integrating tech to maximize learning maria d.s. andrade johnson, michael pascual, 2015
TRANSCRIPT
INTEGRATING TECH TO MAXIMIZE
LEARNINGMaria D.S. Andrade Johnson, Michael
Pascual, 2015
What's Going on with Technology in the Classroom?
Log in to: www.ed-gecation.com
OUR JOURNEY TODAY
• Understand “lingo” related to tech integration
• Work with rubrics for 4Cs/21CLD integration—apply to learning activities and strategies
• Redesign one activity with 4Cs and tech in mind
• Experience some apps in our learning to get you started
• Take home resources
WHEN YOU SEE THIS…?
Puentadura, 2012
WHICH CONCEPT COMES TO MIND?
BEING COMFORTABLE WITH S.A.M.R.
• Perception of hierarchy of levels of use
• Substitution and Augmentation are not bad words-often increase engagement and efficacy
• Pool analogy—sometimes a dip is just right; other times, a cannonball
TPACK...Connects what students learn (CONTE
NT) Crafting the learning (PEDAGOGY-TEAC
HING) When, why, and what TECHNOLOGY w
e might use to enhance the learning.
HOW DO WE DECIDE WHAT AND HOW?
TAKE A BREATHER…IS IT MAKING SENSE?
TPACK: think about content/pedagogy first (PC)
TPACK: consider tech tools aligned to PC (TK)
SAMR: selection of tech tool, if any. If “Substitution,” New way to do the task that would deepen understanding? (Depth of Knowledge)
Pushing too hard just to get to “transformative” levels? (Remember: Vigotsky, proximal development)
Or, is it “just right,” the “sweet spot” of TPACK?
BRINGING IT TOGETHER
4 Cs
Critical Thinking
Collaboration Creativity
Communication
21 CLD Collaborate Construct
knowledge Innovate to solve
real-world problems Use tech to
enhance learning Self-regulate Communicate
WHAT DOES POWERED-UP LEARNING LOOK LIKE?
COLLABORATION IS…
Students:• Discuss / research• Solve a problem• Create a product
Shared responsibility for the outcome: process AND product
Shared decision-making on substantive, meaningful matters
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DOES GROUP WORK TEACH COLLABORATION?
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The House on Mango Street i s a me mo i r w r i t t e n by Sa nd ra C i s ne ros a bou t he r expe r i e nc e s g row ing up on a s t re e t i n Ch i c a go wh i c h i s popu l a t e d by i mpov e r i s he d i mmi g ra n t s f rom La t i n Ame r i c a . Step 1 . Re a d t he book . Refl e c t on t h i s que s t i on : “Wha t a re s ome o f t he i mpor t a n t e l e me nt s o f t he i mmi g ra n t expe r i e nc e ?” Step 2 . Fi nd s ome one i n y ou r ne i ghborhood o r f a m i l y who i s a n i mmi g ra n t t o t he U n i t e d S t a t e s . You w i l l i n t e rv i e w t h i s pe r s on t o a s k t he m, “Te l l me t wo o r t h re e o f t he mos t i mpor t a n t p rob l e ms y ou f a c e d whe n you fi r s t i mmi g ra t e d t o t he U n i t e d S t a t e s . ” As k t he m t o de s c r i be t he wor l d i n wh i c h t he y l i v e d a nd t he i r c ommun i t y. You c a n c onduc t y ou r i n t e rv i e w a l one o r w i t h a f r i e nd , bu t you w i l l s t i l l ha v e t o s ubmi t s e pa ra t e poe ms . Step 3 . Ba s e d on a l l t ha t you l e a rne d f rom t he book a nd i n t e rv i e w , w r i t e a poe m a bou t a re a l p rob le m t ha t i mmig ra n t s f a c e whe n t he y c ome t o t he U n i t e d s t a t e s a nd how t ha t i mpa c t s t he i r l i f e . Re fl e c t on t he f o l l ow i ng : Why i s i t s o ha rd? Wha t c a n non - i mmi g ra n t s a nd o t he r s i n t he c ommun i t y do t o ma k e t he t r a ns i t i on e a s i e r f o r i mmi g ra n t s ? Th i nk a bou t pe op l e i n you r c ommun i t y who m i gh t no t be a wa re o f wha t i mmi g ra n t s ex pe r i e nc e . How c a n you c ommun i c a t e wha t you ha ve l e a rne d t o t h i s a ud i e nc e ? U s e v i v i d l a ngua ge t o ma ke t he expe r i e nc e more re a l t o y ou r re a de r s . Step 4 . Work i n pa i r s w i t h a no t he r s t ude n t . Re a d you r pa r t ne r ’ s poe m. Th ink a bou t t he f o l l ow i ng que s t i ons , a nd us e t he m t o p rov i de f e e dba c k t o he l p y ou r pa r t ne r e d