Posts Tagged ‘networked learning’
Some Thoughts About Transforming Education Through Technology
I had the privilege of being on a Reform Symposium Conference 2013 panel to discuss transforming education. Here are my thoughts related to the questions I was asked to addressed.
As a means of introduction, what are a few successful technology projects you have implemented?
I described three:
- First is a teacher in-service course and workshop I developed, Educator as a Networked Learner. This course assists educators in becoming connected educators in order to more effectively drive their own professional development and incorporate social networking into their own classrooms as an integrated part of their instructional practices. See http://socialnetworkedlearning.weebly.com/ and https://usergeneratededucation.wordpress.com/2012/11/18/educators-as-social-networked-learners/ for more information
- A second project I want to highlight is a wiki project for 3rd through 5th grade gifted students. Creative Web Tools For and By Kids was a project designed for students, ages 9 to 14, to use emerging technologies for engaging, thinking, learning, collaborating, creating, and innovating . This Wiki was the workstation for exploring, interacting with, learning from, and creating with emerging technologies. Students identified a topic of interest. A WIki page was created for that topic. This page was used to identify specific learning goals, to locate and post links to sites that support those interests, and to begin creating web-based projects to creatively demonstrate their learning experiences.
- The final project I want to highlight was one where I integrated mobile technologies via a bring your own device format into an undergraduate course on Interpersonal Communications. Here is a link to my website that describes these activities, see http://community-building.weebly.com/ and student reactions to the course can be found at https://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/
Give three characteristics of what constitutes good technology integration.
First and foremost, good technology integration is ubiquitous, transparent, not identified or labeled as learning about or using technology, and seamlessly integrated into learning. Teachers, learners, and observers don’t typically notice learning tools such desks, pencils, and paper used for learning. This should be the case for using technology in the classroom, too. In other words, effective technology integration just becomes a subset or embedded component of good pedagogy.
Second, we are living in an age of rich media and interactive web tools – much of these free online. These technologies provide the opportunity to address different learning preferences and the principles of Universal Design for Learning. Educators can present the content in a variety of ways and students can express their learning in a variety a ways. So effective technology integration takes full advantage of these resources to fully embrace and offer students a variety of ways to learn and express their learning. It is the key
Third, technology should be used to assist learners in coming out of social, intellectual, and interest and value based isolation. Almost every student I’ve ever met has some unique idiosyncratic talent, skill, belief, set of values, and interest. By idiosyncratic I mean that that none of those in his or her surrounding face-to-face environment has or possesses that “thing”. Social networking can help students connect with their tribes. Teachers should assist all students in becoming connected students; to help them find their tribes.
What is a pitfall teachers should avoid when teaching with technology?
The bottom line is that teaching with technology means changing one’s mindset as what and how teaching occurs. I’ve discussed the similarities of teaching to the evolution of the web beginning with Web 1.0 or Education 1.0 where the mode of information dissemination as one way from expert to consumer; teacher to student to Web 2.0 to Education 2.0 where there is more interactivity and two-way communication and now Web 3.0 or Education 3.0 where networks and interest-driven communities share knowledge, resources, and events; where these communities evolve and develop based on the members’ needs and interests; where the consumption of knowledge and resource transform into community production of ideas, opinions, strategies for continued learning and evolution, and production of community resources. See Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 for a deeper discussion on this topic.
The pitfalls of technology integration is based on ignoring this evolution by teaching using a 20th century pedagogy and teaching Education 1.0. In other words, they are re-creating a 20th classroom using technology. An example of this is with the big push for ipads, 1:1 initiatives where they download a bunch of apps that are virtually (yes pun intended) worksheets on steroids, just another way for students to receiving, responding to, and regurgitating information rather than being the connectors, creators and contributors that technology affords.
Share with us a past struggle you had when teaching with technology? What did you learn from the experience?
A continuing struggle I have with technology is connected to teaching and doing professional development with teachers and related to teachers’ changing their mindset about what and how teaching should occur. Being a educational technology faculty has taught me perseverance, patience, problem-solving. When I do technology integration with teachers, I often see frustration as they try to learn new technologies. They want technology to work for them quickly and without any glitches – both inside and outside of the classroom environment.
This is related to a need for a change of mindset that was discussed in response to the previous question. This means changing one’s educator mindset from being an expert to being a learner; from knowing all the answers to learning to ask questions; from thinking of education a static archive of content to one that is evolving at a rapid rate of knowledge development. Integrating technology, as I mentioned, means changing the mindset that everything needs to go smoothing, as planned and structured in the classroom setting. Technology may or may not work as planned, keeping an open mind, learning how to problem solve, eliciting the assistance of students when things go wrong and looking at technology glitches and problems as just part of the learning in this age of technology.
