2. Housekeeping Paperless handouts http://21stcenturylearning.wikispaces.com Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21 st Century Collaborative, LLC http://21stcenturycollabrative.com http://plpnetwork.com sheryl@plpnetwork.com http://21stcenturycollabrative.com

4. THE CONNECTED EDUCATOR Things do not change; we change. —Henry David Thoreau What are you doing to contextualize and mobilize what you are learning? How will you leverage, how will you enable your teachers or your students to leverage- collective intelligence?

5. Learner First— Educator Second It is a shift and requires us to rethink who we are as an educational leader or professional. It requires us to redefine ourselves. Take on the heart of a student… a learner. Emerson and Thoreau reunited would ask- “What has become clearer to you since we last met?”

6. “Direction-not intention- determines our destination.” Andy Stanley Are your daily choices taking you and your learners in the direction you want to go? Principle of the Path

7. The world is changing...

8. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid Everything 2.0

9. Are you Ready for 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.

10. Web 1.0 Web 2.0 Web 3.0 We are living in a new economy – powered by technology, fueled by information, and driven by knowledge. -- Futureworks: Trends and Challenges for Work in the 21 st Century

11. By the year 2012 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

12. “For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick http://communications.nottingham.ac.uk/podcasts/

13. What's different? We now have an easy connection between an individual's passion to learn and the resources to learn it.

14. Right now, schools are: Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.

15. Learning will be (already is): Mobile. Networked. Global. Collaborative. Self- directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.

16. THE CONNECTED EDUCATOR The Disconnect “Every time I go to school, I have to power down.” --a high school student

17. 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected GenericPersonal Consuming Creating Source: David Wiley: Openness and the disaggregated future of higher education

18. The pace of change is accelerating

20. It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years. Knowledge Creation

21. For students starting a four-year education degree, this means that... half of what they learn in their first year of study will be outdated by their third year of study.

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

23. “Schools are a node on the network of learning.”

24. Personal Learning Networks Community-Dots On Your Map Are you “clickable”- Are your students?

25. Teacher 2.0 The Emergent 21 st Century Teacher Teacher 2.0 Source: Mark Treadwell - http://www.i-learnt.com

26. FORMAL INFORMAL You go where the bus goesYou go where you choose Jay Cross – Internet Time

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

28. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forums f2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges

30. 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.

31. 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..

32. Let Go of Curriculum

33. Shifts focus of literacy from individual expression to community involvement. Students become producers, not just consumers of knowledge.

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

35. 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

36. 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) –

37. Digital literacies Social networking Transliteracy Privacy maintenance Identity management Creating content Organizing content Reusing/repurposing content Filtering and selecting Self presenting cc Steve Wheeler, University of Plymouth, 2010 http://www.mopocket.com/

38. THE CONNECTED EDUCATOR Defining the Connected Educator Our lives are connected by a thousand invisible threads. —Herman Melville

39. THE CONNECTED EDUCATOR

40. Professional Development for the 21st Century

41. Dedication to the ongoing development of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality

42. TPACK Model Mishra & Koehler 2006

43. 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 Designers 1.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)

44. 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

45. 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

46. 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

47. 47 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

48. 48 Education for Future Economic Competitiveness “When the world becomes this flat—with so many distributed tools of innovation and connectivity empowering individuals from anywhere to compete, connect and collaborate—the most important competition is between you and your own imagination, because energetic, innovative and connected individuals can now act on their imaginations farther, faster, deeper and cheaper than ever before…. Those countries and companies that empower their individuals to imagine and act quickly on their imagination are going to thrive…. These are oil wells that don’t run dry.” Thomas Friedman, The New York Times, June 10, 2007

49. 49 The Focus of our Instructional Vision Strengthening student work by examining and refining curriculum, assessment, and classroom instruction Strengthening teacher practice by examining and refining the feedback teachers receive Strengthening leadership by becoming a connected leader who owns 21 st Century shift. The Framework for Teaching - Charlotte Danielson

50. 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 21 st Century Learning – Check List

51. 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?

52. Answer… No significant test differences were found

53. 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”

54. What do we need to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different. YODA: No! No different! Only different in your mind. You must unlearn what you have learned.

55. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge

56. 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.

57. Last Generation

59. What’s Different About This Book? Learner first- Educator second Next generation PLCs: Connected Learning Communities (CLCs) DIY PD You become a connected learner