Transcript Document

The Potential of Digital
Technologies in
Educating Tomorrow’s
Citizens for the 21st
Century
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
1
WHAT TIME IS IT?
Do you ever stand back and try to see the big
picture
The view from 50,000 feet of what’s going on in
organizations, communities, the world? From up
there, how would you describe these times?
Margaret Wheatley (2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
2
1/2 FULL? 1/2 EMPTY?
If we think that, generally, things
are working, then we don’t question
current systems or their operating
assumptions.
If we believe the current system
cannot be repaired then support
needs to be given to radically
different processes and methods,
new systems based on new
assumptions.
Margaret Wheatley (2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
3
Change is driving us out of
our comfort zone.
We
turned around and the new
world was simply here,
part of our lives, a fait
accompli.
Thomas Homer-Dixon
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
4
… and the rate of change – will
continue to accelerate. Schools, …
must adapt to changing conditions
to thrive.
Learning for the 21st Century –
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
5
… from WHERE have we COME??
In 1985 Calgary’s
population was 625,143
…the year was 1985
7/16/2015
Microsoft was formed by
Bill Gates and Paul Allen
turns 10 Years Old in
1985
Cathy Faber & Ron Windrim - Innovative Learning Services
6
•
1985 - Thinning of ozone layer is reported
•
1985 - South Africa ends ban on inter-racial marriages
•
1985 - Air India (flight 182) blows up off coast of Ireland, killing 329 people
•
1986 - Space shuttle Challenger explodes, Chernobyl reactor burns
•
1987 - Montreal Protocol signed by 24 countries to curtail chlorofluorocarbon
production
•
1989 - Tiananmen Square Demonstrations for Democracy
•
1990 – Berlin Wall is dismantled
•
1990 - Nelson Mandala is freed from prison
•
1990 – German Reunification
•
1991 - Iraq sets fire to oil wells in Kuwait in an act of ecoterrorism
•
1992 - Earth Summit in Rio de Janeiro yields international treaty to protect
biodiversity
•
1995 – Srebrenica massacre occurs Quebec separatists narrowly lose referendum
•
1995 - Quebec separatists narrowly lose referendum for a mandate to negotiate
independence from Canada
7
Cathy Faber & Ron Windrim - Innovative Learning Services
7/16/2015
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
7/16/2015
1983 – TIME Magazine named the Personal Computer as MAN OF THE YEAR
1985 – first .com domain name is registered by Symbolics corporation; .edu
domain names (used in education) outnumber .com ones
1986 - 32 bit computer chip introduced
1989 – Laptop Computer introduced
1989 – 80,000 host computers were connected to the Internet 1992 – CD Roms
Introduced
1992 – 992,000 internet hosts
1994 – 30,000,000 people use the internet; digital satellite home systems
introduced
1995 – DVD media format is announced
1995 – 5,800,00 internet hosts;
1998 – Google Inc. formed, 1 year after domain name google.com registered
2000 - Y2K passes without a hitch
2000 – 72,398,092 internet hosts
2004 – a ‘GOOGLE search revealed 35 or so hits for the term ‘podcast’;
2005 – the same search revealed over 17,000,000 hits!
2005 – 353,284,187 internet hosts
2005,- December 1, – satellite, pay-for-service, commercial free radio is
available in Canada
Cathy Faber & Ron Windrim - Innovative Learning Services
8
2000 359 million users (5.9% of world population); 2005 (November) 972 million users
(15.2% of world population)
http://www.internetworldstats.com/stats.htm
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
9
The world we live in is (has) changed fundamentally –
quantitatively and qualitatively
1985
7/16/2015
2005
• World Wide Web
• Migration
• End of Cold War
• Aging
• Ozone Hole
• Globalization
• Aids
• Scientific Innovation
• Emergence of
China and India
as global powers
• Widening gaps
between wealth &
poverty across the
globe
Cathy Faber & Ron Windrim - Innovative Learning Services
2025
?
