The document discusses flattening the classroom through global connections, citizenship, and collaboration using technology. It advocates for teacherpreneurs - teachers who innovate, connect globally, and lead change. School leaders are encouraged to support teacherpreneurs and enable teacher leadership through flexibility, innovation, and empowering teachers to forge global relationships. When teachers and leaders collectively build capacity through mutual trust and shared purpose, it fosters a culture of success for flat, global learning.
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
The future of learning is global - a vision for leadership
1. The Future of Learning is Global -
A Vision for Leadership
Julie Lindsay
MA Education Technology Leadership, EdD Student
Global Educator, Leader, Innovator, Author
Director and Co-founder, Flat Classroom®
@julielindsay
learningconfluence.com
lindsay.julie@gmail.com
2. Part A: Recipe to Flatten Part B: Leadership
Your Classroom for a Global Future
26. Connection is not enough………
………it is only the first step of going global
and flat learning
27. Connection!
• What does your daily
connected life look
like?
• Who do you
How connected communicate with?
Collaborate with? Co-
are you as an create with?
• Are they 'local' or
educator? 'global'?
• What does it mean to
be a connected
learner?
33. Citizenship!
DISCUSS!
Although technology is
Digital used in communication,
Citizenship digital citizenship is still
squarely about relating to
people.
44. Three ingredients to flatten your classroom
Connection Citizenship Collaboration
45. Part B: Leadership
for a Global Future
What does this look
like?
What type of leaders
will successfully
support flat learning?
46. ISTE NETS.A NETS.C
http://www.iste.org/standards
47. ISTE NETS.A also include…
• Digital Age Learning Culture
– create, promote, and sustain a dynamic, digital-age learning
culture that provides a rigorous, relevant, and engaging education
for all students
• Excellence in Professional Practice
– promote an environment of professional learning and innovation
that empowers educators to enhance student learning through
the infusion of contemporary technologies and digital resources
• Systemic Improvement
– to continuously improve the organization through the effective
use of information and technology resources
• Digital Citizenship
– model and facilitate understanding of social, ethical and legal
issues and responsibilities related to an evolving digital culture
48. Implementing the Vision
• How do we allow students and teachers to find
their own voice and take charge of their own
learning?
• How do we promote a culture of sharing and
collaboration?
• Do we have the courage to do this?
• Do we consider change as a normal process?
• Are we seduced by the mission of the
technology?
49. A New Paradigm for Educational
Leadership
• Online learning communities are leveling the
playing field to advantage learners
• Leadership must address:
– School revitalization in a digital world
– Teachers as providers of new forms of leadership
in schools and communities
– Support of the ‘teacherpreneur’
50. What is a Teacherpreneur?
“A teacher who sees an opportunity to
make a profitable learning experience
for students through the forging of
partnerships with other classrooms with
common curriculr goals and
expectations”
“The teacherpreneur accepts the
responsibility and risks for the endeavor
and is accountable for the outcome”
http://flatclassroombook.com
51. What do Teacherpreneurs do?
Teacherpreneurs take all the best practices in
education and latest advances in technology and
use them to blaze new trails in teaching and
learning that focus on connection and
collaboration.
See Teacherpreneurs - http://tinyurl.com/teacherpreneurs
52. The rise of the Teacherpreneur Leader
• Champions for change – realizers of the vision
• New methods of publication and sharing
information – keep on teaching!
• Building and facilitating communities
• Researchers
• Pedagogical excellence
• Innovate from within
• Working within and beyond the school culture
• Managers, directors, mentors, guides
53. Teacherpreneur Leadership
A group of teachers
Fosters excitement
A teacher gets an come together to
amongst other
idea for learning do something
teachers
significant
54. Community
Connector
builder
Pedagogy Change
expert maker
Integrates
Innovator Teacherpreneur new
technologies
55. How do school leaders foster the
Teacherpreneur Leader?
• Encourage customization of learning
experiences to local standards while being
flexible to embrace the world
• Support innovation and encourage
pedagogical excellence
• Encourage an agile curriculum
• Equip teachers to investigate new global
relationships and design solutions
56. Principal Enablers
• New role of principals – to enable teacher
leadership
– Incorporate the aspirations and ideas of others
– Make space for individual innovation
– Know when to step back
– Create opportunities from perceived difficulties
– Build on achievements to create a culture of
success
57. Parallel Leadership*
Teacher leaders and school principals engage in
collective action to build school capacity
Three distinct qualities
– Mutual trust
– Shared purpose
– Allowance for individual expression
For a real-world example refer to interview with Showk Badat Principal at Essa Academy, UK
http://vimeo.com/62035949
*A form of distributed leadership developed through research by author Frank
Crowther in Developing Teacher Leaders, 2nd edition, 2009
58. When you go flat,
you never go back
Global collaboration is vital to
the classroom of now
(remember - the future is now)
59. A good leader is one who gets
out of the way of the learning!
