WITH PURPOSE

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Brian Housand, PhD

TECHNOLOGY

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Geek

Gifted

Educator

Researcher

Hawaii Minnesota North Carolina California Georgia New York Montana Pennsylvania Nova Scotia Texas Connecticut Virginia Colorado Indiana

2012

WELL, HOW DID I GET HERE?

1977

A long time ago in a school far, far away...

A NEW AGE OF ACCOUNTABILITY

p21.org

www.p21.org
Learning and Innovation Skills

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts

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The Standards do not dene the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.

Students who are College and Career Ready....

Demonstrate Independence Build Strong Content Knowledge Respond to Varying Demands of Audience, Task, Purpose, and Discipline Comprehend as Well as Critique Value Evidence Use Technology and Digital Media Strategically and Capably Come to Understand Other Perspectives and Cultures

Writing Anchor #6: Production and Distribution of Writing

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Production and Distribution of Writing

K 1 2

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Production and Distribution of Writing

3 4 5

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufcient command of keyboarding skills to type a minimum of one page in a single sitting. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufcient command of keyboarding skills to type a minimum of two pages in a single sitting.

Production and Distribution of Writing

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufcient command of keyboarding skills to type a minimum of three pages in a single sitting. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efciently as well as to interact and collaborate with others.

6 7 8

Production and Distribution of Writing

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information exibly and dynamically. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

9 10 11 12

NEW LITERACIES

RESOURCE SANDBOX

FLIPPING THE CLASSROOM

NEW LITERACIES

Rather than running the risk of having our students become

WALKING ENCYCLOPEDIAS
we need to TEACH them how to

THINK CREATIVELY.
(Sternberg, 2006)

1768 - 2012

Knowledge)alone)is)NOT)enough.)

DID

1) In what year was the rst U.S. postage stamp issued? 2) Who was on it? 3) How much did it cost?

If your students can the answer, then you may be asking the wrong question.

Every man should have a built-in automatic crap detector operating inside of him.
-- Ernest Hemingway

NEW LITERACIES
newliteracies.uconn.edu
IDENTIFY Important Questions LOCATE Information CRITICALLY EVALUATE SYNTHESIZE Information COMMUNICATE Answers

A Google a Day

CONTENT RESOURCES

DANGER
TOOLISHNESS
If#you#dont#read#much,# you#really#dont#know#much.# YOU #ARE

AHEAD DANGEROUS! !

--Jim Trelease

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FLIPPING
THE CLASSROOM

BORN: February 15, 2005 48 hours of video are uploaded every minute, resulting in nearly 8 years of content uploaded every day Over 3 billion videos are viewed a day More video is uploaded to YouTube in one month than the 3 major US networks created in 60 years

KHAN CAN AND KHAN

YOU

TOO

KNOW UNDERSTAND

DO

INSTRUCTIONAL

TRILOGY

The whole process of education should thus be conceived as the process of learning to think through the solution of real problems.
-- John Dewey, 1938

Real World Problems Academic Rigor Technology Integration

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FIVE STEPS

STEP TECHNOLOGY INTEGRATION PLAN

5. EVALUATE 4. WATCH IT GROW

3. GIVE IT TIME 2. PROVIDE A PURPOSE 1. IDENTIFY A TECH TOOL

(Besnoy, Housand, & Clark, 2008)

We dont have the option of turning away from the future. No one gets to vote on whether technology is going to change our lives.
Bill Gates The Road Ahead

tyvm
brianhousand.com