Now What?Andrew W. Berning Ph.D.

The Renaissance Institute

www.teacherinfo.com

The Networks Are in place

All of Your Students Have a Mobile Device

The Berning Question:

•Now what?

•What role will technology play in meeting instructional and business goals in KISD?

The Renaissance Model: A Framework for:

• Technology Infrastructure

• Classroom Technology

• Data Systems

• Universal Access• Integration

• Connecting the Learner

• Promoting Literacy

• Ensuring Access

• Evaluation and Accountability

Based on National Standards: Localized to KISD

• Future Ready Schools (www.futurereadyschools.org)

• International Society for Technology in Education (ISTE) www.iste.org

• CAST Accessibility Standards

• Project RED

Now What? Why is this such a hard question?

Waiting for “Ironman”

• Case study on expectations

The Hype Cycle by Gartner

Integration is a Square Peg in a Round Hole

Currently, we are simply computerizing the status quo

The gap to true integration is too largeInstitutions aren’t ready

We need “stepping stone” processes

Now What: A Framework for K12 Technology Integration

Where to focus KISD resources

1. Connect the Learner

2. Promote Literacy

3. Provide Universal Access: Level the playing field for all learners

The Emerging Technologies for Teaching and Learning

• Mobile Technology

• Telecommunications Access

• Social Learning Platforms

• Open Educational Resources (OER)

• Cloud Computing

• Natural User Interface

• Context Awareness

• Speech Translation

• Learning Analytics

Now What? A Framework for Technology Integration

• Connecting the learner

• Promoting literacy

• Providing Universal Access-- Leveling the playing field for all learners

Now What #1: Connecting the Learner

Connecting is a 21st Century Skill

• People

• Cultures

• Content

• Resources

• Creative Opportunities

• Participation

• Campus

• Stakeholders

Educators also need to connect

• Reaching out• Online Community of Practice

• Establishing personal learning networks

• Create and publish online

• Aggregate content for students

• Model for their students

The Connected Learning Framework

1. Learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

2. Realized when a learner is able to pursue a personal or academic interest with the support of friends, mentors, and caring adults—and leverage this for school accomplishment.

3. Connects in-school and out-of-school (informal) learning.

4. Connect online and in-person.

5. Bridges Digital Divide and equity gaps.

6. Requires new media design features

Now What #2: Promoting Literacy

• Traditional, linear, print-based literacy

• Digital, multimedia literacy tools

• Digital Literacy—using technology as a communication tool

• Media Literacy—savviness with collaborative digital media

• Cultural Literacy-- multilingual, multicultural classrooms

• Literacy and socioeconomic status

Technology and Literacy

• Best Practices in Early Literacy Instruction 2013

• Diane K. Barone and Marla Mallette editors

Best Practices in Early Literacy Instruction

• Multiple modes of communication

• Dual coding

• Multimodal meaning making

• Reality recorded multimodally and disseminated through social media

• Socially constructive and collaborative

• Authentic, relevant learning

• Enabling student choice and control

• Allows for creativity

• Allows for community engagement

Digital Futures in Teacher Education (DeFT)

• Case studies in digital literacy

• Bilingual students

• Mobile technology

• Social media

Libraries/Media Centers must play big part in this new literacy

Consistent, guaranteed access to literacy tools is important

21st Century Literacy

• Information literacy • research using evidence and recognizing bias in sources

• Information & communications technology literacy

• Oral & written communication

• Creating

• Active listening

Technology Literacy Beyond K12: “an art of living in the world.”

• Workforce Readiness:• Google’s General Cognitive Ability

• Higher Education

Media and Technology Literacy

• A Language Arts Credit in GCISD

Now What #3: Universal and Pervasive Access

1. Models for Providing Access1. 1:1

2. BYOD

3. Lending Libraries

2. Adaptive/Assistive Technology: Leveling the playing field for all learners

Mind The Gap

• The Digital Divide has become a pedagogical divide.

• Technology use is different for low and high income students.

Warschauer et al 2004 Deconstructing the Digital Divide Educational Policy 18(4)

Empowering all Learners

• Voice and Choice• How to learn

• When to learn

• How to demonstrate knowledge

Empowering Learners

• Independent Writers

• Independent Readers

Lending Libraries: Device and Hot Spots

Assistive Technology

Assistive technology refers to any item, piece of equipment, or product that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

“To be like everyone else”

To be independent learners and communicators.

Exceptional Learners (Bray, Brown, Green 2004)

• English Language Learners/English as a Second Language Learners

• Learners with physical disabilities

• Learners with cognitive disabilities

• Learners with learning disabilities

• Learners identified as Gifted and Talented

• Elderly learners*

*(RI add)

Effective ELL Instruction with Technology

• Allow students to create multimodally and disseminate

• Engage in critical reflection

• Allow for collaborative groups

• Capture oral records of their work

Universal Design For Learning

• Flexible learning environments that can accommodate individual learning differences.

• The Center for Applied Special Technology (CAST).

Assistive technology is not as expensive as once was.

Assistive Technology

• Word Prediction

• Note Taking App

• Screen Readers

• Creation

• Text Readers on tablet

• Speech Generating

• Magnification

• Speech to Text

• Testing

• Cloud Storage

Advantages of Mobile Assistive Technology

• Lightweight

• Interactive

• Portable

• Accessible

• Intuitive

• Exciting

• Touchscreen

• Inexpensive

Intel: Context Awareness

“Devices that know us the way a friend would.”

Pervasive Assistance—The Magic Carpet (Intel and GE)

• Hardware Sensors

• Voice recognition

• Cameras

• Accelerometer

• Microphone

• Thermometer

• Access to calendar, browsing habits, routines

Dr. Stephen Hawking

Dr. Stephen Hawking

Hawking’s current setup includes a tablet PC with a forward-facing Webcam that he can use to place Skype calls. A black box beneath his wheelchair contains an audio amplifier, voltage regulators and a USB hardware key that receives the input from an infrared sensor on Hawking’s eyeglasses, which detects changes in light as he twitches his cheek. A hardware voice synthesizer sits in another black box on the back of the chair and receives commands from the computer via a USB-based serial port.

School Design

Collaborative Table

47

Flexible Learning Spaces

48

Blended Classroom: Rotation Model

49

Devices in a Blended Classroom

Integration Strategies: The Long View

• Phase-in with early adopters

• Form a coalition group

• Start small• Proof of Concept—assess and adjust

• Pilot—assess and adjust

• Rollout—assess and adjust

• Localize the instructional models

• Fight the FUD

• OK to fail

• Unlearn and Relearn

• Assess, evaluate

• Get Principal buy-in

Teacher Training

• Growth Mindset: Not good with technology YET

• BHI-relevant, situated, real

• Expose teachers to situations their students will experience

• Lesson Design• Engagement

• Focus

• Multimodal

• Lesson workflow

• Ongoing training and reflection

Student Skills

• With access comes responsibility

• Focus

• Time management

Next Steps for KISD

• Determine Role of Technology Framework in KISD

• Localize within existing curriculum

• Localize within KISD LMS (Schoology)

• Design Teacher Training

• Implement useful learning analytics

Thank You

• Andrew Berning Ph.D.

• The Renaissance Institute: www.teacherinfo.com

• andy@teacherinfo.com