1. LwICT for 9-12 21st Century Learning for The Leaders of Tomorrow *** “A Blueprint for the Future”

2. The Changing Face of Education

3. The illiterate of the future are not those who can’t read and write but those who cannot learn, unlearn, and relearn. - Alvin Toffler

4. Preamble Technology is totally immersed in our society Technology is totally immersed in our society Technology is common place Technology is common place Technology has infused itself into every aspect of our lives Technology has infused itself into every aspect of our lives

5. PWSD has made a commitment for all 9-12 students to have seamless (1-1) access to Information and Communication Technology (ICT) by 2013

6. Technology has even Changed our Students Brains Students read in F patterns not traditional Z patterns Students read in F patterns not traditional Z patterns Students who play video games get feedback on how they are doing every 7 seconds. Students who play video games get feedback on how they are doing every 7 seconds. Huge impact on the classroom! Huge impact on the classroom!

7. How can we give each individual student that much attention/feedback?

8. An Example – East Asian Children outperform North American Children in Math

9. Their Advantage Schools with Robotic Efficiency Schools with Robotic Efficiency Longer School Days and more days in the school year Longer School Days and more days in the school year Very Strict Discipline Very Strict Discipline

10. Our perception is that East Asian Students are: Less creative Less creative They outperform our students due to rote mechanics and memorization They outperform our students due to rote mechanics and memorization

11. A 1993 study of Japanese, Taiwanese and U.S. Schools showed that: All teachers used rote recall All teachers used rote recall –Standard procedure in half the lessons learned in each country Similarities ended there Similarities ended there –Two major differences

12. The Opposite of Rote Recall is computing in Context Explaining abstract mathematical concepts by emphasizing things that are concrete and familiar Explaining abstract mathematical concepts by emphasizing things that are concrete and familiar –You have 100 yen and you buy a notebook for 70 yen, how much do you have left? In Asian countries it occurs 61% of the time in the classroom In Asian countries it occurs 61% of the time in the classroom In the U.S. 31 % of the time In the U.S. 31 % of the time

13. Conceptual Knowledge Questions Students build an abstract concept (subtraction) on a concrete foundation Students build an abstract concept (subtraction) on a concrete foundation –5 rows of 10 tiles each –Take away 3 rows of tile –Ask a student how many are left “20” Teacher then asks how did the student know it was a subtraction question? Teacher then asks how did the student know it was a subtraction question? This type of question was asked in: This type of question was asked in: –37 % of Japanese lessons –20 % of Taiwanese lessons –2 % of U.S. lessons

14. The real difference in mathematical ability is because of how the teachers teach!

15. Teacher Pedagogy is the Key!

16. We learn new things by doing them first with others !

17. Remember these ???

19. The 21st Century Teaching project is based upon what we know from our past experience with: LwICT LwICT Senior Years ICT Senior Years ICT IMYM IMYM

21. Learning is not a spectator sport!

22. Students will be expected to: Infuse ICT in all applicable subject areas to facilitate critical thinking to plan and gather information. Infuse ICT in all applicable subject areas to facilitate critical thinking to plan and gather information. Infuse ICT in all subject areas to facilitate creative thinking to produce and communicate information. Infuse ICT in all subject areas to facilitate creative thinking to produce and communicate information. To use ICT responsibly and ethically. To use ICT responsibly and ethically.

23. Student’s learn the best when: Talk about what they are learning Talk about what they are learning Write about it Write about it Relate it to past experiences Relate it to past experiences Apply it to their daily lives Apply it to their daily lives

24. They must make what they learn part of themselves. Chickering and Gamson 1987

25. Good learning, like good work, is collaborative and social, not competitive and isolated.

26. Professional Learning Networks Professional Learning Networks (PLN) Professional Learning Networks Web 2.0 tools Web 2.0 tools –Wiki book studies/talks Wiki book studies/talksWiki book studies/talks –Wallwisher Wallwisher Elluminate – Bridgit etc. Elluminate – Bridgit etc. RSS feeds – Google Reader RSS feeds – Google ReaderGoogle ReaderGoogle Reader

27. Key Points Key Points

28. What we Teach: Standards on course content Standards on course content Standards for the scope and sequence of scientific process/inquiry (labs) Standards for the scope and sequence of scientific process/inquiry (labs) Utilization of virtual and on-site experts Utilization of virtual and on-site experts

29. How we Teach A Professional Development plan will be created for PWSD teachers……..

30. ……so they have the instructional expertise to: Engage learners with the best teaching practices based on modern educational research for: Engage learners with the best teaching practices based on modern educational research for: –Differentiating Instruction –Using Cooperative learning Strategies –Multi-level learning –Inquiry based pedagogy –Infusing ICT into student learning

31. Assessment As teacher pedagogy changes so will their evaluation practices. As teacher pedagogy changes so will their evaluation practices. Teachers will be expected to update marks etc. in as close to real time as possible. Teachers will be expected to update marks etc. in as close to real time as possible. Configure 1 st class for more than final mark Configure 1 st class for more than final mark –Parents should be able to see individual test and assignment marks Standards for e-portfolios 9-12 Standards for e-portfolios 9-12

32. The pedagogy of Literacy with ICT Across the Curriculum encourages movement from “ICT as supplementary to the curriculum” to a model that infuses ICT across the curriculum.

34. Research in the last 20 years has shown that the most effective way to infuse ICT is to focus on pedagogy rather than on technology

35. Infrastructure Managed wireless connectivity in all k-12 schools Managed wireless connectivity in all k-12 schools Provide seamless access to ICT for students and staff Provide seamless access to ICT for students and staff –Netbooks and laptops –Labs become ICT resource centers –Projection devices and peripherals available in classrooms/school

36. Fall 2013 –ICT infrastructure in place –Professional development opportunities continue for classroom practice and ICT –Evaluate the program which will include re- surveying of staff, students and parents.

37. The difference between theory and practice in practice.................. Is greater than the difference between theory and practice in theory................ - Anonymous

38. The Changing Face of Education