Thursday, February 15, 2018

Technology Trends and Education

Iowa Department of Education - Educational Technology Plan 2009-2013
word cloud created via wordle.net

Are you ready to write your lesson plan for the next 10 years? I hope this blog post changes your mind if you said yes!

What are the technologies that are affecting K-12 education? This infographic by Corey Murray,  from Envisioning Tech shows that many grade school kids will have jobs that have not been created yet. It also shows 40 ways that education and technology are moving towards in the next 30 years.

How will you intertwine your Content knowledge, Pedagogical knowledge, and Technological knowledge, to best engage the students with what they are learning?

Many of you attended the event where a few Middle Schoolers from Hoover did a technology presentation for us in January. From what I read in your reflections, many didn't know about these technologies and the fact that they are being used in K-12 schools. And that's OK! That's the nature of technology and by the time you graduate, there may be other new things in trend. By the way, their school's media staff created this video. Enjoy! https://www.youtube.com/watch?v=MeLTBTjgUAo&feature=youtu.be

Resources:

What is STEM:




Drones in Education 

Examples of Drone Usage in Education: The Washington Times (http://tinyurl.com/jzb55n4)

7 things you should know about Makerspaces


Transformative Learning Approach

http://www.uni.edu/coe/TransformativeLearning




Additional Resources:

This blog introduces 50 Education Technology Tools Every Teacher Should Know. Those tools includes social learning, learning tools, lesson planing, and some other useful tools. This blog post is 2 years old now and there are additional tools that you can add to each category. How many of those tools are you familiar with, and how many of them sound educational to you?
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3D Printing:
3D Printing at the Rod Library!

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Watch some of the following to know more about some technologies that you might find at your school.

Augmented Reality


Magic Books (Augmented Reality)


There are more videos available in the EmergingEdTech  about the new technologies and their application in education.

How do you think these technologies will impact your future classroom?

Friday, February 9, 2018

Global Collaboration

Global Collaboration is an empowering opportunity for students and teachers to connect and engage in authentic, meaningful experiences.  It is an opportunity for students to learn about people from different cultures and backgrounds.  These connections don't need to be with learners in other countries.  You will find people of different cultures and backgrounds in different states, cities or even down the street.

This Primary Sources video talks about our world without global collaboration.  While this video is an advertisement for the services they offer, it provides a thoughtful opening for our exploration into global collaboration.




Empowering a student to become a Global Collaborator is one of the seven ISTE Standards for Students. This standard includes indicators where students use digital tools to connect with distant learners; they collaborate with others to examine issues and problems; they challenge them to contribute to these collaborative projects, and they use collaborative technologies to explore local and global issues.

You won't have the opportunity to actually engage in a global collaboration project in this course, Ed Tech and Design, but learning about the various projects/strategies, resources and digital tools will help prepare you for turning your students into global collaborators.


Write Our World

We will have an opportunity to Zoom with Julie Carey at the University of Colorado Denver.  She developed the Write Our World project where she is building a digital library of ebooks that have been written "by kids for kids" that document their languages and culture.  The best part about this project is that the kids write the books in both their own language and English so that it will be a way to preserve their language.

Visit the Write Our World website and read a few of their books. Explore what kids are writing from around the globe.


Global Read Aloud

The Global Read Aloud project involves students around the world reading one or more of a set of selected books during a 6-week period and then they try to connect with other students who have read the book so that they can share their ideas and thoughts. Watch the What is the Global Read Aloud? video and then visit the official website where they have identified a set of 10 books from which they can select their reading material. These books range from picture books to young adult.   Envision how you could do something like this in your future classes. 


What's Possible?

This 13-minute video provides an overview of what is possible with Global Collaboration.

How to Connect with Another Classroom

These ideas are great, but how do you find another classroom of students?  There are many resources but consider Classroom Bridges website. This is a website that was actually created by a classroom teacher, Katie Siemer, in Cincinnati, Ohio.  She created an online database where over 250 teachers from around the world have signed up because they want to connect. 

