Di+-+Tuesday

Panel: Lynn Nolan, ITSE (DC), Don Knezek
 * New NETS, New Assessment **

//Learn from cutting-edge leaders in this panel discussion of new resources and assessment tools alighned to the refreshed standards to support you in your implementation of the National Education Technology Standards. Recommended by SIGAdmin.//

Alignment to New NETS for Students, Teachers, and Administrators


 * ISTE's Seal of Alignment**
 * Give students and teachers the knowledge, experience, and skills to use technology for higher order thinking
 * Prepare students and professionals to meet performance-based NETS for Students, Teachers, or Administrators
 * Assure you they have been rigorously reviewed by NETS experts.
 * Quality assurance seal - Means a lot to ISTE and product creators


 * Products**


 * Adobe Curriculum and NETS - Anuja Dharkar**
 * Allows many times in lessons to hit the standards
 * Assurance that lifelong learning and technology skills are covered
 * Content that goes beyond the product
 * Instructor Materials
 * Project and activity guidance
 * Background resources
 * Correlation to standards & certification
 * Presentations
 * Key terms
 * Assessment
 * Sample sequence: Create a simple collage, understanding graphic design, create a logo, work with a client to creating advertising
 * Student materials
 * Concept guides
 * Worksheets
 * Technical guides
 * What is new?
 * Want to continue to get our feedback - Sidenote: Doersch wants to know why the programs are so expensive.


 * IC3 and NETS Alignment - Sunny**
 * Internet and computer core certification
 * Global standard that measures digital and computing literacy
 * Certification Resrouces:
 * Assements
 * Approved IC3 CoursewareB
 * Practice Tests
 * Standards apply in all countries
 * Computer literacy certification that can help students get what they need without post secondary education
 * Enhance Your programs with IC3
 * Test out options
 * Course placement
 * Final course exams
 * Teacher professional development
 * Community workforce development


 * eMINTS National Center - Monica**
 * Enhancing Missouri's Instructional Networked Teaching Strategies
 * Purpose: the eMINTS serves as a professional development resource center for schools and districts across the U.S. that wish to collaborate with eMINTs stafff and with one another to replicate eMINTS in their educational systems.
 * Adaptations available to meet local needs
 * Bernie Dodge is on the board of directors [|Webquest]
 * Teachers can get certification for this and research shows it changes how they teach in the classroom and impacts student achievement.
 * eMints has research


 * Johns Hopkins University - Betsy**
 * Online graduate certificate in school administration and supervision in Partnership with ISTE, online certification, NETS-A
 * Need: Prepare school administrators to be technology leaders
 * Working with people internationally
 * Provides opportunities for leadership in the ISTE organization
 * 1 year 18 credit certification program
 * NECC residencies
 * Alignment to leadership standards and NETS-A
 * Administrator certification
 * Team based, 85 graduates to date from many countries
 * New cohort of 35 starting at NECC
 * What's next?
 * Align to refreshed NETS-A
 * Increase in-depth integration of social networking and Web 2.0 technologies
 * Replace text-based content presentations with multimedia
 * Continue to grow opportunities for students through our ISTE-JHU partnership
 * Expand read and participant numbers


 * Klein - Easy Tech from Learning.com - Exec director of Educational Technology- Ann**
 * Learning3.com Assuring Student Mastery of K-8 Technology Standards
 * Provided by Texas education through the textbook adoption process
 * Fully aligned to K-8 Tech Standards
 * Klein developed Curriculum and Scope and Sequence as an integral component of core content instruction
 * Tech instruction and student mastery embedded in core curriculum, taught by core curriculum teachers
 * EasyTech Lesson (animated tutorials) assigned for skill development
 * Activities

**Shattering Expectations and Inspiring Adventure in the Classroom** Patrick Gaston, Verizon Foundation (NJ), Eric Close, Erik Weihenmeyer http://www.acteonline.org/uploadedImages/Shop_ACTE/img/eWeihenmayer108.jpg

Erik and Me This presentation was my favorite! Thanks to Verizon and [|Thinkfinity] for providing lunch.

Thinkfinity, a FREE online teacher/parent resource, comes form the Verizon Foundation. We heard from the president of the Foundation then from Eric Close, actor and director. The real highlight was hearing Erik Weihenmayer speak. When I taught at Horace Mann and walked down the Orion hallway, I always marveled at the poster in their hallway: Climbed Mount Everest, blind. Erik told about his adventures climbing mountains, scaling ice patches, walking on a ladder across large cravasses and parasailing down a mountain. He talked about the great spirit of collaboration and how we, as educators, need that as well. That is where Thinkfinity comes in.

We heard about the new additions to Thinkfinity and saw demonstrations of different parts of the site.

I took off after the presentation, but attended the next session in a room right next to where he had presented. He was chatting with people, taking photos with people, and signing autographs. I had him dedicate my book (given to me by Verizon) to DeAnna and Delaney.

