Transcript Document 7215419

Can IT make a difference?
TECHNOLOGY IN SCHOOLS
Framtidens skolbibliotek
Malmo University
23 April 2009
Dr Carol Gordon
[email protected]
Rutgers University
What do we know about youth in the
digital environment?
Video Games
•50% of American teens played games “yesterday.”
•86% of teens play on a console like the Xbox, PlayStation, or Wii.
•73% play games on a desktop or a laptop computer.
• 60% use a portable gaming device like a Sony PlayStation Portable, a
Nintendo DS, or a Game Boy.
•48% use a cell phone or handheld organizer to play games.
•Most teens play video games in a social environment
•99% of boys and 94% of girls play video games. Younger teen boys are the
most likely to play games, followed by younger girls and older boys. Older
girls are the least “enthusiastic” players of video games, though more than
half of them play. Some 65% of daily gamers are male; 35% are female.
•Most popular games are racing, puzzles, sports, action and adventure
A Participatory Culture
•Children who game together—whether in family basements or after-
school clubs—are more likely to volunteer, raise money for a charity or
participate politically than those who play alone. Their engagement did not
appear to be affected by how often the teens played or the types of games
they chose.
•Sixty-four percent of those who play video games with others in the room
said they have raised money for a charitable cause, for example, compared
with 55 percent of those who are in a room alone when they play.
Gaming in Education
•The Education Arcade, a consortium of educators and business leaders
working to promote the educational use of computer and video games ;
•GAMBIT, a lab focused on promoting experimentation through game
design;
•The Knight Center for Future Civic Media, a joint effort with the MIT Media
Lab, is using new media to enhance how people live in local communities.;
• Project nml is developing curricular materials focused on promoting the
social skills and cultural competencies needed to become a full participant in
the new media era.
Social Networking
Blogs
Facebook/MySpace
Twittering
I-Phone, Blackberry
Hole in the Wall Experiment
Can Kids Teach Themselves?
Does language
matter?
Will they steal
the computer?
Will anyone
teach them?
New Delhi physicist Sugata Mitra has a
radical proposal for bringing his country's
Self-organizing Systems
Traffic jams
Stock market
Social and
disaster recovery
Terrorism and
insurgency
Second Life
Moodle
Wiki
Bearshare
Hole in the Wall
Is it possible to produce learning that is self-organizing?
What kind of learning would it be?
Who would use this learning?
Can Education be a self-organizing
system?
What would happen if India placed 100,000 computers with
minimal intrusive instruction in the slums of India?
MUVE: Multi-User Virtual Environment
3-D graphical environment simulates real world
Created by its residents; high level of interaction
Linden Lab creates new land. 64 acres
has become 65,000
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Who is in Second Life?
Colleges & Universities
More than 200 universities & learningfocused organizations*
 Arcada University of Technology
(Finland)
 Australian Film TV and Radio
School
 Finger Lakes Community
College
 Harvard Business School
 Institut Ingemedia (France)
 New York University
 San Jose State University
 SUNY Empire State College
 Universidad Carlos III of Madrid
(Spain)
Businesses
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Adidas Reebok
BBC Radio 1
Dell
IBM
Reuters
SirsiDynix
Talis
Toyota
Low cost protyping, collaboration,
new products, education/training,
marketing/advocacy
SAN JOSE UNIVERSITY: SCHOOL
OF LIBRARY AND INFORMATION
SCIENCE
Is this the library
of the future?
HEALTH INFO ISLAND
The Alliance Library System
manages Info Island.
In March 2007, the Info
Archipelago had 17 islands, 10
of which were library islands.
In April 2008, the Info
Archipelago has“more than 40
islands including over 50
libraries and over 75
educational groups.”
Has a medical library that
provides information about
consumer health and
resources
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CYBRARY CITY I AND II
Are dedicated to provide a space for participating libraries from around
the world to showcase their local resources in Second Life
Second Life and Youth
•Linden's Technology Development VP announced that the company will
open-source the back end so servers can run anywhere on any machine .
"SL cannot truly succeed," Joe Miller told an audience of executives, "as
long as one company controls the Grid." Again, this is a vision of a world
that is not a niche product, but the Web in 3D.
•Global Kids is an organization which regularly runs events through Teen
Second Life
MIT Media Lab’s Sixth Sense Project
A gadget that reads the world
http://www.ted.com/index.php/talk
s/pattie_maes_demos_the_sixth_se
nse.html
Gaming and social
networking are
learning environnments
Learning is social
Learning is selfdirected
Learning through
mulit-tasking
Learning is fun
Learning is free
Gender Digital Divide
is disappearing
The Challenge
How does school fit into this picture?
Today’s schools are print-centric.
Today’s student s are image-centric
Students are immersed in pop culture
Teachers have no training to link pop
culture to the classroom
Schools are retro-fitting technology to conform to a 19th century
model of teaching.
And what about the school library?
•Literacy and Inquiry emerging as biggest challenges
•Reading and writing are not enough
•Literacy incorporates reading in many formats
•Inquiry is the pedagogy of the 21st century
Is technology the answer?
Will there ever be enough technology?
Should schooling be high tech? Are we dumbing down education?
Have computers in schools produced higher performing students?
The Net Effect
Is Google Making Us Stupid?
Have we lost our ability to concentrate? Are we more social or more
isolated as a result of our constantly interconnected lives? How is the
internet affecting our brains?
