1. Educating Jetson’s Children in
Flintstone’s Schools
Jeff Piontek

2. Web 1.0
Web 2.0
Web 3.0
Web You.0

3. 1990 curriculum
 Solve problems
 Remember the textbook
 Follow directions
 Work alone
 "Cover" the curriculum

4. 2010 curriculum
 Ask: Find problems
 Investigate: Multiple sources/media
 Create: Engage actively in learning
 Discuss: Collaborate; diverse views
 Reflect: Learn how to learn

5. Old Rules, New Game
Old Rules
 Economics use capital
 Capital is mobile, and it seeks productivity
Old Game
 Productivity used labor
 Education of the few, labor by the masses
 Education process reflect a community
New Game
 Productivity uses technology & knowledge
 Education of all, knowledge for the masses
 Educational results create a community

6. Really Big (and Hard) Questions..
 How do we prepare our students for success in
a knowledge based, technology driven, globally
competitive world?
 How do we align to our community aspirations
for quality of life & strategies for economic
opportunity
 How do we transform our schools into high
performance environments where students are
expected to be and are high achievers?

7. So where is this all leading….
STEM Education
and
21st century Literacy Skills

8. Why are 21st Century skills so important?

9. The nature of work is changing.

10. Why 21st Century Skills?
20th Century 21st Century
Subject
Matter Mastery
Number of Jobs:
Job Requirement
Teaching Model
1-2 Jobs
Mastery of
One Field
10-15 Jobs
Critical Thinking
Across Disciplines
Integration of 21st
Century Skills into
Subject Matter

11. The requirements of the 21st Century
work force are changing?

12. We need to prepare our students to be
effective 21st Century citizens.

13. Today’s students are no longer the
people our educational system was
designed to teach.
―Prensky, 2001

14. Students learn from
thinking….thinking is engaged by
activity.
―Jonassen, 2003

15. So how do WE engage our
students in an education system
that was outdated for their
parents????

16.  Web 1.0
 Web 2.0
 Web 3.0
 Web YOU.0

17. Ever play the game . . .
“I never _____”
Raise your hand if you would
“win” with these questions . . .

18. I’ve never listened to an iPod.
I’ve never downloaded a podcast.
I’ve never subscribed to an RSS feed.
I’ve never installed a widget.
I’ve never been in Facebook.
I’ve never downloaded from YouTube
or TeacherTube
I’ve never read a blog
I’ve never been on a wiki other than
Wikipedia
SL vs RL? I don’t have any idea what
you mean!

19. Facts About the Internet
It is estimated that:
 A man of the 17th century encountered in his
lifetime less information than we can read in a
weekday issue of the New York Times.
 It takes about 4 months for the amount of
information in the world to double.
 Humans can process visual images 60,000
times faster than text.
 The Internet has over four billion pages.
 In 2004, 8,000,000 American adults created
weblogs.

20. Fiction About the Internet
 Kids view the internet the same as
adults
 The WEB is a giant encyclopedia
 Personal information is safe on the
internet
 If it’s on the internet it must be free
 If it’s on the internet it must be true
 Everyone is blogging

21. Internet Realities
 Most of us assume that students know
more about the Internet than they
actually do
 Students think their Internet skills are
better than they actually are
 Students believe most of what they find
on the Internet
 Most of us worry about students
plagiarizing from the Internet, but don’t
know what to do about it
 Students must be taught Information
Literacy skills

22. What is Web 2.0?
Web 2.0 is the transition of the Internet
from a place where we surf for information
and consume information to a place where
we are creators of information.
We go from surfing the wave to BEING the
wave as we contribute and share
information on the Internet ocean.

23. 2.0 Tools for Creating Content
 Blogs
 Wikis
 Podcasts
 Video sharing
 Photo sharing
 Social Bookmarking

24. Foundations of a Web 2.0
Classroom
1. Internet Safety & Privacy
2. Information Literacy
3. Internet Citizenship
4. Internet Teamwork
5. Intentional Internet Activities
6. An Engaged Teacher

25. Internet Safety & Privacy
 Student’s identity should be protected.
 Teacher selected and evaluated web sites
will assure student safety.
 Internet Acceptable Use Policy should be
in school-wide.
 Parental Consent Form for use of
students’ images and work must be
maintained school-wide.

