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Hello everyone! We hope you enjoy our presentation for the National Educational Technology Plan: Teaching with Technology. Please feel free to comment on posts to share thoughts and ideas as you explore!

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Attached is a timeline created using Visme.

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-To use technology to support educators.

-Promote collaboration, and extend learning beyond the walls of the classroom.

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For the National Education Technology Plan to take hold, it involves action on many fronts. Leaders must take action to bring technology to educators and students. Teachers must learn to use technology and use it to improve their instruction. Technology can then help in assessing student learning to better the process. All steps work to improve the educational experience of our students.

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- Schools that support teachers in their technology use

- Training and mentors for technology integration

- Equal access and connectivity for all students

- Educators acting as co-learners with student and peers alike

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Technology is now readily available for most students. The issue is whether or not those students use that technology for better educational experiences. Educators should use technology in ways that extend learning for students. The SAMR model can be applied when reflecting on teacher use of technology. Learning needs to be engaging, relevant and individualized.

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Highlighted NETP theories by Peters and Araya

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“The future is here; it’s just not evenly distributed.”

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"The future is here; it's just not evenly distributed."

A variation of the prophetic quote attributed to cyberpunk novelist, William Gibson, introduces the 2016 National Education Technology Plan (NETP) released today by the U.S. Department of Education.

"If the technology revolution only happens for families that already have money and education," writes Arne Duncan, outgoing Secretary of Education, "then it's not really a revolution."

This emphasis on equity, and ensuring that all teachers and learners of all backgrounds have access to quality technology tools, anchors the many ambitious goals laid in this fourth and latest national education technology plan. The 106-page document envisions what education could look like in coming years, describes how technology can play a role, and outlines steps that education leaders, entrepreneurs, teachers, researchers, policymakers and others can take.

Many of the high-level goals of this 2016 plan are consistent with the 2010 NETP report:

Highlighting "leadership" is one of the most notable changes. The 2016 NETP devotes an entire section to leadership and to "creating a culture and conditions for innovation and change."

Creating and articulating a shared vision is one important step; budgeting funds to pursue the vision is the next. (Here the NETP unabashedly recommends leaders turn to openly licensed educational resources.) But even with vision and a budget, the plan recognizes that edtech tools can still fail without an effective implementation plan. Too often, poor implementation leaves schools and districts with a hodgepodge of expensive tools that neither work together nor align with instructional needs.

Further coverage of the National Education Technology Plan:

These are daunting tasks, but education leaders shouldn't operate them in silos. Just as teachers need professional networks and support communities, so, too, do administrators, superintendents and other education leaders. The 2016 NETP highlights the work of Future Ready, an initiative launched in November 2014, and so far boasts a network of over 2,000 superintendents, along with 44 national and 12 regional partner organizations. (Full disclosure: EdSurge is a partner of Future Ready.)

New Future Ready commitments, announced with the release of this plan, include:

Follow-up resources to Future Ready Planning Dashboard, which include toolkits, webinars, courses, workshops and mentoring for district and state leaders;

State-wide initiatives, sponsored by state departments of education in California, Indiana, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Missouri, New Hampshire, New Mexico, North Carolina, Rhode Island, Utah, West Virginia and Wisconsin;

Five regional Future Ready Summits in 2016, organized by the Department of Education, in Austin (TX), Boston (MA), Madison (WI), Seattle (WA) and Tampa (FL), held in partnership with Apple, Google, Microsoft and McGraw-Hill.

Other noticeable additions and emphases in the 2016 National Education Technology Plan:

Student agency: While technology tools can automate and recommend content and learning pathways, the report recognizes that "learners should have the opportunity to make meaningful choices about their learning, and they need practice at doing so effectively." The 2016 NETP report recognizes that students should own their data: "When they have access to their data, students can play a larger role in choosing their own pathways."

Greater emphasis on privacy: The need to protect student privacy made a cameo appearance in 2010 plan. Now it has a lead role. Given the backlash the edtech industry has faced over improper safeguarding of student data, the 2016 NETP shines a spotlight on how schools, companies and parents can raise and redress concerns.

Teacher preparation: "Effective use of technology is not an optional add-on or a skill we simply can expect teachers to pick up once they get into the classroom." The 2010 plan raised the need to rethinking to train and prepare teachers for the digital classroom. But the new plan offers case studies into how university teacher-prep programs in Illinois, Florida, Michigan and Rhode Island are shaking up the process.

