The Connected Learner

June 10 - Staff Development Center Lab 1 - 9:00 AM to 3:00 PM - Principals and Directors


Objectives:
1. Discuss technology center changes: work order (new system), communications, inventory & supplies.
2. Discuss how "The World is Flat" while including how this affects our students and our role as leaders.
3. Discussion on how social networking works, how it is evolving and how we can harness tools to improve student to school relationships.
4. Hands-on and discussion on the tools we can all access for constructive change in our work environments.

You will leave with a greater knowledge of social networking resources, online collaboration tools, harnessed web-searching, and instant-communication/alert tools.

You will know more about what is expected of all our learners in technology applications and how we can work together to create a better vision for technology from the district to classroom level district-wide.

Did you know 3.0?



Did you know 4.0?




Social Networking



Presentation: http://prezi.com/g2xh-umtlqty/
SlideShare

What are some ways we can change?


1. Build your PLN - Personal (or Passionate) Learning Network




How do you get started or meet people?

Build your connections and build your classroom online. Take the initial step.

Blog post: Why Every Principal Needs a Blog
The Principal Blog
The Practical Principals Blog
Principals Point of View
Edutopia article: "10 Big Ideas of School Leadership"
The Principals' Partnership
Dr. Tim Tyson
Social Media Reading List
Support Blogging! Directory
Educator's PLN

2. Change how you connect to your community



Google Documents
Google Calendar

3. Define what Learner-Centered Instruction looks like in the 21st Century

Domain III - Learner-Centered Instruction
II.9. The teacher makes appropriate and effective use of available technology as part of the instructional process.
Technololgy in KISD consists of computers (desktop, laptop, netbook, mini, etc.), graphing calculators, AlphaSmarts, handheld computers, InterWrite pads, probeware, distance learning, classroom response systems, GPS, digital video and still cameras, interactive whiteboards and Internet access.


Exceeds Expectations

Proficient

Below Expectations

Unsatisfactory

Students routinely use a variety of available technologies for knowledge construction
Students appear to be comfortable and at ease using a variety of available technologies.
Students use technology less than half the time.
Primary use of technology is by the teacher.
What do we need to get to this level?
What do we need to get to this level?






Students determine what technology is needed and have ready access to that technology to create meaningful products and solve complex problems.
Student use of technology routinely includes any or all of the following: student-created application products, use of multiple software programs, or any use of technology where learning is deep and complex.
Student use of technology routinely includes any or all of the following: filling in a teacher-designed template for rote information, use of only one software program, or any use of technology where learning is not applied at a higher level.
Student use of technology routinely includes any or all of the following: random Internet surfing, playing online or CD non-instructional games, or "drill-and-kill" software that is not tied to instructional goals.
What do we need to get to this level?
What do we need to get to this level?






Teacher uses a variety of technologies to individualize instruction.
Teacher routinely uses technology for instruction.
Teacher uses technology for instruction at least half of the time.
Teacher uses technology for instruction less than half of the time.
What do we need to get to this level?
What do we need to get to this level?






Teacher actively seeks out and requests technology professional development.
Teacher takes advantage of opportunities to attend technology professional development.
Teacher has not taken advantage of opportunities to gain or use additional/new technologies for the classroom.
Teacher has not attended technology professional development beyond the minimum district requirements.
What do we need to get to this level?
What do we need to get to this level?








4. Consider making book-studies and inviting collaboration between schools and community. Use the online collaboration tools of a wiki or interactive whitespaces to draw in opinions globally.



A Whole New Mind by Daniel Pink
Drive: The Surprising Truth About What Motivates Us by Daniel Pink
Disrupting Class: How Disruptive Innovation will Change the Way the World Learns by Clayton M. Christensen
Presentation Zen by Garr Reynolds
Outliers by Malcolm Gladwell
The Power of Questions - A Guide to Teacher and Student Research by Beverly Falk and Megan Blumenreich
Here Comes Everybody: The Power of Organizing Without Organizations by Clay Shirky
Cognitive Surplus: Creativity and Generosity in a Connected Age by Clay Shirky

Book Study
Dan Pink - A Whole New Mind - another
Disrupting Class book study - ISTE, another
Clay Shirky - TEDTalk - How Mobile and Social Technologies Can Make History

5. Develop a VISION for your campus. Not a CIP. A real vision that incorporates the ideas of your students, parents, teachers, leadership and community.


Tools for change:

LinkedIn - create and manage your online professional resume
Project Share - TEA online collaboration tools
Google Alerts - monitor the web for news you need
Delicious - online social bookmarking
Diigo - online social bookmarking and annotation
Podcasts - iTunes - iTunesU: Educational Leadership, Leadership, TEDTalks, Fora.TV
Data Receiving: Pageflakes, Google Reader, NetVibes, Bloglines