solving the new digital age

21st Century Learning

New Digital Divide

Individualized, personalized, customized, continuous global learning

Classrooms

Thousands of Classrooms

Textbook

2 Quintillion “textbooks”

2 Quintillion “textbooks” (1000000000000000000)

Teachers

2 Billion Teachers

Twenty-First Century Learning = Connectedness

Twenty-First Century Learning = Connections

Different

17 Years Ago

How big is the change?

“The Internet is one of “four fundamental changes information technology since humans learned to speak “

ROBERT DARNTON, DIRECTOR OF HARVARD UNIVERSITY LIBRARY

New Digital Divide

“There’s NO app for that.”

Part II: How big is the New Digital Divide?!

Part III: How to build a bridge across the digital divide!

The importance of data

Own the data, own the story

Counterintuitive

Frameworks

Technology is woven into every aspect of our lives, and education is no exception. With the belief that technology can make a substantial impact on schools and students, three research organizations - The Greaves Group, The Hayes Connection and One-to-One Institute - established Project RED: Revolutionizing Education. Initially these organizations conducted a national survey of technology programs in 1,000 schools, which is the first and only national research focusing on academic results and the financial implication of education technology. The findings showed that if effectively implemented, technology programs can lead to improved student achievement and significant return on investment.

With a call to action, Project RED is now launching the Project RED Community: From Research to Results. We look forward to building this community together with our members, so join the Project RED Community now to become part of our story and help transform education.

--The Project RED Team

Nine Key Factors to Student Achievement

Sponsored by

Key Elements for building effective and impactful technology initiatives.

Why Intel Education Created the K-12 Blueprint

In hopes of preparing all students—regardless of socioeconomic status—for the modern workforce through digital inclusion, Intel hosted a small conference in 2000, bringing together a group of roughly 30 leaders in the education eco system for a series of collaborative, face-to-face meetings. The participants worked together to create the founding document and principles behind the K-12 Blueprint. The K-12 Blueprint model was based on these conversations and brainstorming sessions—all ideas recorded and all minutes transcribed—with Intel going back to the group to get additional snippets or clarification points. The discussion focused on the common areas necessary for successful implementation of digital curriculum. Seven areas— Leadership, Policy, Curriculum and Assessment, Funding, Infrastructure, Professional Development, and Results—came up consistently during the discussions, with these are forming the structure of the K-12 Blueprint model.

"We rate, educate, and advocate for kids, families and schools"

Example #1: Professional Development

How do I provide enough PD for my teachers? (20th Century)

vs.

Can my teachers learn each day from their networks? (21st Century)

Are we literate?

National Council of Teachers of English

NCTE 21st Century Literacies

Proficiency with the tools of technology

Building cross-cultural relationships to solve problems

Designing and sharing information for global communities

Managing, analyzing & synthesizing multiple streamsof simultaneous information

Creating, critiquing, and evaluating multimedia texts

Acting ethically with these technologies

What's our literacy grade?

Common Core

What gets measured, gets managed

Seat time and degrees

Example #2: Policies

Risk equation

Innovative 21st Century Teaching = Potential for trouble

Flip the risk equation

Two of many factors that are not “The Usual Suspects”

Teacher belief systems, student technology skills, unshared access to

technology in the home, frequency of discussion in grade level or team

level meetings, teacher confidence level with technology, teachers’

personal technology usage patterns, etc.

Part IV: The Implications of 21st Century Learning for Our Schools

Our students need us to make this shift

Schools that prepare students to have15 to 20 jobs over the course of his lifetime

“The end of the cold war and the rise of the Internet released the pentup aspirations of a billion people that look like us.”

-Thomas Friedman, New York Times Columnist and Editor

20th C ClassroomsStaticIsolatedLocalStandardizedOn scheduleLinear

Rob Mancabelli LLC 2012

20th C Classrooms vs. 21st C Learning Networks

Static vs. MobileIsolated vs. Networked

Local vs. GlobalStandardized vs. Individualized

On schedule vs. On demandLinear vs. Unpredictable

Rob Mancabelli LLC 2012

Fundamentally different assumptions

Assumption 1

Assumption 1I am one of millions of teachers, but I’m the most important one,because I connect my students to all the others.

http://upload.wikimedia.org/wikipedia/commons/7/7f/Internet_users_by_country_world_map.PNG

Assumption 2

Assumption 2My students will learn from me,how to learn without me.

Assumption 3

Assumption 3My students' "knowledge" combinestheir skills and their networks.

Learning

Revolutionary shift

Transformation / Opportunities

League of Innovative Schools

Innovation

How to use texting in the classroom“Text What You Learned”

https://www.teachingchannel.org/videos/texting-to-assess-learning