Before Lunch (Teacher Leaders and Administrators)
PART A: 08:20 – 09:05 Norms, Deliverable(s), and Ice Break… Ranking the Skills
PART B 09:05 – 09:45 Technology Integration … SAMR Model (A Student Owned Lecture with Drive)
PART C 09:45 – 09:55 Beyond the Book Chapter 1 (Anatomy of a Textbook Past and Future)
PART D 09:55 – 10:10 Beyond the Book Chapter 2 (The Future of the Textbook)
PART E 10:10 – 10:20 Beyond the Book Chapter 3 (Going Beyond… Next Steps)
10:20 – 10:35 Break
PART G 10:35 – 10:55 Beyond the Book Chapter 4 (Finding the Tech in Standards… Beyond the Shine)
PART H 10:55 - 11:05 Beyond the Book Chapter 5 (Nouns and Content… Finding the Tech)
PART I 11:05 – 11:15 Beyond the Book Chapter 6 (Verbs and Process… Finding the Tech)
PART J 11:15 - 11:35 Beyond the Book Chapter 7 (Targets and Lessons… Finding the Tech)
PART L 11:35 – 11:55 Exploration
11:55 – 12:40 Lunch
PART A: 08:20 – 09:05 Norms, Deliverable(s), and Ice Break… Ranking the Skills
PART B 09:05 – 09:45 Technology Integration … SAMR Model (A Student Owned Lecture with Drive)
PART C 09:45 – 09:55 Beyond the Book Chapter 1 (Anatomy of a Textbook Past and Future)
PART D 09:55 – 10:10 Beyond the Book Chapter 2 (The Future of the Textbook)
PART E 10:10 – 10:20 Beyond the Book Chapter 3 (Going Beyond… Next Steps)
10:20 – 10:35 Break
PART G 10:35 – 10:55 Beyond the Book Chapter 4 (Finding the Tech in Standards… Beyond the Shine)
PART H 10:55 - 11:05 Beyond the Book Chapter 5 (Nouns and Content… Finding the Tech)
PART I 11:05 – 11:15 Beyond the Book Chapter 6 (Verbs and Process… Finding the Tech)
PART J 11:15 - 11:35 Beyond the Book Chapter 7 (Targets and Lessons… Finding the Tech)
PART L 11:35 – 11:55 Exploration
11:55 – 12:40 Lunch
After Lunch Teacher
Part M 12:40 – 12:55 Creating a Vision for Support … (District Lead)
Part N12:55 – 02:30 Workshop Time (My Plan… My First Steps) Adm Day 11/18 ( 12:55 - 01:30)
Part O 02:30 – 02:50 Sharing (Using CF… I Like, I Wonder, I Have) Adm Day 11/18 ( 01:30 - 00-1:50)
Part P02:50 – 03:00 Reflect and Close Adm Day 11/18 ( 01:50 - 02:00)
Part M 12:40 – 12:55 Creating a Vision for Support … (District Lead)
Part N12:55 – 02:30 Workshop Time (My Plan… My First Steps) Adm Day 11/18 ( 12:55 - 01:30)
Part O 02:30 – 02:50 Sharing (Using CF… I Like, I Wonder, I Have) Adm Day 11/18 ( 01:30 - 00-1:50)
Part P02:50 – 03:00 Reflect and Close Adm Day 11/18 ( 01:50 - 02:00)
Outline and Resources
Agenda Document
Quick Wins Document
PART A: Norms, Deliverables, and Ice Break… Ranking The Skills
Activity - Show Your Sketch
Activity - Ranking the Skills … Join a group of 3- 4 then go to Activity 6A on the Website. Next, login to the Intel Visual Ranking Tool as an assigned group. Use login information below. As a group, rank the skills from most important to least important.