BUT
Online Youth are Content Producers
•More than half of American teens online have produced media content
•About one-third have circulated media that they have produced
beyond their immediate friends and family.
The Partnership for 21st
Century survey showed a
significant majority of
voters ‘are deeply
concerned that the United
States is not preparing
young people with the
skills they need to compete
in the global economy.’
Partnership for 21st Century Skills
l
http://www.21stcenturyskills.org/
21st Century Questions
What do we want them to learn?
Traditional literacy
Information literacy
Media literacy
Digital literacy
Computer literacy
Technological literacy
Critical thinking
Innovative skills; creativity
Inquiry skills
How will they best learn it?
Authentic learning; real life situations; problem-solving; role playing
How will we know they have learned it?
Performance-based assessment
Formative assessments (rubrics, journals, portfolios, checklists,
exhibition; peer review; self-evaluation)
Why Authentic Learning Tasks?
Do we want to evaluate student problem-solving in the visual arts?
Experimental research in science?
Speaking, listening and facilitating a discussion?
Doing document-based historical inquiry?
Thoroughly reviewing a piece of imaginative writing until it works for the
reader?
Then let our assessment be built out of such exemplary intellectual
challenges.
Grant Wiggins, 1990
What doesn’t an authentic learning task
look like?
Teacher/textbook give background
Pick a dinosaur
Teacher provides worksheet:
Describe how it looks
What did it eat?
Where/when did it live?
Draw a picture of your dinosaur
Librarian explains a few sources
Students copy and paste/plagiarize
Students hand in report for grade
Many resource-based assignments
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contribute little or nothing to learning
have little evidence of authentic engagement
have little evidence of construction of new knowledge
are rarely guided throughout the research project
rarely equip students with information and technical competencies
necessary to complete the task
The new book talk?
Students make a digital recording
of response to a book they read.
They create digital images to
accompany their narrative
They work with their friends to add
music to the background
They post their book review on
the library website where the
librarian has created a digital
repository for virtual book talks.
Students can access the virtual book talks
when they come to the library to choose a
book
The new term paper
Students are reading, “The Diary of Anne Frank” in
their English class.
They go to the library to explore the topic of the
Holocaust
They browse through print and digital text and
respond to writing prompts supplied by the
teacher and librarian in a blog.
As they are blogging the narrated stories of
Holocaust survivors is streamed through the
computers at low volume.
After students have collected information they set
up a wiki and post what they have learned
Rubric for the Authentic Learning
Task:
The Task…
Is meaningful: derives from standards,
curriculum, and students’ interests
provides opportunities for problem-solving
requires learner to use tools of the expert
Offers opportunities for sharing outcomes
is interdisciplinary
These are CONTENT criteria for the ALT
.
Rubric for ALT: The Learner…
relates new information to prior knowledge
applies new information/knowledge to new
situations
uses critical thinking
is actively engaged in a variety of tasks
has choices
has opportunities for revision
has opportunities to work in a group
These are METHODOLOGY criteria for the ALT
Rubric for ALT: The Teacher…
makes expectations and outcomes clear
provides exemplars
identifies required resources
chooses assessments appropriate to the task
gathers input from learners for assessment
asks learners to evaluate the task
attends a post-mortem to critique and revise the
task
These are DESIGN criteria for the ALT.
Projects
Authentic Learning Tasks
Assume role of students
Focus on content of
curriculum
Choose from presented
options
Are assessed through
recall, recognition, minimal
competencies
Are assessed summatively
Depend on authority
Assume role of historians,
writers, scientists
Focus on inquiry driven by
academic questions
Create responses
Are assessed through
performance, problem
solving
Are assessed formatively
As well as summatively
Students are critics
Hall of Fame Research
20th Century Assignment
“Greatness”
Grade 8 Research Project
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Where/when born, died, lived
Education/Jobs/Career
Challenges overcome
Qualities that led to greatness
Awards/Commendations
Political offices held
Best remembered for what
Connection to NJ
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Critical thinking and Deep Knowledge?
20th Century learning outcome
Walt Whitman (Camden)
Considered by many to be
the most influential poets
in U.S. history
21st Century Mentoring
A student who has not been interested in doing this
project conferences with the librarian.
The librarian finds out that the students likes jazz
and suggests Ella Fitzgerald as a topic.
The student listens to Ella Fitzgerald’s music on
Bearshare.
The student decides to write a poem rather than a
report about Ella Fitzgerald.
Lonely, Nervous, Brave, Determined, Sassy
Daughter of parents who filled their house with music
Music must have filled her loneliness when her father died
Moved to New York for a better life.
Who loved the night magic of Harlem,
Who loved the celebrities and begging for autographs with her friends
Who really loved singing and scatting
Who loved her Aunt that took care of her as a child.
Who felt loss, when her mother died
Who felt anger when she was put in an orphanage
Who felt trapped in those walls but they couldn’t keep her down
because she felt the pull of her song
and the night magic of Harlem.
Who felt nervous and fear at auditions
Who feared not being able to sing because she had no one to care for her
Who feared dying from diabetes and possibly going blind,
Who feared whom she would pass her singing crown down to
Who wanted to see someone take over her singing crown
Who would have liked to have spent more time with her late parents
Who wanted to work with the best bands
Who changed the world of jazz and swing
Who was very proud of her awards and achievements
She was “The First Lady Of Song”;
she was “Sassy” and a Legend of Jazz
Born in Virginia, grew up in New York,
adopted by the world.
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Ella was great
Fitzgerald
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Ella
Century Learning Outcome