60. We have so much to learn from jazz-
band leaders, for jazz, like
leadership, combines the
unpredictability of the future with
the gifts of individuals
From ‘Leadership Jazz’, by Max De Pree
61. Julie Lindsay
MA Education Technology Leadership, EdD Student
Global Educator, Leader, Innovator, Author
Director and Co-founder, Flat Classroom®
@julielindsay
learningconfluence.com
lindsay.julie@gmail.com
Hinweis der Redaktion
My proposition today is that learning is global, has to be global and therefore classrooms must be ‘flat’. I am talking about a shift in pedagogy, a shift in mindset, and an essential purpose for the integration of technology across the curriculum. In order to embrace global learning and flat learning we need to adopt different leadership styles and modes.
What is flat learning and why is it important – also known as ‘connected learning’
Teacher to student, student to student, student to teacher. Expert advisors, sounding boards, opportunities to learn from and with anyone
Use of mobile technologies, blended learning
More than ½ a billion mobile phones in Africa now – how can we harness that connectivity, how can we learn from and with others in Africa and beyond?
It is not in the future….it is NOW!
What leadership skills are needed? What decisions need to be made? Strategic planning?
Flipped classroom a form of blended learningWhere are the collaborative models?
Connect yourself, connect your school, connect your students!
Daily workflow using technology should include interactions with others. Daily workflow should include ways to share synchronously and asynchronously. This includes the use of search engines and tools to support real time and asynchronous interactions. Skype, educational network memberships, us of Web 2 tools such as a blog and a wiki which is open to others to interact with.
Pull technologies bring the information and updates to you.
Connected to a PLN or PLC is a 21C skill for all learners. This is not about social media as such, but about using networking tools in responsible and thoughtful ways to support learning objectives. This is about using the technology to make sustained and meaningful connections. This is about professional use of social media for teachers and students.
Become a teacherpreneur! Find opportunities through your PLN and bring them to your students and your school. A teacherpreneur is a teacher who sees an opportunity to make a profitable learning experience for students through the forging of partnerships with other classrooms with common curricular goals and expectations.
Video streaming to the world – Flat Classroom Conference 2013
Hidden curriculum – can be opened by those with technology accessLearning capital – Learning experience of new implementations – success involves both teachers and students
Information - where does it comes from? How is it vetted?Location - we need local and global connections to produce well-educated studentsGeneration - how can learners connect across generations?Communication - it is important to include both technological and non-technological pathways of communication
Include different connection experiences across the curriculum
Although technology is used in communication, digital citizenship is still squarely about relating to people.
Promote discussions about individual digital identity – including for older students and adults Personal Branding
Starts with access – crucial to a good educationfive areas of awareness: technology, individual, social, cultural, and global – for framing analysis of online situationsFour key “rays” of understanding: Safety, Privacy, Copyright, and Legal; Etiquette and Respect; Habits of Learning; and Literacy and Fluency. Technical awareness is the core awareness that enables a person to be a digital citizen. It lets you put on your “shoes” and run into the 21st century. As a digital citizen, you decide how you will set up your pro- files, interact with others, and behave online. A good digital citizen is aware of social situations bothonline and face-to-face. Social awareness allows the digital citizen to interpret situations and retain interpersonal skills with friends and colleagues whether they are face-to-face or online. A person who is culturally aware is alert for differences in cultures and knows how to build trust relationships so the communication of those differences can flow. Understanding geography, politics, and local bandwidth concerns makes one a complete and effective digital citizen. Nationality transcends culture because most nations are made up of many different cultures.
Develop a powerful digital citizenship curriculum – across the curriculum – be open to current events and opportunities to discuss global impact. Keep the topics alive through active research and interactions with others. Bring the world into the conversation
Are your teachers and students globally competent? Being in an international school does not necessarily provide passage to this skill. Opportunities to learn with and from others around the world to foster deeper understanding will. Promotion of global confidence – a skill for future employment
Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
True collaboration can take place face to face AND online – we need to be teaching and modeling both. The use of social media by students is often seen as time-wasting and destructive, however in an educational context it provides skills and learning networks.
How many of you as educators, as leaders, as classroom teachers, as administrators have co-created something with someone else at a distance? Consider the skills involved, consider the tools needed, consider the Internet access, timeframe etc
How do teachers learn to collaborate?How do students?What are the best tools?How do you teach collaboration?
How do you learn to collaborate?Know about of Web 2 toolsKnow how to sustain a learning community – online and offlineDevelop technopersonal skills
Connected LearningCitizenship, with a splash of Global CompetencyCollaboration – but the sort that includes Co-Creation
How do we make sense of these carefully chosen words?
Admirable and sought after standards to reach….but how?
Teachers have the potential to exercise new and dynamic leadership in schools, thereby enhancing the possibility of social reform