Link - Click Here To Log In - Use Password then Group ID and Group Password given in Workshop (Teacher ID is mjgormans... Groups B1 - B19)
Teacher Name –mjgormans Login name B30-B-60 Password = 1234
Once items are ranked decide who will give a shout out on how your group worked together and decided on skills and their ranking
Written Communications*
Lifelong Learning and Self Direction
Ethics/Social Responsibility*
Professional/Work Ethic*
Humanities/Arts
Critical Thinking and Problem Solving*
Teamwork/Collaboration*
History/Geography
Mathematics
Oral Communications
Creativity/Innovation*
Information Technology Application*
Reading Comprehension
Leadership*
Writing in English
Science
Based on... Are They Really Ready to Work Publication - Collaboratively, the Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management conducted an in-depth study of the corporate perspective on the readiness of new entrants into the U.S. workforce by level of educational attainment. The study included results from both an in-depth survey conducted during April and May 2006, and interviews with a sampling of a dozen HR and other senior executives. In addition, a Workforce Readiness Report Card is presented to provide an accessible snapshot of the basic knowledge and applied skills that are either “deficient” or “excellent” in those areas that employer respondents rate as “very important”.
Management Log In
Link To Learn More On Intel Thinking Tools
Collaboration Rubric Document
PART B:Technology Integration … SAMR Model (A Student Owned Lecture with Drive)
Learning Targets (SAMR)
- Participants will understand and be able to explain the SAMR Model and underlying tools at the four steps
- Participant will reflect on technology enhancements vs transformation
- Participants will reflect on their technology integrated learning activities and where they fall on SAMR
- Participant will build out a lesson using a SAMR graphic organizer
- Participants will understand how a lesson can be jigsawed to involve students in ownership of learning
Nov 17, 2015 Google Link For Group Work
Nov 18, 2015 Google Link For Group Work
Reading in PDF Format
SAMR Worksheet
The SAMR Model of Technology Integration Article
(Article by Michael Gorman at http://21centuryedtech.wordpress.com… based on the outstanding research and work of Dr. Ruben Puentedura http://www.hippasus.com)
Introduction
Transforming technology into a blended learning experience has become a necessity for those educators wanting to engage student centered learning in the 21st century classroom. While it is possible to create a successful and highly interactive student based learning experience without technology, it is technology that can amplify the learning experience. It must be remembered that is amplification will have an effect on great educational pedagogy, but will also do the same for instruction that may not meet the goal. As teachers invite technology into the classroom it has become evident that as learners themselves, they go through formative steps as they become proficient in the blended experience. Through the work of Dr. Ruben Puentedura, Ph. D. the SAMR Model (Substitution Augmentation Modification Redefinition) provides a wonderful lens to look at this progression. It must be understood that the goal is to create lessons that allow for the end result product of Redefinition. At the same time, all of the stage allow for technology interaction and increased student engagement. There are times that might be times where simple Substitution is all that is needed and is most appropriate given the learning target. As educators become familiar with the SAMR Model it allows them to reflect and evaluate their technology integration practice while striving for powerful learning experiences for students. While learning activities can get blurred between steps, it must be remembered that educators are working on a progression. The first two steps involve technology as an enhancement tool and the last two involve technology as a transformation tool. Many times the steps between enhancement and transformation can take a bit of time as educators practice, reflect, and learn. In the space below you will find those important SAMR Steps.
Substitution - Tech acts as a direct tool substitute, with no functional change
This is the lowest level of technology integration. At this stage technology replaces an activity that may have been done before using an analog version. This is the very first stage of enhancement of a lesson using technology. This might include word processing a student authored story rather than hand writing it. While it is the lowest level it still might be a wonderful use of the technology. An example might be the teacher curating the curriculum for students using their LMS. The teacher has worked hard at finding articles, reading lists, research links, you tube videos on a various topic. In essence, the web is being used a substitution for what may have been a prior resource list given to students. Once again it is a wonderful start with some great learning opportunities, but it really still is just a substitution. According to Dr. Ruben R. Puentedura, the teacher is just using the technology to replace a resource list that could be used in the library. Keep in mind that this can be still very useful. Does the substitution of technology serve the learning target, or might it actually get in the way. Did the technology substitution assist in student engagement? The teacher must reflect on what might have been gained because of the substitution.
Augmentation – Tech acts as a direct substitute tool, with functional improvement
The next step includes the Augmentation Stage, going one level up the ladder from Substitution. It is important to remember that this step is still at the enhancement level. At this stage the technology has improved the learning experience by adding functionality that would have not been as possible with the technology. In a word processing document students are taught to use different tools such as the word count, thesaurus, and grammar checks. Perhaps students are using calculators or spreadsheets to solve a problem. Perhaps the students are researching and the teacher directs students to current news events, blogs, or interpretations of the research by various authors. Students have the opportunity to compare and contrast viewpoints, view up-to-date information that may not be in the library, or even have the opportunity to participate in the comment section of a blog. While the line could be blurred between Substitution and Augmentation there really is a deeper learning because of the technology. There should be a step up in both student engagement and rigor. A teacher must reflect and recognize that the technology has added to the learning experience. They must determine if the overall learning has been improved because of the technology integration.
