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media type="custom" key="775555" || 5:45 Keynote: [|The Wisdom of Crowds] -Monday -** -poster presos-
 * -Sunday-
 * 8:30** - **[|1:1 Laptops and Seamless Integration: Peek into the Frontier]**, Howard Levin, The Urban School
 * 11:00 - [|Next Generation NETS-T How to Implement New Standards for Teachers]**, Christine Greenhow, Neal Struder, Vicki Davis, Liz Hoff, Bob McGloughin, Bonnie Bracey
 * 12:30 - [|Our Students • Our Worlds]**, HGCC Cockrell Theatre David Warlick
 * 2:00 [|Student-Centered Laptop Integration into the Classroom]**, HGCC 211Ron Canuel, Susan Einhorn, Sylvia Martinez, Scott Parker, Gary Stager
 * -Tuesday-**
 * 8:30** [|Keynote], Jim Carelton and Mali Bickley
 * 11:00** **Research Papers on 1:1 programs** in FL and MA.
 * [|Statewide Study of 1:1 Computing: Effect on Teaching and Achievement]
 * [|Research Findings from the Berkshire 1:1 Laptop Program]

-vendors-
 * 12:30** Alan November **[|Designing Rigorous and Globally Connected Assignments]**
 * 3:30** **[|New High Schools: Strategies that Work for Teaching and Learning Using Technology]**
 * Wednesday**
 * 8:30 [|SIG 1:1 Annual Meeting]**
 * 10:30 [|The Magic of Digital: Collaborative Interaction in Teacher Professional Development]**
 * 2:45 Closing Keynote: [|The Transformational Power of Social Media Technology in Learning: Inspiring Stories from the Classroom and Beyond!]**

[|Sunday Keynote] It's here, and so am I - 50 minutes to the opening keynote by [|James Surowiecki on the Wisdom of Crowds] - sounds a bit like chaos theory, and how tech collaboration tools can work together to decipher meaning and extract good choices.

Trina Davis (ISTE President), Opening remarks prior to the keynote: //Be an Advocate for Change// 1) **Advocate**: this is an election year. Advocate and share with others the issues in education and technology in Ed 2) **Share your passion** 3) **Showcase student work**: invite the community in to see what students are doing 4) **Dream Big**: Have high student expectations, "The possibilities a are limiteless." 5) **Use all of the resources available to you to effect change.** (why can't: the camera operator keep his camera steady? And who picked the colors for the white on pale-orange hard-to-read slides?)

[|James Surowiecki] Keynote Story of [|Francis Galton] and guessing the weight of an Ox. 800 people attempted to make the guess.They were off by only one pound.

"Under the right circumstances, the collective intelligence of a group is superior to the smartest person in the group" No one person is smarter than the combined group.

"Under the right circumstances, the collective intelligence of a group is superior to the smartest person in the group" No one person is smarter than the combined group.

There may even be predictive power to group wisdom.

Prediction markets can be done internally to determine when projects get done - and these map very accurately.

How do you select the "right: crowd to make decisions and determine knowledge? How can the web help with this? i.e. wikipedia, flickr categorization, "Under the seeming chaos of the internet is an amazing order"

The collective wisdom only works under certain circumstances:

"groups can become dumber than the dumbest person in the group!"

Three rqrd conditions needed to form smart groups: 1) Aggregation tool to collect all the opinions 2) DIVERSITY (most important requirement) Cognitive diverse people - those that look at problems from different perspectives and those that use different kinds of heuristics to find answers. U MI Scott Page The Difference about how diversity helps. Some individuals may not perform well on their own, but be strong in a group. Diversity also reduces the risk of making a mistake. Homogeneous groups can devolve and become dumber. It forms an "echo chamber" Research show that a "devil's advocate" (as long as they are NOT always the same person) makes a group smarter. Diversity also helps groups get around peer pressure. Story of research project in peer pressure on selecting accurate line lengths (firs t8 people make a decision and the 9th -guinea pig- would agree with the group). This has been duplicated under an MRI and the impact was on the vision part of the brain. On the nest round of sessions, he had one in the group pick the accurate length and that was all it took for the guinea pig to choose what he REALLY thought. 3) Independence: people should think for themselves. Story of people looking up in the air, the > the gazers, the > those who join in.

Does your organization punish those that step outside the norm? Does your group simply "herd" together? Have to be willing to almost welcome disagreement and that is hard in practice. Can come across as dis-loyalty. Wrong move. Best decisions emerge out of conflict - not agreement. Need to get people comfortable that arguments are helpful as are differences of opinion.

Paradox: group is best when each member thinks individually. Talkative people generally have more influence - and sometimes too much influence!

Wrap: [|USS Scorpion] sub story and how it was ultimately located by a diverse team of problem solvers working as a group.

