsPresentationsGoogle App Inventor 23. Purposeful - threading gaming incurriculum 24. Why gaming? 25. The world our students live in 26. Games as 27. Identity 28. Interaction 29. Production 30. Risk-Taking 31. Challenge 32. This is about game design.Good game designers are practical theoreticiansof learning, since what makes games deep is thatplayers are exercising their learning muscles......(Gee, 2005) ~mechanics, dynamics, aesthetics~ 33. Elements of Game Design 15 Learning Principles Associated with Playing Good Games (Gee, 2007)IdentityInteractionProductionRisk TakingCustomizationWell-ordered problemsSystem-thinkingDistributed knowledge 34. Where might you start?not with technology, but insteadunderstanding the (very different) learner,(dramatically different) shift in thedefinition of literacy, and RELEVANCE inopportunities you provide. 35. The backend...what did we do first? garner support (pilot) meet with Tech Support call other districts for best practices read privacy laws - archiving practices parent communications - registration packet consider sustainability PD evaluations staff/student 36. ENSURING SUCCESS ANDSUSTAINABILITY Focus on ResearchPerspectiveContentof Students over tools 37. Training and Professional Development model your expectations (administrators, course instructors, trainers, teachers) offer multiple entry points and flexibility form cohorts - this is about sharing and participating embrace CHANGE, this is the 21st century 38. Training/PD scheduleAcademic year Administrative/Business OfficeTraining - before monthly meetingsProfessional Development - embedded in grad classesSummer Training - geared to high school - 3 or 4 hourTechnology Boot Camp workshopsTechnology Coach reallocated position 39. What NOT to door...how are we sure to fail Focus solely on technology - pedagogy and instructionmust be considered first Use technology as a starting point - instead of technologyfor efficiency and to meet REQUIRED skills andopportunities for INCREASED learning Little or no attention to DESIGN, CREATIVITY,COLLABORATION, MEDIA or INFORMATION Fluency 40. Moving forward...Game design as gateway tologic, programming, graphic design.BYOD 41. daniherro@gmail.comdherro@clemson.edu@daniherro