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=Learn Now, Lecture Later: New and Engaging Classroom Models= presented by:
 * //Julie Smith, CWD-G//**

**Purpose & Objectives**
Research shows that sage-on-the-stage is not the most effective method of learning. Educators are looking for new ways to engage with students, ideally spending more time on direct instruction and project-based learning with teachers serving as guides rather than lecturers. In this session, CDW-G will discuss the findings of its Learn Now, Lecture Later report, which surveyed high school students, faculty, and district IT staff to understand new and emerging education models, as well as the role of classroom technology and IT infrastructure to optimize learning in K-12 and higher education.

Notes:
Session Resource Page


 * //This was a panel discussion about a study that was done in two school districts, one in Arizona and another in Oregon. I thought that there was a lot of great information that helps us understand why we need to forget about technology as a separate issue and let it become transparent in our lessons and curriculum. It also brings up some points about BYOD (Bring Your Own Devices) in schools and some of the benefits it provides. If you are interested in learning more about BYOD policy see Day 4.//**

During the study there was a significant increase in the use of smartphone, student response systems, and blogs. 1:1 student/computer ratio is important. When students use their own devices they treat them personally. Also don't use computers in a lab, it's like going to a crayon room to use crayons.

In the study teachers move away from the lecture model. Only 23% students are very satisfied with the way faculty spend class time. Very satisfied students listen to fewer lectures and use more technology in class. The technology needs to be transparent.

Oregon- uses PBL projects. For example, cross-curricular study of Frankenstein. The project culminates with a public trial of the monster with school & community. History studies about the time period, legal studies, biology etc. all have lessons. Only lecture/direct instruction is used for front loading information.

Use of cellphones are acceptable to use for research and education. It makes the students feel more ownership. Embrace the technology of mp3 players and phones. Digital age is who they are. District manages the environment that the students use their personal technology rather than remove their technology. Open up a policy for students to use their devices at the beginning of the year - supportive gesture for the students. Allow students to use phones as search engines, response tools - also helps alleviate budget issues.

69% students want more technology in the classroom. School district superintendent supports multiple devices for students and teachers need to also be trained in multiple devices. Philosophy is that students will be allowed to use any tech as long as they are able to access the information. The issue is not about which device to use but how/if it is being used effectively. __Staff and administration must be the leaders in the use of technology.__

Some of the favorite ways of using technology - watched videos, Skype with teacher, clickers, scanning readings and making available on LMS, Wacom tablets. There were no technology classes, all classes used tech in class with a tech floater (coach) per building as resource. The staff also developed PLCs for teachers.

What is the hold up with technology. Despite budget issues schools district used a top-down approach. All principals and admin got devices first so they could promote use of technology. Technology needs to be as important as lunch now. Devices are priorities. No computer labs with desktops, instead innovation labs with mobile devices. __Embed PD training with a tech coach as a co-teacher during the school day within the classroom to show how the tech should be used properly__. **As teachers, we need to figure out what tech needs to be taught at the beginning of the year for planning purposes**. PD delivered in different ways try to find the ideal method. **Teachers need to have opportunity to learn because they are not able to add more to their day**. __Biggest game changer is the hiring of training coaches to work hand-in-hand with teachers from elementary to middle school__.

Infrastructure changes - virtualization key since different devices are variables. Educating parents about the use of technology is important because parents are partners. Also, everything (devices and technology) needs to work when the students get it. Connectivity at home is also very important. Many cable companies may be rolling out low-income Internet availability. Cloud computing is much more relevant now.

Recommendations: understand that tech is transparent tool because technology doesn't teach kids. Common core standards crucial to design programs and instruction that helps facilitate that. Tech is good but need to develop higher thinking skills with creativity. Tech can help with that. Develop relationships with technology companies. Figure out what you want the kids to learn first, and see how the tech fits into the equation.

"We won't have another chance to do this again right within our lifetime, we have one chance."

=Creativity is the Killer App 2.0= presented by:
 * //Chris Walsh, New Tech Network//**

**Purpose**
We are at a crossroads in K-12 education between high-stakes accountability and the creative, student-centered learning that we know our kids need to thrive. At stake is the very thing that makes us human: creativity. As the “creative gap” widens in the US and foreign countries increasingly focus on design thinking, we must quickly find ways to teach creative thinking to our students, teachers, and parents. This presentation will share practical examples of creativity in action and highlight high-tech and low-tech tools to leverage. It will rely heavily on design thinking principles currently in use by leading business, education, and non-profit organizations. In addition, participants will engage in series of simple activities that model design-thinking processes and instructional techniques to foster creativity, so that every participant is a step closer to implementing these ideas in their school.

