The Best of 2 WorldsCreating the Environment for 21st Learning

Donna Drasch ddrasch@eastconn.org

Rebecca Pilver rpilver@eastconn.org

2007, we discovered wikis!

www.sblceastconn.org/nutmegbooks2008.htm

http://www.sblceastconn.org/nutmegbooks2008.htm

What We Saw• Kids reading more

• Teachers thrilled with student motivation and enthusiasm

• Some thoughtful, well-developed responses

• Students editing and revising work on the wiki

• Lots of discussion during school, after school, and on the weekends and holidays

• http://nutmeg.wikispaces.com/message/view/Rabbit/1203261

But….• Wikis and discussion boards were not being

used to their potential as tools for students to research, create, communicate, contribute and collaborate while developing academic and social skills.

• Little evidence that the integration of the Web2.0 technology was making a difference in students’ academic skills, digital literacy skills and the skills needed for the 21st century.

• A lot of schools could not participate because wikis were blocked in their district.

• If the power of the tools for learning is not tapped into, if there is little evidence that inclusion of these tools increases learning, will the tools be valued only for their ability to engage and motivate?

In order for Web2.0 technologies to

make a difference…..• Educators need to view the use of Web2.0

tools for more than just their motivational value.

• Educators need to feel comfortable with the technology and feel confident enough not to feel comfortable.

• Educators need to have first hand experience with using Web2.0 tools for their own learning.

• Students need to be proficient at using Web2.0 and the Internet as a vehicle for learning, communication and collaboration (or taught how).

• Educators need to believe that the technology is a means to an end and not the end itself.

• Best practices can’t be lost.

Educators are all at different places.

• How they view technology

• How they use technology to support their teaching goals

• In their technology comfort levels

• In their use of web2.0 for their own learning, communication and collaboration

Our Challenge:

How can we help facilitate the shift in teachers’ skills, beliefs, and understandings while at the same time provide an effective learning experience for students?

Hunter Mooney Gradual Release of Responsibility

I Do To Modeling

We Do With Guided Practice

You Do By Independent Practice

Optimal Learning Model

www.sblceastconn.org/nutmegbooks2009.htm

http://www.sblceastconn.org/nutmegbooks2009.htm

Spicing it Up Another Notch…

With a new project design that:

• Develops contemporary literacies* using ICT and research based best practices.

• Provides authentic learning for both teachers and students.

*David Warlick

…and has these elements• Has big ideas and essential questions.

• Is aligned to standards.

• Addresses social and emotional needs.

• Includes an authentic product and/or performance and audience.

• Skills are embedded as a means to a worthwhile end.

• Lessons/activities are all connected and purposeful.

• Contains formative assessments.

• Mirrors real life use of the Web2.0 technologies.

• Kids assume real life roles.

• Students see themselves as valuable contributors in the community.

• Includes product evaluation, feedback and reflection.

…research, create, communicate, share knowledge, give and receive feedback and collaborate while working towards the good of the greater whole.

In these projects, students…

www.sblceastconn.org/scientists/scientistshome.htm

http://www.sblceastconn.org/scientists/scientistshome.htm

www.sblceastconn.org/smallsteps.htm

http://www.sblceastconn.org/smallsteps.htm

Unless someone like you cares a whole awful

lot, nothing is going to get better. It's not.

~Dr. Seuss