Modification – Tech allows for significant task redesign
At this stage the technology has the opportunity to change the look and feel of what student perform. There really is a definite change in the lesson that may have started with an analog foundation. Transformation has begun! This takes a more reflection and work from the facilitating teacher. At the same time, Modification brings in the student opportunity to proceed up Bloom’s Taxonomy. This might include authoring a collaborative story in Google Doc so that peer editing and collaboration can happen anytime and anyplace. Perhaps even some pictures are added to the story or report to further engage the intended audience. Students may use advanced searching skills to find articles on their own that contrast viewpoints from different counties. Perhaps students compile their research collectively using a group inside of a bookmarking tool such as Diigo. A word cloud might be employed to study the meaning of an article or author’s writing. While students use traditional literary critique, a word cloud might provide a new analysis such as word frequency in a reading. This brings about an entirely new layer to the learning environment. Students might use a Google Form to collect and analyze data. In this method of data collection students may be able to survey larger and more diverse populations while having a layer of tools to represent the data to an audience. Many times the modification allows more student voice and the outcome may not be a prescribed. At the modification stage a teacher must reflect on whether the technology did allow for some project redesign that enhanced the project while still accomplishing the learning objectives. It could be that multiple modifications may allow a lesson to advance to the next level.
Redefinition - Tech allows for creation of new tasks that were previously inconceivable
At this stage the technology allows students to jump outside the original design box. This is so much more than a redesign. It focuses on the employment of new tasks. While the teacher may initiate some of these, student voice and choice must also be employed. A story could change into a picture book, a slide show, or even a movie. The audience could go beyond the school and include the community, state, county, or world. Mentors could be virtual. Perhaps students are curating and creating their own content to be used by other students. Imagine research that allowed for students to create their own search engine using Google Custom Search. The original standards remain with addition of new skills that circle around 21st century skills. The redesign was made possible because of the blending of the technology into the learning process eliminating the constraints and barrios of the physical classroom.. At the same time the technology might appear transparent to the learning process. The teacher must reflect on whether the redesign still accomplished original standards while also allowing for engaged student centered learning.
Conclusion
All educators must realize that a final goal of any classroom is redefinition. At the same time, there will be times where even the most proficient educators may conduct a task at the substitution level. An understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to use educational technology in a useful and productive way. The SAMR Model allows all educators to view the steps they are taking down the road of technology enhancement toward true transformation. It is a wonderful and exciting journey!
PDF of Article
Take your pick of links to investigate more in regards to the SAMR Model
- SAMR Model and 21st Century Skills
- SAMR Model Example
- Dr. Puentedura Blog
- K. Ward SAMR Discussions Example
- SAMR... Teaching Above the Line
- SAMR and Stabucks Coffee Video
- SAMR Explained... How to Teach above the Enhancement Line
PART C: 09:45 – 09:55 Beyond the Book Chapter 1 (Anatomy of a Textbook Past and Future)
Standards... Content... Processes... Lessons and Activities... Inquiry... Scope and Sequence... Check Ups...Assessments
PART D: 09:55 – 10:10 Beyond the Book Chapter 2 (The Future of the Textbook)
Resources:
Active Textbooks - Resource allowing educators to build their own interactive textbook
CK12Flex_ - Wonderful open source interactive books and curriculum... ever expanding subjects... new K6 math
Wikipedia - You can make your own book... look at links in the left
Simple English Wikipedia - Many of the same Wikipedia articles with a little easier wording
Aurasma _- Get familiar with a little augmented reality.
New York Times Interactive Story Telling - Rich multimedia... more than just a read. Check out various articles.
The Big History Project - AN extensive multimedia textbook covering an interesting look at world history.
PART E: 10:10 – 10:20 Beyond the Book Chapter 3 (Going Beyond… Next Steps)
Who is at the center of learning?
