TECHNOLOGY INNOVATION GRANTRESOURCE GUIDE

SPOKANE R-VII SCHOOL DISTRICT

The Spokane R-VII School District is introducing the first ever Technology Innovation Grant. The rationale for this project is to provide teachers with the opportunity to apply for money to pur-chase a classroom set of technology to imple-

ment curricu-lum, instruc-tion, and as-sessment in an innova-tive way.

This grant provides stu-dents with the opportu-nity to learn in a techno-

logically enhanced classroom, with a teacher committed to using innovative instructional prac-tices. Our goal is to give teachers the opportu-nity to DREAM BIG and plan for the technology filled classroom they have always wanted. We also want to give teachers the chance to do what they do best....TEACH...not only students, but

also teachers, administrators, and members of the greater school community!

Recipient of this grant will become a model class-room for technology curriculum integration. We want to continue these grants in future years to fur-ther incorporate more technology and innovative practices throughout the district.

As we continue on this journey of 21st Century teaching and learning, we want to provide the plat-form for shared leadership, innovative instruction, and professional development.

You will find the link to the Grant Application and the Scoring Rubric on the following page. Please feel free to utilize this iBook for idea inspiration!

Shoot for the Stars! Dream Big! Take Action!

This iBook has been created to provide teachers with ideas and inspiration from innovative lead-ers from around the world. It was created on a Macintosh desktop with the app, iBook Author.

INTRODUCTION

i

“Technology in it’s many forms, now offers unknown and untold opportunities to engage young people’s imaginations and to provide forms of teaching and learning, which are

highly customized to them.” -Sir Ken Robinson

Spokane Technology Innovation Grant Application 2014-15

https://docs.google.com/a/spokane.k12.mo.us/document/d/1ZUe9ITU497b4OmY3qm5uSynN6I1lITRgV2amqP-gv9Q/edit

Scoring Rubric

https://docs.google.com/a/spokane.k12.mo.us/document/d/1LeDso10SX3a1cFKQodWBFd3NVzV6_ykqI69lPdlCae0/edit

“The real heart of teaching is an art form, I believe, because great teachers also look into the eyes of their students and recognize who they are and how well they are responding and whether this is something they could take further or not.” -Sir Ken Robinson

ii

Sir Ken Robinson speaking about the art of teaching.

GALLERY Introduction.1 The Art of Teaching

HTTPS://WWW.YOUTUBE.COM/WATCH?V=BUATQQYHA3W

“Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to inte-grating technology into classroom learning. Many are just beginning to explore the true potential tech offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.”  Why Integrate Technology into the Curriculum? The Reasons are Many (Edutopia.com 2014)

1

TECHNOLOGY IN STUDENTS HANDS

Sugata Mitra: Build a School in the Cloud

GALLERY 1.1 Sugatra Mitra TED Talk

HTTPS://WWW.YOUTUBE.COM/WATCH?V=Y3JYVE1RGAU

4

YouTube video created by Webb City art teacher, Nellie Mitchell. As a grant recipient, her classroom curriculum is full of technology integration.

GALLERY 1.2 Stop Motion Lego Movie

HTTPS://WWW.YOUTUBE.COM/WATCH?V=PKDXCHZEUYY&FEATURE=YOUTU.BE

By Eliza Krigman

Some schools are adding art to the STEM equation, with good results

Scale in geometry is the same thing as perspective in art, one teacher points out.

Breaking down the walls between art, hard sciences and math, a new crop of educators is designing curricula that allow these subjects partner with one another, encouraging holistic learning.

Across the country, teachers and administrators are coming to a similar conclusion: art informs sci-ence, technology, engineering and math (STEM) and vice versa. Consequently, they are pioneering new methods of teaching that combine disciplines which have been isolated from one another under traditional educational models. And they are just getting started.

2

GAINING STEAM: TEACHING SCIENCE THROUGH ART

5

Andover High School in Massachusetts, for in-stance, teaches geometry through the lens of art. Through a scavenger hunt at a local museum, math and art students come to understand that scale in geometry is the same thing as perspec-tive in art, says Meghan Michaud, a teacher at Andover High. Her school is in the second year of a 10-year plan to marry art and STEM.