Monday AM Howard Levin - SF Urban School, 1:1 and school culture change. [|Urban School], SF Howard Levin [|Howardlevin.com]

Talk Outline: I. communication II. organization III. information IV. production

Block Schedule - many visitors to Urban with a sense that they need to change how they think about class scheduling. Urban has been doing block scheduling for 40 years. The unqualified most Important element in success to this kind of a 1:1 is the principal's leadership. 20 rationale on the Urban site that address goals for the school "We do not teach any tech classes" - just an orientation for incoming students and the rest is learned as assignments and projects are being done. There is a transformational paradigm shift when go 1:1 in communication, organization, information, production etc. //Born in to Brothels// (recommended film) and paradigm shifts (when we all can capture video and images). What's different when all have communication tools? (use FirstClass for staff and students and can break or assign students to small 3-4 person groups for project work and paper and revision exchanges Discussed Inspritation® as a tool for planning. Broadcast tools in email in the building has broken down class and grade level barriers IWB power is to archive the "notes" Discussed how 24x& access allows for deeper and greater level of student understanding. Discussed voice to text technology for some of the students.

Links: http://takingitglobal.org/ and http://www.iearn.org/ (connect with others who are interested in global partnerships) Let's do this!!!
 * TUESDAY**
 * 8:30 Keynote:** Did not take notes - was stunning to catch the power of connecting classrooms internationally around critical life events: war, peace, etc. Really illustrated the power of AUTHENTIC student work through their partnerships - what started as a 6 week shirt correspondences, grows into this collaboration and set of relationships that spans several years - how can you say "goodbye" to a sister school after you formed such a strong partnership -student to student-????

//Cathy Cavanaugh, University of Florida with Kara Dawson and Albert Ritzhaupt// Links: http://etc.usf.edu/laptops4learning/ This paper presents 1:1 computing research in 440 K-12 classrooms. Results show the effect of laptops and professional development on teaching and student achievement. -and- [Research Paper : Presentation] || Tuesday, 7/1/2008, 11:00am–12:00pm; HGCC 101 A This presentation summarizes the effects of a 1:1 middle school laptop program on teaching and learning, including measures of student achievement. || Links: http://www.intasc.org and [| Bebell_NECCBWLIYear27_08_RP.pdf] **1.89 MB** (BWLI Year 2 Research Paper for NECC 2008) (Research Paper)
 * 11:00 Research Papers**
 * **Research Findings from the Berkshire 1:1 Laptop Program**
 * //Damian Bebell, Boston College//

Ian Jukes, Frank Kelly (architect) and Ted McCain**
 * 3:30 [|New High Schools: Strategies that Work for Teaching and Learning Using Technology]

Traditional classrooms, disciplines, and schedules constrain technology’s learning potential. This session examines effective models for teaching and learning with technology in 21st-century schools.

Links: http://www.shwgroup.com

13 - 1/2 of kids do not graduate "We must immediately rethink what defines a HS" Demographic design should go into the design of the building as should the programming. "If we worked in a business where 30% of the product was defective, we would no longer be in business.

Frank Kelly 17 core principles 1) Start by looking at kids and learning 2) Plan schools for a world of constant change 3) Learning must focus on 21st cent thinking skills 4) Learning must include 21st Cent fluency skills 5) Learning mus reflect the new digital reality 6) Learning must be interdisciplinary 7) Learning must be shaped for the individual 8) Learning must engage 21st Cent kids 9) Learning must be connected to the outside world 10) Learning should be available 24X7 11) Time should be flexible 12) Students should assume responsibility for their own learning 13) Every student should have a close working relationship with at least one adult in the school 14) Students should have their own personal place to work in school (no one can work in their locker!) 15) Assessment must encompass both knowledge skils and higher order thinking skills 16) Every student must be prepared so they may pursue secondary studies 17) The configuration of spaces within schools must be highly flexible.

7 Models 1) industrial Age High School - move from discipline to discipline and space to space, 2-3k kids and lots of extra curricular programs. Agrarian schedule. 2) Academies school model - may go outside the academy but the environment is smaller and dos have flexible spaces - may be year round, some scheduling flexibility 3) Instructional centers - multi disciplinary areas, multi mode instruction, all digital instruction, use seminar rooms and others as needed with a varied schedule over the week. Tech primary source of content, independent study and 24x7 4) Learning Labs - for problem based instruction - where a single project unites all the disciplines. Uses real world resources. Full 8 hour days, project work time, 12 month school year over quarters. 5) Self Directed Learning - content pursued at the student's own pace. Additional supporting spaces. 12 month - no quarters or semesters, school starts with advisories. Content is digital, teachers track progress. Multiple learning guides for each course. 6) Individualized Instruction - kids in learning families (social and academic support - no instruction in the family). Each kid has an off-campus mentor. 2 day/week off campus with mentors. Has quarters. Direct instruction. Presos, exhibitions, portfolios 7) Cyber School - can also compliment the other models - most flexible.

The tech potential cannot be realized in the current school model. Presenters suggested that schedule and facility is critical to complete HS design - reminded me somewhat of the school schedule and design at [|Westside] school in Omaha - creative scheduling that in part mimics a post-secondary experience, and leverages that power of 1:1 to keep students and staff connected to the learning conversations and work.


 * last update: 07/01/2008 3:10pm **