BREAK: 10:20 - 10:35
PART G: 10:35 – 10:55 Beyond the Book Chapter 4 (Finding the Tech in Standards… Beyond the Shine)
Five Steps to find the Tech in Standards
1. Identify the standard from district or state standards
2. Reflect on the Standard... if possible collaborate with others (What does the standards mean, why are we teaching this, what should students know, what should students be able to do, how does it apply to students at my grade level.
3. Determine the Content (NOUNS) ...Review the standard and underlining the nouns.(This will help you determine content and allow you to determine what is appropriate for your level of students)
4. Determine Skills and Process (VERBS)... Investigate the skills by reviewing the standard and circling the verbs. (This will allow you to determine the appropriate grade level skills to be practiced by students. This can be aligned to Depth of Knowledge, Blooms, and/or 21st century 4 C's
5. Create Learning Targets... This demonstrates what students will be able to do from your reflection and listing of verbs and nouns, (These will later be used in planning learning activities along with formative and summative assessments. Keep in mind where students may have already been, and where they are going to.)
Take a look at this sample template for unpacking standards. Please use this to begin to unpack a standard in your discipline area.
Sample Unpacking Standards Template
Unpacking Standards Workshop Document
Moving toward Personalized Learning Through Unpacking
As we talk about Personalized Learning it must be understood that the end goal requires that students begin to take ownership of their learning process. This does not happen automatically... although it can be argued that we all did it as babies and infants. Please take a moment to reflect individually or share at your table groups (if in a workshop. Topics may include:
- Is it important to get students to own the learning?
- How might this work at different grade levels?
- What is it important that students might understand the unpacking of the standards they are learning?
- How might personalizing the learning help in both summative and formative assessment?
- What step would you suggest as a first step in a classroom?
PART H: 10:55 - 11:05 Beyond the Book Chapter 5 (Nouns and Content… Finding the Tech)
Did you know that there are a wide variety of free curriculum on the internet? That’s right, and it is known as OER (Open Education Resources” You will find a full color assortment ready for you as you begin to paint lessons, activities, and even a textbook! Best of all they are free and contain quality resources plus they can be part of your PBL significant content. Take a moment to check out the wide assortment of possibilities that you can mix into brand new hues! Take a look at some of these OER finer points.
- Provides opportunity to make learning more authentic by giving you the ability to localize learning
- Contains formative learning and assessment opportunities
- Is based on standards
- It is often amplified by technology
- Vetted by organizations and individuals
- Can be used in whole or in parts
- Free… means it fits the budget and provides opportunities to spend money on needed resources and teacher creation
- Can provide differentiations and allow educator to adapt to their students’ needs
- Can provide a foundation for further learning opportunities
- A nice One to One emphasis in PBL
OER… What areas of content do you want to expand on in your PBL. Check out some of these OER possibilities. Time - 5 minutes
- The Index of Open Educational Resources - Open Educational Resources come in many shapes and sizes. This partial list of sources introduces the scope of OER and the organizations cultivating its increasingly vital role in opening higher education up to the greatest number of people worldwide.
- OER Commons
- ISKME created OER Commons to build a knowledge base around the use and reuse of open educational resources (OER). As a network for teaching and learning materials, the web site allows social bookmarking, tagging, rating, and reviewing of more than 24,000 items from 120 content providers.
- SAS Curriculum Pathways - Year after year, SAS Curriculum Pathways earns awards for educational technologies and, more importantly, earn the support of teachers, students, and parents. The approach is innovative, but the goals are traditional. Teachers, developers, designers, and other specialists clarify content in the core disciplines. SACS targets content difficult to convey with conventional methods—topics where doing and seeing provide information and encourage insights in ways that textbooks cannot. The products make learning more profound and efficient, not simply more entertaining. Audio, visual, and interactive components all reinforce the educational objectives identified by teachers
- Curriki - (k-12) What happens when classroom teachers from every country in the world take part in a global community of sharing curriculum and best practices? Teachers are empowered to create extraordinary learning experiences for their students. Barriers to equal access to education begin to lift—geography and politics become immaterial. And the economy benefits from a highly educated population. That’s the basis of Curriki, a nonprofit K-12 global community for teachers, students, and parents to create, share, and find free learning resources that enable true personalized learning.They believe free and equal access to the best curriculum materials is possible and Curriki is leading the way
- Connexions - (K-12) This a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute:
- authors create and collaborate
- instructors rapidly build and share custom collections
- learners find and explore content
- CK12.org - (6-12) Services like CK-12 make it easy for teachers to assemble their own textbooks. Content is mapped to a variety of levels and standards including common core. You can start from scratch or build from anything the the FlexBooks library CK12 has recently opened up a K-5 Math Program. .Read more >Watch video >
- Hippocampus - (7-12) This is a project of the Monterey Institute for Technology and Education (MITE). The goal of HippoCampus is to provide high-quality, multimedia content on general education subjects to high school and college students free of charge.