"Beware of Bring Your Own Device": BYOD was a popular acronym and strategy, especially for schools with scarce funds to purchase devices. But the 2016 plan astutely acknowledges that device ownership "is distributed disproportionately to students whose families can afford the devices" and "can widen the very gaps that technology is capable of closing." For teachers, managing a classroom of different devices can cause major headaches as well.

"Enable Enhanced Question Types": The previous plan was replete with hopes for digital assessments but short on details about what that might look like. Now there are examples, including "graphic response" (drawing, moving, arranging or selecting regions) "hot text" (select and rearrange words within a passage) "equation response" (entering an equation) and "performance-based assessments" (a series of complex tasks).

Microcredentials: Badges make their debut as a promising form of digital micro-credentials that can track skills and competencies mastered by both students and teachers over time.

Even as many challenges lie ahead, much has changed since the 2010 report. As this document notes: "The conversation has shifted from whether technology should be used in learning to how it can improve learning to ensure that all students have access to high-quality educational experiences."

-With reporting assistance from Patricia Gomes

Five Years of a Changing US Education Landscape

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The Next National Education Technology Plan - EdSurge News

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"The future is here; it's just not evenly distributed." A variation of the prophetic quote attributed to cyberpunk novelist, William Gibson, introduces the 2016 National Education Technology Plan (NETP) released today by the U.S. Department of Education.

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“Educators can be co-learners with students and peers.”

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“Educators can be co-learners with students and peers.”

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Learning Out Loud: is connecting, communicating, and collaborating with others through technology. This YouTube video highlights how interacting through different mediums is so important to be able to empathize and learn from others in an online course.

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For this image we could add that technology is important in our life each day.  It allows us to be active in what we like and do, we can exchange information and communicate, tasks can be done easier and personalize learning, and we can create a method to share with others our knowledge.

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EXPANDING OPPORTUNITIES FOR TEACHERS TO LEAD WITHOUT LEAVING THE CLASSROOM We will host the 18th Teacher Leadership Summit in Salt Lake City, September 19-21, 2019 focused

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Constructivism and Teaching with Technology

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Constructivism and Teaching with Technology

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Technology and constructivism can work together to build a better, stronger understanding for students.  Technology can provide new experiences which allows students to rethink and construct their own meaning.  Students can create their own way to share their knowledge.  For example, students can use blogs, Thinglink, Padlet, Popplet, Canva.

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Connectivism and Teaching with Technology

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Connectivism and Teaching with Technology

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Technology and connectivism can be powerful in our age of technology.  With the use of the world wide web, new opportunities and connections can be made at our students’ fingertips.  Students have access to virtually any information and can learn based on their individual preferences.

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Tips for Teaching Your Students for Learning with Technology:

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Tips for Teaching Your Students for Learning with Technology:

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1.  be responsible digital citizens

2.  encourage creativity

3.  help them learn how to communicate online

4.  allow them to access apps or sites to aide in their education

*share apps and games that may help students concentrate or focus on their mindset

*share apps, sites and games that may provide support in areas a students struggles

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Considerations for Teachers when Planning and Teaching with Technology

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Considerations for Teachers when Planning and Teaching with Technology

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How can I meet the students were they are in their learning and challenge them to set and reach new goals?

How can I personalize learning based on the needs and interests of the students?

How can I provide an equal opportunity for students to engage in technological experiences?

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“Growing Up” Learning Out Loud means the process of sharing what we know and learn through the use of technology.  This process is a part of social learning.  When we share with others then our thoughts become real and allows us to look back and reflect how we have grown in our own learning.  Expressing our own thoughts allows other to comment which can provide new ideas and a different direction for our learning and growing.

This teaching example aligns with NETP as teachers can develop engaging and relevant learning experiences for their students using technology.  Teachers are to be a leader for implementing new learning technologies.  A teacher’s purpose is to guide and facilitate learning while motivating students.

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Learning out loud - what does that mean to you? I was surprised a number of people hadn't heard the term, which is actually a metaphor of sorts unless audio is involved. There are many ways to do it, including creating videos on your phone for sharing on YouTube, tweeting things you learn, and curating content on Pinterest or a dedicated curation site. To me, learning out loud is more of an attitude and a process of sharing as it happens. Since we're all constantly learning, I would almost argue it's basically the philosophy of sharing, period.

