Road Map to Digital Literacy Presentation

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...

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With friends like these...?

“Hi, I’m from the Government...

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and I’m here to help.”

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We is stronger than me...

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But what if the crowd is wrong?

The Three R’s...

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reading, ‘riting, and ‘rithmatic.

A Host of Electronic Resources...

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and worth every penny.

Creative Public Relations...

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Do we buy it?

Finger Pointing...

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Who will be the last one standing?

Our Pencils are Sharper than Ever...

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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...

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Unlearning to Teach.

It’s not a race. It’s a collision course...

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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...

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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.