Research Question 4: Critical Challenges

What do you see as the key challenge(s) related to teaching, learning, or creative expression that learning-focused institutions will face during the next 5 years?

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).

As you review what others have written, please add your thoughts and comments as well.

Please "sign" each of your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Larry Larry Feb 7, 2012

Compose your entries like this:
  • Challenge Name. Add your ideas here, with few sentences of description including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!

  • The demand for personalized learning is not adequately supported by current technology or practices.The increasing demand for education that is customized to each student's unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today's diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching. (Carried forward from the 2012 K-12 Horizon Report) - davidwdeeds davidwdeeds Mar 4, 2013 I agree that we're "not there yet" re: personalized learning, but I'd argue that although educational technology is part of the solution (, it's the way we teach that matters most.- cristiana.mattos cristiana.mattos Mar 5, 2013(especially practices)- deirdre.butler deirdre.butler Mar 6, 2013 - jmorrison jmorrison Mar 6, 2013 - kecia.ray kecia.ray Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 yes. - digitalroberto digitalroberto Mar 6, 2013 - helen.padgett helen.padgett Mar 7, 2013- alex.podchaski alex.podchaski Mar 7, 2013- brandt.redd brandt.redd Mar 7, 2013
  • Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real-life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do. (Carried forward from the 2012 K-12 Horizon Report) We must change our assessments and move beyond the standardized, one size fits all. Why can't the assessment be the final project, presentation format coupled with reflection? - michael.lambert michael.lambert Mar 4, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 - deirdre.butler deirdre.butler Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 Yes, let's use back-ward design, project-based learning, and curriculum alignment in this context (which is not standardised or summative assessment) - judy.oconnell judy.oconnell Mar 6, 2013
  • Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics.Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school. (Carried forward from the 2012 K-12 Horizon Report) - davidwdeeds davidwdeeds Mar 4, 2013 Yes, as I've mentioned elsewhere, one of my biggest challenges isn't assessing's justifying my assessments to others when I'm emphasizing project-based work, not giving tests, etc. This is why I'm excited about the advancements in Learning Analytics. We're experimenting by creating multiple short field experiences; not there, yet...but building. - michael.lambert michael.lambert Mar 4, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013 - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013 - judy.oconnell judy.oconnell Mar 7, 2013"When it comes to education, Christensen said that the availability of fairly high-quality online learning would be the disruptive force because it will take root in its simplest application, then just get better and better." "You know, Harvard Business School doesn't teach accounting anymore, because there's a guy out of BYU whose online accounting course is so good. He is extraordinary, and our accounting faculty, on average, is average." - jmorrison jmorrison Mar 6, 2013 If students are to be college and career ready, online courses must be required within their high school course work.- kecia.ray kecia.ray Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 No, I don't think so. Career ready or preparation for tertiary education depends on thinking capabilities, and capacity to use online resources for information and knowledge work. Online learning (i.e. delivery of courses by off-campus organisations) is not essential, but being adept in online environments definitely is..I agree with that. - judy.oconnell judy.oconnell Mar 7, 2013 But also what we are focusing on is future work skills needed in the economies of 21c century Davies, A. Fidler, D. & Gorbis, M. (2011). Future work skills 2020. Institute for the Future for the University of Phoenix Research Institute: California. - judy.oconnell judy.oconnell Mar 7, 2013 - helen.padgett helen.padgett Mar 7, 2013
