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Global Problem-Solvers: The Series Bootcamp

Explore and create
Pre-registration required

Explore and create : BYODex


Monday, June 24, 4:30–6:00 pm
Location: Franklin 11-12-13, Marriott

Katherine Clemens  
"GPS: The Series" is a new free animated web series exploring entrepreneurship, creative problem-solving and how to use technology for social good. Arizona State University is finishing a multiyear pilot with Phoenix-area schools. We’ve compressed our four-day teacher institute into 90 minutes so more educators can leverage the series.

Audience: Curriculum/district specialists, Teachers, Library media specialists
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Attendees may wish to view season 1 and.or 2 of GPS: The Series, freely available at gpstheseries.com without a login. This will take 30-60 minutes but is not a prerequisite.
Focus: Digital age teaching & learning
Topic: Project-, problem- and challenge-based learning
Grade level: 6-8
Subject area: Career and technical education, STEM/STEAM
ISTE Standards: For Students:
Global Collaborator
  • Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
For Education Leaders:
Equity and Citizenship Advocate
  • Model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change.
For Educators:
Citizen
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

Proposal summary

Purpose & objective

Led by our lead trainer during the pilot program and facilitated by a diverse team of master teachers who have worked with GPS: The Series for 1-2 years, the bootcamp will touch on each of the four central components of our pilot program: teacher education, student engagement, family involvement, and community building – with a stronger focus on the first two in this setting. Educators will be introduced to teaching digitization skills, and in particular, exploring the Internet of Things (IoT), entrepreneurship and 21st century skills through applied projects.

Teachers will participate in a design challenge that mirrors what their students can do in the classroom. The teachers will work in small groups to identify a global challenge affecting their/a local community, generate technology-based solutions to this challenge, prototype and test the solution, and, finally, share their initial thinking with the group. The bootcamp will uniquely marry theory and practice by allowing the teachers to directly apply what they learn through coworking and planning mini-sessions. Through this process, the teachers will not only learn key components of digitization, entrepreneurship, and creative problem-solving, but they will also actively experience the power of interlacing these three together. Furthermore, teachers will begin to view themselves as changemakers. When the teachers return to their respective schools, they will be able to lead students through the same process of developing technology-based solutions to real world challenges.

Qualitative and quantitative feedback of initial cohort educator participants ASU has worked with before, during and after using GPS: The Series is overwhelming positive.

Objectives:

• Be able to leverage free tools like GPS: The Series to inspire students to be global problem solvers who can innovate as technologists, think as entrepreneurs and act as social change agents.
• Understand a variety of formats, methods, and scenarios for using GPS: The Series with students.
• Demystify digitization and the Internet of Things (IoT) and real-world applications of each for educators and students.
• Understand how to motivate students to use technology to address social and environmental challenges.
• Increase awareness of the use of technology for social impact in general.
• Understand how GPS: The Series could be used to as part of project-based learning, social/emotional learning, 21st century skills development and/or addressing the ISTE standards.
• Excite participants to share their experiences with colleagues to help inspire students and increase awareness of free tools such as GPS: The Series.

Outline

- What is GPS: The Series and why is it relevant to schools and students? [interactive lecture, small group ice-breaking]
- What are the stages of social entrepreneurship and how can technology accelerate impact? [interactive lecture, small group brainstorming]
- Model student experience – example prompts, worksheets and thinking about a problem you could solve [small group work]
- Speed-thru of the process and sharing social enterprise ideas with the group [small group work, presentations]
- Thinking about standards, curricular integration, light to intensive scenarios for use [guided discussion]
- After: continue the conversation with your group and bootcamp participants in a free WebEx Teams “Space” to support implementation, brainstorming and sharing challenges and best practices.

