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Toward a New Learning Ecology: Teaching & Learning in 1:1 Environments

A new learning ecology for a new educational era.

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The future is already here--its just not evenly distributed. --William Gibson

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Innovation Scale up

Took over 50 years for the electrification of America


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A Sample 1:1 Learning Technology Initiative


Create framework for planning a strategic approach to technologyenabled learning in your districts public high schools.
Examine the extent to which schools implemented the 1:1 initiative strategies, achieved project objectives; impact future technology policy and funding.

Create new knowledge about PD and teaching and learning in core content 1:1 classrooms.

Design PD support for high schools that are planning and implementing 1:1 learning technologies

Theoretical Grounding for New Learning Ecology


John Seeley Brown (1999) introduced a knowledge ecology by using the definition of an open system, dynamic and interdependent, diverse, partially selforganizing, and adaptive (p. 3). Barron (2006) defined a learning ecology as the set of contexts found in physical or virtual spaces that provide opportunities for learning, which may include formal and informal settings (p. 195). Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments. Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.

Four NLE Conditions for Consideration

Theoretical underpinnings for each of the four conditions

Immediate and Constant Access to Information and a Global Community


Students' pervasive digital connectedness and production (Spires, Lee, Turner, and Johnson, 2008).

Intensity, Relevance, and Personalization of Learning


Resulting from a shift to a student-centric approach using dynamic, Web 2.0 tools, tapping into networks of imagination (Senges, Brown and Rheingold, 2008). Active pursuit of learning as productive inquiry (Little and Ray, 2005). Developing both semantic and personal significance (Wesch, 2008).

Theoretical underpinnings for each of the four conditions

Highly-Developed Teacher Capacities

In addition to content expertise, teachers must have highly-developed capacities for facilitation, improvisation, coaching, and consultation. Teaching 2.0 is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007).

Highly-Developed Learner Dispositions


Defining the learner through dispositions and worldviews rather than just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity). Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma, Robinson, and Weigel, 2006)

Educational Challenges??

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Technology Integration The TechnologyThe Extremes Extremes

Technological Pedagogical Content Knowledge (TPACK)


Technological Pedagogical Content Knowledge

Technological Pedagogical Knowledge

Technological Knowledge (TK)

Technological Content Knowledge

Pedagogical Knowledge (PK)

Content Knowledge (CN)

Pedagogical Content Knowledge

Context
Mishra, & Koehler, 2006

Project-Based Inquiry: Can it get us to where we need to be in terms of complex thinking?

Spires, Wiebe, Young, Hollebrands, & Lee

Revised Blooms Taxonomy


Evaluation Creating

Synthesis
Analysis

Evaluating
Analyzing Applying Understanding Remembering

Application
Comprehension

Knowledge
Anderson & Krathwol, (2001)

Any Value in Inverting Revised Blooms Taxonomy?

Performance-Based Assessment

Global Skills Set

A New Global Skill Set

Professional Learning Communities & Networks

Professional Learning Communities

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