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Edtech Advocacy &
Policy Summit

Personalize Learning With Any Tech Tool

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Participate and share : Poster


Thursday, December 3, 1:30–2:30 pm PST (Pacific Standard Time)

Suzy Lolley  
Summer Winrotte  

Feel like tools are always changing but the pedagogy behind them is stale? Using major tech tools as examples, explore seven facets of personalized learning and examples of how to address them with whatever tool you're using. Platforms will include Seesaw, Microsoft Teams and GSuite.

Audience: Coaches, Teachers, Professional developers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Teachers should have access to whatever platform applies to their teaching situation. They may choose to use Teams, GSuite, or Seesaw or one of their own choosing.
Topic: Personalized learning
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

Objectives:
▪Participants will learn the seven facets of personalized learning.
▪Participants will explore how those facets apply to a variety of larger tech tools, including Teams, GSuite, and Seesaw.
▪Participants will gain confidence in how to give their students choice and voice within their chosen platform through specific ideas.

Evidence of Success:
▪Participants will know they are successful at the conference if they can list at least five specific ideas for personalizing with their platform of choice.
▪Participants will continue their success after the conference by implementing those ideas.

Supporting research

Personalization is a widely-supported methodology for reaching all students and increasing their learning. Because personalized learning is at the heart of the organization I work with, we maintain a catalog of supporting documentation/literature at https://iteach.kennesaw.edu/resources/personalized_learning.php

*I have also copied/pasted it in case the link doesn't work.
Dawson, P., & Guare, R. (2014). Interventions to promote executive development in children and adolescents. In Handbook of Executive Functioning (pp. 427-443). Springer New York.

English, F. & B. Steffy (2001). Deep Curriculum Alignment: Creating a Level Playing Field for All Children on High Stakes Tests of Accountability. Scarecrow Press, Lanham, MD.

ISTE, (2017) ISTE Standards for Students and Educators. Retrieved from https://www.iste.org/standards/whatare-the-iste-standard.

Kuhn, T. S. (1970). The Structure of Scientific Revolutions, 2nd enl. ed. University of Chicago Press.

Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016) The Shifting Paradigm of Teaching: Personalized Learning According to Teachers. KnowledgeWorks retreived from
http://www.knowledgeworks.org/sites/default/files/u1/teacher-conditions.pdf

Meltzer, L. (2014). Teaching executive functioning processes: Promoting metacognition, strategy use, and effort. In Handbook of Executive Functioning (pp. 445-473). Springer: New York. Center on the Developing Child (2012). Executive Function (InBrief). Retrieved from www.developingchild.harvard.edu.

Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Meeting The Every Student Succeeds Act’s Promise. iNACOL retrieved from https://www.inacol.org/wp-content/uploads/2016/10/iNACOL_MeetingESSAsPromise.pdf

Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Promising State Policies to Advance Personalized Learning. Retrieved from https://www.inacol.org/wp-content/uploads/2016/09/iNACOL-Promising-State-Policies-toAdvance-Personalized-Learning-web.pdf

Porter, A.. and Smithson, J. (2001). Defining, Developing, and Using Curriculum Indicators. CPRE Research Reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/69

Rhode Island Office of Innovation, (2016). Creating a Shared Vision in Rhode Island for Personalized Learning. White paper retrieved from
http://eduvateri.org/projects/personalized/personalizedlearningpaper/

Sulla, N. (2017). Building Executive Function: The Missing Link to Student Achievement. Routledge: New York.

Wolfe, R. E., & Poon, J. D. (2015). Educator Competencies for Personalized, Learner-Centered Teaching. Jobs For the Future and the Council of Chief State School Officers. Retrieved from http://files.eric.ed.gov/fulltext/ED560785.pdf

Zmuda, A., Ullman, D., & Curtis, G. (2015). Learning personalized: The evolution of the contemporary classroom. John Wiley & Sons.

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Presenters

Photo
Suzy Lolley, Kennesaw State University iTeach Center
Photo
Summer Winrotte, Purdue University

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