10
… toward WHERE might we be HEADED??
Globalization, technological advances, immigration, and a
ubiquitous global media culture are defining the 21st
century.
And Canada is not immune.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
11
Increased complexity
"Technology, … reduces the amount of
time it takes to do any one task, but it
also leads to the expansion of tasks
that people are expected to do. It's
what happens to people when they get
computers and faxes and cellular
telephones and all of the new
technologies that are coming out
today."
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
12
A world of continuously emerging technologies
The mainstream
media is dying
Radio is ‘officially’
dead; especially
when wifi comes to
your car!
Seth Godin (2005)
If you’re not using these technologies
now, your thinking is already
outdated.[http://www.iconinteractive.co
m/Article23.htm]
MP3 players; RSS feeds;
VoiP
Instant messaging,
weBLOGs, PODcasting,
SOCIAL bookmarking …
Wireless and mobile
technologies
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
13
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
14
THE CHANGING LANDSCAPE in EDUCATION
Today’s students have not just changed incrementally from those of the
past,… . A really big discontinuity has taken place. One might even call it
a “singularity” – an event which changes things so fundamentally that
there is absolutely no going back.
This so-called “singularity” is the arrival and rapid dissemination
of digital technology in the last decades of the 20th century.
Prensky (2001)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
15
THE CHANGING LANDSCAPE in EDUCATION
Today, our students represent an unprecedented level of diversity—in
abilities, learning styles, prior educational experience, attitudes and
habits related to learning, language, culture, and home situations.
The challenge of educating these students requires new capacities for
schools and new orientations for the educators who make decisions that
influence students’ lives.
Breaking Ranks
Mary Ann Lachat
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
16
THE CHANGING LANDSCAPE in EDUCATION
The future has arrived, says the CBE.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
17
THE CHANGING LANDSCAPE in EDUCATION
… in 2005
When asked,
-
99% of children aged 6 – 17 report they use the Internet at least to
some extent, most of whom used it for the first time whey they were 8
– 10 years old
-
94% use Internet at Home (up from 79% in 2001)
-
37% - (20% of Grade 4 and 51% of Grade 11) access internet on their
own computer
-
23% have cell phones
- 44% of which have internet capability
•
62% of Grade 4s say
they prefer the
Internet to look for
information
•
38% choose the
library
•
91% of Grade 11s
say they prefer the
Internet
- 56% have cell phone with text messaging
- 17% have cameras
-
86% have email accounts (up from 71% in 2001)
-
72% use free email services (Hotmail; GMail etc)
-
89% of grade 4s play games
-
28% of grade 4s use instant messaging; 43% by Grade 5; 86% by
Grade 11
-
Chat rooms very unpopular compared to instant messaging
-
14% of Grade 4s write in a personal blog
7/16/2015
75% of young people go
on-line to do school work
Young Canadians in A Wired World http://www.mediaawareness.ca/english/special_initiatives/surveys/ind
ex.cfm
Cathy Faber & Ron Windrim - Innovative Learning Services
18
THE CHANGING LANDSCAPE in EDUCATION
… our children live in a global, digital
world – a world transformed by
technology and human ingenuity. Many
of today’s youngsters are comfortable
using laptops, instant messaging, chat
rooms, and cell phones to connect to
friends, family, and experts in local
communities and around the globe.
Given the rapid rate of change, the vast
amount of information to be managed,
and the influence of technology on life
in general, students need to acquire
different, evolving skill sets to cope and
to thrive in this changing society .
enGauge 21st Century Skills for 21st
Century Learners
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
19
THE CHANGING LANDSCAPE in EDUCATION
The ease and speed of technology is changing the way students
learn. Educators cannot change that….
No generation has ever had to
wait so little to get so much
information!
Educational Leadership, April 2005
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
20
Changing our schools is like designing a jumbo jet in
flight or changing the wheel on a moving car!
