September 2012 - PDS presentation - Herro

1. Dani Herro
Clemson University
September, 2012

2. My background….
Technology Resource Teacher
The Research
K-6 Technology Integration
UW-Madison Research – WOW/Augmented Reality
• Augmented RealitySocial Media, Web 2.0, Games Research
Dissertation - (Squire)
• Instructional Technology Administrator
WOW (Steinkuehler)
• New Media Literacies (Jenkins etsustainable programs
Curriculum and Instruction – al.)
• Assistant Professor Digital Media and Learning
Dissertation (Herro)
Research-to-practice with digital media
• Games+Learning+Society
• Whitepapers, Reports & Trends

3. The (overlapping) game-changers
• broadband
• social media
• virtual spaces/games
• mobile devices
• cloud computing

4. INNOVATIVE
GAME-CHANGERS
Mobiles +
Personalization
Game-based
learning
Cloud
Computing

5. • The big picture - why change
practice?
• Examples in context - what
does it look like?
• The process – where did we
start?

6. Why change?
• The Digital Promise
• The Digital Generation
• Relevance - the rapid shift to hybrid/online and cloud
based computing
• Heavy research basis
• Wisconsin DPI Requirements and Adoption
• societal requirements/norms/workforce
• WE are NOT like our students - brain research
• Obsolete, traditional, traditional skills with increased
emphasis.....21st Century Skills

7. Push from out-of-school contexts....
.....young adults and kids.

10. THE TENSION……
Internet use in the wild vs. Internet
use in classrooms

11. (Web 2.0) Internet Use Outside
Internet Use in Classrooms
Classrooms
Content retrieval & consumption Content creation & production
Access mediated by teacher Access unmediated
Production as evidence of consumption Production as genuine contribution
Enculturation into pre-ordained “culture” Enculturation into affinity group cultures
Text privileged Multimodal systems privileged
Teacher as guide on the side Distributed and collective expertise
Individual Collaborative
User standardization User customization
Linear, logical, static progression Non-linear, logical, dynamic progression
Herro & Steinkuehler, 2010

12. Research and Trends
Research/Report/Theory Projected Impact …....meaning
Horizon Reports Cloud computing, games, We need to rethink tools,
mobiles, “The Internet of future preparation – and
Things” seriously consider trends
Pew Internet/Media Use Influence of teens and We need to rethink
social media, civic who/what influences our
engagement norms
DML Community New Media Literacies We need to rethink what it
means to be literate
Human Brain Project Changing nature of HOW We need to rethink
students learn teaching and learning

13. Educational Theory
Vgotsky told us this decades ago!
• Socially-constructed - tools (artifacts) of
intellectual adaption with others
• More Knowledeable Others (MKO)
• Learning occurs at just the next level of
understanding (ZPD)
• Cultures, surrounding agents can assist
learning - meaning making can occur
inside and outside of the mind

14. New media literacies (Jenkins et. al., 2006)
• “set of cultural competencies and social skills”
• simulation, appropriation, judgment, transmedi
a
navigation, negotiation, play, multitasking, perfo
rmance, collective intelligence, distributed
cognition, networking

15. What does innovation look like in K-
12?

16. Framing the *technology-push*
in K-12
The (new) Structure Organic Growth
*migration to new content Curricular
Connections
The (new) Content Curricular Growth
*includes new structures
Purposeful Connections

17. reading fluency, skill
building, digital
storytelling, artifacts for
writers
workshop, playlists as
„dated
assessments‟, digital
read-alouds and audio
instruction

18. Touring with
Technology
Curriculum: Research social studies related locales, co-write a short script, multimodal
information dropped in “pins”
Tools: Internet, Google Earth, Flip Video, Pixlr, Sony Vegas - video editing

19. Techno Savvy
Blogger
The Podcasting Unit
Script-writing
Google Groups
http://mrsprunty.blogspot.com/

20. Hybrid, Fully Online Courses
• Capacity to connect structure and content
• Web page with log in portal - tools
• Blackboard as Learning Management System;
Google Apps to augment
• Continual data collection, assessment, feedback
• Courses customized to individual learning and
pacing
• LEARNING via PROFILE + PERSONAL + MOBILE

21. Teaching and Learning
with Google Apps

22. The Principal – Efficiency/Relevance
Staff evaluations - observations - Google Doc/comments
Scheduling - 7th/8th grade elective choices - now paperless - Google Forms
- sent to parents
Announcements - Google Doc shared with staff, no administrative assistant
time
Book Studies organized via Google Forms
Tools as a matter of doing business....relevant and efficient

24. iGoogle Desktop
Calendar*Gmail*Docs*Google Translator*Reader*Twitter*Articles/Scholar

26. The Gaming Course
Gmail
Sites
Docs
Presentations
Google App Inventor

27. Purposeful - threading gaming in
curriculum

28. Why gaming?

29. The world our students live in

30. Games as…

31. Identity

32. Interaction

33. Production

34. Risk-Taking

35. Challenge

36. This is about game design.
“Good game designers are practical theoreticians
of learning, since what makes games deep is that
players are exercising their learning muscles......”
(Gee, 2005)
~mechanics, dynamics, aesthetics~

37. Elements of Game Design
15 Learning Principles Associated with Playing Good Games (Gee, 2007)
Identity
Interaction
Production
Risk Taking
Customization
Well-ordered problems
System-thinking
Distributed knowledge

38. Where might you start?
not with technology, but instead
understanding the (very different) learner,
(dramatically different) shift in the
definition of literacy, and RELEVANCE in
opportunities you provide.

39. The backend...what did we do first?
• garner support (pilot)
• meet with Tech Support
• call other districts for „best practices‟
• read privacy laws - archiving practices
• parent communications - registration packet
• consider sustainability – PD
• evaluations – staff/student

40. ENSURING SUCCESS AND
SUSTAINABILITY
Focus on
Research
Perspective Content
of Students over tools

41. Training and Professional Development
• model your expectations
(administrators, course
instructors, trainers, teachers)
• offer multiple entry points and flexibility
• form cohorts - this is about sharing and
participating
• embrace CHANGE, this is the 21st century

42. Training/PD schedule
Academic year – Administrative/Business Office
Training - before monthly meetings
Professional Development - embedded in grad classes
Summer Training - geared to high school - 3 or 4 hour
Technology Boot Camp – workshops
Technology Coach – reallocated position

43. What NOT to do
or...how are we sure to fail
• Focus solely on technology - pedagogy and instruction
must be considered first
• Use technology as a starting point - instead of technology
for efficiency and to meet REQUIRED skills and
opportunities for INCREASED learning
• Little or no attention to DESIGN, CREATIVITY,
COLLABORATION, MEDIA or INFORMATION Fluency

44. Moving forward...
Game design as gateway to
logic, programming, graphic design.
BYOD

45. daniherro@gmail.com
dherro@clemson.edu
@daniherro