Scaffolding Learning Tasks

Emerging technologies and 21C Skills

Essential Resources:

Guiding questions:

  • Why do we use technology in the classroom? What are these, so called, emerging technologies?
  • What are 21C skills - why is it important to know?
  • How do we embed emerging technologies into the curriculum and align with assessment?
    • What do we intend the learners to learn? (standards, outcomes)
    • How will they learn? (strategies)
    • How will we know they have learned? (assessment)
  • What skills and attributes are we assessing when we use technology?
  • What are the teacher and student expectations while in this DLE - (to be connected learners, to be collaborators and co-creators, to be effective digital citizens......what else??)
  • How can we ensure learners are building essential 21st century skills (connector, communicator, creator, collaborator)
  • What is the difference between a 'generic' toolkit and a 'specific' toolkit? Does it matter?

Structured Discussion and Activities

  1. Exploring the difference between digital tools for Workflow and for Learning tasks - are there overlaps?
  2. Focus on contextual learning tasks(product or performance): Tasks which require students to make or do something for a particular audience and purpose (simulated or real).
    • TEAM ACTIVITY - Create a learning task description, sharing the intended learning for Skills, Knowledge, Understanding and Disposition (SKUD) for something relevant in your curriculum
  3. Focus on Web 2.0 and other toolsto support learning:
  4. Share your learning taskusing appropriate and available digital tools via the NIng
    • TEAM ACTIVITY - Use these questions and anything else from the session as impetus for an individual or team blog post on the Learning Confluence Ning
    • Be creative with the blog post! Upload a short 'talking heads' video, take pics and add comments. Remember a blog post is not all about the text.
      • Can we develop a generic set of tools to be used across the school or school section? How does this toolkit vary ES to SS?
      • How do we use digital tools to differentiate instruction?
      • What are the BEST tools for communication? collaboration? creation?
      • What is the next stage of a 1:1 laptop implementation? 1:1 iPads? Kindle?
      • Can we say 'Every student will have an online portfolio?' or 'Every student will have access to x, x and x to create meaningful products?' Do we say this already?
      • What's next?

Finding the Fun - Web 2 Kung Fu

  • Choose a Web 2.0 tool(s) you have used in the past and really like OR one you discovered today and think your school should invet time (and maybe money) into implementing
  • You will have ONE minute to pitch that tool to another person and convince them it is worth using

Resources to explore in your own time

  • Common Sense media research report: Zero to Eight: Children's Media Use in America
    • The study shows that everything from iPods to smartphones to tablet computers are now a regular part of kids' lives, with kids under 8 averaging two hours a day with all screen media. Among the key findings:
      • 42% of children under 8 years old have a television in their bedroom.
      • Half (52%) of all 0- to 8-year-olds have access to a new mobile device, such as a smartphone, video iPod, or iPad/tablet.
      • More than a third (38%) of children this age have used one of these devices, including 10% of 0-to 1-year-olds, 39% of 2- to 4-year-olds, and more than half (52%) of 5- to 8-year-olds.
      • In a typical day, one in 10 (11%) 0- to 8-year-olds uses a smartphone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so.
      • In addition to the traditional digital divide, a new "app gap" has developed, with only 14% of lower-income parents having downloaded new media apps for their kids to use, compared to 47% of upper-income parents.
      Clearly, media has become a staple in young kids' daily lives and influences them in ways we don't yet fully understand. But by getting involved in your kid's media life, you can help them create healthy lifelong patterns that will truly make a difference in their lives
  • Educational Leadership: Rigor Redefined>
    • In the new global economy, with many jobs being either automated or “off-shored,” what skills will students need to build successful careers? What skills will they need to be good citizens? Are these two education goals in conflict?
    • Read about the 7 survival skills needed to be taught to every student (Tony Wagner)
  • Technology Effectiveness, One More Time, Really?
    • Whether its technology in the classroom or a hammer around the house, we can be confident about effective use when:
      1. The tool is clearly designed to meet the given objective.
      2. The tool is used in fluid conjunction with other appropriate tools.
      3. The tool is employed by someone who understands how to use the tool.
      4. There is a reliable way to get performance feedback.
      Miss any of these elements and you have a tool that will be a hindrance as much as a help.
  • The way of the wiki: Building online creativity and cooperation
  • The future of reading and writing is collaborative
    • The keys to understanding this new perspective on writing and reading lie in notions of collaboration and being social. More specifically, it’s believing that collaboration and increased socialization around activities like reading and writing is a good idea.
  • Beyond Technology - Alan November (also see Designing Libraries)
    • If technology is the enabler that is turning the concept of the job into a social artifact, what kind of planning should educators consider to prepare students for economic reality of a high tech economy? Simply adding technology to the current highly prescribed school culture will not help very much. Technology planning becomes much more complex than providing students with access and skills with computers or even with the Internet. And, integrating technology into the existing curriculum may be an awkward and perhaps misguided retrofit.