NCAGT Real World

Answering Real World Problems with Real World Solutions using Real World Technology NCAGT February 11, 2010 Dr. Elizabeth Fogarty Dr. Katie O’Connor Dr. Brian Housand

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“ We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.” Interest and Rigor Lead To Creative Productivity

Joseph Renzulli ,[object Object]

What Makes A Problem Real? ,[object Object],(Renzulli, 1992)

[object Object],What Makes A Problem Real? (Renzulli, 1992)

http://www.21stcenturyskills.org/

One thing is clear. We don’t have the option of turning away from the future. No one gets to vote on whether technology is going to change our lives. Bill Gates The Road Ahead

If technology is an event in your school, you are doing it wrong. ,[object Object]

NETS FOR STUDENTS 2007 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

NETS FOR TEACHERS 2008 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Brief overview of AIG camp ,[object Object],[object Object],[object Object],[object Object],[object Object]

ECU Model for Unit Planning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What Does a Unit Include? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example: Taking initial thinking and moving toward more rigorous thinking… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example: Taking initial thinking and moving toward more rigorous thinking… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example: Taking initial thinking and moving toward more rigorous thinking… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Here is a slant that may be “new” for children— Ethical Issues in Photography ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Real-World Problem-Solving and Problem-Finding ,[object Object],[object Object],[object Object],[object Object]

Use real- world problem solving and real-world problem finding to increase the depth and complexity of your lessons.

Technology-infused Products for Authentic Audiences ,[object Object],[object Object],[object Object],[object Object]

Etarvmitcrja (Cryptography) Can we fight an invasion of privacy with an invasion of privacy?

Agent Sheila Toler Agent Kristen Argent

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Which is more effective at protecting secrets: codes or ciphers? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Crime Scene Investigator ID #AIG07200804 Authorization Level: Date Issued: 7/14/08 L1

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Develop Technology Infused Products for Authentic Audiences ,[object Object],[object Object],[object Object]

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Your Lessons and Units ,[object Object],[object Object],[object Object],[object Object],[object Object]

http://tinyurl.com/ncagt-real [email_address] [email_address] [email_address]

NCAGT Real World

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NCAGT Real World