2. Are you Ready for Learning and
Leading in the 21st Century?
It isn’t just ―coming‖… it has arrived! And
schools who aren’t redefining themselves, risk
becoming irrelevant in preparing students for
the future.

3. The world is changing...

4. 6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating
Source: David Wiley: Openness and the disaggregated
future of higher education

5. ―We are tethered to
our always on/
always on us
communication
devices and the
people and things
we reach through
them.‖
~ Sherry Turkle

6. How has the world shifted since you and I went to
school?
How have students shifted since you and I went to
school?
How have schools shifted since you and I went to
school?
The World is Changing…

7. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman
argues that schools are out of sync with technological change:
...the technological gap between the school environment and
the "real world" is growing so wide, so fast that the classroom
experience is on the way to becoming not merely unproductive
but increasingly irrelevant to normal human existence (p.215).
Seymour Papert (1993)
In the wake of the startling growth of science and technology in
our recent past, some areas of human activity have undergone
megachange. Telecommunications, entertainment and
transportation, as well as medicine, are among them. School is
a notable example of an area that has not(p.2).

8. Shift in Learning – The Possibilities
Rethinking teaching and learning…
1. Multiliterate
2. Changing Demographic
3. Active Content Creators
4. Global Collaboration and
Communication
We are in the midst of seeing education
transform from a book-based, linear system
with a focus on individual achievement to an
web-based, divergent system with a focus on
community building.

9. Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis on
co-learning

10. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

11. http://www.elearnspace.org/Articles/google_whitepaper.pdf

12. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

14. Play — the capacity to experiment with one’s surroundings as a form of
problem-solving
Performance — the ability to adopt alternative identities for the purpose of
improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-
world processes
Appropriation — the ability to meaningfully sample and remix media
content
Multitasking — the ability to scan one’s environment and shift focus as
needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that
expand mental capacities
.

15. Collective Intelligence — the ability to pool knowledge and compare
notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different
information sources
Transmedia Navigation — the ability to follow the flow of stories and
information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate
information
Negotiation — the ability to travel across diverse communities, discerning
and respecting multiple perspectives, and grasping and following
alternative norms.
.

16. Will the future of education include broad-
based, global reflection and inquiry?
Will your current level of new media literacy
skills allow you to take part in leading learning
through these mediums? Does it matter?

17. The NCTE Definition of 21st Century Literacy
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems
collaboratively and cross-culturally
Design and share information for global communities to meet a
variety of purposes
Manage, analyze and synthesize multiple streams of
simultaneous information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex
environments

18. "The world is moving at a tremendous rate.
Going no one knows where. We must
prepare our children, not for the world of the
past. Not for our world. But for their world.
The world of the future."
John Dewey
Dewey's thoughts have laid the foundation for inquiry driven
approaches.
Dewey's description of the four primary interests of the child
are still appropriate starting points:
1. the child's instinctive desire to find things out
2. in conversation, the propensity children have to
communicate
3. in construction, their delight in making things
4. in their gifts of artistic expression.

19. Students are Individuals
1. Children are persons and should be treated as
individuals as they are introduced to the variety and
richness of the world in which they live.
2. Children are not something to be molded and pruned.
Their value is in who they are – not who they will
become. They simply need to grow in knowledge.
3. Think of the self-directed learning a child does from birth
to three– most of it without language. As they mature
they are even more capable of being self-directed
learners.
.

20. Have we
replaced ―doing‖ with
―mastering skills‖?
Have we subordinated
our student’s initiative
to a schedule we
designed according to
pragmatic factors
other than their
creative needs?
We require them to try and
become interested in hours
of listening to talking and there
is little time for those students to
express themselves.

21. Three Rules
of Passion-based Teaching
• Move them from extrinsic
motivation to intrinsic
motivation
• Help them learn self-
government and other-
mindedness
• Shift your curriculum to
include service learning
outcomes that address
social justice issues
1. Authentic task
2. Student Ownership
3. Connected Learning
http://bit.ly/lUxRIR

23. Focuson Possibilities
–Appreciate ―What is‖
–Imagine ―What Might Be‖
–Determine ―What Should Be‖
–Create ―What Will Be‖
Blossom Kids
ClassicProblem Solving Approach
– Identify problem
– Conduct root cause analysis
– Brainstorm solutions and analyze
– Develop action plans/interventions
Most families, schools,
organizations function
on an unwritten rule…
–Let’sfix what’s
wrong and let the
strengthstake care
of themselves
Speak life life to your
students and teachers…
–When you focus on
strengths- weaknesses
become irrelevant

24. Spending most of your time in your area of
weakness—while it will improve your skills, perhaps
to a level of ―average‖—will NOT produce excellence
This approach does NOT tap into motivation or lead
to engagement
The biggest challenge facing us as leaders: how to
engage the hearts and minds of the learners

25. Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement
Apply strengths to areas needing improvement 
Greater likelihood of success

26. How to Blossom Someone with
Expectation – Building Self-Esteem
1. Examine (pay close
attention)
2. Expose (what they did
specifically)
3. Emotion (describe how
it makes you feel)
4. Expect (blossom them
by telling them what
this makes you expect
in the future)
5. Endear (through
appropriate touch)