  • K-12 must address the increased blending of formal and informal learning. Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well-rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non-traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time. (Carried forward from the 2012 K-12 Horizon Report) - guus guus Mar 4, 2013 - davidwdeeds davidwdeeds Mar 4, 2013 If our students are planning careers as music video producers, they're getting plenty of informal learning. We're trying to get kids involved in educational but enjoyable activities such as the just-completed Whale Watching Expedition. There are tie-ins with various subjects, including Technology, because they're required to contribute to websites, make digital presentations, etc. Seems to be working. This applies to the next two bullet points as well.- cristiana.mattos cristiana.mattos Mar 5, 2013 - Holly.Lu Holly.Lu Mar 6, 2013Blended learning must look different by grade span and incorporate a variety of technologies to personalize the blended environment.- kecia.ray kecia.ray Mar 6, 2013 Indeed - digitalroberto digitalroberto Mar 6, 2013 On a global scale, the informalization of learning is progressing in many countries - oysteinjohannessen oysteinjohannessen It is important not to assume (in an international document) that this applied everywhere. We should have research to back up these statements. Let's also not fall into making popularised comments about the 'flipped -classroom' which is very clever when used well, but also just marketing hype. At the end of the day, what's clever about giving kids non-self directed learning for 'homework'. classrooms can be engaging multi-purpose spaces, that allow 'flipped classroom ' learning IN and OUT of the classroom. So belnding formal and informal is the perfect way to go, as the research into the leading system in the world shows. I'd like more substance about this type of comment in the report. We know it, we believe it, but lets keep away from the jargon around improvements. - judy.oconnell judy.oconnell Mar 6, 2013 Agree - Larry Larry Mar 7, 2013 +1- brandt.redd brandt.redd Mar 7, 2013
    Nevertheless, the subtitle is indeed a great challenge, as very often informal learning situations provide much more learning and fun than formal ones!!! - tszmarta tszmarta Mar 7, 2013
  • New models of education are bringing unprecedented competition to the traditional models of education. Across the board, institutions are looking for ways to provide a high quality of service and more learning opportunities. MOOCs are at the forefront of these discussions, enabling students to supplement their education and experiences at brick-and-mortar schools with increasingly rich, and often free, online offerings. As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level. (Carried forward from the 2013 Horizon Report) - jim.siegl jim.siegl Mar 6, 2013 There is also an opportunity to incorporate mastery learning - ryan.tomaps ryan.tomaps Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 Definitely changing the nature of online engagement - judy.oconnell judy.oconnell Mar 7, 2013 - helen.padgett helen.padgett Mar 7, 2013
  • Organizations are challenged to ensure quality while engaging in the use of rapidly changing, ever-evolving technologies. As new information and new technologies are readily available, at the fingertips of learners, educational institutions must find ways to intervene and remain a part of the relationship between the technology and the student. These organizations must make wise, up-to-date decisions when investing in and implementing technologies. To do so, they must conduct extensive research and regard technologies and their potential applications from all angles. Collaborations between institutions in the exploration of emerging technology provide them with opportunities to exchange ideas, success stories, obstacles, and develop best practices. - helen.padgett helen.padgett Mar 6, 2013 New research released 6 March 2013 by the Pew Internet Project found that technology has made significant inroads among Advanced Placement and National Writing Project teachers. But it also revealed significant disparities in technology access between upper and lower income schools. agreed, I feel like this is as much the "new norm" as it is a trend - jim.siegl jim.siegl Mar 6, 2013
  • Simply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today. New developments in technology are exciting and their potential for improving quality of life is enticing, but it can be overwhelming to attempt to keep up with even a few of the many new tools that are released. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics, but following even some of the hundreds of available authorities means sifting through a mountain of information on a weekly or daily basis. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. - davidwdeeds davidwdeeds Mar 4, 2013 This is where Personalized Learning Networks, including Social Media, can be used for professional development: - kathyschrock kathyschrock Mar 6, 2013I agree that the development of a PLN does help one keep up with new items and trends. Teaching our teachers and administrators to both follow and engage in conversations with trusted people in their areas of interest and expertise really opens up their to what what is out there. Curation tolls such a Pearltress and Diigo, with their social components, also provide a way to save, organize, and acquire new resources. - judy.oconnell judy.oconnell Mar 7, 2013 We need to teach Curation and information management- alex.podchaski alex.podchaski Mar 7, 2013