Supporting research

General:

Philosophy behind why Cisco CSR developed GPS: The Series: https://edtechdigest.com/2018/08/24/for-students-to-thrive-in-the-digital-economy/

Why Middle Schoolers:

Early adolescents are starting to develop cognitive abilities such as deductive logic & reasoning (Piaget, 1952, 1960)
Their intellectual capacity for abstract thoughts, independent thinking, and analytical skills is growing. (Kellough & Kellough, 2008; Scales, 2010)
Experiential learning & reflecting on new ideas is critical for this age group to foster their cognitive & intellectual development (Blakemore & Choudhury, 2006)
They are beginning to transition from a self-centered perspective to considering the rights and feelings of others. (Scales, 2010)
It’s a time when they are looking to get a better sense of the world. (Scales, 2010)
The skills associated with an entrepreneurial mindset are important for academic success (National Research Council, 2012)
Entrepreneurial skills, such as problem solving & teamwork, may be best taught during adolescent years. (Kautz, et al, 2014)
Social responsibility awareness coincides with moral development, suggesting the adolescent years are prime for increasing social awareness (Wray-Lake & Syvertsen, 2011)
Cognitive Sources - https://files.eric.ed.gov/fulltext/EJ981198.pdf
https://www.ncbi.nlm.nih.gov/pubmed/19492692
https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=1&ContentID=3051

Intellectual Sources –
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
https://www.cincinnatichildrens.org/health/c/cognitive

Social-Emotional:
 Scales, P. C. (2010). Characteristics of young adolescents. In This we believe: Keys to educating young adolescents (pp. 63-62). Westerville, OH: National Middle School Association

Moral Development Sources:
Kellough, R. D., & Kellough, N. G. (2008).
Teaching young adolescents: Methods and resources for middle grades teaching
(5th ed.). Upper Saddle River, NJ: Pearson
 
Scales, P. C. (2010). Characteristics of young adolescents. In This we believe: Keys to educating young adolescents (pp. 63-62). Westerville, OH: National Middle School Association.

Psychological Sources:
Erikson, E. (1968). Identity: Youth and crisis. New York, NY: W.W. Norton.
Scales, P. C. (2010). Characteristics of young adolescents. In This we believe: Keys to educating young adolescents (pp. 63-62). Westerville, OH: National Middle School Association.
Brown, D., & Knowles, T. (2007). What every middle school teacher should know (2nd ed.). Portsmouth, NH: Heinemann

Spiritual Source:
Lingley, A. (2013). Seeing crucibles: Legitimizing spiritual development in the middle grades through critical historiography. (Order No. 3587267, Portland State University). ProQuest Dissertations and Theses, 367. Retrieved from http://search.proquest.com/docview/1426638524?accountid=13265 (1426638524).

Importance of Entrepreneurial Skills:

http://www.nfte.com/wp-content/uploads/2017/08/NFTE-Whitepaper-Entrepreneurial-Mindset-On-Ramp-to-Opportunity-December-2017.pdf

Pellegrino, J. W., & Hilton, M. L. (Eds.). (2013). Education for life and work: Developing transferable
knowledge and skills in the 21stcentury. National Research Council. National Academies Press

Bronte-Tinkew, J., & Redd, Z. (2001). Logic models and outcomes for youth entrepreneurship pro-grams. DC Children and Youth Investment Corporation. http://www.childtrends.org/wp-content/uploads/01/Youth-Entrepreneurship-FINALReport.do

Technical and "human" skills needed in the workforce of tomorrow in the U.S. 2017-2027 according to Oxford Economics: https://www.cisco.com/c/en/us/about/csr/research-resources/ai-us-jobs.html

Digital and ICT Skills in Early Education:

https://aiia.com.au/documents/policy-submissions/policies-and-submissions/2015/A-Digital_Skills_and_Careers_Report.pdf

Social Responsibility:

https://www.researchgate.net/publication/51858309_The_Developmental_Roots_of_Social_Responsibility_in_Childhood_and_Adolescence

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Presenters

Katherine Clemens, Arizona State University

Katherine Clemens is a leader in education, innovation, and entrepreneurship with a track record of success in incubating and scaling new initiatives. In her current role as director at Arizona State University (ASU), Katherine initiates, develops, and leads strategic education initiatives in Entrepreneurship + Innovation in Knowledge Enterprise Development (KED). KED is responsible for advancing research, innovation, partnerships, entrepreneurship, and economic development for ASU. Katherine earned a bachelors degree in Political Science and Government from Purdue University, and a masters in Secondary Education and Teaching from Mary Lou Fulton Teachers College at ASU.

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