[READ: Minorities, Women Still Underrepre-sented in STEM Fields]

This approach is “about 21st century learning skills,” Michaud says, and preparing kids “for whatever college or career is ahead.”

In Annapolis, Md., 8th grade students at Wiley H. Bates Middle School learn about Mexican mosa-ics and math at the same time. The students study traditional turquoise mosaics and create their own versions with bits of paper. Their class-mates then collect sample sizes and use them to predict the number of tiles used in the artwork.

Studying and observing the art first, without the fear of getting something wrong, encourages confidence and risk-taking in the classroom, says Laura Brino, the art integration specialist at Bates Middle School.

Nettrice Gaskins, a media and technology expert based in Georgia , is pushing this learning ap-proach to new heights.

Gaskins targets student populations that have tra-ditionally under-performed in STEM using a unique method that she calls “culturally situated art-based learning.” It starts by first engaging stu-dents with art that speaks to their ethnic or cul-tural identity and ancestry.

With the help of digital media designer Laurie Marion, Gaskins in 2012 introduced high schools students in Albuquerque, N.M., to ancient Mim-bre designs, which are indigenous to the South-west.

The next steps: Teach students about the math embedded in the ancient Mimbre artwork, then have them use software to design and create an interactive mural based on the mathematical con-cepts they identified in the Mimbre artwork.

“Art helps engage students who are not rote learners,” Gaskins says. “We have got to give credit to all the teachers who are making this hap-pen.” Gaskins ’ research, she says, is less about teaching a class, and more about identifying what “particular types of work engage students who have been historically marginalized.”

While it’s all relatively new, she plans to bring this integrative approach to a wider swath of the population.

On March 28, with funding from the National Sci-ence Foundation, Gaskins will convene a work-shop at Georgia Tech, where she is a Ph.D. can-didate, to discuss support and growth for cultur-ally situated arts-based learning.

The goal is to create a dialogue about this topic among the experts and “build capacity for sus-tained collaboration,” she says.

Gaskins’ novel approach to interdisciplinary learning is but one component of a new move-ment – science, technology, engineering, art and mathematics, or STEAM -- that has caught on in recent years.

6

Championing this new philosophy is the Rhode Island School of Design (RISD), which launched the website stemtosteam.org.

The chief objectives of the STEAM movement, ac-cording to RISD, are to “transform research pol-icy to place art and design at the center of STEM” and “influence employers to hire artists and designers to drive innovation.” Educators there also say they wish to see art and design take a more a central role in education, from kin-dergarten through college.

“We are really surprised at how quickly this has proliferated,” says Babette Allina, director of gov-ernment relations at RISD. Not long ago, Allina was acquainted with everyone doing work re-lated to STEAM. Now there is too much activity for her to be aware of it all, she says.

Allina is quick to point out that while applying art to education more broadly is not a new idea, pre-senting art and design as equal partners to STEM subjects is new.

The RISD mantra: the disciplines are stronger to-gether than apart, Allina says.

Lawmakers have greeted this idea with enthusi-asm.

“The way we get an innovative workforce is to make sure that we have creative and critical thinkers coming through our schools,” Rep. Su-zanne Bonamici (D-Ore.) says. Incorporating art into STEM disciplines is a way to cultivate the minds needed for the knowledge economy, Bonamici adds.

Bonamici’s district in Oregon includes Quatama Elementary School, which bills itself as being “powered by STEAM.” Fourth grade students, for

instance, learn about the relationship between earthworms, soil erosion and clay for pottery mak-ing all in one unit. They see how “it’s all con-nected,” Bonamici says.

Along with Rep. Aaron Schock (R-Ill.), Bonamici co-chairs the STEAM Caucus in the U.S. House of Representatives. Since the caucus launched a year ago, they have hosted a webinar with Ameri-cans for the Arts, a workshop with RISD and a Google hangout on the subject of STEAM.

“Collaboration, trial and error, divergent thinking skills, dynamic problem solving, and persever-ance are all skills that are fostered by the arts and can be brought to bear to improve STEM learning,” Shock says. “Arts education and inte-gration are essential to producing a future work-force with the skills employers are looking for.”

The traction STEAM is getting with lawmakers is terrific, Allina says, but the really exciting action is taking place in the schools.