**Building Collaborative Learning and Inclusive Practices through Curricular Social Networking** Nigel Quirke, National University of Ireland, Maynooth, Agnela Rickard

//How to build confidene and motivation in all students, particularly those with special educational needs, using online learning and communicative, collaborative, and cooperative process.//

Using online collaboration to break down political barriers Using:
 * Moodle Forums
 * Video Conferencing
 * Collaborative Wikis
 * Draw a monster, write about it descriptively
 * Send description to other class
 * Other class draws it
 * Compare
 * Research collaborative report
 * Do not duplicate information
 * Students must read text, evaluate it, then add on to it

DB and Inclusive Education
 * Second Level Teacher in Mainstram and Special Needs Education
 * Undertaking research for PhD Thesis
 * Goal is to Empower and give a Voice to students with social/emotional behavior needs

Measurement
 * Questionnaire online
 * Qualitative interview with principals and teachers
 * Included all 3 levels
 * Schools at different stages of involvement in the program

Conclusion
 * Primary**
 * Interviews/podcasts
 * Group presentations - Students honed their technology skills when they had to present to their peers
 * Better behavior
 * Improved self-esteem and confidence
 * Increased collaborative work and independent learning
 * Middle**
 * Exchanged information with kids in France - Comparing education in both countries
 * Lowered behavior problems
 * Increased technology skills and collaborative skills
 * Special Ed**
 * The world outside - create an outside garden
 * Impact on school and community
 * Video conferencing
 * Took pictures of things to document
 * Impact on behavior was significant
 * Teaching methods varied
 * Improved presentation, literacy, and communication skills

**Literacy Isn't Enough: 21st Century Fluency for the Digital Age** Lee Crockett for Ian Jukes

//This presentation examines why it's critical that all students develop the essential 21st century fluency skills needed to survive in the new digital landscape.//

Handouts are on website at [] this presentation is a continuation from yesterday's presentation.

//"Kids are neurologically different. The way they engage with the world in a different way. Therefore we must change schools."//

Monkey story.TTWWADI - that's the way we've always done it. Railroad story, pioneer wagons, roads, roman wagon, imperial roman war chariot, horses' asses.

TTWWADI in Education
 * Class day
 * Bell ringing came from monks calling to prayer
 * Thought that learning can only take place while at school

Why are kids in our classroom? What can we do differently?
 * Without self motivation, there is no learning
 * We are failing to connect with kids
 * We understand our age, but not digital kids

We need to train students in a new literacy. Required skillsets:
 * Obsolete Skills - Were valued, but not as relevent today as they were. (sword sharpener, horse shoer, etc.)
 * Traditional Skills - Were very important, but not as essential (handwriting, dewey decimal system, etc.)
 * Traditional Literacy Skills - Fundamental skills required to transfer information from one generation to another. They are essential. Reading, Writing, basic math
 * Traditional skills with digital - Problem solving, principals of graphic design, digital communication
 * 21st Century Skills - Unique to the digital age. Were not necessary in the past, but critical now.
 * Social networking
 * online communication
 * 21st century literacy skills
 * Why the change?
 * Reading, writing, and math has changed. It is interactive.
 * Today it is essential to build a wide range of skills
 * Success is not just teachers to be consumers of good content, they also must be producers. "prosumers"
 * We will need to fashion products that have value
 * If all learners do is learn traditional stuff, they will not have 21st century skills. //Are we preparing students for their future or our past?//
 * To prepare students for future we must move them beyond 20th century fluency and literacy

What are the fluencies?
 * Technological fluency - directly engaged between tool and task. Primary focus is the task not the tool, not on the hardware, but headwear. Task drives the use of the technology. Students learn to use the technology, but more importantly learn to think.
 * Media Fluency - being able to look critically at a blog, website, podcast. Measuring effectiveness of message by that mode and figuring out which technology is best for the message. Many digital natives are good at technology, but not good at evaluation. Excellent traditional writing skills are not enough. Challenge students to create digital products that use all theories (color, composition, music, etc.)
 * These skills need to get a promotion - just as important as cores
 * Information Fluency - Ability to unconsciously and intuitively decipher information. Here are the skills needed:
 * Ask good questions
 * Acquire information that is relevant and authentic
 * Analyze, authenticate, and arrange. Understand bias, determine where there is incomplete information, etc.
 * Apply the knowledge to create something (VIP - vision into practice)
 * Assess both product and process - NOT just a teacher text
 * Need to be taught by all teachers, all grade levels, etc.

Our job is to make sure that kids don't need us by the time they graduate.

We live in the age of infowhelm.

What do we need to do differently? "The learning pyramid" After 2 weeks of learning, learners recall less than 20% of what they've read. http://www.rfidrevolution.com/images/_learning-pyramid.jpg

Today's learners are students we're not trained to teach.

If we want kids to be successful: 3 things you've learned 2 things you'll take home 1 thing you'll do
 * Must give assignments that require thought
 * Use higher level thinking
 * The wrap up**