Will Richardson's Blogs, Wikis, Podcasts

The New Shifts
Big Shift #1 Open Content
From the text book as source of information to a Google Internet search. Students and teachers are writing and publishing their own "books"
pg 127 - 8 Blogs, Wikis, Podcast and other Powerful Web Tools for Classrooms by Will Richardson

Big Shift #2
Many, Many Teachers, and 24/7 Learning
Students can learn 24/7 and collaboratively connect with teachers and fellow students
Students are no longer just consumers of knowledge and information
pg 128

Big Shift #3
The Social, Collaborative Construction of Meaningful Knowledge
The walls of the classroom have come down. What a student produces is not limited to the classroom but can be shared with the world. Classroom work can have real world applications and feedback from constributers from all over the world. Student work is never really finished but part of a process that can keep going - this creates new meaning to "finished" assignment
pg 128 - 9

Big Shift #4
Teaching is Conversation not Lecture
"By publishing conent to a wide audience, we say "these are my ideas, my understandings of the world" "
Ideas are presented as a starting point.... "
Pg 129

Big Shift 5
Know "Where" Learning
It is not important to know what the answer is but to Know Where to find the answer
It is not enough to find the answer but to be able to identify which of the sources we found are "Credible" and "Worthwhile"
p g 130

Big Shift #6
Readers are no longer just Readers
Today, readers can no longer assume what they are reading is correct or has been reviewed by someone else
Readers must know be Editors, Checkers, (Critical Consumers)
pg 130

Big Shift 7
The Web as Notebook
Not only can we collect links, text, but also audio, video, photography and more in our Web Notebook.
Pg 130

Big Shift #8
Writing is no longer Limited to Text
We are moving to a new definition of writing. We are becoming a multimedia society, We can write in audio, video, music, digital photography, computer language. "Rip, Mix and Learn"
pg 131

Big Shift #9
Mastery is the Product, Not the Test
Mastery use to be "Passing the Test" Today students can display mastery in countless ways that involve the creation of digital contnet for large audience. Students are creating "Digital Portfolios"
pg 131

Big Shift #10
Not Completion, as the Ultimate Goal
Teachers will have to start to see themselvves as "Connectors" for content and people
Teachers must become "Content Creators"
To teach the new technologies, teachers must be users of the new technolgies
Teachers must also be "Collaborators", not just with each others but with their students
Teachers are also "Coaches" who model the skills that students need to be successful and motivated
Teachers need to be "Change Agents" to move away from the traditional paradigms of instruction
pg 132-3 Blogs, Wikis, Podcast and other Powerful Web Tools for Classrooms by Will Richardson

5 things todays students don't do well

Five things Today’s Digital Generation Do and Do Not Do well
What Students don’t do well What they do instead

Turn a question into a query * Rush ahead towards and answer
* Grabbing some of the criteria
or the whole statement

Choose the right database Enter words or phrases into Google

Recognize information when they find it Rush past important information and clues
Continue to browse

Find better keywords Stick with important words and browse

Verify the credibility of information Accept what they find at face value
Hope that somewhere in the information
there is an answer

Source: http://21cif.imsa.edu/resources/features/fivethings_directory.html/view?searchterm=

21 st Century Teachers

Traditional Environments VERSE Emerging Learning Landscape
Teacher-directed, memory-focused instruction VERSE Student-centered, performance-focused learning
Lockstep, prescribed-path progression VERSE Flexible progression with multipath options
Limited media, single-sense stimulation VERSE Media-rich, multisensory stimulation
Knowledge from limited, authoritative sources VERSES Learner-constructed knowledge from multiple Information sources and experiences
Isolated work on invented exercises VERSE Collaborative work on authentic, real- world projects
Mastery of fixed content and specific processes VERSE Student engagement in definition, design and management of projects
Factual, literal thinking for competence VERSE Creative thinking for innovation and original solution
In-school expertise, content, and activities VERSE Global expertise, information, and learning experiences
Stand-alone communication & information tools VERSE Converging information and communication skills
Traditional literacy and communication skills VERSE Digital literacies and communication skills
Primary focus on school and local community VERSE Expanded focus including digital global citizenship
Isolated assessment of learning VERSE Integrated assessment for learning

Source: page 6 National Educational Technology Standards for Students Second Edition ISTE



ISTE National Educational Technology Standards for Teachers
I. Technology operations and concepts
Teachers demonstrate a sound understanding of technology operations and concepts.
II. Planning and designing learning environments and experiences
Teachers plan and design effective learning environments and experiences supported by technology.
III. Teaching, learning, and the curriculum
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
IV. Assessment and evaluation
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
V. Productivity and professional practice
Teachers use technology to enhance their productivity and professional practices.
VI. Social, ethical, legal, and human issues
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK 12 schools and apply that understanding in practice.