- FreeReading (pk-3) is a free, high-quality, open-source reading program addressing literacy development for grades K-3. Leveraging the collective wisdom of researchers, teachers, reading coaches, and other education and industry professionals, FreeReading provides a high-quality, cost-effective alternative to static materials. By establishing a foundation of hundreds of research-based lessons and materials that users can download and use for free, FreeReading has created the framework for intervention programs supporting K-6 literacy. The collective wisdom within FreeReading is invaluable and can be more beneficial than any one reading program.
- SmartHistory -(K-12) Smarthistory at Khan Academy is the leading open educational resource for art history. They make high-quality introductory art history content freely available to anyone, anywhere. Smarthistory is a platform for the discipline where art historians contribute in their areas of expertise and learners come from across the globe. We offer nearly 500 videos and these are being translated into dozens of languages.
- Khan Academy - (K-12) Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere.All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. Khan Academy's materials and resources are available to you completely free of charge.
- Wikipedia - Not only does Wikipedia have awesome vetted content, it also has a way educators can make their own books with Wikipedia Content. These books can be distributed in numerous digital content, or printed as hard copy. It is a great way to put significant content on any LMS.
- 24 Resources for the E-Curriculum - Explore this resource filled article at 21centuryedtech and learn about some more amazing free significant content that can enhance and amplify any PBL initiative.
PART I: 11:05 – 11:15 Beyond the Book Chapter 6 (Verbs and Process… Finding the Tech)
Students must be introduced and provided unique and effective opportunities for learning about and using the internet, a skill that will be applicable past their K12 education. As part of their learning experience they should be introduced to Web 2.0 (Internet Interactive Tools/Apps) , internet resources, and various learning portals. As you are aware, new internet tools arise every day. .
While integrating the web with today’s 21st century learning experience is essential, each child’s safety and security must be a number one priority. Any websites and tools used in the classroom should be thoroughly examined and vetted by educators. While many sites, along with COPA rules, designate the age of 13 as the end of necessitating parental permission, it is encouraged that district goa step further and ask both parent awareness and permission for all of our students. Parents should be aware and have the opportunity to read a site’s Terms of Use, and to be a partner with their child(ren) in exploring the web and its many opportunities. Schools should promote proper digital citizenship and internet safety in classrooms and encourage this to be reinforced at home. Internet sites that require a student account or log should be made available to parents by the teacher and district, and also posted on the internet. Schools may wish to have parents grant permission when registering their child at the school. Approved sites should be listed and updated on the district website. In some instances districts may ask to have an additional permission form when their vetting process mandates this. Students, parents, and all educators should read their Board Approved District Acceptable Use Policy for Technology which may be posted on the district website. In fact, parents and teachers should be encourage to review this policy with children.
The web is filled with countless Web 2.0 Applications that you can bring into your integrated technology classroom environment. Remember that is must be somewhat transparent allowing students to focus on significant content and 21st century education skills. I could attempt to list them here... but instead we will provide some outstanding sites that have large data bases created for this very purpose..Below you will find a list that we encourage you to become familiar with:
Process/Skills... What process and skills do you want to expand on in your PBL. Check out some of these possibilities. Time - 5 minutes
Bloom Explained:
- Blooms Wheel - Visual from California State
- Free Bloom Posters - The Orange and The Butterfly
- Blooms Technology Wheel and Knowledge Dimension - Wonderful interactive Site pointing to grea tools
Sites That Incorporate Blooms and Technology
- Can You?... by Kelley Tenkeley - Explore Kelley's Peacock, Tree, Umbrella, and Pin Wheel
- Kathy Beck's Blooms Digital Web Tools - Blooms and technology integrated and interactive.
