Lenses for Learning

Lenses for Learning Sara Wilkiewebsite: http://balancedtech.wikispaces.com

email: saraswilkie@mac.comTwitter: @sewilkie

Eyelenschrisbb@prodigy.net

Thursday, April 25, 13

Opportunities In Overalls

“Opportunity is missed by most people

because it is dressed in overalls and looks like

work.”Edison

Sara WilkieTwitter: @sewilkie

email: saraswilkie@mac.comwebsite: http://balancedtech.wikispaces.com

Getting Started...

• High 5!

• Draw a Number!

• Post a Q!

Don’t Blink!

http://onlinelearninginsights.wordpress.comwww.lowcostholidays.com

http://balancedtech.wikispaces.com

Promises, Promises...

And More Promises...

www.reicheltplumbing.com

Think Time: a limited resource

Where are we investing ours?Where are we asking kids to invest theirs?

World-wideUnlimitedAmplified

ConnectedMulti-modalChallengingAccessibleMeaningful

CollaborativeAuthenticRelevantOn-going

RealEngaging

Provocative

What’s the Difference?

A. How should technology resources be integrated into the curriculum?

B. How should curriculum be designed to take advantage of the unique capabilities of technology?

• TPaCK

• SAMR

• Others...

Lenses for Learning

ocw.upc.edu

PCK Shulman

Pedagogical Knowledge (PK)

Pedagogical Content Knowledge

PCK ContentKnowledge (CK)

Koehler & Mishra

Pedagogical Knowledge

ContentKnowledge

TechnologicalKnowledge (TK)

Technological KnowledgeTK

www.anandtech.com

TK Technological Knowledge

Online Discussions

Please post in chat window

Online Discussions

Please post in chat window

http://www.tpck.org/

ContextsCo

Online Discussions

• asynchronous, anytime, anywhere• participatory - more students can participate compared to a f2f class discussion• equal opportunity for students to express themselves• increased participation, especially moderated discussion, can lead to a greater sense of class community• can change dynamics of writing assignments• changes dynamics of who has knowledge (ClassBrain)• accountability & assessment - easy to document who has contributed and what they’ve shared• less threatening for some students than speaking in front of peers• “wait time” is built in• easier to cite previous discussions when building on ideas

• many students do not like to write or have difficulty writing (consider a wider set of media for student “writing”, making it multimodal) • kids need direct instruction, practice, and feedback to become quality contributors. This is not natural at first. Without instruction and opportunities to practice, peer critics may not be nice or offer worthwhile feedback• can’t see others facial expressions, body language or hear verbal cues• can be overwhelming if multiple assignments or too many posts are due - this might lead students to disengage or contribute more superficially• without instruction, students are likely to write to instructor, not each other, creating a teacher-centric discussion

Where/How Does It Fit?

http://www.tpck.org/Thursday, April 25, 13

• TPaCK

• SAMR

• Others...

Lenses for Learning

contactlenses.phihongdesign.com

SAMR Ruben Puentedura

Students type essay instead of write on paper

Students type & use features of word processor to spell

check, edit & revise

Students write collaboratively on Google Doc, using multimodal

representation of ideas & understanding, and peer editing

Students use real-time collaborative construction site,

inviting global peers & field experts to co-create, revise,

strengthen & publish PSA for world

http://www.hippasus.com/resources/tte/

Reading a web page with text and images, instead

of reading from a textbook

Taking digital notes and embedding links to

examples, resources and interactive models

A multimodal collaborative glossary

Current Events 2.0

use noteshare, wiki or blog to access links to original works,

critical commentary, books about Shakespearean stage, YouTube clips of classical performances

to below, add links to Flckr & Twitter Shakespeare groups and interactive blogs where students

dialogue w/ Shakespearean directors & actors around world

to below, add links to visualization tools such as Wordle, Tagzedo, or Many Eyes to help students create

word visual studies to better understand complexity of text

students use GoAnimate, Xtranormal or other software to

stage MacBeth for a global audience

Using PhotoStory or some other media, student groups collaborate to create digital

stories of their books. These stories are posted and tagged in a tweet to the original author, who provides feedback to students

Using Edmodo, students engage in digital socratic seminars with peers in other

classrooms; group documentation includes audio reflections & visual representations of

student roles, as they related to text.

students consider & reply to the posts of their peers, making one connection to their own reading and posing one question about the

text; teacher asks students to provide evidence from the text to support their

connections

students log into Edmodo and respond to reflection questions

posted by their teacher about a book they just finished reading in class

Application of Apps

jameswoodward.wordpre

ss.com

http://balancedtech.wikispaces.comhttp://www.flickr.com/photos/brainfarts/97676505/

- Chip & Dan Heath, Switch

Change is a process...not an event.

naturetimenaturetime.wordpress.com Thursday, April 25, 13

• TPaCK

• SAMR

• Others...

Lenses for Learning

land.beachheadmarketing.com

http://www.unity.net.au/allansportfolio/edublog/?p=324

Higher Order ThinkingEngaged LearningAuthentic ConnectionsTechnology Use

Sara WilkieTwitter: @sewilkie

email: saraswilkie@mac.comwebsite: http://balancedtech.wikispaces.com

http://tinyurl.com/neISTElenses

Lenses for Learning

Education

Transcript of Lenses for Learning

6 Learning through Different Lenses

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