Road Map to Impact

How to shape a digitally literate

teaching community that is “info-savvy,
media-fluent and tech-tuned”
(Trilling & Fadel, 2009, p. 61)
Technology Integration...
Under Construction
Road Blocks
Road Map

...How?
Results of Future Shock
The 2-Sided Debate...

Technofascists
control the Tool

Technophobes
control the Takeover

and the operative word is?...

Can’t Relate to the Debate
The Natives are Restless...
Mashup generation
Culture of uncertainty
Face unknowable future
Tradition disconnect
Boundaries irrelevant
Random preferred
Predictable is stressor
How do we engage their minds to learn?
Photo taken by Steve Grosbois’, reproduced courtesy of Creative Commons Copyright.

DallasMcPheeters.com
 Help is available...

Image from With friends like these...?

despair.com
 “Hi, I’m from the Government...

Image from and I’m here to help.”

despair.com
Image from
despair.com
 We is stronger than me...

Image from But what if the crowd is wrong?

despair.com
 The Three R’s...

Image from reading, ‘riting, and ‘rithmatic.

despair.com
 A Host of Electronic Resources...

Image from and worth every penny.

despair.com
 Creative Public Relations...

Image from Do we buy it?

despair.com
 Finger Pointing...

Image from Who will be the last one standing?

despair.com
 Our Pencils are Sharper than Ever...

Image from But it’s so hard to erase red ink.

despair.com
The Road Blocks*
Lack of Technology
Expertise
Resistance
Lack of Time
Tradition
Lack of Research
Lack of Vision
*(adapted from Lumley & Bailey, 1993)
 The Mindset is the Challenge...

Image from Unlearning to Teach.

despair.com
 It’s not a race. It’s a collision course...

Image from Bracing for impact is a community effort.

despair.com
The Road Map

Primary Research
Cohort Construction
Tech Integration
Research identifies core competencies of tech-savvy
teachers along four stages of development:

Aware
Adopters

Transformers (+Synergiser)
Survey Assessments
Survey assessments are prepared to identify the
experience-based cohorts.
Cohorts are formed based on 3 of 4 factors: Grade
level, Subject area, Physical location, and
Experience level.
Tech Integration

Teachers use online

tools to create their
unique Personal
Learning Environment
Personal Learning
Networks are developed
within groups
Community of Impact

PLE ...to manage our

own learning

PLN ...to share with and

in the learning of others

...for impact
Communities
Motivational Challenges

1. Value > Busyness of

Teachers

2. Vision (adopted)

3. Situated learning (relevant)

4. Impetus to change
(synergistic)
Communities

Technology
Integration
Community
+ Formation

= Sustainable
Impact
 The Community Advantage...

Image from Synergizes our individual contribution.

despair.com
Complete brochure available at:
ImmediaEDU.com

Thank you
dallas@immediaedu.com
References
Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles
toward a new mindset. Educational Technology Research and Development, 41, 4-16.

Lumley, D. & Bailey, G. (1993). Planning for technology: A guidebook for school
administrators. New York: Scholastic.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th
edition). Hoboken, NJ: John Wiley & Sons, Inc.

Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In

Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of
instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San
Francisco: Jossey-Bass. Retrieved online September 30, 2009, from Google Books: http://bit.ly/
3dbD15

Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24,

345-376.