  • Too often it is education’s own processes and practices that limit broader uptake of new technologies.Much resistance to change is simply comfort with the status quo, but in other cases, such as in promotion and tenure reviews, experimentation or innovative applications of technologies are often seen as outside the role of researcher or scientist, and thus discouraged. Changing these processes will require major shifts in attitudes as much as they will in policy. (Carried forward from the 2013 Horizon Report) - davidwdeeds davidwdeeds Mar 4, 2013 This applies to the infrastructure and professional development bullet points below as well. I've talked about teachers needing to applies to administrators too! Just one example: I want to manage the Technology Teachers at our four campuses via a mutual Technology Department...train, evaluate, etc., them outside of the existing hierarchy. Otherwise, what will continue to happen is that the dinosaurs in charge will make the wrong decisions re: educational technology: cristiana.mattos cristiana.mattos Mar 5, 2013 I agree about the administrators! Administrators, superintendents, parents, teachers and community members alike must each understand the necessities of integrating technology effectively in learning environments. - kecia.ray kecia.ray Mar 6, 2013 It's something we have to encourage and develop as a whole school community. If learning takes place in and out of school, then every environment is relevant and the understanding of parents and care-givers equally important. - judy.oconnell judy.oconnell Mar 7, 2013 We end up spending time and resources to fight the battle to be able to have access to best practice technology instruction due to our own processes instead of finding the way to gather and or use devices or content. - sharyn.gabriel sharyn.gabriel Mar 7, 2013
  • We are not using digital media for formative assessment the way we could and should. Assessment is an important driver for educational practice and change, and over the last years we have seen a welcome rise in the use of formative assessment in educational practice. However, there is still an assessment gap in how changes in curricula and new skill demands are implemented in education; schools do not always make necessary adjustments in assessment practices as a consequence of these changes. Another assessment gap is related to the lack of innovative uses of digital media in formative assessment. Many tools are still tied to outdated LMS and do not have the ability to assess critical data sets, such as 21st Century Skills acquisition. (Carried forward from the 2012 K-12 Short List) - davidwdeeds davidwdeeds Mar 4, 2013 Learning Analytics! along with adaptive software - kecia.ray kecia.ray Mar 6, 2013 We need better use of curriculum alignment built on learning analytics and responsive curriculum - judy.oconnell judy.oconnell Mar 7, 2013- alex.podchaski alex.podchaski Mar 7, 2013- sharyn.gabriel sharyn.gabriel Mar 7, 2013 A recent article in the European Journal of education (Redecker and Johannessen, 2013) calls for increased use of technologies for assessment that facilitate embedded assessment methods. - oysteinjohannessen oysteinjohannessen Also Redecker C., Leis M., Leendertse M., Punie Y., Gijsbers G., Kirschner P., Stoyanov S. & Hoogerveld B. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies. JRC European Commission. - judy.oconnell judy.oconnell Mar 7, 2013
  • Schools lack the infrastructure for adopting new learning models. Both physically and structurally many schools are not designed for alternative learning models. They don't have the wireless infrastructure to support devices for 1:1 or even just each classroom having a station of devices. Some classrooms are not large enough to support the number of students in the classroom let alone the students along with the computers, wires, power outlets. - mrskeeler mrskeeler Mar 4, 2013- jmorrison jmorrison Mar 5, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013Time constraints and excess of content also contribute to this!- deirdre.butler deirdre.butler Mar 6, 2013- Holly.Lu Holly.Lu Mar 6, 2013 It will be a major national effort to build the infrastructure and HW to meet the CCS online assessments - ryan.tomaps ryan.tomaps Mar 6, 2013- alex.podchaski alex.podchaski Mar 7, 2013- sharyn.gabriel sharyn.gabriel Mar 7, 2013 They are unprepared for the coming assessments from PARCC and SBAC. - brandt.redd brandt.redd Mar 7, 2013
