Heather

This woman memorized Zumba routines for six years. Now she's the US's first certified Zumba instructor with Down syndrome.

Four big questions to ask about a lesson, unit, or activity…

1. Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]
2. Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly-changing world.]
3. Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]
4. Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]

What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?

If you have a 3Q or 4Q lesson, unit, or activity that you think is worth sharing, let us know below. We’d love to hear about it!

Most school technology acceptable use policies (AUPs) contain these kinds of phrases:

• “Students shall not use technology unless authorized by appropriate school personnel.”
• “The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.”
• “Students will not access or modify other accounts, data, files, and/or passwords without authorization.”
• “You will be held responsible at all times for the proper use of district technology resources, and the district may suspend or revoke your access if you violate the rules.”
• “Users have no right to privacy while using the district’s Internet systems. The district monitors users’ online activities and reserves the right to access, review, copy, store, or delete any electronic communications or files. This includes any items stored on district-provided devices, such as files, e-mails, cookies, and Internet history.”
• And so on…

That’s a lot of legalistic language. That’s a lot of negativity.

How about an empowered use policy (EUP) instead? In other words, instead of saying NO, NO, NO! all the time, how about saying yes? Here’s one to consider…

[SCHOOL / DISTRICT NAME]

When it comes to digital technologies in our [school / district], please…

1. Be empowered. Do awesome things. Share with us your ideas and what you can do. Amaze us.
2. Be nice. Help foster a school community that is respectful and kind.
3. Be smart and be safe. If you are uncertain, talk with us.
4. Be careful and gentle. Our resources are limited. Help us take care of our devices and networks.

Thank you and let us know if you have any questions.

Is there anything major that this EUP doesn’t address? Other thoughts or reactions? Help me make it better…

Image credit: YES, Transcend

Related posts:

1. My thoughts on a proposed social media policy for school employees (Part 2)
2. What do you think of this proposed social media policy for school employees? (Part 1)
3. UCEA 2007 – How national technology policy REALLY gets made
4. Ask how YOU can get on the Internet at your school [VIDEO]
5. Creating the new schooling paradigm: Educational technology policy priorities, Part 1 [due date: Jan. 20]