- Kathy Schrock's Web 2.0 - Includes regular web 2.0 tools, iPad apps, and droid apps.
- The Padagogy Wheel - Great interactive tool with special emphasis on the iPad.
- Graphite - A wonderful teacher vetted tools from the people at Common Sense Media
- Appolearning - Great Web Site that match iPad Apps to learning at all levels.
The Big Five Before Using Any Website with Students
1. Check your district AUP (Acceptable Use Policy)
2. Read and Understand the Website Terms and Privacy
3. Check with school administration
4. Get parent permission if needed
5. Teach Digital Citizenship
Plus
Have a system for vetting websites
Check to see if your LMS (Learning Management System) can do the same thing
PART J: 11:15 - 11:35 Beyond the Book Chapter 7 (Targets and Lessons… Finding the Tech)
Targets… Lessons are a great way to plan for providing proper Learning Targets in PBL. These lessons become part of your map and scaffold. Check out some of these Lesson Plan Target possibilities. Time - 5 minutes
Thinkfinity Data Base of Lessons - This data base is no longer maintained by Verizon... but you can still search for lessons from this site I maintain at 21centuryedtech. Note.. Search in the Search Box under the words "Lesson Search".
PBS Learning Media - Wonderful Data Base of lessons and multimedia kept up by PBS Learning Media. Great resources from the whole PBS collection. You will even find intereactives.
New York Time Learning Network - Amazing collection of lesson plans that go beyond and outside of the box. It contains ideas for almost any discipline.
Blendspace - This site allows educators to make their own lesson in very simple steps. Best of all there is a collection of lessons that teachers have already made.
Share My Lesson - get ready to discover some wonderful lessons that teachers have shared. Perhaps you will be willing to share one of your. By the way... it is free!
PART L: 11:35 – 11:55 Exploration
Take some time to find resources from any of the categories for your classroom and for teachers you support.
LUNCH
After Lunch
Part M: 12:40 – 12:55 Creating a Vision for Support … (District Lead)
Each school will be doing something different and if you wish, participate in other schools. All these different ways of reaching out to teachers to support them will be documented and archived on the Kingsport TeachLearn site to begin a permanent digital resource for all teachers."
Part N: 12:55 – 02:30 Workshop Time (My Plan… My First Steps)
What is you next steps and how will you spread the word. Begin making a plan and be ready to share in order to get feedback and critique from our Personal Learning Community
Brightbytes Link
Planning Document
LL will please choose:
Part O: 02:30 – 02:50 Sharing (Using CF… I Like, I Wonder, I Have)
Take a moment to write down some I likes… I wonders… and I have ideas, and next steps from today’s PD. Be ready to share in Critical Friends
Next Steps and CF Documents
Part P: 02:50 – 03:00 Reflect and Close
Please be ready to share any other thoughts and ideas. Where might we go next time. What can be done until then?
Part M: 12:40 – 12:55 Creating a Vision for Support … (District Lead)
Each school will be doing something different and if you wish, participate in other schools. All these different ways of reaching out to teachers to support them will be documented and archived on the Kingsport TeachLearn site to begin a permanent digital resource for all teachers."
Part N: 12:55 – 02:30 Workshop Time (My Plan… My First Steps)
What is you next steps and how will you spread the word. Begin making a plan and be ready to share in order to get feedback and critique from our Personal Learning Community
Brightbytes Link
Planning Document
LL will please choose:
- How they will share their learning with other teachers at their school. Some ideas may be:
- Start a blog,
- Have a scheduled chat time on Twitter,
- Create and share a podcast,
- Offer regular after-school training at school for sharing,
- Open their classroom doors for peer observation,
- “Appy Hour”
- “Fail Forward Day”
- The Glass Classroom
Part O: 02:30 – 02:50 Sharing (Using CF… I Like, I Wonder, I Have)
Take a moment to write down some I likes… I wonders… and I have ideas, and next steps from today’s PD. Be ready to share in Critical Friends
Next Steps and CF Documents
Part P: 02:50 – 03:00 Reflect and Close
Please be ready to share any other thoughts and ideas. Where might we go next time. What can be done until then?
TERMS OF USE FOR THIS WORKSHOP AND SITE
Terms Of Use: This Website contains information, data, documents, pages and images prepared by Michael Gorman at 21centuryedtech. Material not password protected can be shared under Creative Commons given proper attributes to 21centuryedtech, and is within the 21centuryedtech domain. Links going out to other websites fall under their own copyright.