Visit the Classroom Bridges website. Click on the Find a Classroom link and see if you can find a classroom or classrooms that you would probably want to collaborate with when you have your own classroom.   


Here is another website that provides the resources, including several organizations and facilitators of online spaces, that can assist in your future efforts.  


Finally, it is very important to manage a global collaboration project. The following graphic gives some ideas about the steps that you can follow for implementing global collaboration in your future classroom.


Lindsay, J., Davis, V. (2012). Flattening classrooms, engaging minds:  Move to global collaboration one step at a time. Chicago: Pearson Publishing. 

Imagine extending your Thematic Unit to include global collaboration.  What would YOU do? 

Begin your dreaming here . . . 

Thursday, February 1, 2018

Copyright, Fair Use, Public Domain, & Creative Commons

Image source: Wikimedia Commons (this image is in the public domain)
Review this Worksheet to help you better understand the lecture.

These RWLDs for your upcoming copyright lecture introduce you to the fundamental principles of U.S. copyright law, fair use, public domain, and creative commons. Your understanding of these concepts is key to making legal and ethical decisions about how to incorporate media into educational projects (and guiding your own students to do so in the future).

List of Terms and Concepts You Should Know:
  1. Copyright (what is it and when is it obtained by a creator?)
  2. The Copyright Act of 1976
  3. Copyright Ownership (Copyright Term Extension Act)
  4. Public Domain
  5. Fair Use (when it can be used?); what is Portion Limitations
  6. Creative Commons (how do you obtain a CC license?)
  7. The TEACH Act of 2002
  8. Shepard Fairy and the legal controversy with his iconic image of President Obama
  9. Jammie Thomas-Rasset's case who illegally downloading 24 songs. Read the follow up to the story of Capitol v. Thomas on Wikipedia.
  10. Iowa AEA Online: http://www.iowaaeaonline.org (get the username and password from your instructor for iCLIPART For Schools)
  11. What is flickr and how do you find Creative Commons images in there? 
  12. What is Usage Rights in Google search for images and exactly how can you find resources that are "labeled for reuse"?

You may find many of the answers here:

1) http://www.iowaaeaonline.org/pages/uploaded_files/CopyrightBN_StudentsScreen.pdf
(This PDF handout is from Iowa AEA Online. Save this document for lecture, for future reference, and to use with students in your own classroom).
............and here:
2) Explore the interactive web site Taking the Mystery Out of Copyright (from the Library of Congress), especially the section Files on Record which provides an interactive timeline of copyright milestones (look for the scroll bars along the left and right sides).

RESOURCES  

Copyright history and rational in 6 minutes!




What is Creative Commons?

This 5 minute video explains why Creative Commons was created:



Creative Commons licenses make it easy for people to share their works which are otherwise protected by copyright law. This provides terrific opportunities for teachers and students! It's what you might say is a happy middle ground between All Rights Reserved and the public domain.


Other Resources (FYI)

- Copyright Basics: pages 1—6 of Copyright Basics (PDF) from the US Copyright Office (copyright.gov)

- Bookmark and explore these UNI sites related to copyright: UNI Copyright Policies and Rod Library Guide to Copyright and FAQs about copyright at UNI.
- And last but not least, take a look at the Key Moments in Social Media Law from 1984 on!

Thursday, January 25, 2018

Systematic Instructional Design & Universal Design for Learning

This set of Readings, Watchings, Listenings, and Doings (RWLDs) will prepare you for the lecture on "Systematic Instructional Design and Universal Design for Learning." It is meant to help you plan an interdisciplinary thematic unit of instruction.

Systematic Instructional Design

Identifying Your Destination
The Teaching/Learning situation is not limited to identifying a "coooool" activity and then connecting forms of instruction and assessment to it. To effectively design and develop learning activities, it is necessary to identify the desired outcome first.  This provides direction for your instructional activities.

Your desired outcomes for Iowa classroom activities are determined by the Iowa Core Curriculum (or other relevant standards that you will find on the Assignment page.) 


