This page in inspired by MOOCed-Friday Institute Courses:
BYOD
Elements of a Successful Digital Learning Transition
Curriculum, Instruction, and Assessment
Description: Curriculum -- what students need to learn and how the content is organized; instruction -- how teaching and learning take place; andassessment -- how we determine the progress of each student’s learning; are obviously the fundamental drivers in both traditional and future ready schools. Since this element most directly addresses what and how students will learn, the other planning elements need to be carefully focused on how they contribute to providing the curriculum, instruction and assessment approaches needed for future ready schools. This can be summed up by the principle that student learning leads; technology follows. The materials from Unit 2 on the digital-age learning model focused primarily on curriculum, instruction and assessment, so you may want to refer back to that Unit for specific resources about the characteristics of digital-age teaching and learning. Furthermore, the Community Partnerships and Use of Time elements, which involve ways to expand learning beyond the school walls and day, are closely connected to curriculum, instruction and assessment. You may see that certain resources are recommended for more than one of these elements. |
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Community Partnerships
Description: Future ready learning extends beyond the school walls and school day. In addition, the technology opens up new possibilities for students and teachers connecting with members of both your local and the wider virtual community As we will see in this section, creative leaders have developed partnerships with local museums, libraries, colleges and universities, parent groups, non-profit organizations, other government agencies, private sector businesses and others in their local communities to extend learning opportunities for students and teachers. In addition, they have also made use of online communities and connections to enable students to engage in collaborative projects across cultures and distances, gain access to expertise not available locally, and topics of interest beyond those taught in the school. This section will provide examples and ideas to help you plan how to develop effective local partnerships in your community and beyond. |
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Technology, Networks, and Hardware
Description: Every student and teacher having ready access to a device connected to a reliable broadband network, along with adequate technology support, is essential for successful digital learning transitions. Providing and maintaining the technology requires expertise that has not been a traditional part of schools, with the roles of a Technology Director and related staff becoming essential. The people in these roles need to keep up with rapidly changing technologies, making decisions about things such as cloud computing, software as a service, data security and identity management systems. Successfully deploying technology also requires changes in traditional school budgets and plans, and in the use of state and federal funding, including the federal E-Rate program. This section will provide resources to help you understand and navigate providing the necessary technology and devices. |
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Professional Learning
Description: Effective professional learning for educators is closely tied to their professional practices, ongoing and embedded in their day-to-day work, built upon peer collaborative learning experiences, and differentiated to meet individual needs. Teachers and administrators need to have personal experiences with technology-enhanced learning in order to successfully implement digital learning in their schools and classrooms. One of the most common mistakes that leads to unsuccessful digital learning programs is to provide devices for students without prior preparation and ongoing support for teachers as they learn to transition to future ready classrooms and pedagogies. Providing devices to student and teachers is not effective without careful planning and implementation for how teachers will be prepared and provided with ongoing support. The professional learning section focuses on strategies for addressing these needs. The materials from Unit 2 on the digital-age learning model focused primarily on curriculum, instruction and assessment, so you may want to refer back to that Unit for specific resources about the characteristics of digital-age teaching and learning. Furthermore, the Community Partnerships and Use of Time elements, which involve ways to expand learning beyond the school walls and day, are closely connected to curriculum, instruction and assessment. You may see that certain resources are recommended for more than one of these elements. |
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Use of Time
Description: The model for the use of time in traditional middle and high schools was designed more than 100 years ago, as part of a movement to make high school education efficient and available to all students. It was based on the factory assembly line -- an important business innovation at that time -- so that students moved through classrooms at fixed intervals signaled by bells; requirements were defined by numbers of hours--Carnegie units--not what was learned; and everyone received the same amount of learning time. That is, time was fixed and learning was variable. In future ready schools, time is used much more flexibly in personalizing education, so that students can spend the amount of time they need to master essential content. In addition, technology can enable time in school to be used more efficiency, through approaches such as blended learning and flipped classrooms, and it can be used to extend learning beyond the school hours, through online learning, access to digital resources, virtual collaborations, and community partnerships. In this section, we will explore innovative approaches to using time more efficiently during the school day and for extending learning beyond the school hours. |
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Key Frameworks for Digital Learning
Four frameworks are often used in digital learning initiatives to organize approaches to both professional learning and curriculum design. These each provide key concepts for educators to consider, along with a common vocabulary for discussing those concepts. It is therefore important that everyone involved in digital learning transitions be familiar with these frameworks. Please view the videos for any of the frameworks that you do not already know, or for which you would like a quick review. You are also invited to add your thoughts and questions about these frameworks in the discussion forum.
