2. 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.

3. 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

4. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

5. The pace of change is accelerating

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

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

8. 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

10. New Media Literacies- What are they? http://newmedialiteracies.org / http://newmedialiteracies.org / 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 ? What place does emerging media have in your role as a an education professor ?

11. 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.

12. 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..

13. Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge

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

15. "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.

16. Let Go of Curriculum

17. 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.

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

19. 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

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

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

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

23. 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

24. 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) –

25. 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/

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

27. THE CONNECTED EDUCATOR

28. Professional Developmen t for the 21st Century

29. 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

30. TPACK Model Mishra & Koehler 2006

31. 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)

32. 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

33. 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

34. 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

35. 35 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

36. 36 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

37. 37 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

39. 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

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

42. ASSESSMENT NEEDS TO CHANGE. WE KNOW THIS. NEW DIRECTIONS IN ASSESSMENT

43. Sheryl Nussbaum-Beach 21stcenturycollaborative. com NEW DIRECTIONS IN ASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html Shift From Shift To

44. 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

45. 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?

46. Answer… No significant test differences were found

47. 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”

48. In Phillip Schlechty's, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools. Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.

49. It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work traditionally done. Transformation includes altering the beliefs, values, meanings- the culture- in which programs are embedded, as well as changing the current system of rules, roles, and relationship- social structure-so that the innovations needed will be supported. Transformation - is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than

50. So as you develop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why? Make a case for using one or the other as a change strategy.

51. Articles Discussion What do standardized tests measure? How do we define learning? Is our focus in the wrong place? Where the examples in the articles best practice use of tech integration? Is there value in play as a cognitive strategy? Should education be “one size fits all”?

52. Article Discussion Do standardized tests measure: risk taking, critical reflection, collaboration, meaning creation, nonlinear navigation, problem solving, problem identification, innovation? Should they? Is there value in a student learning in a way that they are interested, motivated, challenged and where they find themselves working hard at what they love most?

53. Articles Discussion In our one size fits all model of education where we are narrowing the spectrum of skills we test- could it be that we have kids with amazing skills outside the spectrum that are being labeled as failures? If standardized tests were derived for an industrial world could it be that they irrelevant for measuring the forms of knowing and learning that are vital for today’s world

54. Articles Discussion When we see declines in what kids know- could it be that we simply do not know what they know? That the test isn’t measuring what they do know? Do standardized, multiple choice formats reinforce thinking suited to an industrial worker? Do kids still learn in ways outside of school that are measured by those standards?

55. Articles Discussion Will you be among the mourners at the funeral of the multiple choice test? Why, Why not? Should we be testing kids on how they think critically in the digital age? (privacy, security, credibility, multi-literacy) Do tests measure unschooled ways of learning? Should they?

56. Articles Discussion Would a standardized test given to teachers at the end of the year show us what they know and if they have the skills for the job?

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