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Being a homeschool mom, it is quite rare for me to be alone in the house and with no girls to check up on.
Arielle, Kayla, and five of their invited female friends (four from Manila and one from Bacolod) are currently in a marine camp in Bacolod. Upon arriving in Bacolod, from the airport, we headed to Chicken House to have chicken inasal for lunch,. As I write this, our girls are 400 kilometres from Batangas, 400.43 kilometres to be exact and about an hour of flight from Manila. This is Teen Parenting for me, Letting Go course  It is a new parenting strategy and path to take. I’ve been going through mixed emotions these past couple of weeks (more of months, actually).
Is this how it’s supposed to be after 6 whole years of breathing the homeschooling lifestyle?
The only thing that’s keeping me together in one piece these days is the thought that whatever I’ve been feeling lately (ALL of it!) is probably going to do us good (GOSH! When I was planning for this schoolyear, particularly for the subject Reading, I was trying to make up my mind between Total Language Plus (TLP) and Progeny Press (PP). Arielle is currently doing The Great Gatsby (a great coincidence since the movie was shown just before or when she just started to read the book) and Kayla’s reading The Island of the Blue Dolphins. So far, I haven’t heard any complaint or grumble from Arielle and Kayla about their PP, especially from Kayla. Here are the high school homeschool schedules I came up with for Kayla (7th Grade) and Arielle (3rd Year High School).
I really hope and pray that this strategy will work smoothly for all of us; that this will make the girls feel that they are in control of their time, feel more responsible and more independent, and have that sense of ownership of their learning. I congratulated her for doing a better job this time and really showing that she can bake by herself with less supervision. I like seeing and meeting kids who show independence and self-reliance at quite a young age, or at least, at their age level. I hope this would somehow help you unclutter your thoughts about the education responsibility or role you have for your children.  May it lead you to what is best and where God wants you to be. At Florida National University (FNU), our goal as educators is to support all students academically and socially as well as to ensure that their academic goals are met. As indicated by our mission statement, “The purpose of Florida National University is to contribute to the education of a population of diverse, presently predominantly Hispanic, cultures. Florida National University strives to provide the educational facilities and resources that support intensive sessions of study in small classes, in order to foster in the student the attainment of a quality university education according to the student’s personal goals, and the advancement of modern technology.
As part of its demonstrated commitment to community engagement and advancement, FNU is actively taking part in the 21st Century Community Learning Centers (CCLC). We at Florida National University (FNU) are proud to be a part of this distinguished national program, which builds community bonds as it enables young people to reach their potential at primary, secondary, and university levels and beyond.
Here are some key questions and answers about Florida National University’s 21st Century Community Learning Center. The 21st Century Community Learning Centers provide educational afterschool services for students attending high-poverty, low-performing K-12 schools or community-based programs such as YMCAs. The 21st Century Community Learning Centers program is aimed at increasing civic engagement and community service through the provision of academic and social assistance to at-risk students who attend high-poverty and low-performing schools. The 21st Century Community Learning Centers cater to young people from kindergarten through twelfth grade.
In general, youth who attend typically low-performing, at-risk, or high-poverty schools are eligible. The various learning centers provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet state and local student academic achievement standards in core academic subjects, such as reading and mathematics. All Community Learning Center programs are designed to reinforce and complement the regular academic program of participating students. Abstract: In this chapter, we develop a definition of e-leadership that extends from the business sector to encompass educational contexts.
It has been a while coming, but finally the 3rd Edition of the Handbook of Educational Psychology is finally here. We have a chapter in it about the manner in which digital and networking technologies are changing the work that educational psychologists do. It has been almost 5 years since my research interests shifted formally to issues related to creativity, technology and teacher education. Danah Henriksen and I recently edited a special issue of the Journal of Technology and Teacher Education (Volume 23, Number 3, July 2015) devoted to Creativity, Technology and Teacher Education. All in all the articles in this special issue speak to different aspects of theory, research, and practice – in attempts to go beyond the specifics or intricacies of tools, and towards providing a broader framework, or guiding ideas and takeaways that can inform the future of teacher education. Everybody has heard of the  World Economic Forum (WEF) annual meeting in Davos, Switzerland. I am also including the interview below in HTML format – since that lets me add links to resources, articles, and people, something I could not do in the published interview, sometimes in the form of parenthetical notes, often as in-text links. The history of ed tech is littered with stories of how the advent of a new technology (and its potential for learning) leads to a significant level of hype about how it would transform education and then when these extravagant promises were not met, leading to an inevitable conclusion of the uselessness of all technology.
One of the key focus areas of these articles is on what we call trans-disciplinary thinking i.e. Inspired in part by the Root-Bernstein’s we have analyzed and listed seven such “tools for thinking” as being key trans-disciplinary skills needed for creativity. The first two articles in the series, focusing on Perceiving and Patterning are now published.
The next article in the series will focus on Abstracting and is currently in press, and I will post it once it is published.