i t a nd i mprov e h i s o r he r poe m: D oes t he poe m ha v e e nough de t a i l ? I s i t c l e a r wha t y ou a re de s c r i b i ng? M a rk p l a c e s t ha t a re v a gue . I s t he poe m wr i t t e n us i ng c o r re c t c onve n t i ons a nd g ra mma r? D oe s i t f o l l ow one o f t he pa t t e rns t ha t we l e a rne d a bou t i n c l a s s ? No t e a ny m i s t a k e s . Wha t wou l d ma ke t he poe m be t t e r ? Step 5 . U s e you r pa r t ne r ’ s c omme nt s t o e d i t you r poe m. Fi x a l l m i s t a ke s a nd c ons ide r y ou r pa r t ne r ’ s s ugge s t i ons f o r i mprov i ng t he poe m. Step 6 . Pu t y ou r poe m i n t o fi na l f o rm . I t mus t be t y pe d , u s i ng doub l e s pa c i ng i n T i me s Ne w Roma n , s i z e 12 .
LET's TALK ABOUT THE RATINGS!
KNOWLEDGE CONSTRUCTION
Students:• Do more than reproduce knowledge• Generate developmentally or
culturally new ideas and understandings
• Interpret, analyze, synthesize, evaluate, and apply information or ideas
CONSTRUCTION activities occupy a significant part of the learning activity time.
CONSTRUCTION activities represent a substantial portion of the marking/grading in the activity—does not all have to be summative.
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KNOWLEDGE CONSTRUCTION AND CRITICAL THINKING?
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MR. SUN E . DAYMr. Sun E . Day l i v e s i n t he c i t y o f Ch i cago i n I l l i no i s . He i s bu i l d i ng h i s ow n house bu t can ’ t de c i de w hat mate r i a l s t o u se . Ch i cago has v e ry d iff e re n t w e a the r i n t he summe r and the w i n te r. I n t he summe r , i t i s o f t e n ove r 80 de g re e s Fah re nhe i t , and i n t he w in t e r , i t i s o f t e n be l ow 30 o r e v e n be l ow ze ro ! E ach s tude n t pa i r w i l l de s i gn a house f o r Mr. Sun E Day tha t w i l l s t ay coo l i n t he summe r o r w arm i n t he w in te r. ( I t w i l l be e v e n be t t e r i f t he house can do bo th ! ) You w i l l bu i l d a m in i a tu re mode l o f y ou r de s i gn and conduc t a f e w ex pe r ime n t s t o se e i f i t w o rk s . Af t e rw ards , y ou w i l l w r i t e a l e t t e r t o Mr. Sun E . Day t o ex p l a i n y ou r fi nd ings and re comme ndat i on , u s i ng e l e me nt s o f s t ruc t u re d w r i t i ng y ou ’ve l e a rne d i n E ng l i sh c l as s . BUILDING THE HOUSEYou w i l l ex p l o re d iff e re n t v a r i ab l e s f o r c re a t i ng a w arme r / coo l e r house . U se any mate r i a l av a i l ab l e i n t he l ab . You can re se a rch on the i n te rne t , a sk y ou r pa re n t s , o r re ad o the r book s t o l e a rn more abou t o t he r v a r i ab l e s t o ex p l o re i n y ou r ex pe r ime n t . Try us i ng d iff e re n t mate r i a l s f o r bu i l d i ng the house . Some house s a re made o f w ood . I n some p l ace s , house s a re made o f c l ay. Bu t t he y cou ld be made o f o the r mate r i a l s t oo . Re me mbe r how some t i me s t he co l o r o f y ou r c l o t he s can make y ou f e e l ho t t e r o r coo l e r? Pa i n t y ou r mode l w i th d iff e re n t co l o r s t o se e i f t h i s has any e ff e c t on how ho t o r coo l i t i s . Th i nk o f o the r v a r i ab l e s t ha t may aff e c t t he t e mpe ra tu re i n s i de the house . Doe s the house f ace e as t , no r th , sou th o r w e s t ? Make su re y ou r mode l a l so has an ope n ing tha t ’ s b i g e nough f o r y ou t o s t i ck a t he rmome te r i n s i de .TEST THE TEMPERATURETe s t y ou r mode l ; re co rd the t e mpe ra tu re i n s i de the house e ach day f o r 7 day s .Te s t 2 o the r mode l s f rom y ou r c l a ssmate s ; re co rd the t e mpe ra tu re f o r 7 day s . COMMUNICATE YOUR F INDINGSAfte r y ou fi n i sh , w r i t e a l e t t e r t oge the r t o Mr. Sun E . Day. Re comme nd w h i ch v a r i ab l e s make the be s t house and ex p l a i n y ou r re asons , u s i ng t he da ta f rom a l l t h re e mode l s . U se co r re c t se n te nce s t ruc t u re , g rammar , and spe l l i ng . You r l e t t e r mus t be t y pe d .
