Road Map to Digital Literacy How to standardize teaching in order to produce digitally literate kids who are “info-savvy, media-fluent and tech-tuned� (Trilling & Fadel, 2009, p. 61)
The Road Blocks* Lack of Technology Expertise Resistance Lack of Time Tradition Lack of Research Lack of Vision *(adapted from Lumley & Bailey, 1993)
The Road Map Needs Assessment Teacher Support PLEs & PLNs Feedback Loops Evaluation
Quick Survey Assessments Short survey assessments are prepared and ready to deploy as needed to regularly update progress.
Teacher Support Teachers will use simple online tools to create their unique Personal Learning Environment. Personal Learning Networks will consist of those groups deemed critical to each teacher’s success.
Why PLE & PLN? We’re in this together... • Constructivism 1 • Group-paced approach 2 • Generative learning 3 • Observation & application 4
1 Morrison,
Ross, & Kemp, 2007, p. 146. 2 Lebow, 1994 3 Wittrock
(1989) 4 Morrison, Ross, & Kemp (2007)
Feedback Loops Continuous feedback helps detect as well as (Reigeluth, 1999) prevent cognitive overload.
Evaluation “Learning is promoted when learners engage in a taskcentered instructional strategy� (Merrill, 2002). Such strategies are easier to assess in a constructivist manner through self and peer evaluations as well as project portfolios, thus constructing additional learning. 1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).
Evaluation Authentic assessment strategies 1
• Self-evaluation
via polls • Peer-to-peer evaluation via posts • Project portfolio via wiki
1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).
References Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16. Lumley, D. & Bailey, G. (1993). Planning for technology: A guidebook for school administrators. New York: Scholastic. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ: John Wiley & Sons, Inc. Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass. Retrieved online September 30, 2009, from Google Books: http://bit.ly/ 3dbD15 Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.