SITE2014 (the annual conference of the Society of Information Technology in Teacher Education) is being held in Jacksonville, Florida starting the 17th of March. This article has been a while coming… but our paper on an analysis of 21st century learning frameworks and implications for teacher knowledge is finally in print. The complete set of slides that went with the presentations can be found below, as well as brief descriptions of each of the presentations.
SITE2013 (the annual conference of the Society of Information Technology in Teacher Education) is being held in New Orleans starting next week.


The current issue of TechTrends (Volume 57, Issue 3, March 2013) is a special spotlight issue, and the spotlight this time around is on the Educational Psychology and Educational Technology Programs at Michigan State University!
Most importantly thanks to all our faculty, staff and students without whose hard work and creativity we would have no programs, assignments, or achievements to write about.
My friend Carl Young of NCState recently released an edited volume (co-editor, Sara Kajder a the University of Pittsburgh) titled Research on Technology in English Education. Just as an aside, I edited a book in this series as well (with Matt Koehler & Yong Zhao) many years ago. This is a paper that had come out a while ago, and I just didn’t get a chance to post it (actually I just forgot). Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. We just came across this awesome graphic from User Generated Education and want to share it with you as well.
These questions were explored at the 21st Century Classroom, a major exhibit at the 2009 annual meeting of the Association of Teacher Educators (ATE), which took place in Dallas, Texas, February 14-18, at the Hyatt Regency Dallas. The 21st Century Classroom presented five learning areas, each specifically designed for a particular instructional or collaborative activity.
The classroom was equipped with Promethean’s Activclassroom interactive white boards, Activexpression student response system, and Activesound system. Ubiquitous access to 21st Century learning tools including computers, interactive white boards, student response systems, portable document cameras, digital microscopes, and emerging technologies.
A sound system that enables all students to clearly hear the instructor using a normal speaking voice. As demonstrated throughout the conference, these technologies bring the world into the classroom, foster collaboration, and empower teachers to motivate and prepare learners for a complex 21st Century. How do I do out-of-the-box teaching in Algebra, Chemistry, Physical Science, World History? Did I just change our homeschooling setup and lifestyle to one where I simply brought the classroom to our home? Having a Christian perspective and not missing out on Christian life applications are a BIG PLUS! To that end, we have instituted numerous projects and programs to reach out to the community. The University realizes this mission through the employment and development of a faculty of scholars who are proficient in the art of teaching. These centers are a project of the United States Department of Education and fall under the purview of the Academic Improvement and Teacher Quality Programs. We believe that programs like these are instrumental to building the communities of the future, in which all young people can benefit from the educational opportunities that are available and achieve their greatest potential as individuals, scholars, professionals, and members of the community. The focus of the program is for students to meet or exceed local and state standards in subjects including reading and math through expanded tutorial services and academic enrichment opportunities. Where are the 21st Century Community Learning Centers affiliated with Florida National University? One is located at Hialeah Senior High School and the other is at Westland Hialeah Senior High School. Concretely speaking, such programs help students meet state and local student standards in core academic subjects such as reading and math, offer students a broad array of enrichment activities that can complement their regular academic programs, and offers literacy and other educational services to the families of participating children. The initiative is a key component of the “No Child Left Behind” Act signed in 2001 by President George W. It was jointly  organized by the Homi Bhaba Center for Science Education, TIFR and the Interdisciplinary Program in Educational Technology, IIT Bombay.
We describe schools as complex ecologies and dynamic organizations that require a change in both traditional forms of leadership and more recent ICT use. This line of work (though less influential than my TPACK related work) has led to multiple journal articles and research studies.
As always, the Educational Psychology and Educational Technology program at MSU has a significant presence at the conference.
Titled the The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs the symposium included presentations by faculty members from Michigan State University and University of North Texas. The symposium consisted of 7 presentations followed a summary by Teresa Foulger (of Arizona State University). The Educational Psychology and Educational Technology program at MSU has a significant presence at the conference.
Back in January 2012 he had written a story for his high school newspaper, which had mentioned my work as well. This special spotlight issue was edited by myself with help from Laura Terry and Danah Henriksen. This was a somewhat unique class, with half the students being present here on campus and the other half online. It is a volume in the series: Research Methods for Educational Technology, edited by Walt Heinecke, University of Virginia. We have been posting several educational graphics on the 21st century skills for students and teachers  here in Educational Technology and Mobile Learning but this the one below is a bit different. The classroom was presented by the ATE’s Committee on Technology and the Future of Teacher Education, chaired by Learning Technology Center Director Paul E. Seating around an interactive board facilitated knowledge-building in the Collaborative Area. Apple laptop computers were used throughout the room to model the one-to-one computing environments that are emerging in classrooms across the country. Resta explained how the 21st Century Classroom modeled the characteristics and capabilities of the next generation of learning environments.
