smart decision-making for “smart classroom” evolution dr. roger von holzen ms. darla runyon...
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Smart Decision-Making for “Smart Classroom”
Evolution
Dr. Roger Von HolzenMs. Darla Runyon
Center for Information Technology in EducationNorthwest Missouri State University
Maryville, MO
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Today’s Agenda
8:30-10:00– Teaching the 21st Century Learner– The New Learning Technologies
10:00-10:30– Break
1030-12:00– The Tablet PC and Other Technologies
for Teaching and Learning
http://cite.nwmissouri.edu/presentations
Teaching the 21st Century Learner
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Goals
• Describe 21st century learners
• Discuss how to teach the 21st century learner
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Pop Quiz #1
What do these chat acronyms stand for?
– B4– LOL – POS– GNSTDLTBBB – CUL8R – KSUSHYGEMA
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Pop Quiz #2
What do these emoticons mean?;-)
>:-(
^5
(((((name))))
(::()::)
@[_]~~
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Us vs. Them• http://www.sciencemag.org• http://www.brainpop.com• http://www.yahoo.com• http://yahooligans.yahoo.com• http://www.ask.com• http://www.ajkids.com• http://www.hgtv.com• http://www.nick.com• http://sportsillustrated.cnn.com• http://www.sikids.com
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Children age 6 and under…
• Spend 2:01 hours / day playing outside• Spend 1:58 hours using computers• Spend 40 minutes reading or being read
to• 48% of children have used a computer• 27% 4-6 year olds use a computer daily• 39% use a computer several times a
week• 30% have played video games*
Kaiser Family Foundation, 2003
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By age 21…
• The average person will have– sent 200,000 emails– watched 20,000 hours of TV– talked 10,000 hours on a cell phone– spent under 5,000 hours reading– played 10,000 hours video games*
Prensky, 2003
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Technology & the New Learner• Do video games pose a challenge to
education?– The time and money that students
spend on gaming indicates pervasive role of entertainment in our culture
– Insight into engagement, not entertainment
• Video games challenge K-12 and higher ed to foster engagement in learning*
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Dependence on Technology
• Are students becoming too dependent on technology to do spelling and basic arithmetic?– Technology empowers today’s
students– They can add, subtract, divide, and
multiply faster and more accurately than past students*
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Dependence on Technology
• If a device can do something better, more efficiently, more accurately, or quicker than we can manually, why not use it? – Isn’t that the true purpose of technology
(cars and electricity)?
• Our focus must shift from the tools themselves to the capabilities of these new tools to empower students to do new things*
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Today’s Learners…
• Crave interactivity
• Read visual images– Weak reading skills
• Visual-spatial skills
• Parallel processing
• Inductive discovery
• Fast response time– Short attention span*
Prensky, 2001
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Technology & the New Learner• By the time today’s
kindergarteners graduate from grade 12– information will have doubled at least
seven times– technological power will have
doubled itself nearly nine times*
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CH
AN
GE
We are here
Singularity:Digital Technology
Our Lives
TIME© 2005 Marc Prensky
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CH
AN
GE
Our Students’ Lives
TIME© 2005 Marc Prensky
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Teaching the New Learner• Requires:
– much less emphasis on the amount of material memorized
– much more emphasis on making connections, thinking through issues, solving problems*
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Teaching the New Learner
• Learning now a life-long process of coping with change
• The content of a particular lesson less important than manipulating content resources
• Learning how to learn is the basis of education*
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Teaching the New Learner• Multimedia format pervades nearly
every part of life– Television– Audio– Animation– Text
• Students live in a world of digital, audio, and text– They expect a similar approach in
classroom, which they often don’t get*
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Students:• Multitasking
• Pictures, sound, video
• Random access
• Interactive and networked
Faculty:
• Single or limited tasks
• Text
• Linear, logical, sequential
• Independent and individual*
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Teaching the New Learner
• Teacher’s Role:– No longer the professor dispensing
facts and theories • Old model: primary challenge of learning
is to absorb specific information
– A participant in the learning process• Faculty role will be unbundled--teacher
to mentor• Facilitate peer-to-peer
learning*
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Teaching the New Learner
• Instructional implications– Movement toward blended courses– More collaborative learning
approaches – Continuous and formative
assessment– Greater flexibility and customization
of course content to meet learner needs*
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Teaching the New Learner• Interactive course site features
– Online quizzes– Forms for providing feedback or asking
questions– Online voting– Games– Features for sharing pictures or stories– Virtual discussions through threaded
discussion boards, blogs, wikis, and chat– Features for creating/adding content– Videoconferencing– Online collaborations via whiteboards*
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Learning Spaces• Wireless technology enabled learning
spaces within the classroom– Projection screens– Document cameras– DVD players– Video conferencing– Tablet PCs– Collaborative classroom software such as
OneNote– Student response systems*
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Learning Spaces• Library modules within the building and
virtually within the course management system– Dual monitors for group work and
collaboration in pod designs– Library research units/modules that can be
duplicated into any course site– Library course sites for
specific content delivery– Online library support*
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Pedagogical Approaches• Blended instruction and learning
– Face-to-face interaction and activity– Online interaction and activity– Experiential interaction and activity
• Allow learning to happen easily outside the classroom– End of class is a transition to another
learning space– More time spent with content*
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Pedagogical Approaches• Collaborative learning through
group/team projects– Developed using multimedia processes– Provides a more powerful learning
approach than a term paper—authentic learning
• Looking for practical applications, real-world context
• Focus more on applying classroom lessons to real-life problems, institutions, or organizations
– Allows students to focus on their learning style strengths*
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Faculty Training
• We need to have a new set of expectations of faculty
• Foster a technology culture– Need for continuous faculty training– Resources and support should be
available
• Reward innovation in technology-rich learning environments*
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Adults look at going online as entering a foreign place called cyberspace.
21st Century Learners look at it as where they live.
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The New Technologies
• Can help create a learning culture in which the learner enjoys enhanced interactivity and connections with others
• Central issue: How can technology be organized around student learning?– Use tools to help students think and
communicate effectively*