  • Ongoing Professional Development needs to be valued and integrated into the culture of the schools. Some schools throw out new technology at teachers but either fail to provide professional development or have a one day drive by approach that leaves teachers without the skills to effectively integrate the technology in the classrooms. The results are that the tools are not used or are underutilized. The tools are also more likely to be utilized in a way that mimics an old process rather than innovating new processes that change the learning style for the students. - mrskeeler mrskeeler Mar 4, 2013- guus guus Mar 4, 2013- Tony.Brandenburg Tony.Brandenburg Mar 5, 2013- cristiana.mattos cristiana.mattos Mar 5, 2013It makes all the difference! - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013- Holly.Lu Holly.Lu Mar 6, 2013- kecia.ray kecia.ray Mar 6, 2013- ryan.tomaps ryan.tomaps Mar 6, 2013 - helen.padgett helen.padgett Mar 7, 2013- alex.podchaski alex.podchaski Mar 7, 2013- sharyn.gabriel sharyn.gabriel Mar 7, 2013 The Three Gaps. - davidwdeeds davidwdeeds Mar 4, 2013 This is really just a repeat of what's being discussed, but I like the succinct way this is presented...the Assessment Gap, the Teaching Gap and the Leadership Gap: - cristiana.mattos cristiana.mattos Mar 5, 2013 I second this! Very well described.Also- jmorrison jmorrison Mar 6, 2013 - judy.oconnell judy.oconnell Mar 7, 2013
  • Open access is introducing new critical challenges in the distribution of scholarly information and ideas that are relevant to education. Open access on the one hand allows faster transmission of ideas, but on the other hand increasing the number of 'predatory' sites that push more and more irrelevant or ungrounded information into the hands of teachers and students. So we have all gotten our heads around the value of Wikipedia. But 'scholarly' publishing - the other end of the spectrum - is now an area of concern. Since search engines such as Google Scholar will automatically index open access resources the need for teachers and students to better understand information searching and evaluation keeps increasing. Many teachers have already been trying to teach web source evaluation, but open access can mask predatory publishing, unless these skills are also learned. Many publishers now are corrupt and exist only to make money off the author processing charges that are billed to authors upon acceptance of their scientific manuscripts. See Bealls list of predatory publishers. - judy.oconnell judy.oconnell Mar 7, 2013
  • The financial austerity affecting so many of the world's economies limits what is possible to do in schools. Coupled with the failure of expensive investments in digital technology to produce the long-promised transformation of education, might result in schools' spending much less on that technology and not replacing out-of-date machines. On the other hand, policy decisions, in schools and in governments, are not always rational.- paul paul Mar 6, 2013 keying of this and the next item (Privacy)--the trend is that to take advantage of inovative technology educators are often trading personal data for "free" tool - jim.siegl jim.siegl Mar 6, 2013 Add to this Limited Budget/Resources and No Long-Term Planning. - davidwdeeds davidwdeeds Mar 4, 2013 I've combined these as my "economic challenges." It's not just a matter of limited budget and resources...many if not most schools can relate to this...but no one at the administrator level seems willing/able to make a plan for educational technology integration/implementation more than a few months in advance. I try to make plans for a year or two ahead, but by the time they're finished priorities have shifted several times. - cristiana.mattos cristiana.mattos Mar 5, 2013 Well put again!- Holly.Lu Holly.Lu Mar 6, 2013 - jim.siegl jim.siegl Mar 6, 2013 Indeed. Oddly, this week was spent planning for training with all administrators tomorrow where myself and our Superintendent are forcing them to create three year long technology plans. Planning at the site level on technology integration is woefully lacking. - digitalroberto digitalroberto Mar 6, 2013 This can happen, but again it depends on the country, school system and individual school leaders. In hundreds I know limited budget is exactly why planning is considered vital. It is normal to have 3-year cycles for technology planning and implementation. Perhaps we are just lucky. - judy.oconnell judy.oconnell Mar 7, 2013 The lack of funding for education in general, and technolgies specifically, is a growing and disturbing challenge. (I agree - ERate, Title funds and RTT can't be the only source of funding technology with dwindling budgets and increasing need for instructional technologies) - kecia.ray kecia.ray Mar 6, 2013 The current financial strain on education is creating disequilibrium, this is disruptive. Education is a system that usually stays on track, it may be that financial disequilibrium will push in the improvement of processes, outcomes, and sustainability.- jmorrison jmorrison Mar 4, 2013 - deirdre.butler deirdre.butler Mar 6, 2013 Here is the link to a session with Marguerite Roza, Director of Fiscal Analytics Unit at Georgetown University, Assoc. Professor at the UW College of Education and Senior Scholar at the Center on Reinventing Pulic Education. The talk is titled "Staring at a decade of budget gaps: How education policy can drive better use of resources and improved outcomes in a time of scarce resources." - jmorrison jmorrison Mar 5, 2013 [Editor - moved from RQ3]
