new hampshire2.pptx

7/24/13

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Unforeseen Consequences: Knowledge and Leadership in the Age of Digital Education

Presented to the Summer Statewide Educator Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 24, 2013



h)p://linkyy.com/HallDavidsonHandouts

h)p://linkyy.com/MDLA

Presen

tation !

Twi$er: HallDavidson [email protected]

Common Core

Machines & Materials

Learners

Non-‐cogniGve skill builders

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“Non-‐cogniGve” factors

“Non-‐cogniGve factors profoundly effect what they learn.4”

17-‐year old black and LaGno students four years behind in math and reading1. IntervenGon Control group

Grade point average increased flat Top quarter of class 22% 3% Bo)om third of class 1/3 ½ Class failure rate 3% 11% Math grades higher flat

Middle school students at risk of failure2,3

“The intervenGon is like turning on a light switch. It seems miraculous when it goes on but it depends on the [academic] infrastructure already in place.” Geoffrey. Cohen 1The Journal Science, 2011, Geoffrey L. Cohen, Gregory M. Walton 2Gregory M. Walton 3Lisa Blackwell, Kali Trzesniewski (referenced below) 4David L. Kirp, UC Berkeley, “Kids First: Five Big Ideas for Transforming Children’s Lives and America’s Future 5David L. Kirp, UC Berkeley, Los Angeles Times, 4/24/11

Math Story

h$p://www.schooltube.com/video/d95ff612cc36cadfed7b/The%20Mul_plica_on%20Kid teacher Mark Ellis, gr. 3

Toontastic

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www.mediafesGval.org

linkyy.com/StealThisFesGval

case sensiGve

h)p://slickrockfesGval.org/photo-‐gallery/

“21st-‐Century Skills” ~ work success May 30, 2013 (Gallup) 1,000+ 18-‐35 yr old

•  CollaboraGon •  Knowledge construcGon •  Global awareness •  Use of technology for learning •  Skilled communicaGon •  Real-‐world problem solving

“Strongly agree they are successful and valued in their current jobs” RelaGvely high level of exposure the last year in school: 200%

Anthony Rebora blogs.edweek.org/teachers/teaching_now/2013/05/survey_learning_21st-‐century_skills_linked_to_work_success.html?print=1 h)p://www.gallup.com/poll/162818/21st-‐century-‐skills-‐linked-‐work-‐success.aspx

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Bloom, B. (1984). "The 2 Sigma Problem: The Search for Methods of Group InstrucGon as EffecGve as One-‐to-‐One Tutoring" (h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐ two-‐sigma.pdf) , EducaGonal Researcher, 13:6(4-‐16). Retrieved from "h)p://en.wikipedia.org/w/index.php? Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964" Categories: EducaGonal psychology EducaGon theory en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem 1/3 h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg

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The grail: Bloom’s “2 Sigma Problem”

An average student tutored one-‐to-‐one using mastery learning techniques performed two standard deviaGons be)er… "the average … student was above 98% of the students in the control class”


Bloom’s “Objects of change process”

I.  Home/Peer Group II.  Learner III.  Teacher IV.  InstrucGonal Material


Bloom’s “objects of change process”

I.  Home/Peer Group II.  Learner III.  InstrucGonal Material IV.  Teacher

h)p://roadrunneracademy.weebly.com/

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#MysterySkype

Six months later

Their first tweet The grail: Bloom’s “2 Sigma Problem”



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Informa_on Week 5/20/13 www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All

Harris InteracGve Survey 5/20/13 “…92% of elementary, middle and high school students believe mobile devices will change the way students learn in the future. A majority (69%) would like to use mobile devices more in the classroom. “

Eyewire Yesterdays Office/Low Resolu_on/YOF_002L.JPG

Kinder teachers’ blog!

Pre-‐school in Calistoga

h$p://napavalleyregister.com/news/local/ipads-‐credited-‐with-‐calistoga-‐reading-‐gains/ar_cle_55718e30-‐b0f6-‐11e0-‐8278-‐001cc4c002e0.html

“During the four weeks of instrucGon, the reading comprehension of the Calistoga preschoolers increased from 58.5 percent to 76.4 percent.”

Eugene Narciso, COO of Footsteps 2 Brilliance,

Dr. Pamela Redmond Chair of Graduate Studies College of Educa_on and Health Service Touro University, CA

h$p://www.brighteyes.com/Smith.html

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A Study of Best PracGces in PLATO® Learning Online SoluGons An analysis and interpreta_on of a Marzano Research Labratory study March, 2012

The study examined percepGons of instrucGonal pracGces and achievement data from 1,828 students and 141 teachers at 23 sites in 12 states (California, Florida, Iowa, Illinois, Indiana, Massachuse)s, Maine, New Hampshire, New York, Ohio, Oklahoma, and Pennsylvania),

The study found that teacher engagement…was the strongest predictor of higher levels of student achievement.