How does a teacher begin the journey? Any favorite resources?
The strongest recommendation to being the journey of technology integration is to find a mentor or mentors, face-to-face and/or online. who have a lot of experiences and successes using technology. Nothing can top being able to get advice, resources, and suggestions from those educators who have successfully gone through this journey. Those new to technology integration don’t know what they don’t know.
So my favorite technology resource for this journey is without question is Twitter. On Twitter, educators can find and follow educators and others who have similar content and grade level interests. For more on Twitter for Professional Development, see http://socialnetworkedlearning.weebly.com/twitter-professional-development.html
Experiential Mobile Learning Activities: Presentation Materials
The Presentation Slidedeck
Website of Mobile Learning Activities
http://community-building.weebly.com/
Mobile Learning Reflections
http://issuu.com/jackiegerstein/docs/mobile_learning?mode=window
Providing Opportunities for Learners to Tell Their Stories
One of the greatest gifts a teacher can give learners is the opportunity to tell their stories, and to establish venues to have those stories witnessed by others.
A Film by High School Student, Sam Fathallah
There is a movement among pockets of educators to make education a passion-based process of learning.
Instead of having all these preconceived ideas of what learners should doing, saying and producing, [educators] have to be open to what they find in each student. [Educators] have to discover – and help each student discover – their talents and interests and create a learning environment where they can use those gifts and passions. Passion-based learning in the 21st century: An interview with Sheryl Nussbaum-Beach
John Seely Brown noted how technology can ignite learners’ passions.
We must think about how technology, content, and knowledge of learning and teaching can be creatively combined to enhance education and ignite students’ passion, imagination, and desire to constantly learn about — and make sense of — the world around them. http://chronicle.com/article/How-to-Connect-Technology-and/24884/
Diane Rhoten stresses that learning should be interest-driven, that learners should create narratives that they find personally motivating, personally relevant, personally interesting using digital media tools to tell their stories.
Providing learners with the tools, skills, time, and venues to tell their stories creates a powerful strategy for tapping into learner passions. It also utilizes the tools and learning strategies they are using during their out-of-school time. This is stressed in a new ebook by ithemes media, Kids Creating Stuff Online: Inspiring the Innovators of the Future.
Let’s face it: everything is online, even our kids. The Internet is no longer something people figure out when they get old enough. Many kids are growing up with laptops and tablets. They have cell phones that can do more than most computers of the past. Kids need to take the opportunity to embrace the online world and create a positive digital footprint. Instead of freaking out— “Won’t someone think of the children?!”—we should see this as an opportunity. Kids and teens are interested in the Internet and the online world, so let’s make the most of it.
This isn’t a how-to post. It provides a rationale for educators to facilitate having their learners (all ages) create a video of something for which they have passion and create a venue for students sharing those videos with a global audience – Youtube, Blogs, wikis. The videos would become a type of Ted Talk. Karl Fisch facilitated this process with a group of high school students.
- Culminating Project: You will create your own TED talk based off our essential question “What Matters?”
- Theme: You will use “What Matters (to You)?” as your ‘essential question’ to explore for your own talk. Essentially, you will select a topic based on something that truly “matters” to them and craft video about that topic (6 minutes or less).
- Give a Talk: Each student will give their own TEDx Talk. These will be done on video, uploaded to YouTube, and then embedded on the class Google site to be seen by others. You will prepare with a ‘global’ audience in mind from day one. Remember “Spread an idea worth spreading.” https://sites.google.com/site/ahstedtalk/creating-a-ted-talk
Small Talks is a new website (under development) that provides educators with resources to assist students in researching, writing and recording their own lectures on subjects they’re passionate about. When they are ready they can be uploaded for others to see.
Here is an example learner talk:
In a related post about interest and passion-driven learning, The Flipped Classroom: The Full Picture for Tinkering and Maker Education, I discuss a learning cycle of tinkering and maker education where a final activity is learners sharing their passions and discoveries:
- Live or videotaped instructional videos, where students teach others the skills acquired.
- A pitch for a new invention or process: the learner presents ideas for a new invention with the audience providing recommendations and positive feedback.
In this standards driven world, educators might argue that they do not have the time to do such a project with students. I could easily identify the content-area standards addressed with this assignment – language arts, oral communication, visual arts, technology skills. The more important outcomes, in my perspective, of such a project are increased confidence, development of self-regulation skills, enhanced sense of personal identity, and increased feelings of significance – that they have been been seen and heard.
