Beginning by demonstrating UUorld (): very interesting tool using interactive 3-D maps and historical data. Says he continues to learn--learned of UUorld yesterday.
The 21st century teacher must above all things be a master learner and bring that into their classrooms.
If we want our students to be lifelong learners, we should demonstrate that ourselves.
Technology has dramatically changed, but the nature of information has changed even more. How me find it, where it is, what we do with it...
Our students are perfectly capable of learning how to use technology. We need to show them how to work the information.
(Can our teachers skip the how-to portion for themselves and move on to application for students?)
(In other words, do the teachers have to have the skills already or can they just start modeling the use of the information?)
(Yes, but that requires giving up ownership to the students--very scary for most!)
Sharing story of creating his first educational software, Stock Baron. Kids hacked it and made millions selling more stock than they owned (virtually, of course--no ponzi scheme).
What was special about computers was not that they could communicate with us, but that we could communicate with each other.
Tags to include: redefine, literacy, warlick
Showing Geoblog on Davidwarlick.com: quick access to handouts/notes
(Click on "Maps".)
We learn by teaching each other and sharing today.
We need to understand the experience of video games and learning, and that will become an important literacy for us.
Talking about 2nd life and Eduisland, in particular.
Handouts for presentation are also in David's office in Second Life, in the bottom-right file drawer.
Excited about the possibilities of virtual spaces for learning.
Old system of education was designed for future workers to perform routine, repetitive tasks in straight rows under close supervision.
Talking about the workplace of the future: took out telephone (don't need because of cell phones).
Print media shutting down in favor of online or electronic.
Of all of the information generated in 2003, only 1/100 of 1% was printed on paper. We spend too much time in our classrooms teaching students how to use paper.
(Took paper out of the office.)
More and more of our professional communications are virtual, via online audio/video (removes chair from office).
We are preparing our students not for our own future, but for theirs.
(Requires the ability to envision what that means, both by teachers and students.)
Computing will continue to go portable and compact (removes desk, computer, most other items).
We are preparing our children, for the first time in history, for a future we cannot describe.
We need to be asking, "What do our children need to be learning today to prepare for an unpredictable future, and how do they need to be learning?"
Sharing Knitter with audience and inviting participation.
@Julie Wallace It's very good. You should be here! :)
Discussing book Born Digital. Today's kids first "graze", skimming through large amounts of information. Then, they dig deeper when they find something that interests them. They then engage in the "feedback loop" by sharing information, comments via their Facebook, MySpace, etc., continuing and expanding the conversation.
Question from audience about students' ability to identify accurate/inaccurate information. David says it centers on our conversations in the classroom: ask, "How do you know that is true?"