27. Let Go of Curriculum

28. Shifts focus of
literacy from
individual
expression to
community
involvement.

29. Shifts focus of
literacy from
individual
expression to
community
involvement.

30. Connected Learning
The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Stephen Downes

31. Share
Cooperate
Collaborate
Collective Action
According to Clay Shirky, there are four steps on a ladder to mastering the
connected world: sharing, cooperating, collaborating, and collective
action.
From his book- “Here Comes Everybody”

32. 32
Education for Citizenship
―A capable and productive citizen doesn’t simply
turn up for jury service. Rather, she is capable of
serving impartially on trials that may require learning
unfamiliar facts and concepts and new ways to
communicate and reach decisions with her fellow
jurors…. Jurors may be called on to decide complex
matters that require the verbal, reasoning, math,
science, and socialization skills that should be
imparted in public schools. Jurors today must
determine questions of fact concerning DNA
evidence, statistical analyses, and convoluted
financial fraud, to name only three topics.‖
Justice Leland DeGrasse, 2001

33. How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to
make assessment part of learning. Assessment before , during, and after
instruction.
Teacher and Students as Co-Curriculum
Designers1. What do you want to
know and be able to
do at the end of this
activity, project, or
lesson?
2. What evidence will
you collect to prove
mastery? (What will
you create or do)
3. What is the best way
to learn what you
want to learn?
4. How are you making
your learning
transparent?
(connected learning)

34. Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –

35. Why TPACK?
• Learning how to use technology is much
different than knowing what to do with it for
instructional purposes
• Redesigning instruction requires an
understanding of how knowledge about content,
pedagogy, and technology overlap to inform
your choices for curriculum and instruction

36. Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into content-
area instruction?
What new knowledge
might you need?
Throughout the week
(and back in your classroom)…

37. • Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
• PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
learner?
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
learning?
• TPCK:How might things need to change if one aspect of
the lesson were to be different or not available?
TPACK Guidelines

38. • 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in their
instruction?
Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT
use in schools around the world: Findings from the IEA SITES
2006 study. Hong Kong: CERC-Springer, the report presenting
results for 22 educational systems participating in the IEA SITES
2006, was released by Dr Hans Wagemaker, IEA Executive Director
and Dr Nancy Law, International Co-coordinator of the study.
SITE 2006
IEA Second Information Technology in
Education Study

39. Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching approaches used in conjunction
with the technology.
How you integrate matters- not just the technology alone.
It needs to be about the learning, not the technology. And
you need to choose the right tool for the task.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.
Findings

40. See yourself as a curriculum designer–
owners of the curriculum you teach.
Honor creativity (yours first, then the
student’s)
Repurpose the technology! Go beyond
simple ―use‖ and ―integration‖ to
innovation!
Teacher as Designer

41. 21st Centurizing your Lesson Plans
Step 1- Best Practice
Researchers at Mid-continent Research for Education and Learning (McREL) have
identified nine instructional strategies that are most likely to improve student achievement
across all content areas and across all grade levels. These strategies are explained in the
book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane
Pollock.
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers

42. What are specific strategies you use in your classroom
for a particular discipline?

43. Step 2- What Tool Fits?

45. Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Then apply connected learner scale
----------------------------------------
1. Get in groups
2. What are the Essential Instructional Activities you typically use?
3. Have a discussion and list possible Web 2.0 tools that fit nicely with
your disciplines essential instructional activities.
4. Create a 21st Century type instructional activity
Think: Share, Connect, Remix, Collaborate, Collective Action

46. How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to
make assessment part of learning. Assessment before , during, and after
instruction.
Teacher and Students as Co-Curriculum
Designers1. What do you want to
know and be able to
do at the end of this
activity, project, or
lesson?
2. What evidence will
you collect to prove
mastery? (What will
you create or do)
3. What is the best way
to learn what you
want to learn?
4. How are you making
your learning
transparent?
(connected learning)

47. It is never just about content. Learners are trying to get
better at something.
It is never just routine. It requires thinking with what you
know and pushing further.
It is never just problem solving. It also involves problem
finding.
It’s not just about right answers. It involves explanation
and justification.
It is not emotionally flat. It involves curiosity, discovery,
creativity, and community.
It’s not in a vacuum. It involves methods, purposes, and
forms of one of more disciplines, situated in a social
context.
David Perkins- Making Learning Whole
21st Century Learning – Check List

48. NEW DIRECTIONS IN ASSESSMENT
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

49. What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of
their knowledge of the Civil War.
Question: Which group did better?

50. Answer…
No significant test
differences were found

51. However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content
– Students in the traditional group defined history as: ―the record
of the facts of the past‖
– Students in the digital group “displayed elaborate concepts and
ideas that they had extended to other areas of history”
– Students in the digital group defined history as:
―a process of interpreting the past from different perspectives‖

52. Real Question is this:
Are we willing to change- to risk change- to meet
the needs of the precious folks we serve?
Can you accept that Change (with a “big” C) is
sometimes a messy process and that learning new
things together is going to require some tolerance
for ambiguity.

53. "The greatest danger in times of turbulence is
not the turbulence. It is to act with yesterday's
logic." - Peter Drucker
http://pixdaus.com
SteveWheeler,UniversityofPlymouth,2010