Notes:
Video link to full presentation


 * //Sorry everyone, the speaker really flew by on this one. Good session though, hope you can get something from my notes. If you have the time, you can watch the entire presentation (the presentation looked a little small when I saw it on the site but you will still get the audio - slides are available belo////w) on the ISTE website.//**


 * //Yikes, I just reviewed my "notes" and they're more like, "guess what I was trying to write". Sorry - please watch the video, he really was very good.//**

Resource slides: go to slideshare.net and search for "fitzwalsh"

What is creativity? See Partnership for 21st century schools website for definition Expressive Designing/inventing Problem solving

Creativity matters. Human history Industry/economic Expression of values Personal growth

To be creative Be playful -activity to release stress and have fun Allow time for creativity Exploration - bubble sheet decorate 5x5 Failure - extremely important F is the new A. You do not learn until you fail. Variety - lots and lots. Kids need to go out and explore.

Tools for creativity Spotify, web Wikipedia, twitter Community, get out, cross connect Divergent thinking, Flux Design visual and multimedia Hyperstudio

Teaching Teachers model openness and encourage failure - use open language - could, might, possible, how else, tell us more. Methods - mash ups, mimicry, design thinking, tinkering, exhibitions Experience - lots of different ideas and situations - use different tools to do task

=Empathy: The 21st Century Skill= presented by:
 * //Alan November, November Learning//**

**Purpose & Objectives**
From West Point to HSBC (biggest bank in the world), one of the most valued skills is to understand different cultural perspectives and points of view. If we want our students to be competitive in the global economy, we must challenge them to co-create and present to a worldwide authentic audience. Any classroom can be organized to be a global communications center.

**Notes:**

 * //This was a very interesting and eye-opening session. I didn't realize how much we are contained in our little corner of the world. A few highlights about the presentation://**
 * 1) **//I learned how to search for information in other countries, which also made me realize that I didn't know how to search for information in other countries.//**
 * 2) **//Google is Big Brother.//**
 * 3) **//Americans need to work on their empathy.//**
 * 4) **//Always try to get an authentic point of view for any story.//**
 * //Most of Mr. November's presentation left the audience speechless simply because we were informed about things that we never knew we never knew. Please check out his page and some of the articles. Very interesting reading.//**

Most school districts filtering policies block global interaction. CIPA “Karen Cator” – Straight from the DOE on why school districts don't have to be so rigid in their internet policies:[| http://blogs.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/]

Q. What is the single most important skill that separates top people from the smartest people? (Question posed to the CEO of HSBC)? A. Empathy. Worst people regarding empathy are Americans – **you don’t teach your children how to work with people around the world**. Second skill is passion.

The mission at West Point used to be “winning the war”. Now the mission is “winning the peace”. "When Gen. Petraeus read //Three Cups of Tea//," Mortenson says, "he sent me an e-mail with three bullet points of what he'd gleaned from the book: Build relationships, listen more, and have more humility and respect." We need to assume that our children will be a part of the global economy. No more technology planning. Globalizing the curriculum is more important. It is no longer sufficient to just have passive education about world interaction.

The first step is we need to teach people about valuing other points of view, you need to know what you’re talking about. American Revolution example – Skype with students in England to debate points of view. Do they even study the American Revolution? It isn't called that over in the U.K.

Most students in America don’t know that they don’t know how to use the internet. Kids can’t engage in critical thinking. We assume that students are digital natives – but they aren’t. TEACH KIDS HOW TO USE GOOGLE. Teach them the architecture of global network extensions. How to get the information from other countries websites (sites:sch.uk). GLOBAL RESEARCH “internet country codes”

Searching on Google is personalized by geography. Google is personalizing your searches. You only see what you see because Google is making our view smaller. You don’t know that you are being manipulated for profits to Google. We need to teach our children to get the other point of view. Type in issues for politics – if you are a democrat, you may receive all results that strengthen your view only.
 * Eli Pariser TED Beware online “filter bubbles”** – **__EVERY TEACHER SHOULD KNOW THIS__**

There are different sources of information beyond Google. We should teach children to use Twitter as a search engine. Try TweetDeck. Egyptian election example - see real time reaction to the election in Egypt. Get authentic responses from people who live there. What does freedom mean to you #egypt – collecting feedback from citizens of Egypt. One teacher connected with a person in Egypt and then connects with Skype for the class. Class asked great questions.

Teachers (21st Century) need to be able to connect students with authentic conversation/responses from the actual area rather than read it and filtered through the media. Teachers need to be global collaborators. One example, build a grandparent network. When a girl from India moved to America she was suffering from homesickness. The teacher connected her in class with her grandmother in India and it helped the girl to make friends with the class when she introduced them to her grandmother. Other students had a book read by grandmother with Scottish accent via Skype. Connect with kids/people outside – around the world.

Even teachers don’t know what they don’t know. If you teach a novel, is it enough to just teach the novel without knowing the whole story. If you are reading a story about another country, you need to think about perspectives from that country. Use Google search (other countries) to see if they are discussing the book. Get another perspective.

Use ePals to connect to classrooms around the world. You can discuss with those kids in that country about the material.

Youtube: michele anderson Heidi Jacobs alan November []

novemberlearning.com []