21st-Century Skills: The Learning Journey
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These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
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21st-Century Skills: The Learning Journey
- 1. Integrating 21st-Century Skills in Education 2011 Updates An Ongoing Experience: Learning & Monitoring Rita Abdelnour Saint Joseph School Cornet Chehwan, Lebanon slaveoflight@gmail.com https://sites.google.com/site/rabdelnourcv/ http://efleducators.wikispaces.com
- 2. Basics Does the way youve been taught prepare you for these days challenges? What are the most memorable or positive learning experience youve had? Authentic practical experiences / situations; problem solving; real audience Open-ended outcomes; real risks Team work Ongoing learning Move is inevitable: its not if, its when
- 3. Where Did it All Start? Professional Development (1): Invitation to reflect and create the needed interventions Online Course in 2008: reading: educators around the world share the same challenges; exchanging experiences helps Compare, reflect, and adapt Act: start by creating interventions with specific objectives that can be assessed (success or failure) immediately after. For e.g. change instructions, give more time for oral discussion, give students a chance to choose the product, etc. Understand what a discussion forum / thread means: posting once (overwhelming) vs. interacting
- 4. Only Connect: Turn Mirrors into Windows Professional Development (2): Building Teaching Skills Through the Interactive Web Online Course in 2009: Better web-searching Blogging: sharing reflections vs. discussion forums Skill-building websites Project-based learning; WebQuests Using PPT effectively (by students) Life-changing idea of learner autonomy Web 2.0: wiki, online posters, webquest, ning
- 5. Ongoing Learning: Communities Professional Development (3): Personal Learning Environments (PLEs) 2009-2011: Classroom 2.0 (Learning Times; Learn Central; Elluminate; Ed Tech) Virtual Round Table TESOL (e-lists + resources) & TESOL EVO (free online sessions) Education Week Technology Integration in Education Training Magazine Network
- 6. From learning to Application More Learning: Try it Yourself Web 2.0 Web 2.0: the second generation of the web / the read write web relies on users interaction and collaboration tools considered an excellent means to engage learners and enhance learning learner at the center; teacher hand in hand with digital natives A basic 21st-century literacy...but not an obvious fact in most schools in Lebanon Ethical use and digital etiquette Try it yourself: Social networking sites (Ning); Wikis (wikispaces; pbworks); Online surveys (Survey monkey); Twitter; Doodle; Google sites; Blogs (blogger; blogmeister; edublogs); online quizzes; picture & video sharing (Flickr; youtube; vimeo); sharing presentations (slideshare); bookmarking (Delicious; Diigo) Ideas adapted from: LoTI (Levels of Technology Integration): Digital Age Framework The University of Oregon online course homepage Building Teaching Skills Through the Interactive Web Reflections collected in a personal blog Only Connect: Turning Mirrors into Windows
- 7. Becoming a CALL Practitioner In preparation for TESOL: TESOL CALL-IS Academic Session 2010 in Boston: invited speaker to speak on The Emergent Role of Educators in e-learning environments First Steps in Middle School Proposal: Targeted Objectives Shift from addictive social networking to collaborative learning Enhance learners motivation through experiencing authentic contexts employing their digital language Enhance critical thinking skills through discussion forums Acquire digital literacy and practice ethical use and digital etiquette Encourage students to write reflective pieces
- 8. Practicing CALL: One Pilot Class: Multiple Attempts Grade 7: e-pals (obstacles to matching our Lebanese students to American students coming from American parents) Grade 8: Blog (difficulties in following students and troubleshooting) Grade 9: the Ning www.callnewbie.ning.com It was the result of an authentic need an unfinished discussion in class was picked up online!
- 9. CALL Newbie: Grade 9 Ning (2009-2010)
- 10. Stage 1: Setting up the scene Reactions: Administration: Supportive but not assertive Parents: No formal communication!!! Colleagues: Passively excited & actively resistant First-step Challenges: Setting the Ning: friendly interface; setting accounts; encouraging pictures; creating profiles Starting interaction: assignment with clear objectives parallel to class; clear criteria Ethical use and digital etiquette Students security: private space where membership, comments, and blogs are monitored Warning about ads: making students aware that it was a free application and ads such as match.com have nothing to do with our learning objective! The Ning was blocked at school along with other social networking sites March, 2010
- 11. The Teacher Monitor & Digital Natives First discussion forum: rate of interaction; kind of interaction; failure to monitor Second discussion forum: more interaction; more tolerance; critical thinking more activated Adding widgets: the map Turning the Ning public: more authentic readership activated learners motivation; the blog experience Conducting a survey: what students enjoyed the most is having a wider audience and reading comments on their work the most Setting a guest space for visitors to write comments March, 2010
- 12. The Learners e-presence Growing interaction Better skills at writing emails More tolerance & Better insight (active critical thinking) in discussion forums Learn the value of collaboration: sharing their work and building on each others work Posting their narratives in blogs to share them with their classmates and the world Writing comments on each others blogs March, 2010
- 13. Revising Strategies & Prospects Fine-tune goals: baby steps to have more educators on board; give chances for a try it yourself period / training Better planning: contact with parents ; integration within schools website ; integrated activities with clear outcomes ( in-process) Model and monitor consistently: teachers e-presence ( in-process) March, 2010 Follow up the ticked points on following slides.
- 14. Digital Etiquette in Action: Email 1
- 15. Digital Etiquette in Action: Email 2 Signature
- 17. SJS CALL Newbie: Grade 9 Ning (2010-2011)
- 18. Development: SJS CALL Newbie on the schools website Formal communication with parents Upgrading annual subscription: no longer a free application / no more ads Accessible at school WebQuest Gradual initiation; more personal space (to avoid the creepy treehouse effect) Class Wiki
- 19. How is it done? 1. Setting objectives + Product (usually prepared with students) 2. Posting clear prompt + Criteria 3. Setting a timeline 4. Arranging checkpoints 5. Posting & encouraging comments 6. Editing and improving on
- 20. What matters the most? Message to Learners To engage you in a learning space outside the classroom That way, we prepare you for the technological challenges of the time where the web is a major platform for interaction, learning, and business We fix some misconceptions we might have about the uses of the Internet and we open up our classroom walls to the world; in other words, we build up an identity on the web, and we post work that we are proud to share with the world. This enhances both independence and responsibility. Moreover - as the description of this community indicates - we aim to promote the value of communication and collaboration. This includes digital etiquette (respect, etc.) as well as critical thinking (in your comments on each others' posts for e.g.) and support (exchange of information & skills and intellectual generosity).
- 21. What matters most? Message to Learners Most of all, this kind of personalized yet responsible interaction is meant to be more F.U.N. as more time is given to everybody and more space to display what they know best and for others to appreciate that! I know it's clear to everybody that we haven't achieved all these objectives, and we might not do so anytime this year. The degree of achievement is individual, and the only measure for success is awareness and consistency i.e. you should know where youre heading and keep at it even when the year is done. What you acquire here should be the base!
- 22. What is still the problem? Assessment Collaboration with other teachers Resistance: Exhaustion; Fear of change No training / support (problem of professional development all over in Lebanon) School vision Not enough time