Dimmock and O’Donoghue (1997)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
21
• We CAN plan for
the future
• We SHOULD plan
for future
• We SHOULD NOT
be disappointed
when we don’t get
the future we
planned for
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
22
RESPONDING TO THE CHANGING
LANDSCAPE
The Opportunity … to foster public dialogue on
the a preferred future in public schooling and the
role technology will have.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
23
RESPONDING TO THE CHANGING
LANDSCAPE
"... for schools to do more of what they
have always done is to prepare pupils for
a world that is rapidly disappearing.“
Louise Stoll and Dean Fink
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
24
RESPONDING TO THE CHANGING
LANDSCAPE
Our public schools need our thoughtful attention.
They are struggling to address rapid and
unprecedented social and technological changes
Failing our Kids
Ungerleider (2003)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
25
RESPONDING TO THE CHANGING
LANDSCAPE
New understandings

about the brain

about how people learn

about the potential of information communication
technologies

changes in patterns of work
necessitate a profound rethinking of the structures of education.
The 21st Century Learning Initiative
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
26
RESPONDING TO THE CHANGING
LANDSCAPE
“…Technology allows students to do things at a level of complexity
and sophistication impossible without a computer. It permits them
to move with ease and confidence in real and virtual worlds where
things change. It allows them to create, not simply consume and
reproduce knowledge.”
Clifford and Friesen;
(2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
27
RESPONDING TO THE CHANGING
LANDSCAPE
Differentiating
Teaching and Learning
http://www.cast.org/teachingev
erystudent/ideas/tes/
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
28
Our legacy ….
Public Education is as vital to the economic and cultural future of this
country as our oil and gas reserves, as our freshwater supply, as our
international trading partners.
We simply cannot compete without a robust public school system. And if
we don't invest in public education now, we'll all be paying a
terrible price just a few years down the road.
Public education is nothing less than the cornerstone of culture, peace and
prosperity. Henry Adams said, "A teacher affects eternity; he can never tell
where is influence stops." That's the absolute truth.
Lois Hole (2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
29
Where do we begin?
Start by standing back.
It’s time to step back from our traditional thinking about learning
and rethink schools, classrooms, curriculum, evaluation, the roles
of teachers & learners and particularly, what it means and what it
will be mean to be learned in the light of the modern changing
world.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
30
Where do we begin?
Examine how Educational Aims:
Socialization (“useful” knowledge)
Initiation (“academic” knowledge)
Development (“constructed” knowledge)
can be aligned and measured within 21st Century
understandings, expectations, outcomes, “Ends”.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
31
How could educational technologies:
7/16/2015
1.
Broaden opportunities to be informed from multiple
perspectives?
2.
Support universal access to information and
communication networks
3.
Extend opportunities to participate in shaping and
sharing opinion?
4.
Serve to engage young people in democratic processes
and decision making?
Cathy Faber & Ron Windrim - Innovative Learning Services
32
How could educational technologies:
7/16/2015
1.
Develop and broaden assessment that measures
21st Century learning?
2.
Provide authentic and relevant learning options?
3.
Provide anytime, anywhere learning?
4.
Support universal access to information,
communication environments and tools?
Cathy Faber & Ron Windrim - Innovative Learning Services
33
How could educational technologies:
1.
Build student (parent) awareness of personal
learning styles, strengths and directions?
2.
Establish trust/mentoring relationships with
adults (teachers) and peers?
3.
Articulate personal learning history – data
gathering?
4.
Explore future directions/opportunities within a
community and society?
21st CENTURY LEARNING
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
34
Where do we begin?
Examine our 21st Century learners?
What digital technologies shape their reality?
How are they living and learning out of school?
