Setting The Stage For Higher Ordered Thinking
One of the most powerful teaching and learning capacities adults and students have is the ability to adapt and learn new vocabulary to scale their understanding. With most fields of study, a student can learn the general vocabulary and corresponding meaning across contexts very quickly. With technology, the ever changing landscape continually shifts, requiring users to adapt to new vocabulary to use it most effectively. Understanding the language and the context of student learning with technology is a necessity to prepare students to understand the scale of skills and associated knowledge’s to achieve higher ordered learning experiences. A never ending shift of transitioning terms and learning experiences providing tremendous amounts of innovation in schools and in preparing students to be college and career ready.
The Words We Use Create The Context Of Our Learning
In the past few years alone we have seen several words come to the forefront in education that challenge the context of teaching and learning. Words like personalized learning, gamification, college and career ready, big data/data driven have arrived and begun to become a consistent language of teachers, administrators and students. These words inspire a new type of learning that supports enabling students to have access to a more individualized experience with their content. Not only is learning content on a pathway which meets them where they are at but it is also delivered using technology interfaces and devices that meets them in equitable ways. Well aligned digital curriculum and devices which enable teachers to assess and measure each student to best identify their needs has shifted student learning experiences.
Shifting Teacher Practice Through Language
Educator’s awareness of the tools to shift their practice to provide deeper student learning with technology drives digital learning. It can be extremely difficult for teachers and students to find the time to become familiar with these terms and to recognize the ways to shift their practice and learning. A district needs to adopt a “language of innovation” which can be a part of their culture and to implement this language with a sincere approach that is collaborative and includes sharing their early adopters experience liberally.
To assist in scaling the digital learning initiatives in North Reading, I believe it will be essential to keep in mind the key terms and goals in educational learning environments. Identifying a common language of terms can assist to scale student and teacher understanding around powerful dialogues in educational technology. Scaling student understanding between grade levels will require compelling conversations around the integration of technology to support student learning that are considerate of the most innovative strategies.
Defining Key Areas & Support Needs
Within K-5, words arise quickly out of the components of our current digital learning curriculum. Words like online safety, digital citizen, coding and information literacy are commonplace in the elementary schools and serve to provide a base of knowledge to protect students as well as support their growth with technology. Digital learning specialists and teachers work in traditional and interdisciplinary spaces like the Makerspaces which also introduce a range of new understandings such as the Design Thinking and Engineering Design Process. These learning spaces are shifting the contexts of student experience and also adding new entry points for learning in hands-on ways and provide a systematic problem solving process that enables them to engineer the futures.
Within the 6-12 grade levels, the “language of innovation” continues to challenge traditional classroom pedagogy and enable students to be to college and career ready. Students are refining their ability to communicate digitally and utilize web based citation tools to improve their writing. Students are exposed to robotics and the prototyping processes that drive creative solutions and improve collaboration skills. Topics such as cloud computing, sensors and user interface design support students in the early stages of considering college and career focus areas to explore deeply.
The digital learning team teaches and supports the “language of innovation” across the schools. It is important that we scale understandings, tools and pedagogy related to personalized learning and college and career options for students. When we scale these understandings, we are scaling the opportunities for our students. With technology it is important to keep an open mind and recognize the tremendous trans-formative powers it has to student learning and how we can best prepare students whose futures require that we are open to it.
Review consumer trends, marketing insights and industry research. The site includes statistics, a research library including videos and infographics, planning tools, and a section for emerging digital trends.
Based on Google Search, Google Trends shows how often a particular search-term is entered relative to the total search-volume across various regions of the world, and in various languages.
Google Scholar is an online, freely accessible search engine that lets users look for both physical and digital copies of articles. It searches a wide variety of sources, including academic publishers, universities, and preprint depositories looking for: Peer-reviewed articles. Theses.
The service sends emails to the user when it finds new results—such as web pages, newspaper articles, blogs, or scientific research—that match the user’s search term entered.
Google Research group explores how information visualization can make complex data accessible, useful, and even fun. Work includes public and Google-internal projects.
Research Tools For Chrome Browser
Citation Websites: Some are available as Chrome Browser Extensions
The fully automatic bibliography maker that auto-fills. It’s the easiest way to build a works cited page; and it’s free. Search for a book, article, website, or film, or enter the information yourself. Add it to your bibliography and continue citing to build your works cited list. Download your bibliography in MLA, APA, Chicago, or Turabian format. Bibme is very easy to use, but you need to pay for a pro account to save your bibliographies.
