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TIES South Dakota 2009
Cheryl Lemke (clemke@metiri.com)

Hot Links Resources
(See Below)
 

A Ripple Effect
High tech tools serve as an extension to the student’s thinking -- a place to explore ideas, research questions, test hypotheses, compose thoughts, and come to conclusions – in other words, to learn. Along the way, these tools serve as vehicles for social networking and authenticity, two highly effective accelerators to learning. Social networking via technology can connect students to a broad range of interactivity that sharpen and extend thinking and pique intellectual curiosity. Add authenticity into the mix, and enable students to explore rigorous academic concepts in the context of the world around them. The resultant sense of power and confidence unleashed in students and educators is to schools what globalization is to the U.S. economy – its future.

Critical Thinking as a Differentiator
Innovation is the engine driving today’s global, high-tech, connected society. In order to thrive in that type of society, students will need to be critical and innovative thinkers. Join this session to explore what it means to think critically and creatively. Take a look into classrooms where advances in the science of learning are translating into deep learning. Technology-rich examples of critical thinking in science, English/language arts, social studies, and mathematics classes will be demonstrated. Digital content, student technology-enhanced productivity tools, and rubrics will be reviewed. The session will be grounded in theoretical and empirical research.
  Classroom/Learning Examples Research
  • Newmann, F., & Bryk, A. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
  • Flow: Csikszentmihalyi - Book: Creativity/Flow by Mihaly Csikszentmihalyi
  • Attribution: Carol Dweck
  • Attribution: Adolescent Literacy - U.S. Department of education Practice Guide (very good resource)
  • Johnson, David and Johnson, Roger. (2001).  Cooperation and Competition: Theory and Research.  pp. 58-75.
  • Networked Expertise:Hakkarainen, K., Palonen, T., Paavola, S., & Lehtinen, E. (2002). Networked expertise: Professional and educational perspectives. Amsterdam, The Netherlands: Elsevier. Purchase Article
  • 21st Century Skills
  • How People Learn-Online Book by National Research Council
  • Diagram on Adolescent Literacy: Barron, Bridget. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development. Vol 49: pp 193-224.
  • Creative Controversy. Johnson, D. & Johnson, R. (2009). Energizing Learning: The Instructional Power of Conflict. Educational Researcher, Vol. 38 No. I, pp. 37-51. AERA.
  • Csikszentmihaly, M. (1996). Flow: The Psychology of Optimal Experience.
  • Fredericks, J., Blumenfeld, P., Friedel, J. and Paris, A. (2003) School Engagement, Indicators of Positive Development Conference, Washington DC.
  • Schlechty, P. C. (2002) Working on the work: An action plan for teachers, principals, and superintendents. Jossey-Bass, San Francisco.
  • Craft, A. (2001). An analysis of research and literature on creativity in education. Qualification and Curriculum Authority, UK (http://www. ncaction. org. uk/creativity/creativity_report. pdf) Accessed, 31(7), 06.

Resources