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
35
SYNCHRONOUS AND ASYNCHRONOUS
COMMUNICATIONS (experiencing diverse perspectives and
points of view)
Real-time Communication
Discussion Forums
Video-conferencing
Email
Chatting
Parallel Working Environments
Clifford and Friesen;
(2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
36
SIMULATIONS,
MICROWORLDS AND GAMES
Becoming intellectually and emotionally engaged
Creating and working in simulated environments
Exploiting the power of play and of the imagination
Clifford and Friesen;
(2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
37
MULTI-MEDIA
(create by using many of
our senses)
Authoring
Composing
Imaging
Developing functional
literacies
Clifford and Friesen;
(2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
38
DATA BASES/SPREADSHEETS
Effective Collection of Data
Classifying Things
Looking for Commonalities and
Differences
Analyzing relationships
Working collaboratively to
determine categories or fields,
to decide what data will count
and to collect effectively
Clifford and Friesen;
(2002)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
39
HYPERMEDIA
(composing text where
ideas are related in nonlinear ways)
Using structure as part of
meaning
Working in places of experiences
and possibilities
Establishing fundamental
relationships
Finding links between (among)
ideas
Linking various forms of media –
words, pictures, sounds …
Clifford and Friesen;
(2002)7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
40
Where do we begin?
Examine opportunities:

to exploit rapid and unprecedented social and technological
changes
to embrace adaptive and distributed learning for students and
for educators
to work with broad communities who support public education

that reflect our choices for a preferred future


7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
41
THE CHANGING LANDSCAPE in EDUCATION
The present school system is increasingly irrelevant to
today’s technological and information based society.
Jukes, Ian (2005);
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
42
Changes in our world are so rapid and so
decisive that it will not be possible for schools to
remain as they were or simply to introduce a few
superficial adjustments. If schools do not
change quite rapidly and quite radically, they are
likely to be replaced by other, more responsive
(though perhaps less comfortable and less
legitimate) institutions.
Howard Gardner (2000)
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
43
The Classroom of the Future …?
(in 2025 - or sooner)
“One of our issues as a society going forward is to teach kids to
express themselves in the medium of their generation …The
drive over the next 20 years is to integrate multimedia tools to
the point where people become authors in the medium of their
day…” Steve Jobs
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
44
The Classroom of the Future … ? (in 2025 (or sooner)
The real transformation will occur when we have the new ways of
organizing people and knowledge. Instead of fragmenting knowledge into
‘subjects’ and segregating children by age we will see groups formed
around common interests. I see children using computers for making
music, movies, robots – whatever evokes their passion. The assumptions
we made as to why writing was superior to speaking no longer hold up in
many ways. Voice recognition makes possible the recording and indexing
of spoken language in new ways. In the very, very long run, maybe we’ll
just give up reading. Mathematics will breakout of the box we've put it in
– this very abstract, pure manipulation of symbols. If we look
imaginatively at technology, new directions are open. Seymour Papert
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
45
The Classroom of the Future … ? (in 2025 (or sooner)
“We should be developing habits of mind and the kind of
thoughtful interpersonal relationships needed to direct
technology rather than seeing technological competence as an
end in itself. It’s the habits of mind that are critical.”
Deborah Meier
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
46
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
47
In summation:
What trends (political, economic, social ...) are acting as forces to
reshape education in the 21st century?
Who is the 21st Century Learner?
What do we understand the needs of 21st century learners to be?
What role should technology play in meeting these needs?
• What is the educational problem to which digital technology is the
solution?
• Whose problem is it?
• What new problems are being created?
• What sort of people and institutions might acquire special
economic and political power because of technological change?
• What changes in language are being employed by new
technologies, and what is being gained and lost by such changes?
To what extent are current schooling practices meeting the needs of
students today?
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
48
The END!
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
49
THANK YOU !!
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
50
References
Collaborative for Technology Standards for School Administrators. (2001) TSSA - Technology
Standards for School Administrators; Collaborative for Technology Standards for School
Administrators. 2001. http://cnets.iste.org/tssa/
Alberta Learning (1999). Information and Communication Technology Program of Studies;
http://www.learning.gov.ab.ca/ict/pofs.asp
Barber, B. R. (1998). A Passion for Democracy; Princeton, New Jersey; Princeton University
Press.