  • The Iowa Core is divided into Subject Areas (e.g., science, mathematics) and Grade Levels. 
  • Each of these areas is organized by subject-specific Standards
  • You, the teacher, need to identify Outcomes/Skills that you will expect your students to achieve towards a selected Standard. 
  • You will use Observable Verbs to identify what you expect your students to do to demonstrate their mastery.

EXAMPLE: Imagine examining the Science, Math and Literacy requirements for 5th grade. You find standards that say that 5th graders should be able to Explain how plants are affected by water (Science), Represent the data with graphs (Math) and Create a report on their findings (Literacy). This would lead you to use Plant Life as your theme.


You have identified what your students will be learning and now you must design and create a set of lesson activities that will help your students master this skill.  
  • Column 1 - Your subject area and name. 
  • Column 2 - The Iowa Core standards you will be addressing.
  • Column 3 - The Outcomes(Skills) you have written to identify what you expect your students to be able to do. 
  • Column 4 - Describes the activities that connect to the thematic unit.
Designing Your Instruction

It's just common sense to begin with the end in mind when you are designing instruction. Begin by defining what you want your students to learn and plan your instruction to that result. This is called Backward Design. 


If you don't know where you are going, how will you know how to get there?

Here is a video that uses the metaphor of planning a trip to describe Backward Design.



Makes a lot of sense, doesn't it?  If you don't know where you will be going, you won't be able to figure out how to get there.

Backward Design is the basis for an instructional design system called Understanding by Design.

The Understanding by Design framework has 3 parts:
  1. Identify Desired Results
    1. What will students know?
    2. What will students be able to do?
  2. Determine Acceptable Evidence
    1. What performance will meaning-making and transfer
  3. Create the Learning Plans
    1. Learning Plan (instruction)
    2. Learning Activities (experiences)
Bernajean Porter does a good job of explaining the aspects of Understanding by Design. The most significant point that she makes is that starting with the "End in Mind" is just common sense.



Understanding by Design
is a framework which provides direction for unit lesson planning. It begins by identifying the Desired Outcomes and Results and then makes a plan to achieve that outcome.


Achieving your desired results is not always an easy task. Your students all have different skill levels and learning preferences.  It is important that we present new information and engage our students in learning using a variety of approaches.  This strategy is called Universal Design for Learning

Universal Design for Learning

Effective Instructional Design can only be successful if you consider the learning needs of your learners. Your learners do not all have the same preferences for ways to learn so you need to consider various ways that new ideas and skills are introduced and how your learners can engage in mastering this content.

Universal Design for Learning (UDL) is a combination of pedagogy and techniques that acknowledge the different levels of needs. UDL uses brain-based research to identify the need for addressing multiple methods of representation, expression, and engagement of learners with information and knowledge. It involves instructional goals, methods, materials, and assessments. 

The Center for Applied Special Technology (CAST) is a leading organization in the field of UDL. 

Here is a 5-minute introductory video on UDL.

NOTE: This video has been enhanced using EDpuzzle. It includes explanatory voice-overs, multiple-choice quiz questions, an open-ended question and a link to a website.  This EDpuzzle enhancement has been included to demonstrate how you might enhance a video as part of the Interactive Learning Tool that you are creating for your final project. 

This is NOT your final quiz for this module.  You will still have to complete the module quiz as you have been doing all semester.  

An essential part of UDL is to use Multiple Means of Representation. This means that if you learn things better by reading than watching information, you may not have learned much from the video you just watched.  You might do better if you visited this website and read about UDL.  The National Center on Universal Design for Learning has a wealth of information about UDL as well.

You should consider creating instruction that integrates a variety of methods of instruction including written text, speaking, listening, watching, and creating (to name a few.)  This will be discussed further in the lecture on Monday.

Putting It All Together with TPACK

We have already introduced TPACK, but Instructional Design is a good place to consider how we can most effectively integrate TechnologyPedagogy (teaching skills), and Content Knowledge (TPACK). 