LET's TALK ABOUT THE RATINGS!
RATE THIS ACTIVITY
YOUR TURN
What would you do with the Mango Street or Sun E. Day activity to move it up the rubric ladder?
Power UP!
Report in on
Padlet
REAL-WORLD PROBLEM SOLVING AND INNOVATION
Students consider:• Authentic real world problems
for real audiences• Solutions are implemented in the
real world
Students do not already know a response or solution.
Students may be involved in the act of problematizing, based on readiness.
EFFECTIVE COMMUNICATION
Students communicate:
• During process of learning activity
• Multi-modal: text, video, audio recording, photos, etc.
• Extended meaning (not just a tweet or text) with reasoning and evidence
• For an audience, such as City Council, other schools, family, public agency, etc.
PRACTICAL ICT
• Students use ICT to construct knowledge, solve, communicate, produce outcome.
• Learning Activity requires ICT to be possible or
practical.
SELF-REGULATIONStudents:• Know goals and criteria in advance• Plan work and resources, pacing• Receive feedback with opportunity to revise
before final submission
COLLABORATION
KNOWLEDGE
CONSTRUCTION
PROBLEM-SOLVING
AND INNOVATIO
N
COMMUNICATION
PRACTICAL ICT IN
LEARNING
SELF-REGULATIO
N
INQUIRY WITH HOME AND EXPERT GROUPS
1 2 1 2 1 2
3 4 3 4 3 4
A B C
A, B, C: HOME GROUP Constitutional Convention by State Novel/Play by Literary Criticism School Environment by Ecosystem
1, 2, 3, 4: EXPERT GROUP Federal v. State, legislature, economic, social Historical, Psychological, Feminist, Marxist Forest, Desert, Ocean, Tundra
INQUIRY WITH HOME AND EXPERT GROUPS
Individual notebook tab: Unique aspect of topic to build shared knowledge on the topic.
Shared with teacher; spoken for written feedback
Present/teach to home group, take notes on other experts.
Expert Groups Tab:All 1s, 2s, 3s, and 4s meet in person and virtually with teacher and one another.
Home Group Notebook: Unique topic for task or
problem. Present/teach other
home groups/auth. audience
OneNote Collaboration
Space
OneNote Student Space
Mix and Re-Mix Content Area from Multiple Media Options.
Share notes, annotate, comment orally and listen to comments from others
Synchronous or asynchronous collaboration which adjusts to schedules
Allow for personalized content in same topic areas, to differentiate learning preferences and psycho-educational differences.
Transparent, visible learning with private teacher interaction.
Managing flow of information and student work.
Powerful Arsenal for Home / Expert Groups
CONSIDER…TPACK IT WITH 21CLD
• Collecting multi-media histories across languages and cultures, producing and publishing them.
• Recycling effort, wiki to share results and learning, creating and publishing eBooks to create awareness.
• Create your own with your group.
IF YOU WOULD LIKE MORE INFO:
#MDSAJohnsonm
Continuing Information, Personal Learning Network
TAKING IT HOME:
TPACK Resources www.tpack.org
21 Century Learning Design Microsoft: https://www.educatornetwork.com/pd/21CLD/OverviewSRI: http://www.sri.com/work/projects/21st-century-learning-design-21cld21 CLD Learning Activities https://www.educatornetwork.com/resources/learningactivities
Applications:Padlet https://padlet.com/Thing Link https://www.thinglink.com/Kahoot! https://getkahoot.com/Sway https://sway.com/ (need Microsoft account)OneNote http://www.onenote.com/Go!Animate https://goanimate4schools.com/public_index/
Classroom Management:Classcraft http://www.classcraft.com