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Digital Citizenship Resources/Internet Safety Links:
Brainpop Internet Safety
BrainPop Digital Etiquette
Brainpop Digital Etiquette Lesson Ideas
Brainpop Jr. Internet Safety Games
NS Teens Challenge Internet and Interactive Game
Safety Land Internet Safety Internet and Interactive Game
Net Smartz Basic Internet Safety
Net Smartz Internet Safety Everyday
Webonauts Internet Academy
Digital Passport
Socrative Internet Safety
Socrative Internet Safety Student Login
Digital Citizenship/Internet Safety from Common Sense Media
Digital Teaching and LearningDigital Learning Transition
NC Digital Learning Plan
Digital Teaching and Learning
Digital Learning Course
Blooms Taxonomy
Transforming American Education National Education Technology Plan 2010 Executive Summary U.S. Department of Education Office of Educational Technology Learning Powered by Technology
The NMC Horizon Report: 2014 K-12 Edition is a collaboration between The NEW MEDIA CONSORTIUM and the CONSORTIUM FOR SCHOOL NETWORKING.
CRAP Detection
21st Century Skills
21st Century Skills Definitions
21st Century Skills Challenges
Use of Technology
Digital Learning Plan
Internet Safety Links:
Brainpop Internet Safety
BrainPop Digital Etiquette
Brainpop Digital Etiquette Lesson Ideas
Brainpop Jr. Internet Safety Games
NS Teens Challenge Internet and Interactive Game
Safety Land Internet Safety Internet and Interactive Game
Net Smartz Basic Internet Safety
Net Smartz Internet Safety Everyday
Webonauts Internet Academy
Digital Passport
Socrative Internet Safety
Socrative Internet Safety Student Login
Digital Citizenship/Internet Safety from Common Sense Media
Resources for Future Ready Schools
Different of Faces Blended Learning
CRAP Detection 101
Debate on New Education Law
Acceptable Use Policies
Study: Large online literacy achievement gap exists
10 Internet Technologies Educators Should Be Informed About – 2011 Update[[https://www.commonsensemedia.org/educators|Media and Technology Resources for Educators]]
Better Lesson
High School Credit Awarded for Anytime, Anywhere Learning
Personalization vs. Differentiation vs. Individualization
Culture Shift: Teaching in a Learner-Centered
Seven Keys to Unlocking School Transformation with Digital Media
Culture Builder
Managing Complex Change
Blended Learning Implementation Guide
The Seven Steps to Becoming a 21st Century School or District
10 Education Technology Implementation Pitfalls and Ways to Avoid Them
Seven Keys to Unlocking School Transformation with Digital Media
Managing Complex Change
Blended Learning Implementation Guide
The Seven Steps to Becoming a 21st Century School or District
10 Education Technology Implementation Pitfalls and Ways to Avoid Them
Seven Keys to Unlocking School Transformation with Digital Media
Managing Complex Change
Blended Learning Implementation Guide
The Seven Steps to Becoming a 21st Century School or District
10 Education Technology Implementation Pitfalls and Ways to Avoid Them
Seven Keys to Unlocking School Transformation with Digital Media
Managing Complex Change
Blended Learning Implementation Guide
The Seven Steps to Becoming a 21st Century School or District
10 Education Technology Implementation Pitfalls and Ways to Avoid Them
Seven Keys to Unlocking School Transformation with Digital Media
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