Transforming the Classroom for Collaborative Learning in the 21st Century
ABSTRACT
Today's hyper-connected students live in a world of instant interpersonal communications and virtually infinite access to information and educational resources. But this networked world, and the powerful learning tools it offers, has yet to penetrate the typical classroom. In many ways educational institutions are spinning their curricular wheels, falling behind the evolving needs of students, communities and future employers. In general, schools are not taking full advantage of 21st century learning technologies, and they are failing to reach out to the public- and private-sector organizations that can provide them with support and fresh approaches. In this article, the author advocates for an educational transformation that aligns the "how" and "what" of learning with the learners themselves and the world of work that awaits them after they leave school. That means: (1) Instruction must be synchronized more closely with the ways students live and interact outside the classroom; (2) Curricula must address the soft skills required in today's global, information-driven workforce; (3) Technology and pedagogy must be better integrated; and (4) Educational institutions must look for partners that can add to their pedagogical strengths and help shore up their weaknesses. Networking in all its forms is key to bringing about such a transformation. The author describes the Cisco Networking Academy, an educational program that has partnered with a broad range of organizations worldwide to create an e-learning environment aimed specifically at 21st century students and their instructional needs. [Click Here] for full article
ABSTRACT
Today's hyper-connected students live in a world of instant interpersonal communications and virtually infinite access to information and educational resources. But this networked world, and the powerful learning tools it offers, has yet to penetrate the typical classroom. In many ways educational institutions are spinning their curricular wheels, falling behind the evolving needs of students, communities and future employers. In general, schools are not taking full advantage of 21st century learning technologies, and they are failing to reach out to the public- and private-sector organizations that can provide them with support and fresh approaches. In this article, the author advocates for an educational transformation that aligns the "how" and "what" of learning with the learners themselves and the world of work that awaits them after they leave school. That means: (1) Instruction must be synchronized more closely with the ways students live and interact outside the classroom; (2) Curricula must address the soft skills required in today's global, information-driven workforce; (3) Technology and pedagogy must be better integrated; and (4) Educational institutions must look for partners that can add to their pedagogical strengths and help shore up their weaknesses. Networking in all its forms is key to bringing about such a transformation. The author describes the Cisco Networking Academy, an educational program that has partnered with a broad range of organizations worldwide to create an e-learning environment aimed specifically at 21st century students and their instructional needs. [Click Here] for full article
Today's hyper-connected students live in a world of instant interpersonal communications and virtually infinite access to information and educational resources. But this networked world, and the powerful learning tools it offers, has yet to penetrate the typical classroom. In many ways educational institutions are spinning their curricular wheels, falling behind the evolving needs of students, communities and future employers. In general, schools are not taking full advantage of 21st century learning technologies, and they are failing to reach out to the public- and private-sector organizations that can provide them with support and fresh approaches. In this article, the author advocates for an educational transformation that aligns the "how" and "what" of learning with the learners themselves and the world of work that awaits them after they leave school. That means: (1) Instruction must be synchronized more closely with the ways students live and interact outside the classroom; (2) Curricula must address the soft skills required in today's global, information-driven workforce; (3) Technology and pedagogy must be better integrated; and (4) Educational institutions must look for partners that can add to their pedagogical strengths and help shore up their weaknesses. Networking in all its forms is key to bringing about such a transformation. The author describes the Cisco Networking Academy, an educational program that has partnered with a broad range of organizations worldwide to create an e-learning environment aimed specifically at 21st century students and their instructional needs. [Click Here] for full article
Transforming the Classroom Experience
This last video is a new concept that is not only appearing at the university level, but also in the k-12 classroom. The TILE concept will help you understand the transformation process. Can you see yourself teaching this way?
The following video is about the TIM (Technology Integration Matrix)
This tool:
This tool:
- Provides a framework for defining and evaluating technology integration
- Sets a clear vision for effective teaching with technology
- Gives teachers and administrators a common language for setting goals
- Helps target professional development resources effectively
The Technology Integration Matrix (TIM)
As you have seen, the Technology Integration Matrix(TIM) is a powerful and intensive tool to help illustrate how teachers can use technology to enhance learning for K-12 students. Of course we don't have the time or the ability to glean every part of this service and the tools and resource it has to offer. So in this unit we are going to focus on the matrix and use it to give our instruction a jump start.
As you view this matrix, the goal is to think of a lesson or project that you currently teach and build in:
- Greater student ownership
- Higher Order Thinking Skills
- A More Complex Use Of Technology
- AN Instructional Focus in Content...Not The Tools
The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. [Click Here] to view this matrix.
This matrix alone is powerful enough to give any lesson or project an extreme makeover. Click Here to see my made over lesson
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