Barrell, Barrie edt.; (2002) Technology, Teaching and Learning: Issues in the Integration of
Technology; Calgary; Detselig Enterprises Ltd.
Burniske, R.W. and Monke, Lowell (2001) Breaking Down the Digital Walls: Learning toTeach in
a Post-Modem World; Albany, NY; State University of New York Press
Callan, E. (1997). Creating Citizens: Political Education and Liberal Democracy; Oxford, New
York, Clarendon Press.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
51
Canada’s Schoolnet; (1998). Project-Based Collaborative Learning with Networked Computers:
Teachers' Guide;, Canada's Schoolnet. 2001.
Clifford, P. & Friesen, S. (2001). The Stewardship of the Intellect: Classroom Life, Educational
Innovation and Technology; in Barrell, Barrie edt.; (2002) Technology, Teaching and Learning:
Issues in the Integration of Technology; Calgary; Detselig Enterprises Ltd.
Eib, B. J. (2001). Evaluating Technology Use in the Classroom; Principal Leadership: 16 - 23.
Fullan, M. (2001). The New Meaning of Educational Change; 3rd Edition. New York; The Teachers'
College Press.
Fullan, M. (2001). Leading In A Culture of Change. San Francisco, John Wiley and Sons, Inc.
Gardner, Howard. (1999). The Disciplined Mind. New York, Penguin Books
Glickman, C. D. (2001). Dichotomizing Education: Why No One Wins and America Loses; Phi
Delta Kappan 83(No. 2).
Goodlad, J. I. M., Timothy J. edits. (1997). The Public Purpose of Education and Schooling; San
Francisco, Jossey-Bass Inc.
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
52
Gordon, David T. (2001) The Digital Classroom: How Teachnology is Changing the Way We Teach
and Learn; Cambridge, MA; The Harvard Educational Letter
Jacobsen, D. Michelle; (2001) Building Different Bridges: Technology Integration, Engaged
Student Learning, and New Approaches to Professional Development; Paper Presented to AERA
2001: What We Know and How We Know It, the 82nd Annual Meeting of the American
Educational Research Association, Seattle, WA: April 10 – 14, 2001
Jacobson, D. Michelle and Goldman, Ricki (2002). The Hand-Made’s Tale:A Novel Approach to
Educational Technology; in Barrell, Barrie edt.; (2002) Technology, Teaching and Learning:
Issues in the Integration of Technology; Calgary; Detselig Enterprises Ltd.
Katz, Yvonne and Chedester, Gay; (1993) Redefining Success: Public Education in the 21st
Century; The Community Services CATALYST; Fall 1993 Volume XXII, Number 3;
http://scholar.lib.vt.edu.ejournals/CATALYST/V22N3/katz.html
Jukes, Ian & McCain, Ted (2004) Windows on the Future: Thinking About Tomorrow Today.
The InfoSavvy Group
http://www.thecommittedsardine.net/infosavvy/education/handouts/wof.pdf
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
53
Lave, Jean & Wenger, Etienne (1991); Situated Learning: Legitimate Peripheral
Partiicpation; Cambridge, UK; Cambridge University Press
Lightman, Alan, (2002) Prisoners of the Wired World; The Globe and Mail; Saturday,
March 16, 2002; R11
Kingwell, M. (2000). The World We Want: Virtue, Vice and the Good Citizen. Toronto,
Penguin Books Ltd.