“It’s the math teacher going to the art teacher saying what can we do together,” Allina says.

http://www.usnews.com/news/stem-solutions/articles/2014/02/13/gaining-steam-teaching-science-though-art

7

By Thom Markham

One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and eco-nomic structures, environmental solutions, or an updated code of ethics for 21st century life, every-thing is in flux—and everything demands innovative, out of the box thinking.

The burden of reinvention, of course, falls on today’s generation of students. So it follows that educa-tion should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.

This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer stu-dents the tools and experiences that spur an innovative mindset. Here are ten ideas:

3

10 WAYS TO TEACH INNOVATION

8

Flipboard - Innovative Education Flip through Innovative Education by Robyn Gordon http://flip.it/TH0Ff

Move from projects to Project Based Learning. Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods in-clude developing a focused question, using solid, well crafted performance assessments, allowing for multiple solutions, enlist-ing community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have pres-ently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See my website or the Buck In-stitute for methods.

Teach concepts, not facts. Concept-based instruction overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowl-edge and resources to teach ideas and deep understanding, not test items.

Distinguish concepts from critical information. Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The

9

craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.

Make skills as important as knowledge. Innovation and 21st century skills are closely related. Choose several 21st century skills, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.

Form teams, not groups. Innovation now emerges from teams and networks—and we can teach stu-dents to work collectively and become better collective thinkers. Group work is common, but team work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facili-tate high quality interaction through protocols and critique; teach the cycle of revision; and expect stu-dents to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free PBL Tools.

Use thinking tools. Hundreds of interesting, thought provoking tools exist for thinking through prob-lems, sharing insights, finding solutions, and encouraging divergent solutions. UseBig Think tools or the Visible Thinking Routines developed at Harvard’s Project Zero.

Use creativity tools. Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as Gamestorming or Beyond Words, the tools include playful games and vis-ual exercises that can easily be used in the classroom.

Reward discovery. Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the PBL Tools section of my website have a breakthrough column.

Make reflection part of the lesson. Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learn-ing and stimulate deeper thinking and understanding. There is no innovation without rumination.

Be innovative yourself. This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s empha-sis on strict accountability. But the reward is a kind of liberating creativity that makes teaching excit-ing and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.

This post originally appeared on ThomMarkham’s blog.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incor-porate 21st century skills and the principles of youth development. He is also the author of the Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teach-ers.

http://blogs.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/

10

“The future of learning - who knows what we will need to be learning 30 years from now.  But we do know we will need to be able to read. We will need to be good at searching for information, collecting it, and then deciding if it is right or wrong.  If you frame the curriculum in terms of big

questions, and the children are capable of finding the big answers.  When they find the big answers, they believe in themselves, and they believe in the world around them.” -Sugata Mitra

Flipboard 21st Century LearningFlip through 21st Century Learning by Robyn Gordon http://flip.it/fYjo1

4

21ST CENTURY SKILLS

11

HTTPS://DOCS.GOOGLE.COM/A/SPOKANE.K12.MO.US/FILE/D/0B-T6HMXNCWLREV9JZDHUQ3NWOEE/EDIT

Mastery of core subjects and 21st century themes is essential for students in the 21st cen-tury. Core subjects include:

• English, reading or language arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics

http://www.p21.org/about-us/p21-framework/57

In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

• Global awareness • Financial, economic, business and entrepreneurial literacy • Civic literacy • Health literacy • Environmental literacy

21st Century Standards

• Focuses on 21st century skills, content knowledge and expertise.

• Builds understanding across and among core subjects as well as 21st century interdiscipli-nary themes

• Emphasizes deep understanding rather than shallow knowledge

• Engages students with the real world data, tools, and experts they will encounter in col-lege, on the job, and in life--students learn best when actively engaged in solving meaningful prob-lems

12

Provide kids with the 21st Century skills to compete in a global society.

