Road Map to Impact How to shape a digitally literate teaching community that is “info-savvy, media-fluent and tech-tuned� (Trilling & Fadel, 2009, p. 61)
Technology Integration... Under Construction Road Blocks Road Map
...How?
Results of Future Shock
The 2-Sided Debate... Technofascists control the Tool
Technophobes control the Takeover
and the operative word is?...
Can’t Relate to the Debate
The Natives are Restless... Mashup generation Culture of uncertainty Face unknowable future Tradition disconnect Boundaries irrelevant Random preferred Predictable is stressor
How do we engage their minds to learn?
Photo taken by Steve Grosbois’, reproduced courtesy of Creative Commons Copyright.
DallasMcPheeters.com
Help is available...
Image from despair.com
With friends like these...?
“Hi, I’m from the Government...
Image from despair.com
and I’m here to help.”
Image from despair.com
We is stronger than me...
Image from despair.com
But what if the crowd is wrong?
The Three R’s...
Image from despair.com
reading, ‘riting, and ‘rithmatic.
A Host of Electronic Resources...
Image from despair.com
and worth every penny.
Creative Public Relations...
Image from despair.com
Do we buy it?
Finger Pointing...
Image from despair.com
Who will be the last one standing?
Our Pencils are Sharper than Ever...
Image from despair.com
But it’s so hard to erase red ink.
The Road Blocks* Lack of Technology Expertise Resistance Lack of Time Tradition Lack of Research Lack of Vision *(adapted from Lumley & Bailey, 1993)
The Mindset is the Challenge...
Image from despair.com
Unlearning to Teach.
It’s not a race. It’s a collision course...
Image from despair.com
Bracing for impact is a community effort.
The Road Map
Primary Research Cohort Construction Tech Integration
Research identifies core competencies of tech-savvy teachers along four stages of development: Aware Adopters
Transformers
(+Synergiser)
Survey Assessments Survey assessments are prepared to identify the experience-based cohorts.
Cohorts are formed based on 3 of 4 factors: Grade level, Subject area, Physical location, and Experience level.
Tech Integration Teachers use online tools to create their unique Personal Learning Environment Personal Learning Networks are developed within groups
Community of Impact PLE ...to manage our own learning PLN ...to share with and in the learning of others ...for impact
Communities Motivational Challenges 1. Value > Busyness of Teachers 2. Vision (adopted) 3. Situated learning (relevant) 4. Impetus to change (synergistic)
Communities Technology Integration
+
Community Formation
=
Sustainable Impact
The Community Advantage...
Image from despair.com
Synergizes our individual contribution.
Complete brochure available at:
ImmediaEDU.com Thank you dallas@immediaedu.com
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.