  • Child digital safety issues will only become more important, and challenging/vexing, in the near future, as will issues related to data privacy on the way schools are run, the way certain education services are delivered, and the way that certain teaching and learning practices are carried out. - mtrucano mtrucano Mar 6, 2013Digital citizenship and online behaviours are now a critical responsibility, seeing as the general move is to use technology, BYOD and mobile devices and tablets. - judy.oconnell judy.oconnell Mar 7, 2013
  • Teacher preservice programs don't "talk to" teacher inservice programs.... so we are missing the opportunity to have research and data inform our professional practice. - kari.stubbs kari.stubbs Mar 6, 2013- deirdre.butler deirdre.butler Mar 6, 2013 We must do something to incorporate NETS into the new CAPE standards to ensure teachers are exiting teacher education programs more than just 'aware' of what engaging instruction looks like but also how to apply to practice these engaging methodologies. - kecia.ray kecia.ray Mar 6, 2013 - mrskeeler mrskeeler Mar 6, 2013 I would love to revolutionize teacher preservice programs to focus more understanding how to find, use and engage with information. Knowing how to do that effectively is at the core of all learning and teaching experiences. - judy.oconnell judy.oconnell Mar 7, 2013- sharyn.gabriel sharyn.gabriel Mar 7, 2013
  • The role of the school librarian and school library are changing, not becoming irrelevant.Who else is the builder and maintainer of the school's resource and technology base. Yet, school librarians are being eliminated at alarming rates and their duties are falling on volunteers, people unprepared for the job (parapros), people with other important priorities (e.g., teachers), or all too often, no one. I would add that the role of the library media specialists is becoming INCREASINGLY important. Heck, I might even move that note to a TREND rather than a challenge for this report! :-) - kari.stubbs kari.stubbs Mar 6, 2013 I LOVE LIBRARIANS! (I'm a math teacher) - mrskeeler mrskeeler Mar 6, 2013 There is lots of great research that verfies this, but here is a new infographic that makes information accessible. - judy.oconnell judy.oconnell Mar 7, 2013- alex.podchaski alex.podchaski Mar 7, 2013
  • Divides persist. Let us not forget that mobile is NOT the equalizer. For children who live in rural areas, they cannot always connect with mobile and are more likely to have no cable or higher speed connectivity at home. More than that, much educational content does not render on mobile devices, so we have an app gapthat has to be acknowledged. The divides may not be as much rich/poor (although that divide certainly persists) as it is rural/urban. Throw into the mix that while rural populations are declining, rural child populations are skyrocketing and a big portion of these children are English learners. I have the references for all of these contentions. - marcia.mardis marcia.mardis Mar 6, 2013~- oysteinjohannessen oysteinjohannessen - judy.oconnell judy.oconnell Mar 7, 2013 Equal does not mean fair. - jackwest jackwest Mar 6, 2013 On the one hand, some students need more resources, attention, and time to be able to reach the same standards as others. On the other hand, many students have been bored to tears in our schools for the last forty years. If there is one thing that technology can deliver on (assuming we are not beholden to teaching to low quality tests for another decade), it is personalization. Playlists on Gooru, adaptive math programs, CodeHS self-paced programming, online courses; these can all contribute to an environment in which kids are challenged at the appropriate level to get them in the flow state more of the time. - judy.oconnell judy.oconnell Mar 7, 2013
  • Innovating pedagogy is a complex process that requires research into impacts, responsive state of mind to technology changes, and understanding what pedagogical strategies can make innovation in pedagogy possible. This report from Open University provides quite a bit of insight that also impacts schools.Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012. Open UniversityInnovation Report 1. Milton Keynes: The Open University. - judy.oconnell judy.oconnell Mar 7, 2013
