IF WE TEACH TODAY’S STUDENTS AS WE TAUGHT

YESTERDAY’S, WE ROB THEM OF TOMORROW. - John Dewey

Netflix generation – puts our schools in an interesting position

Obsolete model to Netflix gen:
- classrooms where teachers view themselves as the key
disseminators of information, content is primarily derived from
static textbook, information isn’t meant to be consumed until a
particular point as stated in the syllabi
A mindset that the teacher’s job is content delivery has just been
outsourced by Netflix and You Tube
(PROJECT TOMORROW, 2016)
1. More than 78% of middle school students are tapping into
games, all in the service
online videos and 61% are playing online
of various types of self
directed learning goals 2. 84% of the
principals are unanimous in their belief that the effective use of
technology within instruction is important for students success.
However, they do not acknowledge challenges or barriers to
meeting the expectations of effective technology usage.
3. 5 out of 10 administrators note that the implementation of digital
content resources, such as videos, simulations, and animations
was already generating positive student outcomes.
4. Almost 60% of technology leaders say that 25% of instructional
materials in their schools are digital- not paper-based – and 26% say
that their level of paperlessness is 50%.

5. The top subject areas in which grades 6-12 watch videos to support
their homework, research projects, or studies are Science (66%), Math
(59%), Social Studies (53%), English Grammar (45%).

School curricula and experiences are evolving, yet on the

whole, the
speed of information remains slow. - as school leaders spark this
evolution, they often rely on massive amounts of technology to “fix”
traditional issues, which leads to the current “educational technology
fallacy”
THE TECHNOLOGY ITSELF IS NOT
TRANSFORMATIVE. IT IS THE SCHOOL, THE PEDAGOGY
THAT IS TRANSFORMATIVE. - Tanya Byron
The question we need to ask is:
If you are going to spend and additional amount on technology,
will student achievement increase next year?

- the answer lies in the hands of great teachers. - simply buying

devices and deploying them in mass will in itself not improve
student achievement - education technology is not, and will never
be, a silver bullet to prepare students for their future
Technology like any other tool, when used poorly can have negative
effects:
1. Simply adding the latest technology to traditional learning
environments can have a negative effect on teaching-learning.
2. Technology can accelerate great teaching practices, which can in
turn support equity and greater opportunities for all students.
3. Technology can amplify poor teaching practices and increase the
amount of time students spend on low level learning tasks. 4. Assessing
students in an online learning format but consistently using the
traditional instructional methods during the learning process can yield
lower results.
- online assessment requires a digital skill set and comfort level that
may not be present for students who have learned in a different way
WHAT DOES EFFECTIVE USE OF TECHNOLOGY LOOK LIKE?
1. Interactive Learning – provision of multiple ways for learners to
grasp traditionally difficult concepts - contents levels up and down
based on student’s ability; it adapts to students level of need
- students become active users, not passive consumers of content
2. Use of Technology to Explore and Create – new learning can be
accelerated because students are able to create and develop new
content rather than absorb content passively
- the students become more empowered to demonstrate their higher
levels of engagement, skills development and self-efficacy due to more
positive attitudes about school
3. Right Blend of Teachers and Technology – WHEN STUDENTS
HAVE THE UBIQUITOUS ACCESS IN ENVIRONMENTS WITH
1:1 STUDENT-TO- DEVICE
RATIOS, DIGITAL EXPERIENCES CAN BE BLENDED INTO THE
LEARNING ENVIRONMENT TO EXTRPOLATE CONCEPTS
AND MAXIMIZE LEARNING OPPORTUNITIES.

STUDENTS CAN ACCESS THE RIGHT BLEND OF DIRECT

INSTRUCTION AND
TECHNOLOGY-ACCELERATED LEARNING.
Productive learning is the learning process which engenders and
reinforces wanting to learn more. - Seymour Sarason
Learning must always be relevant, meaningful, and applicable. Student
engagement on high-level tasks is a bedrock necessity of attentive and
deeper learning. - Sheninger, 2015
When students are excited about their academic growth, creativity,
and act critically to curate
originality, design, adaptation, they can think
content and apply information
to address a range of cross-disciplinary
tasks that are both creative and original
- collaborating via social media, networking and reviewing, which
requires students to select, organize, and present content through
relevant digital tools with multiple solutions
Being engaged with low-level, menial tasks lead to
low-level learning.
When using technology as a tool, the focus must be on
instructional design principles composed of authentic-
based learning activities that are meaningful and
relevant to the learner.