Jerram, here's a thought: If we present IC's as a "half way" or "transition" between traditional and 1-to-1 classrooms, maybe we should extend that approach one step further. We could show what learning in a tradition classroom looks like, and then contrast that with a full-on constructivist, project based classroom. The IC classroom would fit nicely in between those two. This would satisfy the teachers trying to make it work in a highstakes testing environment, but at the same time move them a few steps in the right direction. Kind of like an entry level (next step) approach. What do you think?

/Darren/Introductions, Opening

Good morning. I am Darren Wilson, Instructional Technology Specialist at Hanes Elementary in Irving Texas. Presenting with me this morning is Jerram Froese, Instructional Technology Coordinator for Irving ISD. We are glad you are all here this morning, blah blah blah.

Let's kick off the morning with some really thought-provoking questions about teaching.

Haven't you always wanted to teach in a noisy, messy environment?
Haven't you always wanted your students show off ?
Haven't you always wanted your students learn something new from a stranger?
Haven't you always wanted to teach your students how to turn a profit?
Haven't you always wanted to let creativity, not a clock, drive your classroom?
Haven't you always wanted your students to share their answers with someone else?
Haven’t you always wanted to not be sure exactly what your students would learn next week?
Haven’t you always wanted your students to design your curriculum?
Haven’t you always wanted your students to do all of the work?

If you answered yes to any of these questions, you might be ready for an Inspired Classroom. What are Inspired Classrooms? Lets get started by looking at two videos.

/Jerram/Background Information, Videos and Expected Outcomes
I have two videos to show this morning that will begin to explain what we mean by Inspired Classrooms. (play the original video followed by the new one) You could outline a quick compare/contrast as to the technological advances and publishing implications.

Let's put this in context with a brief look at the evolution of Early Technology Integration:
-computers were add-ons to a classroom
-located at the back of the room
-class computers used as a center
-limited access to a lab(s) for centers
-limited access to a lab(s) for projects
-technology use was a culminating activity

Fast-Forward to 1-to-1.
With more and more instances of one-2-one initiatives popping up all over the country, we are seeing some amazing things start to happen.
-teaching and learning is transformed
-students become active participants
-students become self-directed, self-taught
-teachers become facilitators

What's the cost of a one-2-one initiative? The initial investment is huge. So is the ongoing cost of ownership. And, many teachers would tell you (off the record, of course) that they pay a high cost in managing students.

Where’s the middle ground? Is there middle ground between a traditional classroom and a one-2-one environment. If the answer is no, then we are stuck in a rut until schools can find funding and support for one-2-one laptops. But just by asking the question "IS there middle ground" is an interesting investigation. We think the middle ground is inspired Classrooms.


What do Inspired Classrooms look like? On the surface, you see:

-desks arranged in groups of four
-computers are located at student groups

Physically, that's about it, but look deeper. Look at what's really going on inside these classrooms.

-students are working together on assignments/activities
-students are self-monitoring, self-teaching
-relevancy through technology/ tools of choice
-teacher is working with small groups
-full access to publishing/productivity tools
-real world intersects with the classroom

The Insipired Classroom environment raises the odds for successful integration because the technoogy ai right there, immediately available. Inspired Classrooms go the distance in getting the technology in the habds of most of the kids, most of the time.
So if that's where we want to go, how do we get there. There is an obvious shift in teaching and learning workflows, but that requires a more appropriate learning environment.

We aren't salesmen, there's no system to buy into, its start with something as easy as moving your furniture.

Setting Up a Room
-low startup cost
-highly flexible
-easy to maintain

Hardware Considerations
1. delivering power
2. delivering network
3. accessibility options

Software Considerations
Microsoft Office Suite (don't really need it)
Internet Access, absolutely.
“Everything I need for an Inspired Classroom I can download for free off of the internet.”

Setting Up Student Groups
-Reading/Math/Science Groups
-Mixed Ability
-Personality Styles
-Learning Styles

Leveraging Your Student Groups to Work With You and For You

Managing Group Dynamics
-Teach Negotiating & Compromise Skills
-Establish Team Rules
-Initiate a Point System
-Use a Conflict Management Toolkit

Setting Up Virtual Classroom Space
How do I get there from here?
1. Set up your room.
2. Group your students.
3. Create learning activities.
4. Prepare for alternative assessments.
5. Prepare for some “noise.”