I set out to learn out loud here through my writing. I was going to be fully open and transparent as I learned by sharing with others. But then there was that initial obstacle of actually publishing my first post. Maybe even the second. I had to get over that fear of exposing my thoughts, expressed in my writing, to scrutiny from others. What would people actually say about my stuff? What if it actually exposed some aspect of ignorance, or worse?

I remember my first post, not because it was profound or had great impact, but because it was quite the opposite. I had just attended the Training conference and, armed with a little bit of knowledge in the proper use of some key terms, I was ready to tackle that topic. I wrote it, re-wrote it, looked it over and over, thought it was moderately profound, and hit the Publish button. I even tweeted a link to it (since I'd just started on Twitter at that same conference thanks to the one and only Jane Bozarth). Done. Risk taken. And no one noticed.

It's been some sixteen months now and I have a somewhat different perspective. A few people even now read and comment on my posts. I look back at that first article and almost want to delete it, along with some of my earliest work, but I'm not doing that. It's a part of me growing up learning out loud. That would be like burning baby pictures because I don't look the same.

I finally see what many others had said to me over a year ago, that learning out loud using any medium isn't for an audience's benefit as much as it is for the person doing the sharing. I get that. Look at all the great things that happen by learning out loud:

Putting it in public view makes it real. I clarify my thoughts as I write and put them into some logical order that makes sense.

It's a record I can look back on and see how my thinking has evolved. That's part of learning and seeing where you've grown.

It exposes my thoughts to comments and new thoughts from others. I get new ideas and think in new directions.

I'm not always right.

That last point may cause some to be afraid to learn out loud - the fear of getting things wrong. But this is one amazingly great way to learn. Guy Wallace and Clark Quinn have each corrected my understanding of their work in the past, and I would have never understood their points unless I had written something down and shared it. It wasn't embarrassing, it was good learning.

Sharing what you learn as you learn is an important part of social learning. People have argued you can read a book or watch a video and learn something, that some learning is asocial. I'll concede only that a small fraction of learning happens that way. Sharing with others, clarifying your thinking, allowing your thoughts to be challenged, and engaging in conversation with others leads to deeper, much enhanced learning.

After all, learning is an inherently social process ( Etienne Wenger).

Megaphone image courtesy sodahead; Publish button courtesy zoho.com.

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Learning out loud - what does that mean to you? I was surprised a number of people hadn't heard the term, which is actually a metaphor of sorts unless audio is involved. There are many ways to do it, including creating videos on your phone for sharing on YouTube, tweeting things you learn, and curating content on Pinterest or a dedicated curation site.

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Social media can be a powerful technology tool for students use for collaboration.  This supports NETP through the idea of authentic learning, developing a deeper understanding and co-learning in the classroom.

Through social media students engage in:

peer response

have an authentic audience

find a tool that meets their own needs

learn to reflect on learning

become more involved in learning

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Peer Response

It was any ordinary day during writing workshop, and as I was conferring with a third grade student, Jumaane walked up beside me, a tattered paperback book in hand. "Mr. Working, I'm trying to do a lead for my story like the one in this book, but I don't get it."

"I can show him!" Yuliana chimed in from across the group of desks, even before I had a chance to respond. I smiled and watched as Yuliana rushed back to Jumaane's desk and pulled a chair up alongside him.

When it came time for sharing, Jumaane proudly offered up his newly created lead with the class, an enormous smile plastered across his face. It struck me then: Yuliana provided high quality feedback that improved Jumaane's writing, and neither of them could have been more pleased. Neither could their teacher.

This hasn't always been my experience with peer response. For years I have struggled with finding a framework or structure that seems to work with elementary students, something that will bring the author a more substantive response than the all too common, intentionally helpful yet ineffective feedback, "I like it." The problem was, I simply couldn't be present in every peer conference.

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Social Media as a Tool for Peer Collaboration with Elementary Students: A Teacher Inquiry Project

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Peer Response It was any ordinary day during writing workshop, and as I was conferring with a third grade student, Jumaane walked up beside me, a tattered paperback book in hand. "Mr. Working, I'm trying to do a lead for my story like the one in this book, but I don't get it."

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Technology is now how we experience, organize and interpret our world.  Through our technology use with various forms of media we must remain careful and informed.  The students in this article studied advertisements by looking at different forms of media and specific biases such as race, gender and class.  Their work allowed a deeper and better understanding of this media and they had the opportunity to work with peers in a real world connection.