GALLERY 4.1 21st Century Skills

• Allows for multiple measures of mastery

http://www.p21.org/about-us/p21-framework/351

21st Century Assessments

• Supports a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments

• Emphasizes useful feedback on student performance that is embedded into everyday learning

• Requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills

• Enables development of portfolios of student work that demonstrate mastery of 21st cen-tury skills to educators and prospective employers

• Enables a balanced portfolio of measures to assess the educational system’s effective-ness at reaching high levels of student competency in 21st century skills

http://www.p21.org/about-us/p21-framework/27

21st Century Curriculum & Instruction

• Teaches 21st century skills discretely in the context of core subjects and 21st century inter-disciplinary themes

• Focuses on providing opportunities for applying 21st century skills across content areas and for a competency-based approach to learning

• Enables innovative learning methods that integrate the use of supportive technologies, in-quiry- and problem-based approaches and higher order thinking skills

• Encourages the integration of community resources beyond school walls

http://www.p21.org/about-us/p21-framework/352

21st Century Professional Development

• Highlights ways teachers can seize opportunities for integrating 21st century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize

• Balances direct instruction with project-oriented teaching methods

13

• Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills

• Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students

• Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses

• Helps teachers develop their abilities to use various strategies (such as formative assess-ments) to reach diverse students and create environments that support differentiated teaching and learning

• Supports the continuous evaluation of students’  21st century skills development

• Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications

• Uses a scaleable and sustainable model of professional development

http://www.p21.org/about-us/p21-framework/831

21st Century Learning Environments

• Creates learning practices, human support and physical environments that will support the teaching and learning of 21st century skill outcomes

• Supports professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice

• Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work)

• Allows equitable access to quality learning tools, technologies and resources

• Provides 21st century architectural and interior designs for group, team and individual learning.

• Supports expanded community and international involvement in learning, both face-to-face and online

http://www.p21.org/about-us/p21-framework/354

14

• Using 21st century skills to understand and address global issues.

• Learning from and working collaboratively with indi-viduals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dia-logue in personal, work and community contexts.

• Understanding  other nations and cultures, including the use of non-English languages.

http://www.p21.org/about-us/p21-framework/256

5

GLOBAL AWARENESS

Additional resources on global awareness.

1. TeachUNICEF 

TeachUNICEF (teachunicef.org) aims to support and create well-informed global citizens who un-derstand interconnectedness, value diversity, and have the ability to take action in meaningful ways. TeachUNICEF provides educators and youth service professionals with global learning resources for grades PreK-12: in-person work-shops, school-based programming, free web-based lesson plans, videos, multi-media re-sources and more. Using a rights-based frame-work, TeachUNICEF programs and materials en-gage students in a meaningful exploration of so-cial, political and economic issues of global con-cern. TeachUNICEF lessons are interdisciplinary and aligned to state and national educational standards. They cover topics ranging from child labor to poverty to gender equality.

2.   VIF International Education

VIF International Education (www.vifprogram.com) partners with districts and schools around the world to prepare global ready teachers and students. VIF has developed Global Gateway (www.viflearn.com) an inte-grated online platform with educator professional development, lesson plans and classroom re-sources, digital badging for achievements and a vibrant collaborative community of global educa-tors. Through purposeful and ongoing Global Gateway professional development, teachers anywhere in the world can learn to effectively inte-grate global content into their core instruction. Schools and districts can go global using Gate-way's Global Leader Roadmap to implement across entire schools and/or districts, ensuring global learning for all students and teachers. Any-

one (educators 18 years and up) can join the so-cial community for free and we offer free 30-day trials of PD and resources. After that, it is a sub-scription (individual) or site license (school).

3.   North Carolina in the World

North Carolina in the World is a statewide collabo-rative effort to strengthen K-12 international edu-cation. At the request of Governor Mike Easley, the University of North Carolina's Center for Inter-national Understanding coordinates the effort. More than 100 North Carolina education, policy and business leaders are involved to help pre-pare students to thrive in the global marketplace of the 21st century.

4.   Asia Society

The Asia Society is an international organization dedicated to strengthening relationships and deepening understanding among the peoples of Asia and the United States.

5.    Wisconsin's Strategies for Achieving Global Literacy

The Wisconsin Department of Public Instruction takes a leadership role in its work with students, teachers, school districts, administrators, parents and business and community leaders to develop global literacy for Wisconsin students. As part of this effort, the state has created the Statewide In-ternational Education Council (link above.)

5.   Primary Source

Primary Source promotes history and humanities education by connecting educators to people and cultures throughout the world. In partnership with teachers, scholars, and the broader commu-nity, Primary Source provides learning opportuni-

16

ties and curriculum resources for K-12 educa-tors. By introducing global content, Primary Source shapes the way teachers and students learn, so that their knowledge is deeper and their thinking is flexible and open to inquiry.