While the information contained in this Website has been written with all due care, 21centuryedtech does not warrant or represent that the information is free from errors or omission, or that it is exhaustive. 21centuryedtech does not warrant or accept any liability in relation to the quality, operability or accuracy of the information supplied. In many cases, as with most blogs, information may be of authors’ opinion’ and should not be construed as fact. This may include ideas that could be considered best practice.
The information is made available on the understanding that 21centuryedtech and its employees and agents shall have no liability (including but not limited to liability by reason of negligence) to the users of the Website for any loss, damage, cost or expense whether direct, indirect consequential or special, incurred by, or arising by reason of, any person using or relying on the information and whether caused by reason of any error, omission or misrepresentation in the information or otherwise. Users of the Website will be responsible for making their own assessment of the information and should verify all relevant representations, statements and information with their own professional advisers. This should be especially evident (but not limited to) in relationship to Web 2.0 interactive tools and opinions involving copyright and fair use. In no way does 21centuryedtech represent it self as a legal adviser, and in necessary areas, legal advise should be obtained.
Furthermore, while the information is considered to be true and correct at the date of publication, changes in circumstances after the time of publication may impact upon the accuracy of the information. The information may change without notice and 21centuryedtech is not in any way liable for the accuracy of any information printed and stored by a user. .
21centuryedtech takes no responsibility for the accuracy, currency, reliability and correctness of any information included in the information provided by third parties nor for the accuracy, currency, reliability and correctness of links or references to information sources (including linked Internet sites) outside of 21centuryedtech. These external information sources are outside the control of 21centuryedtech and it is therefore the responsibility of the Internet users to make their own decisions about the accuracy, reliability and correctness of information found on those external Internet links.
In addition to the internal information, 21centuryedtech provides links to other Internet sites. These external information sources are outside the control of 21centuryedtech and it is therefore the responsibility of the Internet users to make their own decisions about the accuracy , reliability and correctness of information found on those external Internet links.
Terms Of Use: This Website contains information, data, documents, pages and images prepared by Michael Gorman at 21centuryedtech. Material not password protected can be shared under Creative Commons given proper attributes to 21centuryedtech, and is within the 21centuryedtech domain. Links going out to other websites fall under their own copyright.
While the information contained in this Website has been written with all due care, 21centuryedtech does not warrant or represent that the information is free from errors or omission, or that it is exhaustive. 21centuryedtech does not warrant or accept any liability in relation to the quality, operability or accuracy of the information supplied. In many cases, as with most blogs, information may be of authors’ opinion’ and should not be construed as fact. This may include ideas that could be considered best practice.
The information is made available on the understanding that 21centuryedtech and its employees and agents shall have no liability (including but not limited to liability by reason of negligence) to the users of the Website for any loss, damage, cost or expense whether direct, indirect consequential or special, incurred by, or arising by reason of, any person using or relying on the information and whether caused by reason of any error, omission or misrepresentation in the information or otherwise. Users of the Website will be responsible for making their own assessment of the information and should verify all relevant representations, statements and information with their own professional advisers. This should be especially evident (but not limited to) in relationship to Web 2.0 interactive tools and opinions involving copyright and fair use. In no way does 21centuryedtech represent it self as a legal adviser, and in necessary areas, legal advise should be obtained.
Furthermore, while the information is considered to be true and correct at the date of publication, changes in circumstances after the time of publication may impact upon the accuracy of the information. The information may change without notice and 21centuryedtech is not in any way liable for the accuracy of any information printed and stored by a user. .
21centuryedtech takes no responsibility for the accuracy, currency, reliability and correctness of any information included in the information provided by third parties nor for the accuracy, currency, reliability and correctness of links or references to information sources (including linked Internet sites) outside of 21centuryedtech. These external information sources are outside the control of 21centuryedtech and it is therefore the responsibility of the Internet users to make their own decisions about the accuracy, reliability and correctness of information found on those external Internet links.
In addition to the internal information, 21centuryedtech provides links to other Internet sites. These external information sources are outside the control of 21centuryedtech and it is therefore the responsibility of the Internet users to make their own decisions about the accuracy , reliability and correctness of information found on those external Internet links.