  • We need to shift our language. We continue to call each subject the same as decades ago: English, Social Studies, Language Arts, Physical Education, Math, Science, etc. Today it's not the telephone, it's the smart phone; it's not the blackboard, it's the smart board; it's not a book, it's an e-reader; it's not the radio, it's the iPod. Subjects need to be titled: communications, not language arts; programming, not math; and introduce new courses such as entrepreneurship, social media, writing for the web, etc. - michael.lambert michael.lambert Mar 4, 2013 Excellent idea. - digitalroberto digitalroberto Mar 5, 2013 - deirdre.butler deirdre.butler Mar 6, 2013And it's not a tablet, it's the iPad. Rather than shifting language, maybe we should look at the shifting hegemon. - Derrel.Fincher Derrel.Fincher Mar 6, 2013 [Editor: Moved from RQ 2] I definitely agree, we are speaking a new language and it should be reflected in education. - Holly.Lu Holly.Lu Mar 7, 2013
  • Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession. Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of faculty. As lecturers and professors begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral. (Carried forward from the 2012 K-12 Horizon Report) - davidwdeeds davidwdeeds Mar 4, 2013 Yes, this relates to the previous bullet point and what I mentioned in an entry for Research Question 3...namely, the fact that teachers need training more than students! We're going to use the ISTE NETS for Teachers to start evaluating their performance: We'll have a grid of required skills for elementary school students and teachers! ;)We have a grid correlated with common core :) and ISTE NETS as well as SEL standards. Digital media literacy and personalized learning are each essential to implementing common core. - kecia.ray kecia.ray Mar 6, 2013 - oysteinjohannessen oysteinjohannessen - guus guus Mar 3, 2013 Research [like: Walhout, J., Brand-Gruwel, S., & Martens, R. (2011, June) Op weg naar een model voor het leren organiseren van digitale informatie, Poster presented at the 39th Onderwijs Research Dagen (ORD) Maastricht, The Netherlands.] shows that it needs to assist in nailing down practical problems of students with making them familiar with information skills (digital media literacy) and suggest possible solutions. All with the aim of improving these skills of course. Some of these problems: Students do not arrange/sort out information. Students do not now how to handle contradicting/conflicting information. It is very difficult to design effective instruction to teach information skills. Students find it very hard to write a good text from the information they found. - helen.padgett helen.padgett Mar 7, 2013 - cristiana.mattos cristiana.mattos Mar 5, 2013 Amazingly, the teacher education programs in Brazil are the most resistant to technology. That is surprising! - Holly.Lu Holly.Lu Mar 6, 2013 Practices go well beyond digital literacy, which is now really entry level in concept. ISTENETS provide a nice framework in this area, as does computational thinking and information fluency. Personalized learning also includes personalization of learning opportunities, and strategies. For example customised search engines, customised filters, customised curation is also related to this. Understanding linked-data and the shift to web 3.0 infrastructure and how it will power customization of technology is important. It worries me to make generalised comments about digital literacy - there is so much more to it than that. So back to pedagogy, and understanding the differences in theories and practices in various countries. - judy.oconnell judy.oconnell Mar 6, 2013 Digital literacty is about more than NETS. It reallt needs to incorporate understanding research, ethics, and character development as well.- alex.podchaski alex.podchaski Mar 7, 2013 Teachers need to adopt and then adapt digital learning models. [[user:judy.oconnell|1362641795]* The pursuit of authenticity is a challenge: What do you Choose to believe in? [Editor - moved from RQ3]//
  • Teachers and administrators are unprepared for the role changes required by Personalized Learning. It's more than changing the tasks that they do. A change in attitude is also required. Teachers need to model inquiry behavior which means they need to admit when they don't know an answer and partner up with the student to "figure it out." Much has been said about not needing to teach facts to students that they can find on Google in less than 15 seconds. Stated multiple times herein are the key skills needed (Critical thinking, analysis, synthesis, citing sources, inquiry, hypothesis making, etc.). These same skills will be more important to future teachers than comprehensive knowledge of the subject, lecture techniques, classroom management and other traditional teaching skills. - brandt.redd brandt.redd Mar 7, 2013