7.    Global Awareness Initiative - Dickinson State University

Dickinson State University, located in rural west-ern North Dakota, implemented a Global Aware-ness Initiative in late 2001 and has become the conduit for connecting students, citizens, busi-nesses and institutions in a collaborative effort to understand global issues.

8.    iEARN-USA: International Education and Re-source Network

The VISION of iEARN-USA is that people engage in respectful dialogue and collaborative action to meet challenges of our world.

9.    Institute for International Studies

Brown University 's Institute for International Stud-ies evolved from Thomas J. Watson Jr.'s (class of 1937) vision for a research and teaching center that would address the most pressing problems of its time.  The Watson Institute's mission and scope today include support of multidisciplinary research, teaching, and public education on in-ternational affairs. The Institute promotes the work of students, faculty, visiting scholars, and policy practitioners who analyze and develop ini-tiatives to address contemporary global prob-lems.

17

Prepare students to be global citizens.

GALLERY 5.1 Global Awareness

SULLIVAN: A HIGH SCHOOL GOES GLOBAL: PART I

by Meghan Sullivan on July 09, 2014

July 9, 2014, Volume 1, Issue 6, No. 6

Driving Question:  How can a high school develop all graduates' global awareness?

Since the founding of Cincinnati's Oak Hills High School in 1954, education has changed. Our mission claims that "Oak Hills High School students will achieve success by graduating with a shared sense of global awareness and the critical skills to be col-lege and career ready." In order achieve its goal, Oak Hills' stu-dents and teachers must point to 21st Century Student Out-comes.

According to the Partnership for 21st Century Skills' rainbow, stu-dents should use a variety of deeper learning skills to enhance their education. In order to accomplish these goals, teachers have needed to adapt their curriculum-based instruction. No longer does Oak Hills curriculum exist in a vacuum. It requires an interdisciplinary, competency and problem-based approach that transcends school walls. This begs the question: how does an in-stitution steeply based in traditional instruction adapt into one that develops problem solving, critical thinkers and enhance their global awareness

The How-to Answers.

Many of us never had the joy as early learners to discover the world stage through technology. No computers. No smart phones. No Internet. No VOIP with talking and interacting with friends, families and who knows whomever else anywhere around the globe. These digital wonders appeared after our school time.

Not to those who are entering our first grade classrooms; comfort-able with talking, seeing, and interacting anywhere, anytime. That gives us—those charged with teaching these young techno-whizzes, who have access to the wonderfully widened world stage on which they live with all of its rights and responsibilities, challenges and opportunities—more than enough tools to help

18

these youngsters learn what it takes to become seasoned actors on this world stage as active citi-zens in a global community.

A History Lesson

Three years ago, Oak Hills High School developed a relationship with the Asia Society's International Studies School Network (ISSN). The Asia Society partners with schools "to prepare students to be globally competent and ready for the global innovation age." The switch to 21st century learning has to start with the classroom teachers and their perspective towards innovative instruction. The ISSN has helped give framework to this transition, providing our staff with necessary resources.According to P21, professional development needs to highlight the integration of 21st century tools and instructional strategies, cultivate the teacher's ability to assess learning styles and knowledge ac-quisition through formative assessments and encourage knowledge through a variety of collaborative sharing opportunities. The ISSN offers exactly this type of professional development to our school.Oak Hills High School offers a wide variety of learning mod-ules to their students, housed in an online library. These ex-periences are varied, ranging from international partner-ships to business communication tools to real-life scientific research. However, all adhere to our mission statement. From a teacher's perspective, the use of ISSN modules is imperative on the road to providing deeper learning experi-ences. For example, we have developed an international, cross-curricular partnership with a high school in Evreux, France. Our partnership has taken on both interdisciplinary, academic projects connected to environ-mental themes, but has also implemented a successful student exchange. This year, each school in-vestigated the importance of clean drinking water worldwide. In addition to investigating the topic, students were asked to further their knowledge through departmental projects (i.e. creation of water-themed French board games, Ohio River water quality testing, analysis of water-themed music lyrics, creation and administration of stereotyping surveys, etc.) The knowledge is then communicated lo-cally and internationally and action is taken to improve the situation. This year, our students raised money to fund the Proctor & Gamble Children's Safe Drinking Water Campaign.Additionally, our freshmen World History students were asked to investigate current global topic. Stu-dents then investigated their relevance and connected their theme to curricular topics. In doing so, students communicated their findings to their classmates in a collaborative Gallery Walk format. Stu-dents invited relevant members of the community to participate as well. And, this year, our students were able to discuss these topics with our Congressmen Steve Chabot and a Holocaust survivor from