Marcum, James W. (2001); From Information Center to Discovery System: Next Step fpr
Libraries?; March 2001; The Journal of Academic Librarianship, Volume 27, Number 2,
pages 97-106
McKenzie, J. & Davis, Hilarie Bryce (1986). Filling the Tool Box: Classroom Strategies to
Engender Student Questioning; FROM NOW ON The Educational Technology Journal: 1 –
10; http://www.fno.org/toolbox.html
McKenzie, J. (1991). Designing Staff Development for the Information Age; FROM NOW
ON The Educational Technology Journal 1(4): 1 – 11; http://staffdevelop.org/sd1.html
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
54
McKenzie, J. (2000). The Question is the Answer: Creating Research Programs for An Age of
Information; FROM NOW ON - The Educational Technology Journal 7(2): 1 - 11.
http://fno.org/oct97/question.html
McKenzie, J. (1996). Framing Essential Questions; FROM NOW ON The Educational Technology
Journal 6(1): 1 – 4; http://www.fno.org/sept96/questions.html
McKenzie, J. (1996). The Post Modem School in the New Information Landscape; FROM NOW ON
The Educational Technology Journal 6(2): 1 – 16; http://fno.org/oct96/postmodem.html
McKenzie, J. (1997). Telling Questions and the Search for Insight; FROM NOW ON The
Educational Technology Journal 7(1): 1 – 5; http://www.fno.org/sept97/telling.html
McKenzie, J. (1997). Deep Thinking and Deep reading in an Age of Info-Glut, Info-Garbage, InfoGlitz and Info-Glimmer; FROM NOW ON The Educational Technology Journal 6(6): 1 – 10;
http://questioning.org/Q5/deep-html
McKenzie, J. (1998). Grazing the Net: Raising A Generation of Free Range Students; FROM NOW
ON The Educational Technology Journal: 1 – 17; http://www.fno.org/text/grazing.html
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
55
McKenzie, J. (1999). Beware the Shallow Waters! The Dangers of Ignoring History and the
Research on Change in Schools; FROM NOW ON The Educational Technology Journal 8(9): 1 –
16;
McKenzie, J. (2000). The Research Cycle; FROM NOW ON The Educational Technology Journal
9(4): 1 – 10; http://questioning.org/rcycle.html
McKenzie, J. (2000). BEYOND TECHNOLOGY: Making a Difference In Student Performance;
www.electronic-school.com: 1 – 7; http://www.electronic-school.com/2000/03/0300f1.html
McKenzie, J. (2000). The Question is the Answer: Creating Research Programs for An Age of
Information; FROM NOW ON The Educational Technology Journal 7(2): 1 – 11;
http://fno.org/oct97/question.html
McKenzie, J. (2000). Chapter Two: Questioning (continued);
http://www.fno.org/parenting/questioning3/html
McKenzie, J. (2001). The Post Installation Action Plan; FROM NOW ON The Educational Technology
Journal 11(3): 1 – 13; http://fno.org/nov01/postinstallationplan.html
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
56
McKenzie, J. (2001). Paper Still Works; FROM NOW ON The Educational Technology Journal
11(3): 1 – 13; http://fno.org/nov01/paperworks.html
McLaughlin, T.H. (1992); Citizenship, Diversity and Education: A Philosophical Perspective;
Journal Of Moral Education, Vol 21; No. 3
McTighe, J. Wiggins, G. (1999). The Understanding By Design Handbook; Alexandria,
Virginia, Association for Supervision and Curriculum Development.
Postman, N. (1999). Building a Bridge To The Eighteenth Century: How The Past Can
Improve Our Future;. New York, Alfred A. Knopf.
Senge, P. C.-M., Nelda; Lucas, Timothy; Smith, Bryon; Dutton, Janis; Kleiner, Art (2000).
Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who
Cares About Education; New York, Doubleday Dell Publishing Group, Inc.
Sizer, T. R. & Sizer, Nancy Faust (1999). The Students are Watching: Schools and the
Moral Contract; Boston, Beacon Press.