These tools were in constant use throughout the conference to support a variety of interactive sessions and workshops. Web-based resources in the room were constantly accessed and live interactive videoconferencing sessions were held with remote exemplary schools modeling 21st Century learning activities. A 21st Century Classroom differs from the Industrial-school model by providing an environment that is comfortable for students, including soft seating for students.


Furniture for a 21st Century Classroom should be light and on wheels, allowing the room to be quickly and easily reconfigured to support a wide range of learning activities. A wireless microphone allowed presenters to move around the 21st Century Classroom while conducting learning activities.
Perhaps more importantly, they provide a vital connection between school and the digital lives of students. They’ve joined another out-of-town, less-than-a-week long camp before which was the CISV camp. For those with younger kids, they may not be capable yet to make deposits or withdrawals from the bank, but you can already teach them about money and what the bank does by tagging them along the next time you yourself go to the bank. The University strives to prepare the students for employment in their chosen career or advanced studies through the acquisition of the required skills and knowledge needed for the successful completion of the program of studies. The 21st Century Community Learning Center project aims for the nationwide creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools or community-based programs such as YMCAs and YWCAs. On the whole, such programs aim towards a future in which no children fall through the cracks of traditional education.
For more specific requirements and participation information, simply contact a program coordinator (see link provided or further below for contact information).
Some projects further offer families of students served by community learning centers opportunities for literacy and related educational development. In addition, each site has its own Program Coordinator, who will be happy to answer any questions you may have.
I presented two papers there, oneabout the work being done by the Deep-Play group in the area of aesthetics and learning in the STEM disciplines and the other on the work we are doing with MSUrbanSTEM in Chicago.
We use the RAT (Replace, Amplify, Transform) framework to explain the varying degrees to which ICT has been used in business and education and relate this model to the research in e-leadership. This document contains recent updates to that work that we hope will be interesting and useful to you, our subscribers. It is influenced the classes I teach and in turn my pedagogical experiences have influenced my thinking and writing. I was invited to write a chapter in the report by Anurag Behar, vice-chancellor of the Azim Premji University and co-CEO of the Azim Premji Foundation. What is interesting is the manner in which the EPET program at MSU has been increasing its presence at the conference.
They include, Perceiving, Patterning, Abstracting, Embodied Thinking, Modeling, Play, and Synthesizing. This includes presentations and symposia organized by faculty, graduate students and graduates of our program. A special thanks to Abbie Brown (former editor of the journal for starting the process) and Dan Surry and Chuck Hodges for all their help and hand-holding to bring it to fruition.
We met synchronously once every two weeks and the rest of the class happened through the course website. The attributes this graphic features are not digitally focused and apart from the one involving collaboration across different networks, all the other skills relate the students social, emotional, and personal construct. A Science Area was equipped with a handheld digital microscope and a 360° close-up camera to permit detailed examination of objects or documents. Seats and tables were provided by Herman Miller Furniture, and the Academic Superstore provided the document camera, digital microscope, and other equipment for the facility. During the conference, the room was quickly rearranged for large group presentations and, just as quickly, returned to smaller group spaces to support multiple interactive activities. This holistic approach toward educating and socializing young people creates a society that allows children to reach their full potential and become full-fledged participatory adults who positively contribute to their communities and to society at large.
The centers represent an opportunity for children to enhance and reinforce academic lessons of the regular school day, while also allowing them to learn new skills and discover new opportunities after the regular school day has ended. It is through the purposeful, transformational use of ICT and the meaningful development of multiple kinds of knowledge that those in charge of teacher education and growth can use ICT to develop a new kind of teacher leader. Creativity, Digitality, and Teacher Professional Development: Unifying Theory, Research, and Practice.
You can access the complete report by clicking the link above or read the PDF of our chapter by clicking on the title below. I would like the thank the two of them for their patience — since I was more than a little tardy in getting back to them.
Above is a screen-shot of my calendar of from Tuesday March 3 to Friday March 6, listing ALL the presentations that students, faculty, graduates of MSU are involved in. I just came across the following website: Design Thinking Resources for Educators that seems to be just right for what I do (plan to do). Thanks also to all the authors for being thoughtful and prompt and dealing with our idiosyncratic editorial demands.
We recently created a video introducing our experience in designing and teaching this class. How should schools tackle the challenge of teaching these “digital natives?” And how can teachers engage students in ways that are familiar to them, as well as harness the power of these technologies to prepare youngsters for an increasingly complex world? The 21st Century Classroom displayed a model learning environment for using a variety of technologies to teach 21st Century skills. More than five hundred attendees visited the classroom, many participating in a variety of learning activities, over the four days of the meeting. It looks like this bank had a different procedure, this time, with the use of deposit slips). I avoid white sugar and bad carbs these days but I just couldn’t resist!), we were really surprised to taste a VERY YUMMY FROSTED CUPCAKE! I’ve read that the PDF versions are also interactive, where the girls can directly type on the computer, not needing to print out copies.



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