From Oxford, England h)p://www.youtube.com/watch?v=dk60sYrU2RU

From Sugar Mitra TED talk

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Rural vs Urban India Young learner Young-‐ish learner

Teacher Survey Data

Purchasing Apps

App Upgrades

Data ReporGng

Safety and Security

Wireless Access

Installing Apps

Data Transfers

No Issues





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Pathophysiology There is a general chain of events that applies to infections. For infections to occur a given chain of events must occur.[5] The chain of events involves several steps—which include the infectious agent, reservoir, entering a susceptible host, exit and transmission to new hosts. Each of the links must be present in a chronological order for an infection to develop. Understanding these steps helps health care workers target the infection and prevent it from occurring in the first place.[6] Colonization Infection begins when an organism successfully colonizes by entering the body, growing and multiplying. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids. Wound colonization This refers to nonreplicating microorganisms within the wound, while in infected wounds replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these

Pathophysiology There is a general chain of events that applies to infections. For infections to occur a given chain of events must occur.[5] The chain of events involves several steps—which include the infectious agent, reservoir, entering a susceptible host, exit and transmission to new hosts. Each of the links must be present in a chronological order for an infection to develop. Understanding these steps helps health care workers target the infection and prevent it from occurring in the first place.[6] Colonization Infection begins when an organism successfully colonizes by entering the body, growing and multiplying. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids. Wound colonization This refers to nonreplicating microorganisms within the wound, while in infected wounds replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these

BFADJNC JS HAPD

h)p://www.exploratorium.edu/

BFADJNC JS HAPD

h)p://www.exploratorium.edu/brain_explorer/jumping.html h)p://www.exploratorium.edu/

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SCIENCE MATH

h)p://www.exploratorium.edu/brain_explorer/jumping.html h)p://www.exploratorium.edu/ h)p://www.exploratorium.edu/brain_explorer/jumping.html h)p://www.exploratorium.edu/

SCIENCE MATH

h)p://www.lexile.com/about-‐lexile/grade-‐equivalent/grade-‐equivalent-‐chart/

Lexile point gain equivalent with self-‐reading text.

200 ?

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You can’t do this with lesson plans You can’t do this with lesson plans

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RecommendaGons for Improving Training for First Time Teachers

– Ongoing training in how to use the iPad – How to search for/load apps – Time to adapt apps for curriculum and student needs

– Online resources for community development and learning how to use social media to link with other teachers and learn about uses

– Opportunity to network between sites/teachers

Teacher Survey

What page

What does that project look like?

Track the assessments

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The nose knows.

Finally: How personalized can resources be?

The nose knows.

Finally: How personalized can resources be?

Screen Shot Google Elementary self-‐personalizaGon

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The book is the new backpack

AR QR VR

Augmented reality Quick response Virtual reality

Unexpected benefits with the shiz to digital

QR Quick Response

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Put book trailer video in book Publisher (or kids) make trailer Make QR code Put QR code in book

Hint from ICE 2013

h)p://mms.ucps.k12.nc.us/ Monroe middle school

h$p://vielmek.typepad.com/vacuum/200709071406.jpg

h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg

h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html

h)p://www.us.penguingroup.com/staGc/pages/mulGmedia/index.html#vmix_media_id=162734291

h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg

h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html

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The Future part I

h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html

Made of rice paper, edible QR codes help diners learn about the fish they eat at San Diego’s Harney Sushi. Photograph courtesy of Harney Sushi Guests at the upscale Harney Sushi in San Diego now get a li)le something extra with their fresh tuna and crab rolls: edible QR (quick response) codes. When scanned with a smart phone or tablet, the codes take users to the NOAA (NaGonal Oceanic and Atmospheric AdministraGon) FishWatch website, where they can learn about the sustainability of the seafood they are consuming. Like 288 25 ShaMreore » 437 newswatch.naGonalgeographic.com/2013/05/22/edible-‐qr-‐codes-‐make-‐sustainable-‐sushi-‐fun-‐and-‐convenient/

The Future part I

h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html

The DENSI Challenge to Shelburne Farms

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h$ps://docs.google.com/document/d/10-‐exPMp7ksR41qr-‐17dtwsvgXA-‐_QkTF3gSf7osXAPk/edit h$ps://docs.google.com/document/d/10-‐exPMp7ksR41qr-‐17dtwsvgXA-‐_QkTF3gSf7osXAPk/edit

To Make a QR code (Quick Response)

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Paste url Hit Generate

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ç

ç

Your Code! Watch the video about managing codes!

To Read a QR code

(on phone, iPad, etc.)

My current favorite: Scan by QR code city

i-‐nigma QRazer

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AR Augmented Reality

Aurasma

The Fantas_c Flying Books of Morris Lessmore

Imag.N.O.Tron

App!

Book!

Jenna Linskens Assistant Professor School of EducaMon Marian University

Independent educator specializing in helping people use technologies in wise and powerful ways.

Senior Director Global Learning IniMaMves Discovery EducaMon

FETC Close

App Shoot Out! Thank you for attending FETC Drawings will follow!

Share

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The Future part II

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Aurasma

Jenna Linskens Assistant Professor School of EducaMon Marian University

Independent educator specializing in helping people use technologies in wise and powerful ways.

Senior Director Global Learning IniMaMves Discovery EducaMon

FETC Close

App Shoot Out! Thank you for attending FETC Drawings will follow!

Share





Presen

tation !


The Fantas_c Flying Books of Morris Lessmore

Imag.N.O.Tron

App!

Book!

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Why you are so important.





Presen

tation !


More if there were Gme…

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1. Demonstrate how technology posiGvely affects learning and classroom pracGce

Your strategy as leader must:

2. Show how technology impacts the role as superintendent.

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1.   Model the use of new technologies when communicaGng

2.  Ensure that technology becomes integral to teaching 21st-‐century skills

3.  Boost [technology] applicaGons for student learning 4.  Offer professional development in these technologies

and help teachers create learning communiGes 5.  Require be)er balanced assessments of student work

—and be)er use of data from the assessments to help students improve their performance.

Five ImperaGves for Superintendents Reasons to move forward with technology and digital media

The students benefit The teachers benefit The community benefits




Informa_on Week 5/20/13 www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All

Harris InteracGve Survey 5/20/13 “…92% of elementary, middle and high school students believe mobile devices will change the way students learn in the future. A majority (69%) would like to use mobile devices more in the classroom. “

Eyewire Yesterdays Office/Low Resolu_on/YOF_002L.JPG

new hampshire2.pptx

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