Professional Development for the New Learning …...Handbook of technological pedagogical content...
Transcript of Professional Development for the New Learning …...Handbook of technological pedagogical content...
![Page 1: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/1.jpg)
Professional Development for the New Learning Ecology of
Ubiquitous Computing
Eric Wiebe
North Carolina State University Friday Institute
ISTE – June, 2010
![Page 2: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/2.jpg)
• Design PD support for middle and high
schools that are implementing 1:1
learning technologies
• Create new knowledge about PD and teaching and learning in core content 1:1 classrooms.
• Examine the extent to which schools implemented the 1:1
initiative strategies, achieved project objectives;
impact future technology policy and funding.
• Create framework for planning a strategic approach to technology-enabled learning in NC public high schools. 1:1
Feasibility Study
1:1 Evaluation
NC 1:1 Learning Technology Initiative
![Page 3: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/3.jpg)
• Design PD support for middle and high
schools that are implementing 1:1
learning technologies
• Create new knowledge about PD and teaching and learning in core content 1:1 classrooms.
• Examine the extent to which schools implemented the 1:1
initiative strategies, achieved project objectives;
impact future technology policy and funding.
• Create framework for planning a strategic approach to technology-enabled learning in NC public high schools. 1:1
Feasibility Study
1:1 Evaluation
NC 1:1 Learning Technology Initiative
![Page 4: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/4.jpg)
Begin with Understanding the Changing Teaching and Learning Environment
John Seeley Brown (1999), defined an ecology as “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3).
Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” (p. 195) • May include formal, informal, and non-formal settings
• We offer a perspective for a new learning ecology that takes into account the unique contributions of a 1:1 setting • a learning-forward environment that takes on organic attributes
with evolving interdependence among participants.
![Page 5: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/5.jpg)
Four Conditions for Consideration
Spires, Wiebe, Young, Hollebrands & Lee (2009)
![Page 6: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/6.jpg)
A New Learning Ecology Affords…
Wiebe (2010)
![Page 7: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/7.jpg)
Redefining the Teaching and Learning Context
• Learning taking place over multiple contexts with different groups of “responsible adults”
• The traditional classroom teacher is just one of these adults • Ubiquitous computing (mobile devices + the cloud) distributes
learning resources over time and space • Curricular and pedagogical supports can be physical or virtual • Intelligent tutors can supplement human support
![Page 8: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/8.jpg)
Technology that reconfigures the classroom
![Page 9: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/9.jpg)
Matched with powerful software
![Page 10: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/10.jpg)
Simulation Plus Intelligent Support
• Real-world phenomena can now be explored in the physical world, the virtual world or a combination of both
• Simulations will be increasingly interactive • Allows for a greater range of “what if” questions • Making use of a broad sensory range is still a challenge
• Interactivity reaches a new potential with intelligent interfaces • System can “learn” from a students’ work • Provides advice based on what it has learned
• How do teachers now leverage the power of these new tools?
![Page 11: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/11.jpg)
Formal Context
• Directed by classroom teachers • Focused learning around a thin core • Mastery of material by all • Sounds like the traditional classroom, but…
• Immediate and constant access to information by students and teachers
• No longer master of all information in the classroom • Personalization of learning through adaptive systems
and intelligent tutors • Rich, data-driven modeling and simulation tools • Real-time formative assessment
![Page 12: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/12.jpg)
Projects, Clubs and Teams Context
• Directed by classroom teachers or mentors • Focus more in a supporting role
• Allows groups of students to extend their core knowledge around complex, deep projects
• Contextualize learning in real-world projects • May take place in schools, museums, outdoor learning
facilities, community centers… • Allows affinity groups to build off of common passions • Social networking environments make it easier for affinity
groups to communicate with each other and share work
![Page 13: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/13.jpg)
Personal Work Context
• Time to review and develop material pursued in formal and group times
• It includes “homework” as we now know it, but…
• Pursue individual passions • All (most) of the classroom resources at home • Continued feedback and support through virtualized
support • Teachers can get a “morning report” on last night’s
work
![Page 14: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/14.jpg)
These Contexts Supported by a Common Learning Platform
• Mobile devices connected wirelessly to cloud-based resources • Local device focuses on the interface with the student • Computing power is remote
• Curricular resources • E-textbooks • Communication tools • Data-driven modeling and simulation
• Life-long learning portfolio • Products of student work • Assessment by teachers and other responsible adults
• Intelligent support through virtual agents/tutors • Agents that support students and others that support teachers
![Page 15: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/15.jpg)
Tools that Support Teaching
• What support do teachers want or need? • Aggregating data and visualizing it in usable forms
• Help decide what data is worth looking at
• Support lesson planning • Alignment to national, district, school, and personal goals
• Provide intelligent advice
![Page 16: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/16.jpg)
What are the Implications for Teacher Professional Development?
• Four principles of effective professional development (PD) • Be intensive, ongoing, and connected to practice; • Focus on student learning and address the teaching of
specific curriculum content; • Align with school improvement priorities and goals; • Build strong working relationships among teachers
Darling-Hammond, et al. (2009)
![Page 17: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/17.jpg)
5 Suggestions for the 21st Century Teacher
• Claim your TPACK • Embrace project-based inquiry • Acquire the new global skill set • Develop expertise in performance based assessment • Participate in professional learning communities and
networks
Spires, Wiebe, Young, Hollebrands & Lee (2009)
![Page 18: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/18.jpg)
Got TPACK?