Connectedness, or lack of, in Education (School)
This is a post about connectedness and its importance for human growth and learning. Prior to this discussion, though, it is important to note that many educational institutions are silos of isolation (thanks to Sheryl Nussbaum-Beach for this term). Learners are often isolated from one another – told to pay attention to the teacher, not interact with one another during class time. Their connectedness often comes through recess, lunch, and secret texting to one another. Teachers and classes are often isolated from one another – remaining closed and isolated within the four walls of the classroom. Schools are often isolated from other educational and community organizations – “safe” within the confines of literal and figuratively self-built walls – done so under the auspices that learners must be kept inside and strangers kept from entering. These walls include firewalls that prevent the entering or exiting of social media and Internet content.
http://www.happinessandessence.com/2012/08/too-many-walls.html
To continue to exist, a system must be able to import energy across its boundary or have a capacity to create new sources of energy. A system that is able to import and export energy is called an open system. One that cannot import energy is called a closed system. A closed system that cannot generate a sufficient amount of energy internally to replace what is lost to entropy will die.
The improvement of quality involves the design of an educational system that not only optimizes the relationship among the elements but also between the educational system and its environment. In general, this means designing a system that is more open, organic, pluralistic, and complex. Frank Betts http://www.ascd.org/publications/educational-leadership/nov92/vol50/num03/How-Systems-Thinking-Applies-to-Education.aspx
Openness and connectedness has morphed into something qualitatively different due to the Internet, Web 2.0, and social media. In an interesting re-mix of Maslow’s Hierarchy of needs in this age of social media, Pamela Rutledge proposed that connectedness is at the core of all other needs.
http://mprcenter.org/blog/wp-content/uploads/2011/11/Maslow-Rewired.jpg
Needs are not hierarchical. Life is messier than that. Needs are, like most other things in nature, an interactive, dynamic system, but they are anchored in our ability to make social connections.
Social networks allow us to see, as never before, the interrelated nature of society and the palpable development of social capital from the emerging and intricate patterns of interpersonal relationships and collaboration. The strength of our networks and our bonds improve our agency and effectiveness in the environment. Our need for survival through connection plays out through every successful social technology.
- Collaboration and teamwork allow us control our environment
- Reciprocal and trusting relationships create effective collaboration
- Social comparison establishes organizational structure, leadership and order
- Social validation and social identity maintain emotional engagement and enhance attachment to our mates and our group
- Competence contributes to the survival of our group and our sense of security and safety http://www.psychologytoday.com/blog/positively-media/201203/rethinking-maslows-hierarchy-implications-socially-connected-world
The Connected Learning Research Network introduced the Connected Learning initiative. It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
http://connectedlearning.tv/infographic
This week (January 2013), the Connected Learning Research Network released a report entitled, Connected Learning: An Agenda for Research and Design:
Connected learning taps the opportunities provided by digital media to more easily link home, school, community and peer contexts of learning; support peer and intergenerational connections based on shared interests; and create more connections with non-dominant youth, drawing from capacities of diverse communities.
Connected learning environments have the following characteristics:
- Equitable: Connected learning environments ideally embody values of equity, social belonging, and participation.
- Production-centered: Digital tools provide opportunities for producing and creating a wide variety of media, knowledge, and cultural content in experimental and active ways.
- Shared purpose: Social media and web-based communities provide unprecedented opportunities for cross-generational and cross-cultural learning and connection to unfold and thrive around common goals and interests.
- Openly networked: Online platforms and digital tools can make learning resources abundant, accessible, and visible across all learner settings. (See my related post: Information Abundance and Its Implications for Education.)
http://dmlhub.net/publications/connected-learning-agenda-research-and-design
The benefits of connected learning cannot be overstated. Not only are learning objectives and content-area standards more likely to be achieved as students become more excited and engage in learning; but their social-emotional needs have a greater potential to be met. Schools are doing learners a disservice (verging on being unethical in my perspective) by putting up all of those walls that prevent connection.
Let Children’s Play (with Technology) Be Their Work in Education
The importance of play as part of a child’s development has been the focus of educational specialists and research for decades. Piaget and Montessori have emphasized that a child’s play is his or her work.
