ISTE Excellence Cafe — Characteristics of Formal Learning

One of the best times that I had a ISTE this year was facilitating one of the ISTE Excellence Cafes.  They took place on Sunday, and each cafe was devoted to a conversation about one of the ISTE NET-S and what excellence looks like in that context.  Weeks before, I’d missed the initial conference call for facilitators, and when I was finally able to connect, there were only two NET-S standards left to choose from.  This was good.  I chose Technology Operations and Concepts, which is the standard that I am least interested in.  I chose it for two reasons.  One, I was more likely to keep my own mouth shut, making it easier to facilitate the conversation.  Secondly, I felt that I might learn more by leading a conversation about something, to which I do not pay a lot of attention.

Technology Operation & Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

  1. understand and use technology systems.
  2. select and use applications effectively and productively.
  3. troubleshoot systems and applications.
  4. transfer current knowledge to learning of new technologies.

ISTE was about conversations

I was worried when the conversation was about to start.  It seemed that Tech and Concepts were not terribly interesting to anyone, except for an enthusiastic educator from Vietnam, and two venders — both of which shared valuable perspectives, but not broad enough to even begin the conversation.  But, when the time finally came, folks started coming in, and we had wonderful input from teachers, administrators, technology educators and directors, international educators and vendors — and it was one of the most exhilarating conversations, of which I have been a part.

We had almost no guidance on where we should steer the conversations except for the goal of excellence.  We wanted the cafes to take the discussions in their own directions.  It was my job to keep it productive.

We looked at each of the goals of the Technology Operations and Concepts standard, and our conversations broke down into what does the learning of the items look like, and what kind of teacher/learning environment would nurture that learning.  There was an enormous amount of overlap.

Here is my own condensing of the ideas down to an almost manageable list of teaching/learning characteristics that I think extends way beyond technology operation and concepts.

Minor additional editing July 23, 2010

The learning & the learner
  • Student-centered
    • Student Choice
    • Personalized (not individualized)
    • Building expertise more than meeting standards
    • Working toward a meaningful product
  • Technology is personal — It is not handed out.  It comes in with the learners
  • Assessment
    • Not “right” or “wrong” but “did it work?”
    • Permission to get it wrong, and then describe what was learned
    • Self-reflection and peer-evaluation (critiquing)
  • Regular exposure to and conversation about
    • Current events
    • New ideas
    • New (emerging) technologies
  • Learning is…
    • problem-based
    • project-based
    • product-based
    • with external goals and audiences that extend beyond standards
  • Technology literacy is not platform or application based.  It is saying, “This tool should be able to do this.  Let me figure out how to make it work.”
The Teacher and Learning Experience
  • Open minded and open ended
  • Comfortable with authority that is fluid and porous.
  • Willing to take risks and make mistakes, and say, “Here’s what I just learned.”
  • Willing to grant students permission to make mistakes and say, “Here’s what I just learned.”
  • Publicly learning as professional practice
  • High expectations for students — higher than the status quo
  • A vision or philosophy of ICT in formal learning that is purposeful, rigorous, and product oriented and that ICT is THE literacy tool of our time.
  • Engaged in learning conversations within a cultivated network of colleagues
  • Willing to say, “You figure it out!”
  • Willing to learn from students
  • Willing to give students space to be learners, but hold them accountable for their learning and make them defend their learning, “How do you know that’s true?”
  • Be willing to share classroom learning experiences with the community, to invite the community in.
  • Respect and utilize the knowledge and skills that students gain outside the formal learning environment
  • Be involved in selecting new ICTs, developing curriculum, and setting information and communication policies for the school/district
Aspects of Classroom Culture:
  • Reflection
  • Peer Review
  • Confidence
  • Computer application not computer applications. (the difference is one “s”)
  • Multidimensional Conversations about context, values, and leveraging change, potentials, and opportunities
  • Information as raw material to be mixed and shaped into new valuable information products
  • Student learning affects other people

 

 

 

Author: David Warlick

David Warlick has been an educator for the past 40+ years. He continues to do some writing, but is mostly seeking his next intersect between play, passion and purpose, dabbling in photography, drone videography and music production.