19

the Netherlands. The project encouraged students to connect curriculum to the real world.Finally, our entire school participated in a giant PBL unit to celebrate Global Awareness Day. This structured interaction facilitated 21st Century Skills applied to the Global Awareness theme. (See Part II in tomorrow's blog post for how we planned this day and the power point we designed to communi-cate "what's to be done" to the entire student body.)

Deeper Learning from 21st Century Skills.21st century learning is unique, deep and powerful. Students hold a new key to our future, one they can only use by forcing themselves to investigate, communicate, recognize differences and take ac-tion. Asia Society's International Studies Schools Network provides the instructional framework for teachers to aid the students of Oak Hills High School on this journey.

Resources:

Oak Hills High School's Task Library - https://sites.google.com/a/ohlsd.org/issn-task-library-calendar/.

Sources:

http://www.p21.org/about-us/p21-framework/352http://asiasociety.org/international-studies-schools-networkhttp://www.p21.org/about-us/p21-framework/831

Meghan Sullivan is a French and World History teacher at Oak Hills High School in Cincinnati, Ohio. She has openly embraced the pillars of 21st century learning and attempts to share their importance with her students through creative, innovative instruction.

20

Educators know the benefit of customized learning for students. The benefits of individualized learn-ing is not exclusive to students. It’s critical for professional learning to also be customized. Custom-ized professional learning, not only benefits teachers and students but also the local and global edu-cational community. Here you will find examples of customized learning for students and teachers. All examples provided by Nellie Mitchell, 2012 Missouri Art Educator of the Year, and grant recipient from Webb City.

An Art Teacher’s PLN: 6 Sources For Inspirationhttp://www.buzzfeed.com/nellietrowbridgem/an-art-teachers-pln-6-sources-for-inspiration-ldba

6

CUSTOMIZED LEARNING

21

This Little Class of Mine

http://thislittleclassofmine.weebly.com/

This Little Class of Mine on Bloglovin’

https://www.bloglovin.com/blog/7766779/posts

Customized Learning Space

http://www.bloglovin.com/viewer?post=3254900071&group=0&frame_type=a&blog=7766779&frame=1&click=0&user=0

https://www.youtube.com/channel/UCWjp_3Nmsa5mOpaspVQyvcg

http://thislittleclassofmine.weebly.com/home/pinterest-animated-books-in-the-art-room

22

Digital Citizenship is the quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities.

- TeachThought

It means teachers and parents need to assist stu-dents to learn their rights and responsibilities, iden-tify the possible risks and benefits as well as the ethical and personal implications of the action.

7

DIGITAL CITIZENSHIP

Mainly there are three key areas of digital citizen-ship. They are:

Digital Literacy: Digital literacy includes how to discovery, sort, manage, assess and create info in digital way. 

Security: Knowing the possible threats that one can get from others and their own behavior. Also the hazards posed by viruses, hacking and phishing.

Community and Ethics: Practicing suit-able and right behaviors in a different of digital media settings. Some of these areas include building your own digital reputation and act like a re-sponsible member of the community or any various so-cial networks, forums, etc.

In the 21st century, where technology is very much in-volved in the education sys-tem, it is impor-tant for the

teachers to teach digital citizenship in the class-room. Here are some fantastic resources for teaching digital citizenship education in the classroom.

http://edtechreview.in/e-learning/1220-fantastic-resources-for-teaching-digital-citizenship-education-in-your-classroom

24

Teaching and modeling digital citizenship.

GALLERY 7.1 Digital Citizenship

SHOOT FOR THE STARS! DREAM BIG!

TAKE ACTION!

WE ARE LOOKING FORWARD TO READING YOUR INNOVATIVE IDEAS!!

25