Play activities are essential to healthy development for children and adolescents. Research shows that 75% of brain development occurs after birth. The activities engaged in by children both stimulate and influence the pattern of the connections made between the nerve cells. This process influences the development of fine and gross motor skills, language, socialization, personal awareness, emotional well-being, creativity, problem solving and learning ability. The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development. http://childdevelopmentinfo.com/child-development/play-work-of-children.shtml
Children are still playing in this age of technology but the type of play and results are evolving. Lego, with its introduction of the new Mindstorm, created an infographic that describes the changing pattern of kids and young peoples’ use of technology and how it is affecting their development.
http://legoexternal.23video.com/
Of special note to educators is the section on the changing world of children at play. To summarize, the key areas of the change nature of play as identified by Lego are:
- The future will see the creation of more diversified playful relationships due to the ease of creating an online persona and free networking sites like Tumblr and Youtube.
- Children will continue to demand more control over complex outputs. Children are creating computer games, movies, their own content.
- Visual instruction is the way of the future. Kids go to Youtube to learn. They create videos and complex stories via gaming platforms (Mindcraft, Scratch).
- The boundaries between digital and physical interaction will continue to blur. Kids are growing up with augmented reality toys and body-gesture systems.
- Customizing one’s toys and play will be an integral of child development. Creative expression via the DIY movement is rapidly growing.
- Children with share an increasingly amount of humanity with their toys and play. Technology enables children to create, navigate and perform their emotional lives.
The world is qualitatively different than when the educational system was conceptualized; than when educators were students in that system. Kids are growing up and developing in a world that is highly technologically-driven, information-rich, and connected. The Institute for the Future discuss this in their Magic of Kidstech report:
With touchscreens, simple programming languages, and other lowered barriers for human-computer interaction, kids are poised to gain a high level of technical proficiency. When you combine this access with the resources kids have—time, a highly plastic brain, and the freedom to experiment with new behaviors, interests, and ways of being—it is not hard to imagine a level of empowerment for kids never before seen in human history.
The Institute for the Future reinforces some of the ideas the Lego shared.
- Authorship, storytelling, fantasy, and role-playing will expand into new media. Growing up immersed in virtual worlds, social networks, and YouTube videos, children will develop a different set of expectations for evaluating human proximity and presence, as well as a comfortable confidence expressing their views.
- Play will be a more fluid material experience, blending the virtual and the physical. Kids will have many fun options to explore depth, sound, gesture, and images. By 2021, kids will expect their digital and physical objects to share more characteristics, including tangibility and connectivity.
- Toys show kids how to get emotional with technology. Smart toys are becoming, in essence, sociable robots, and children are expanding the kinds of relationships they have with them via touch, voice, and gesture. Sociable robots are drawing our children into caring for them, nurturing them, and creating more powerful and affective human-machine partnerships. (http://www.iftf.org/future-now/article-detail/the-future-of-kids-play-cross-dimensional-playgrounds/)
- Kids are global children. Reality for children today is not confined to their room, or house, or school—it is a global community of networked peers and endless virtual horizons. Creating and sharing videos with billions is a normal activity for many kids today, giving them a vastly different perspective on distances, times, and relationship with others than previous generations held.
- Kids are empowered and connected in ways not seen before. This “magic” that they wield with ease, and the expectations that are being inculcated now for technology, society, and even reality, will echo through time as these generations grow into key players in the economy and society. (http://www.iftf.org/our-work/people-technology/technology-horizons/the-magic-of-kidstech/)
How many educators are teaching in their classrooms the way kids are learning during their own playtime using their own technologies? How many state educational standards address how children are playing and learning in this amazing age of technology? Many teachers, schools, district are not giving kids a chance to play nor use technology in ways that come naturally to them.
What follows are some simple suggestions I have to facilitate play with technology in educational settings:
- Let learners bring in their devices (all types – mobile, gaming, robotics) for use in the classroom, to reinforce learning, and for show and tell.
- Use some educational monies to purchase “fun” technologies – gaming systems, Lego robotics, iPad apps.
- Give kids unstructured free time play using their and their peer’s devices. See Tinkering and Technological Imagination in Educational Technology.
- Ask learners to teach you and the class about a technology he or she is using at home.
- Give learners a choice how they want to demonstrate their content area learning – a video? a online game? a board game?
- Explore and integrate Maker Education as part of the curriculum.
- Encourage and provide the time and tools for students to share their learning with a global audience – e.g. Skyping with another classroom, blogging, Tweeting, creating videos and newscast.
This pretty much sums it up . . .
New technologies are going to help many kids play the part of the magician. They will enchant us with their creations and sleight of hand. They will also amaze us with their ability to escape from the technological chains we’re tying them up with as well. We live in a world of fast and accelerating change. Kids are in some ways ideally prepared to deal with change, and may have more to say and more power to influence the world than at any other time in history. That new empowerment will be the real magic kids bring to the world. (http://www.iftf.org/our-work/people-technology/technology-horizons/the-magic-of-kidstech/)