My notes from several of the NCEA sessions I attended:
To “Tech” as Jesus Did
NCEA conference April 15, 2009
By Greg Dhuyvetter – http://twitter.com/GDhuyvetter
Greg’s weekly blog for his school: http://www.mdtech20.wordpress.com
Our goal: promoting gospel values and creating life-long learners. Greg has a vision of Catholic Schools that incorporate these goals along with technology.
Students will have mini-computers with them for the rest of their lives – we need to tap into that. Don’t remove them – it’s like having your hands tied behind your back.
3 books that should be consulted when planning technology for Catholic Schools:
1. Bible – all decisions need to be grounded in scripture.
2. Catechism of the Catholic Church
3. To teach as Jesus did: a pastoral message on Catholic Education.
“Faithful to the past and open to the future, we must accept the burden and welcome the opportunity of proclaiming the Gospel values.”
Instead of WWJD isn’t it “www.jesus.do.” How would Jesus manage with technology?
We are in times of Disruptive Innovation – which means:
- Fundamental change to the status quo
- Questions older values and ways of being
- Resisted and considered dangerous
- Over time becomes the dominant paradigm
Current example of disruptive innovation: Web 2.0 revolution. Everything is in the “cloud”.
Let’s look at scriptures for Catholic School technology planning:
1. “You are Called” – Matthew 4
The story of when Jesus calls the disciples.
Many people in your environment are “on fire” with technology. He has chosen you and given you a mission.
2. “Many Parts One Body”
We expect tech people to do everything. Let’s celebrate each other’s difference. We need:
- Teachers (for PD)
- Maintain-ers to keep the project going.
3. “Build Castle on Firm Foundation”
You need to have a vision of technology that is unique to your school
Have documentation – but keep it flexible. Tech changes fast.
Calculate the real cost of implementation
- Research – It takes time to locate and choose the correct hardware/software.
- Purchase – most people only consider the actual price when calculating the cost of new equipment.
- Replacement costs
Avoid the planning pitfalls
- Death by Documentation – don’t drown everyone in paperwork.
- The Training Trap – training cannot be one size fits all. Set up a mentoring or buddy systems. Remember Jesus sent out the disciples two by two.
- Don’t “fundraise” for your tech budgets. You don’t fundraise to pay your gas bill – so technology costs needs to be incorporated in the regular budget.
3. “The Mustard Seed”
Start small – don’t feel like you need to do everything at once. Have success with small projects first.
4. “New Wine in Old Wineskins”
Our natural tendency is to stay with the old. Technology requires a new paradigm shift in how you plan and teach with technology. Ask yourself: Can we do things in new ways?
5. “Render Unto Caesar”
Model and teach about theft of intellectual property. As teachers we are a bit hypocritical by “borrowing” information all the time and then come down hard on students for copy/paste.
Evaluate your use of music, software, ideas and images (use Creative Commons licensing).
When students copy/paste – make it an assessment issue, not a moral issue. How will I develop assessments that really show what students are learning?
6. “Let the Children Come to Me”
Children have an innate interest in technology. Stop pretending they are like you (the teacher). They think, process, and create differently.
7. “Woe Be to You”
There are dangers of technology – but we have to let them run. Let them use the tools safely.
Don’t buy into the media hysteria – like “sexting”. Remember, the media’s goal is publicizing these topics to gain viewers and sell advertising.
8. “Come Away and Rest Awhile”
Take time away from screens. We need to tell kids “now it’s time to turn it off”. Model moderation.
Every child has a story
NCEA conference – April 16, 2009
Dennis Grice – http://twitter.com/dgrice
We learn through stories
– As you listen to stories you draw pictures in your head and you store those stories in your head; this creates better recall
Take things that are complex and put them in story so we can relate to our own experience
Stories become powerful when you place students as storytellers
Stories with sound
Radio drama, podcasts
Recording your story
- Audacity http://audacity.sourceforge.net
- StoryCorps – record personal stories from PBS
Has section called “Great Questions”.
- The Story, interviews by Dick Gordan
Sharing your story
Stories with pictures
Use Digital Kit and provide students with images and sounds to facilitate the process of storytelling
Stories with place
- Google maps
- Picasa Web Albums
- Upload photos into Picasa and add location to map.
- Save images as KML file. Open in Google Earth and view.
Designing Interactive Learning Environment for the Millennial Student
By Gini Shimabukuro & Nancy Barrett
Grown up digital
- The Baby Boom Generation
- Generation X
- The Net Generationfr
- Generation Next
“A Vision of K-12 Students Today” video
In what ways does learning in your classrooms address the needs of Millennial learns and thus enable them to function in a digital world?
“The Net Generation has been flooded with information learning to access, sort, categorize, and remember it all has enhanced their intelligence.”
Shift from teacher focused approach based on Instruction to student focused model on collaboration and innovation.
Practice strategies that focused on the learner.
Backward Design Model – Understanding by Design
- Outcomes: identify desired results – what is the significant learning to be achieved?
- Assessment Methods: Determine acceptable evidence – How will students know that they have achieved it?
- Teaching strategies: Plan learning experiences and instruction – What will teachers do to make this happen?
Creating a Curriculum That Works
Brainstorming, concept-mapping, chaining, webbing, kindling, do-look-learn, metaphorical learning, inductive learning, KWL, circle of knowledge, interpretation of data, corners, interviewing, case studies, simulation games, learning centers
Storytelling, peer-reading, jigsaw, compare & contrast, new American lectures, advanced organizers, etc.
Think-pair-share, role playing, sequences, analogies, panel discussions, predicting, “chalk talk”
Boggle, Pair check, quizzes, acting out, concept mapping, reading for meaning, Mnemonics, Outlining, team game tournaments
Real life Connections
- Make subject matter relevant
- Allow students to connect the material to their lives
- Involve hands-one activities
- Get students out of the classroom
- Connect students with people outside the school community.
Brain-Based Teaching Strategies to Improve Student Achievement
By Lou E. Whitaker and ?
Attention and concentration is centered in the frontal lobes. The frontal lobes of young males are not as developed as young females. Boys have less myelin = less mature. Girls have 15% more circulation in brain.
What can we do? (specifically for boys)
1. Give outlines, give structure or scaffolding for notetaking
2. Verbal cues
3. Many students thrive on pressure. Create short, frequent quizzes instead of long drawn-out projects. Create a structure with well defined goals that need to be completed within a certain time frame. Research shows that kids with ADHD use movement to keep awake
4. Computers give immediate feedback – that’s why boys do better with technology
5. Prior knowledge about material helps with learning. Assists with organizing new information faster.
6. High Interest and incidental learning. Give fewer problems on page or more space between problems.
Brain is divided into two hemispheres. Left side = verbal right side= spatial
Speech and memory is centered in the temporal lobes Hippocampus stores and processes memories. In order to remember students must 1. attend (pay attention) 2. Remember 3. Incorporate 4. Implement. Women connect emotions and (learning) memory.
Basis of memory is association – helps make connections.
- Use repetition: go over new material and review notes.
- Encourage multiple modalities.
- Understand Learning styles, V.A.K. boys are visual.
- Use memory techniques.
- Chunk information together and break smaller information into steps.
- Write down homework.
Male and female brains grow in different patterns and rates. Females are better at simultaneous processing. They have 20%-25% larger coetical.
Technology and the Law/Handbooks
By Sarah Wannemuehler
Facebook, Myspace, Stalking, Bullying: What Catholic High School Educators Need to Know about Cyberspace and the Law
By Sr. Mary Angela Shaughnessy, SCN – http://www.educationlawinstitute.com/