Toward a New Learning Ecology: Teaching & Learning

in 1:1 Environments

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A new learning ecology for a new educational era.

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The future is already here--it’s just not evenly distributed. --William Gibson

Innovation Scale up

Took over 50 years for the

electrification of America

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• Design PD support for high schools that are

planning and implementing 1:1

learning technologies

• Create new knowledge about PD and teaching and learning in core content 1:1 classrooms.

• Examine the extent to which schools implemented the 1:1 initiative strategies, achieved

project objectives; impact future technology policy and funding.

• Create framework for planning a strategic approach to technology-enabled learning in your district’s public high schools.

1:1 Feasibility

Study

1:1 Evaluation

1:1 Collaborative

(PD)

1:1 Research

A Sample 1:1 Learning Technology Initiative

Theoretical Grounding for “New Learning Ecology”

John Seeley Brown (1999) introduced a knowledge ecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3).

Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal and informal settings (p. 195).

Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments.

Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.

Four NLE Conditions for Consideration

Theoretical underpinnings for each of the four conditions

Immediate and Constant Access to Information and a Global Community– Students' pervasive digital connectedness and production (Spires, Lee,

Turner, and Johnson, 2008).

Intensity, Relevance, and Personalization of Learning

– Resulting from a shift to a student-centric approach using dynamic, Web 2.0 tools, tapping into networks of imagination

(Senges, Brown and Rheingold, 2008).– Active pursuit of learning as productive inquiry (Little and Ray, 2005).– Developing both semantic and personal significance (Wesch, 2008).

Theoretical underpinnings for each of the four conditions

Highly-Developed Teacher Capacities• In addition to content expertise, teachers must have highly-developed capacities for

facilitation, improvisation, coaching, and consultation.• Teaching 2.0 is emerging in response to a 21st century convergence of forces that

includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007).

Highly-Developed Learner Dispositions• Defining the learner through dispositions and worldviews rather than

just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity).

• Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma, Robinson, and Weigel, 2006)

Educational Challenges??

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Technology Integration… The ExtremesTechnology…The Extremes

Technological Pedagogical Content Knowledge (TPACK)

Technological Knowledge

(TK)

ContentKnowledge

(CN)

PedagogicalKnowledge

(PK)

Mishra, & Koehler, 2006

Technological Pedagogical Content

Knowledge

Pedagogical Content Knowledge

Technological Pedagogical Knowledge

Technological Content

Knowledge

Context

Project-Based Inquiry: Can it get us to where we need to be in terms of complex thinking?

Spires, Wiebe, Young, Hollebrands, & Lee

Revised Bloom’s Taxonomy

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

• Creating

• Evaluating

• Analyzing

• Applying

• Understanding

• RememberingAnderson & Krathwol, (2001)

Any Value in Inverting Revised Bloom’s Taxonomy?

Performance-Based Assessment

Global Skills Set

A New Global Skill Set

Professional Learning Communities

Professional Learning Communities & Networks