The Digital Learning Farm

1. The Digital Learning Farm Anne Manna & Kelly Strob

2. Expanding the Boundaries • Introduction to new technology • Exposure to new and innovative teaching strateties

3. Please Do Now • 1.) Who owns the learning in your class, you or the students? • 2.) Who works harder in your class, you or the students?

4. Why the Digital Learning Farm ? • Traditional Classrooms do not provide opportunities for collaboration, innovation, global connections, and critical problem-solving skills • Students need to be invested and feel that they are making a contribution to their learning. In most traditional classrooms the only valuable outcome of work is the letter grade. Digital Learning Model allows for an authentic audience and intrinsic rewards.

5. Pros of Digital Learning • Students develop 21st century skills • Empathy • Self direction • Innovation • Communication • Collaboration • Teachers gain more control over their time which allows for more personalized instruction • Student thinking becomes more visible • Parents gain more opportunity to view and experience student work (blogs, wikis) • Everyone can access the tools needed to learn • Society gains a generation of lifelong learners with strong work ethics, a critical understanding of technology, and a well developed sense of global empathy

6. Who Owns the Learning? • Teachers need to be guides and knowledge facilitators not instructors • Teachers need to provide students with the tools and resources they need to learn but allow students to do it on their own • Create opportunities for students to be innovators and collaborators • Students need to be invested in and responsible for their own learning

7. Student Jobs on the Digital Farm • Tutorial Designers • Student Scribes • Student Researchers • Global Communicators and Collaborators

8. Student as Tutorial Designer • Students learn from students • Using broadcasting tools to create tutorials that students and others can access from anywhere Multiplying Fractions Mathtrain.tv Student Tutorials

9. Student Scribes • Using blogs and podcast tools such as; Google Docs (http://docs.google.com), Blogger (www.blogger.com), WordPress (www.wordpress.com), wikis, or Zoho Docs (www.zoho.com) • Students work together to create notes that can be used by the class

10. Student Researchers • Official research station • Students are responsible for finding answers to daily questions

11. Global Communicators and Collaborators • Connecting with subject experts from around the world • Using Skype and other online tools makes it easy to connect • Develop questions, conduct interviews and build their skills in online learning and collaboration

12. Resources and References • Example of Tutorial Designers: Mathtrain.tv • Example of Student Scribes:http://tinyurl.com/68djoz • Sites for Student Research: Google Advanced Search (www.google.com/advanced_search), Google Custom Search (www.google.com/cse/), WolframtAlpha, the knowledge engine (www.wolframalpha.com), Diigo, the social bookmarking site (www.diigo.com) • Sites for Global Communicators and Collaborators: Skype (www.skype.com), Hangouts, Google (http://www.google.com/+/learnmore/hangouts/) • November, Alan. (2012). Who Owns The Learning? Bloomington, IN: Solution Tree Press. • November, Alan. (2008). Web Literacy for Educators. California: Corwin Press

13. Internet Safety • Common Sense Media- Digital Literacy and Citizenship for Grades K-2 • Introduce young learners to concrete concepts and behaviors within the abstract world of digital literacy and citizenship • 3 Units • http://www.commonsensemedia.org/educators/scope-and-sequence

14. Living vs. Nonliving

15. WHY SHOULD WE LEARN ABOUT LIVING VS. NONLIVING THINGS? WHY? • So that we will know the differences between something that is living and something that is nonliving. • So that we can become active learners. • TO HAVE FUN!  HOW WILL WE LEARN? • By using different types of technology we will explore living and nonliving things.

16. KWL Chart K-stands for “what we know” W-stands for “what we want to know” L-stands for “what we learned”

18. Living and Nonliving Things Click on the link below to watch a video about living and nonliving things. Living things

19. Class Discussion Student Scribe/Recorder: Keep a record by using tally marks of which things are living and which nonliving.

33. Stop and Discuss How can you tell if something is living or non-living? Take a few minutes to discuss with your class some things that all living things have in common.

34. Living things move.

35. Living things grow and change.

36. Living things breathe.

37. Living things reproduce (make more just like themselves).

38. Living things need food and water to live.

39. Challenge question: Is it living? Explain your thinking.

40. Challenge question: Is it living? Explain your thinking.

41. Challenge question: Is it living? Explain your thinking.

42. Student Research Custom Google Search • Google Search Terms: • Living • Nonliving • animals

43. Global Communicators and Collaborators Skype Session with The Stone Zoo

44. Trials and Triumphs • Set up • Technology glitches • Different academic levels • Time restraints • They truly owned their own learning • They were engaged, motivated, and proud • They collaborated with each other • They mastered science curriculum