Enought talk about students being different.
An abundance of research findings, books, articles, and presentations during the current decade have already defined the concept of the digital native; yet, few examples exist documenting replicable success stories that used the tenets of digital-age literacy as defined by the NETS-S as the focal point to improve student achievement. How can classrooms take advantage of Web 2.0 technologies when they are still encased in Teach 1.0 methodologies (e.g, didactic instruction, sequential and uniform teaching materials, traditional forms of assessment, LoTi 0-2 implementation) designed to raise test scores? This session will enable participants to:
1. compare Teach 1.0 with Teach 2.0 methodologies supporting digital-age literacy.
Teach 1.0 has its roots embedded in didactic teaching and direct instruction with technology use dominated by student multimedia presentations of gathered information; Teach 2.0 employs the inquiry model using student-centered learning to engage students in purposeful learning spaces experiences to maximize the use of Web 2.0 resources for authentic problem-solving.
2. identify gaps in sample K-12 classrooms that could employ more H.E.A.T. (e.g., Higher order thinking, Engaged learning, Authenticity, Technology use) to achieve Teach 2.0 instruction and elevated LoTi Levels.
Teachers are often bombarded with multiple initiatives designed to raise test scores. The H.E.A.T observation "look-fors" and LoTi Framework provide a common vocabulary and structure to weave the different initiatives into one cohesive program that gives teachers a way to see how the different programs (e.g., Daggett's Rigor and Relavance, Marzano's Researched Best Practices, Wiggins and McTighe's Understanding by Design) can work together to achieve Teach 2.0.
3. employ different criteria and strategies to determine which Web 2.0 technologies (e.g., Google Docs, blogs, wikis, Moodle) can best bolster student achievement, increase the H.E.A.T., and raise the LoTi Levels in selected K-12 math, science, and ELA classroom situations.
Web 2.0 technologies focus on the interactive ability of the Internet. Students can now show what they know in ways that work with their learning readiness, interests, and learning styles using text (Google Docs), audio (Podcasts), video (TeacherTube), and simulations. Many of these interactive tools are either free on the Internet (e.g., student email, blogging tools, wiki tools) or are available to districts with annual subscription rates that provide added security and are advertisement free.
4. critique a four stage implementation model (i.e., Assess, Plan, Implement, Sustain) that can be replicated for any content area, grade level, and/or student population to promote Teach 2.0 methodologies and maximize student success in the classroom using the tenets of digital-age literacy.
Classrooms from urban Atlantic City, New Jersey to rural Natrona County, Wyoming face similar challenges (e.g., low achievement on standardized tests, high drop-out rates, high staff-turnover); yet are able to broker their technology investments using the four stage implementation model to engage students in real world, problem-solving leading to statistically-significant increases in student achievement on standardized tests. Data analyses from several national projects will be shared with the participants.
Spotlight Session Outline
I. 5 minutes: Interactive focus activity comparing the Flintstone children with the Jetson's kids (showing similarities in the interactive needs of students regardless of the time period)
II. 15 minutes: Participants will be given a central web portal to access a variety of collaborative Web 2.0 tools to address a specific math/science and Social Studies/ELA performance standard at the elementary and secondary levels. Afterwards, participants will rank order the effectiveness of each tool based on its utility to addressing the specific performance standard. Actual classroom case studies and Web 2.0 websites will then be shared with the participants.
III. 15 minutes: Participants will participate in a Web 2.0 simulation that challenges them to develop a learning experience (i.e., lesson) for a random group of students. Afterwards, websites will be shared that contain Teach 2.0/Web 2.0 learning experiences for the participants.
IV. 10 minutes: Participants will use the central web portal to assess sample student work using different Web 2.0 tools.
V. 15 minutes: Using Systems Planning to implement a Teach 2.0 environment will be modeled for the participants as well as school systems who are currently using similar systems models to engage students in digital-age literacy using Web 2.0 resources with Teach 2.0.
Presenter Information
For the past 15 years, Dr. Chris Moersch has been the principal investigator of the LoTi project and Executive Director of LoTi Connection, Inc. In that capacity, he has worked with thousands of educators nationwide promoting the tenets of digital-age literacy and professional development in an effort to transform low performing schools into high performing schools. Dr. Moersch been a spotlight presenter at the NECC conference for the past 8 years, and he is always excited by the opportunity to network with so many outstanding educators.
Missed the Session?