Why Inspired Classrooms?
-free up teacher from group instruction
-increase student time with technology
-increase use of higher level thinking skills
-upgrade the way we teach
-upgrade the way students learn
-use new tools to do new work

/Jerram/Expected Outcomes

(could you invesitgate short term, and long term


teacher lectures
hands-on, activities and lessons
student dependence on teacher
students helping each other
whole-class instruction
asynchronous & differentiated learning
teachers standing in line at the copy machine
online learning and digital literacy
disconnected strings of facts
students connecting with their learning
teacher using the overhead projector
students using a blog
off-task behavior
engaged learners
silent, independent desk work
student networking and collaboration
individual student homework folders
online, networked portfolios available 24/7

We want to see students actively engaged in relevant, authentic learning activities. We want to see students working at the higher end of Bloom’s Taxonomy while creating real-world products and solving real-world problems. We want to see teachers put more of the learning process in the hands of students. We want to see classrooms move beyond teacher-prescribed and teacher-directed lessons in favor of open-ended, student-centered investigations.
We want to see technology integrated into the teaching and learning process and not necessarily see the technology saved as an end product or culminating activity. We want students to grow into digital learners, communicating online with teachers, peers and networking with others outside the classroom. We want to see students not only consuming information, but referencing and contributing their own ideas to the learning community.

/Darren/ Dangers of Technology Projects and New Tools
I want to make a distinction between a contructivitst classroom or a classroom involved in project-based learning and a classroom making technology projects. SHOW SCHOOL OF ROCK video clips.

important ratio #1
project worth = instructional value over minutes expended

The Dangers of Technology Projects:
- culminating activity
- scheduled lab time
- teacher created/driven
- 1:1 and 22:1

The Dangers of Technology Projects:
-content isn’t “king”
-no content/technology connection
-product overshadows the process
-too much time, time away from content
-teacher driven -too big, too hard to manage

…today we will make a powerpoint…
…tell a story about…
…today we will make a brochure…
…convince someone that…
…today we will research online…
…explain the 5 most important things to…

Practical, Daily Use of Technology
-communicate (vertically and horizontally)
-search & learn
-document learning (share & present)

Example 1: “Today class, I want you to make a PowerPoint about your favorite animal in the rainforest. Make sure you research and list important facts about the animal.”

Example 2: “Today class, I want you to work within your group and find a way to convince Mrs. Jones’ class what the most important animal in the rainforest is.”

“I don’t need 22 of anything.”
“Not everybody has to do the same thing using the same tools.”
“It’s OK for students to collaborate.”

Use new tools to do new work. (Web 2.0, Read/Write Web, Social Software, Disruptive Technology) Blogs Podcasts Wiki’s Using the web to communicate.
Learning is a conversation. When we use the web to communicate, everyone (teachers, students, parents, community members) get an equal voice in the learning conversation. Why haven’t we figured this out earlier?

Building a website is hard. Building a blog is easy.

Social Networking is Changing the Web.

Note: we are using blogs as tool...could just as easily be a wiki, blackboard, moodle, etc.
Classroom Blogs:
Blogging is not a individual sport, it’s a team activity. Moving beyond even a two-way discussion, it’s documentation of a categorized, asynchronous conversation.

Classroom Blogs:
1. teacher initiates a learning prompt
2. students reply back using comments
3. website visitors can read/comment

-conversation becomes global
-conversation becomes ongoing
-conversation becomes connected/relevant

Classroom Wikis: What I Know Is… “No one knows everything, but everyone knows something.”
Classroom Wikis: -Immediately Collaborative -Equal Voices for Everyone -Information is Networked -Allows for 24/7 Teaching and Learning -Opportunities Vertical Teaming

Jerram///Relavancy Check, Closing
21st Century Real-World Relevancy
-Would this occur on its own in the real world?
-Does this link classroom knowledge with what’s going on in the outside world?
-Will this require information from outside the classroom to be completed?
-Will this matter after a grade is assigned to it?

Can you think of anything else?