26. Information Literacy
 Locate
 Select search engines wisely
 What types of information are you looking for? (blogs,
videos, podcasts, maps, pictures)
 Compare search engines
http://www.lib.berkeley.edu/TeachingLib/Guides/Intern
et/SearchEngines.html
 Evaluate
 Accuracy
 Authorship (easywhois.com)
 Currency
 Use Information Wisely
 Read, take notes and paraphrase
 Avoid plagiarism
 Cite properly (citationmachine.net)

27. Select the Best Search Engine for
your Information Needs
 Noodletools
 NoodleQuest
 Ivy’s resource centre
for kids
 SearchQuest
 UC Berkeley’s BEST
search engines
 Sea World Animal
Information Database
 ProFusion
 Tekmom
 WebQuest
 UK WebQuest
 Lycos
 HotBot.com
 Yahooligans
 All the Web
 Technorati
 Podscope
 Blinx
 Google

28. BTW, SOL U WL problE hav 2 Lern d lingo.
othRwIz U wiL hav nO idea wot yor
students R sAN 2 1 NothA Bhind yor bak.
By the way, sooner or later you will probably
have to learn the lingo. Otherwise you will
have no idea what your students are
saying to one another behind your back.

29. Administrative Support
of the 2.0 Classroom
 Empower teachers while holding them
accountable for teaching content and
integrating technology
 Provide access to ongoing and meaningful
professional development
 Work with staff to assess training needs
 Maintain ongoing communication with
colleagues locally, nationally and
internationally

30. ICT Literacy
Information and communications
technology (ICT) is the ability to use
technology to accomplish thinking and
learning skills:
 Critical Thinking & Problem Solving
 Creativity & Innovation Skills
 Communication & Information Skills
 Collaboration Skills

31. So how do we do this?
 Blog’s
 Wiki’s
 Podcast’s
 Digital media

32. Why Blogging?
 What do you know about blogging?
 Why Blogging?
 Will Richardson: 2004
 http://www.weblogg-ed.com/2004/09/24#a2373
 Jeff Piontek:2005
 http://www.techlearning.com/article/3204
 Where are you?
 What do you want to know?
 http://schoolofthefuturehawaii.blogspot.com/

33. Setting the Bar High
 Find an exemplary class blog, direct your students to it,
and give them time to read over the post and comments.
http://kakos4english2006.blogspot.com/
http://thefischbowl.blogspot.com/
 Ask them for feedback—which comments are powerful
and why? Which ones are less captivating and why?
When does the blog get good and why?
 Get a discussion going—why do we blog? How is it
different from turning in a piece of writing to your
teacher? Or having a large class discussion?

34. What We’ve Liked About the Blog
 Quiet students are given a powerful voice.
 Students grow more adept at reacting to each
other’s ideas.
 Class is truly extended beyond the walls of the
classroom.
 Students produce information on the web
instead of passively absorbing it.
 Technology is integrated into every subject.
 Students take their words seriously and begin to
understand what it means to be published.
 Students just like it. A lot.

35. Establishing Expectations
 Have your students create the class blog
expectations, or have your blog expectations
ready to go.
 Print out or direct them to the AHS “Safe
Blogging Policy” as well.
 Talk about blog safety; emphasize that the blogs
are linked directly to the school and need to
follow the class guidelines as well. Let them
know that administrators can and will read their
personal blogs.

36. Send in the Reinforcements…
 Students need feedback, they get excited when
they see their work published. If possible
approve their comments instantly.
 Try having a blog for homework that night for
immediate reinforcement of what they have just
learned.
 Try to give them immediate positive feedback;
bring up their blogs the next day and commend
them on what they did well.

37. A BIG Suggestion
 Use the blog to replace something that
you’re already doing; don’t use it to add.
 Never blog for blogging’s sake. Think
about how the blog can be used to
enhance an assignment (links to
audio/video clips, artwork, online texts,
other blogs, etc.).

38. Do a Little Exploring
 Take a little time to check out some class blogs
that have worked pretty well.
 http://www.seedwiki.com/wiki/teaching_with_blogs/tea
ching_with_blogs.cfm
 What do you like?
 What do you not understand or question?
 How can you use this in your classes?

39. Why Wiki’s
 What do you know?
 Why Wiki’s?
 http://www.pbs.org/teachersource/learning.now/2006/06/
using_a_wiki_to_promote_educat.html
 Where are you?
 What do you want to know?
 http://www.wetpaint.com

40. Learning With Technology
Podcasting:
Alan November
A conversation with Daniel
Pink
Ready Set Science Podcast

41. Social Bookmarking
The Social bookmarking sites are a
popular way to store, classify, share
and search links through the practice
of folksonomy techniques on the
Internet or Intranet.
Delicious

42. What is StumbleUpon? StumbleUpon
helps you discover and share great
websites. As you click Stumble!, we
deliver high-quality pages matched to
your personal preferences.
www.stumbleupon.com

43. “It is not the strongest species that survives,
nor the most intelligent, but the ones most
responsive to change.”
~Charles
Darwin

44. Only dead fish swim with the
stream all the time!!!!