Technological Knowledge
(TK)
Content Knowledge
(CN)
Pedagogical Knowledge
(PK)
Koehler & Mishra (2008) Context
TPACK
![Page 19: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/19.jpg)
Technological Pedagogical Content Knowledge (TPACK)
Technological Knowledge
(TK)
Content Knowledge
(CN)
Pedagogical Knowledge
(PK)
Technological Pedagogical Content
Knowledge
Pedagogical Content
Knowledge
Technological Pedagogical Knowledge
Technological Content
Knowledge
Context Koehler & Mishra (2008)
![Page 20: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/20.jpg)
TPACK Across Contexts
• How does ubiquitous computing change the access to information needed for teaching and learning?
• How do you leverage rather than fight against connectivity to the global information data store?
• How do you work with intelligent tools that personalize learning? • How do you make use of formative assessment tools at your
disposal? • How do you deploy powerful modeling and communication
tools? • How do these tools change the nature of individual and group
work?
![Page 21: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/21.jpg)
Project-Based Inquiry Can it get us to where we need to be in terms of complex thinking?
Spires, Wiebe, Young, Hollebrands & Lee (2009)
![Page 22: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/22.jpg)
Project-Based Inquiry on the Common Learning Platform
• How does project-based work distribute across formal, informal and home-based learning contexts?
• How much project work is done individually versus in groups? • How are professional mentors and other responsible adults
brought in to help support this work? • How do you articulate core conceptual knowledge into real-world
contextualized experiences for students? • How are assessment systems developed and used for project-
based work?
![Page 23: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/23.jpg)
Acquiring the New Global Skill Set
• What experiences are students bringing to the classroom that we need to know more about? • Which ones are really furthering our goals?
• How do we acquire the experiences of the global workforce? • Travel - physically or virtually? • Bringing professionals into the classroom
• Physically or virtually
• Is the global skill set in the curriculum or acquired by applying it?
![Page 24: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/24.jpg)
Bloom’s Taxonomy
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
Anderson, Krathwohl, et al. (2001)
![Page 25: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/25.jpg)
Any Value in Inverting Revised Bloom’s Taxonomy?
![Page 26: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/26.jpg)
Any Value in Inverting Revised Bloom’s Taxonomy?
Spires, et al. (2009)
![Page 27: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/27.jpg)
Expertise in the New Assessment Paradigms
• Formative assessment built around real-time analysis of student work • Assessment is not a “separate experience” for the student • Assessment that goes to the student and the teacher • What level of analysis is being provided by the teacher vs.
intelligent agents? • How should this assessment inform our practice?
• Summative assessments being built around a new common core • This will continue to evolve • Continuing struggles with what we value in education
![Page 28: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/28.jpg)
Professional Development in Multiple Contexts
• The same technologies that distribute student learning over time and space do the same for teachers
• When does it make sense for teachers to physically gather to learn new skills and work together to develop teaching and learning solutions?
• How should PD be distributed over the calendar year? • How are the new learning contexts modeled in PD?
![Page 29: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/29.jpg)
Online Professional Development
• Anytime, anywhere • Synchronous and
asynchronous • Teachers have more
power to determine what and when to work on PD material
• Can still be done in small groups
![Page 30: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/30.jpg)
Professional Learning Communities
• How will the Common Learning Platform be used by PLCs? • How can student portfolios plus formative assessments
be utilized?
• What might a teacher portfolio look like on a Common Learning Platform?
• How are PLCs formed and what are their organizational unit?
• When should PLCs be local, regional or global?
![Page 31: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/31.jpg)
The New Learning Ecology
• New technologies have made possible a new Common Learning Platform
• Learning, for students and teachers, is now more than ever distributed over time and place
• How does the new global skill set inform teaching and learning?
• What role will intelligent tutors and agents play in individualized learning and formative assessment?
• How does PD change to meet these challenges?
![Page 32: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/32.jpg)
Acknowledgements
Ideas in this presentation in part came out of work with the New Learning Ecologies group at the Friday Institute (Spires, Wiebe,
Young, Hollebrands, & Lee, 2009) and the
NSF sponsored Blue Sky Workshop (Reys & Bartells, 2009).
![Page 33: Professional Development for the New Learning …...Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.! Reys, B., & Bartels,](https://reader034.fdocuments.in/reader034/viewer/2022043018/5f3abcc4010ba9624a22a1f4/html5/thumbnails/33.jpg)
References
Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193-224.
Brown, J.S. (1999 ). Learning, working, and playing in the digital age. Retrieved on February 12, 2009 from http://serendip.brynmawr.edu/sci_edu/seelybrown
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
Reys, B., & Bartels, D. (2009). Blue Sky Workshop: Future of STEM Curricula & Instructional Design. Landsdowne, MD: Center for the Study of Mathematics Curriculum.
Spires, H., Wiebe, E., Young, C. A., Hollebrands, K. & Lee, J. (2009). Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments. Friday Institute White Paper Series. NC State University: Raleigh, NC.
Wiebe, E. N. (2010). Learning design: Creating contexts for learning experiences. Paper commissioned by the NSF Blue Sky Workshop. Landsdowne, MD.