Designing+a+New+Learning+Ecology+through+1-1+Teaching

1:1 environments provide a unique opportunity for students and teachers to co-create a "new learning ecology" that promotes personalization, engagement, as well as mastery of academic content. Begin envisioning what a new learning ecology looks like as you develop new skills, strategies, and frameworks for thinking and teaching in a 1:1 environment.

//Hiller A. Spires, Professor and Friday Institute Senior Research Fellow//

//Simpsons Video//

//Toward a New Learning Ecology: Teaching & Learning in a 1:1 Environment//
//FI White paper by Spires, H., Wiebe, E., Young, C. A., Hollebrands, K. & Lee, J. (2009). // Considerable research has focused on professional development models, which, in turn, has led to agreement on a number of key principles of successful practices for K-12 educators (Darling- Hammond, Wei, Andree, Richardson, and Orphanos, 2009; Saato and Darling-Hammond, 2008). These principles provide a broad design for how to conduct professional development for teachers. However, they do not address directly the 1:1 learning context, that is, the classroom in which every student and teacher has a mobile learning technology device with access to the Internet. We believe the 1:1 environment is prompting a new learning ecology, which we describe through four unique conditions:

As a result of these conditions, we have proposed five strategies for consideration to be included in 1:1 teacher professional development: • Technological pedagogical content knowledge (TPACK) • Project-based inquiry • A global skill set • Performance-based assessment • Professional learning communities and networks These strategies take into account the new learning ecology of the 1:1 environment. Equally important, they can help create a new learning ecology for teachers’ professional development— one that supports teaching and learning for our increasingly interdependent global age. Technological tools and information are not always educationally productive. Educators must provide leadership in creating new models for the teacher to act as facilitator, coach, mentor, and even improvisational artist within the new learning ecology—always with an eye on the larger aims and purposes of education.

//New Learning Ecology 2.0//
Concept developed by FI Working Group (Hiller Spires, Kevin Oliver, John Lee, Eric Wiebe, Jenny Corn, Verna Lalbeharie, Emmy Coleman, Lee Sartain). What additional elements would you add to the diagram below?



//References//

//Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives, Complete edition, New York: Longman.//

//Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 3-29). New York, NY: Routledge.//

//Spires, H., Wiebe, E., Young, C. A., Hollebrands, K. & Lee, J. (2009). Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments. Friday Institute White Paper Series. NC State University: Raleigh, NC. Retrieved from http://www.fi.ncsu.edu/podcast/white-paper-series/2009/04/22/toward-a-new-learning-ecology///