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Digital technology doesn't merely convey our bodies, but ourselves. Our screens are the windows through which we are experiencing, organizing, and interpreting the world in which we live. We are doing more than extending human agency through a new linguistic or communications system. We are replicating the very function of cognition with external, extra-human mechanisms. These tools are not mere extensions of the will of some individual or group, but entities that have the ability to think and operate other components in the neural network-namely, us. (Douglas Rushkoff)

If we don't create a society that at least knows that there is a thing called programming, then we will end up being not the programmers, but the users- and worse the used. (Douglas Rushkoff, Program or Be Programmed)

When I started teaching at Science Leadership Academy in the fall, I knew that I would have a chance to create a curriculum for a 12th grade English elective course. It was one of the many things that drew me to SLA in the first place. I am energized by the idea of creating a framework for learning that weaves my students' interests with the desire to push their thinking around media literacy. The course began with setting essential questions that would guide our inquiry throughout the semester. The following questions captures the lines of inquiry students were interested in taking on at the beginning of the course:

How does Media affect culture and society?

What problems do we see with representation of race, class, gender and sexuality in Media?

How do we critically examine popular culture and push back against the biased representation of race, class, gender and sexuality in popular culture?

Throughout the semester, as a class we examined various forms of media and specifically instances of biases in representation of race, class, gender and sexuality within these forms of media. The culminating unit involved our study of advertisements. We were interested in studying advertising because it was the meeting point of creativity, money and biases. Eventually students were tasked to promote an idea or organization that more people should know about but don't or create a satire of an existing marketing campaign.

Some of the work that I have shared shows the potential for students to become producers of media rather than mere consumers of it. My students spends inordinate amount of time in front of the screen whether it is their television or their laptop and I wanted to ask them to take on the role of the content creator. While creating this content, I also wanted them to think about how they can push against the biases they perceived in media. All messages have embedded biases and I wanted my students to take on the form of the advertising and in some ways, turn it on its head. Some of my students took this challenge on and the work that you see is the result of their labor.

These projects have a quite a range in terms of quality, effort and depth of thinking on the part of the students. These projects are by no means the 'exemplary' projects from this semester. However, in their playful manner, these projects take on corporate conglomerates and general bias for consumption in American society. The 'stories' being told via these advertisements show my students ability to compose in variety of forms. In this specific part of the course, my students have gone beyond a traditional term paper composition to critique culture and media via their own creation of advertisements. Since my students were examining such dynamic forms of media, it made sense them to create their content in the same form. The dynamic range of projects from videos to print advertisements shows the start of the journey for my students in forming their own identities as content creators and cultural critics.

I want to give my student William F. a chance to speak his work. Here is the statement of purpose William wrote for his project:

Refuse acts to heighten environmental awareness within urban communities. As a not for profit company, Refuse infuses environmental design with a focus on small scale projects. For these projects, materials which commonly go without reuse are fused together or repurposed. The integration of existent materials creates a product with utility. Based in San Francisco, Refuse directly works with community members. Located in the art district, Refuse spreads the relationship between recycling and art. Local artists take on a pledge of repurpose. This pledge establishes a relationship between artists and Refuse. Artists gain the opportunity to present in Refuse's warehouse gallery, or more commonly called, "The Yard". It is here, under the high ceilings and vast space of The Yard, that our purpose becomes a practice. Course are hosted on site in The Yard free of charge. In addition to the product design project, participants are required to construct an art piece, which is then auctioned at the monthly benefit, and attend the required "scrap scavenge" - sets of groups that visit landfills and scan the streets with trucks for reusable materials. The positive effect of scrap scavenges in San Francisco has launched a partnership between the city and Refuse. In exchange for Refuse's services to the community, Refuse functions under a free land agreement, which allows Refuse to sustain all activities and business. The instruction courses offered stick firm to the company's roots by refusing to uplift any new ones; all materials used for the projects are in fact community gathered waste and materials. All people involved become artists with a palette dosed with environmental awareness at Refuse. But most importantly, they are willing to take their skills in a dumpster dive into past waste and refuse.

To see more work from my students go here and here.

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Media Literacy via study of Advertisements

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Digital technology doesn't merely convey our bodies, but ourselves. Our screens are the windows through which we are experiencing, organizing, and interpreting the world in which we live. We are doing more than extending human agency through a new linguistic or communications system.