Teaching and Learning through technology is much more than just using PowerPoint and Twitter. The Venn diagram below shows how each of these areas can combine and impact the others.  Certain forms of Technology can be used to support specific teaching strategies (Pedagogy). That is the TPK intersection. Ultimately the TPACK educator is interested in teaching in the "sweet spot" in the middle where all three areas are fully integrated.
    Reproduced by permission of the publisher, © 2012 by tpack.org
Read more about the TPACK model (Technological Pedagogical Content Knowledge) which we consider a framework that identifies the knowledge teachers need to teach effectively with technology. 

You can also watch this video which provides a brief introduction to TPACK in 2 minutes. 


 

Prepare for Your Thematic Unit

Find the Thematic Unit Description project requirements in eLearning under Labs (Class Projects). Familiarize yourself with the expectations and resources provided for your first big project in the course.

Thursday, January 18, 2018

Thinking Skills

Thinking comes in many forms.  
us.123rf.com

Sometimes it just requires remembering where you put your keys or the capital of Iowa.  Other times thinking is more complex as we decide how to apply the new skills we just learned or analyzing the differences between two approaches to solving a problem. Sometimes thinking requires us to evaluate different opportunities so that we can create something that is uniquely original.

An educator's responsibility is to build these skills in our learners. We need to develop thinking skills that range all the way from remembering a simple fact to creating a complex project. As educators, we need to be aware of these different levels of thinking and mindfully create learning opportunities for our students that will develop thinking at all levels.

The basic level of thinking is called Lower-Order Thinking (LOTS).  This is the level where you memorize fact and poems and equations. You are rewarded by remembering them when needed. Remembering things is useless unless you understand what these things mean. Knowing what things mean is important, but it takes another level of responsibility to actually apply your knowledge to the real world.

The more complex level of thinking is called Higher-Order Thinking (HOTS).  This is the level where you really have to be engaged.  You use what you know to analyze original situations. You evaluate them for good and bad.  You even take on the responsibility to use your background and knowledge to create new and original projects and ideas.

Knowing about these levels of thinking will enable you to create learning experiences this semester that will challenge your students. Basic facts (like the names of planets) are useful, but being able to list those facts is not enough to be valuable in real life.  You will need to provide your students with challenges where they can apply these basic facts in a new and creative way.

Bloom's Taxonomy
Yes, we know that you have probably learned about Bloom's Taxonomy in other classes but please don't "turn off."  Your mastery of the teaching and learning at these levels is what will enhance the meaning of your students' learning.

These levels of thinking are captured in Bloom's Taxonomy. Developed in 1954 to identify different types of questions, this taxonomy has evolved into a model which classifies the various levels of thinking that we have been discussing.


As we progress through Ed Tech and Design, you will be asked to write statements that define what you want your learners to be able to do to prove that they have learned throughout your thematic unit.  These statements (Objectives) will use observable verbs to define the behavior you want your students to exhibit. The key to success is for you to use the appropriate observable verbs so that your learners will know what to do.  Here is a list of observable verbs that you will be able to use during this week and next week as you learn about instructional design.  This will all be discussed in more detail in this week's lecture.

Examples of Activities that Promote Higher-Order Thinking
This title isn't completely true.  Some of the activities encourage Higher-Order Thinking Skills, but some of them are actually Lower-Order Thinking Skills (LOTS).  Use a copy of Bloom's Taxonomy to identify which are HOTS and which are LOTS.

  
Higher-Level Thinking in the Classroom - Middle School
Teachers from Georgetown School District demonstrate how they promote higher-order thinking in the classroom. This even includes a principal's perspective on the process.

Where Good Ideas Come From by Steven Johnson
Nurturing Higher-Order thinking is the basis for developing and rewarding creativity. Steven Johnson, one of our most innovative, popular thinkers takes on-in exhilarating style-one of our key questions: Where do good ideas come from? Johnson provides the story of how we generate the ideas that push our careers, our lives, our education, our society, and our culture forward.



So HOW do we integrate Higher-Order Thinking Skills into our Learning and Teaching?  Here are a few ideas by Sir Ken Robinson.

Collaboration in the 21st Century: Sir Ken Robinson
Sir Robinson explores how education can prepare students for the collaboration they will use in their future lives. This is an inspiring video that explains how collaboration supports innovation.


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