Citation machine helps students and professional researchers to properly credit the information that they use. Its primary goal is to make it so easy for student researchers to cite their information sources. However, again, if you want to save your bibliographies you need to pay for a pro account.
Cite This For Me allows you to automatically create website citations in the APA, MLA, Chicago, or Harvard referencing styles at the click of a button. Cite This For Me also comes with a Google Chrome extension.
Cite your work at APA, MLA, and Chicago without leaving the homepage in 3 easy steps. The fourth step allows you to download your bibliography; you can even save it if you create an account. Your citations will be kept as long as you keep visiting the site, but after four days of inactivity your citations will be deleted.
Creating a complete and correctly formatted citation is a challenge for many students, especially documenting sources such as art and music that aren’t included in traditional citation formats. OttoBib
Creating creates citations from ISBNs (which means that your book needs to have a clearly visible ISBN), it also comes with a Google Chrome extension.
An extension for your Google Chrome browser, RefDot makes citation easy; it allows you to cite and store books or journal references, as well as add books automatically from Amazon book pages, which comes in handy.
Zotero is a veteran and completely free browser based plugin that helps you collect, organize, cite, and share your research sources.
Easy Bib – MLA Free
A great citation generator, EasyBib compiles your bibliographies and citations for you, saving you valuable time. You don’t need to create an account if you are using MLA.
Digital learning Specialists & Technology Teachers are challenged with keeping their curriculum relevant to the needs of the 21st century student. Our students’ immediately recognize the benefit these skills bring to their ability to communicate in today’s technology driven environment. On a daily basis I see students utilizing the range of technology resources to support learning goals of teachers of all content areas and recognize that these students are acquiring skills which will serve them well into their educational future.
They create a Telegami app to create a video introducing the state and location.
Create a Piccollage about a landmark.
Create a resources page in Google Docs.
Create a Chatterpix of a famous person from the state.
Create a map outline with QR codes linking to the resources developed.
Multiple apps used in the projects for creation. 5 applications used at varying times. Students are creators and are asked to use the apps to display their research and presentation soft skills. The focus here is more on how each app was used for a specific purpose than the quantity.
Kids backup and manage backup files of student work. Students show ownership of their project and utilize project management skills
Students are self directed and allowed to work on different phases. In this lesson students were in a variety of phases and has dedicated a different level of craftsmanship to their project skills.
Students can manage their work level.
Authentic Project. Students are asked to solve a real world problem. In this case a presentation of the geography of an area with valid and reliable sources in a way which uses multimedia.
Collaborated with teacher. The teacher has developed a working relationship in which each accountability in the success of the project. Each can bring their strengths to the table.
At the Hood School Digital Learning Specialist Helen Kelly has embraced digital literacy with her co-teaching and use of the web-based tool pic collage. She has also created more collaborative environment for students using the iPads. Some of her projects for the month of October include lessons which include the students learning the difference between “Fact and Opinion” and reading the story “Leaf Jumpers”. Helen Kelly has also effectively integrated of the use of the interactive SmartBoard into these lessons.
A highlight for our department was K-12 digital learning specialist Kathy Dasho presenting at MassCUE 2015. Kathy presented digital storytelling at the Massachusetts Computer Educators Conference on October 22. Her presentation was well attended and many stayed after to ask her questions about the use of Alice programming and Google earth for digital storytelling. The entire group were impressed with her technical knowledge and are sharing of best practices.
be organizing our district wide “Hour Of Code” event and looking forward to defining new ways to work with teachers in Digital Learning across the district.
At the Andover Innovation lab and student run help desk we are busy planning for our promotion efforts for next year! We had current students create flyers to hang around the school promoting our program. Students will be able to sign up for the help desk next year during the week of March 24th thru 31st.
A tool that I was able to directly introduce to them at the same meeting was the social bookmarking tool Symbaloo. This is a very graphical bookmarking tool that allows you to set its interface as the homepage of your computer and also create multiple pages of bookmarks. I can highly recommend the use of this tool for teachers particularly for creating specific pages of bookmarks to share with students and also the ability of this tool in other users