Wells, Gordon (1998); Dialogue and the Development of the Agentive Individual: An
Educational Perspective; Toronto; Ontario Institute for Studies in Education, University of
Toronto p 1 – 19; http://www.oise.utoronto.ca/~gwells/iscrat.agent.html
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
57
Department for Education and Skills; UK (2005) Welcome to the DfES Public Private Partnerships
web site http://www.dfes.gov.uk/ppppfi/
Contemporary Literacy: Essential Skills for the 21st Century
http://www.infotoday.com/MMSchools/mar03/murray.shtml
Human Development Indicators 2002
http://hdr.undp.org/reports/global/2002/en/indicator/indicator.cfm?File=indic_366_2_1.html
21st Century Literacy in the United States: Youth and Technology Readiness Today
http://www.childrenspartnership.org/youngamericans/factsheet.html
HIRD, ANNE, 2000: Learning from Cyber Savvy Students; How Internet-Age Kids Impact
Classroom Teaching; Sterling, Virginia; Stylus Pub.
Literacy Prerequisite for Reaching Global Anti-Poverty Goals Says Secretary-General in Liteacy
Day Message
http://www.unis.unvienna.org/unis/pressrels/2003/sgsm8849.html
The Digital Divide In Canada
http:// www.statcan.ca/english/research/ 56F0009XIE/56F0009XIE.pdf
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
58
Funderstanding
http://www.funderstanding.com/about_learning.cfm
How People Learn: Brain, Mind, Experience, and School
http://books.nap.edu/html/howpeople1/
Five Things We Need to Know About Technological Change; Neil Postman (March 27, 1998)
http://itrs.scu.edu/tshanks/pages/Comm12/12Postman.htm
Digital Transformation A Framework for ICT Literacy A Report of the International ICT Literacy
Panel
http://www.ets.org/research/ictliteracy/ictreport.pdf
Applying Big6™ Skills, Information Literacy Standards and ISTE NETS to Internet Research Janet Murray
http://www.surfline.ne.jp/janetm/big6info.htm
The Vision Thing - Naomi Klein
http://www.thenation.com/doc.mhtml?i=20000710&c=1&s=klein
Coalition of Essential Schools
http://www.essentialschools.org/pub/ces_docs/about/about.html
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
59
Government on line: Serving Canadians in A Digital Age - Michelle d'Auray
www.gol-ged.gc.ca/nr-sp/naday-jouran/ presentation7/presentation7_e.ppt
Schooling for Tomorrow - OECD Scenarios
www.ncsl.org.uk/ mediastore/image2/randd-futures-schooling-for-tomorrow.pdf
An Education for the Future: The Foundation of Science and Values - Howard Gardner
http://www.pz.harvard.edu/PIs/HG_Amsterdam.htm
United Nations Human Development Reports
http://hdr.undp.org/
Canadian Council of Chief Executives
http://www.ceocouncil.ca/en/
Teaching Every Student In The Digital Age: Universal Design for Learning; David H. Rose & Anne
Meyer
ASCD, 2002
http://www.cast.org/teachingeverystudent/ideas/tes/
The Alberta Teachers' Association Magazine (Winter 2004)
http://www.teachers.ab.ca/publications/magazine/index.cfm
The 21st Century Learning Initiative
http://www.21learn.org/
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
60
Issues of ICT, School Reform and Learning-centred School Design (2003) - Simon Gipson
http://www.ncsl.org.uk/mediastore/image2/edwards-its-all-in-the-mix-full.pdf
Dr. Charles Ungerleider, Professor, University of British Columbia
http://www.edst.educ.ubc.ca/faculty/ungerleider/Current_Research.htm
Designing Technology to Promote Thinking (essential reading)
http://www.nestafuturelab.org/reviews/ts01.htm
The Sustainabilty Challenge
http://www.benton.org/publibrary/sustainability/sus_challenge.html
Tech's Answer to Testing
http://www.edweek.org/sreports/tc03/article.cfm?slug=35exec.h22
Virtual Schooling Myths
http://www.eschoolnews.com/news/showStoryalert.cfm?ArticleID=4456
Knowledge Management in Education
http://www.iskme.org
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
61
“No problem can be
solved from the
same level of
consciousness that
created it.”
7/16/2015
Cathy Faber & Ron Windrim - Innovative Learning Services
62