Sustainable Learning Home Resources Standards Inspiration About the Author
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Driving Question Analysis
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What is sustainable learning?
Therefore, facilitating sustainable learning means providing a variety of resources to guide the ways and means of project development, including alternative methods to meet the demands of various learning styles, rapid technological development, and innovative practice. Cloud-based technologies offer easy access to curation, collaboration, and communication tools that benefit instruction, student learning, and the academic rituals that lead to success. |
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Cloudfolio for a Cloud-Classroom Along the journey to answering this question, I picked up many new skills and refined some old skills -- skills that entwined to become this model for my classroom in the clouds. |
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Introduction
Teaching is not really about providing authoritative instruction on a subject, teaching is about learning. As the world shifts to new frontiers of technology, which are changing the workforce needs quicker than the worker can figure out their “need to knows,” learning and the ability to keep learning becomes the most important student outcome. In other words, teachers must be facilitators of sustainable learning for tomorrow.
Students are assigned a grade level, but this does not mean their cognitive, affective and psychomotor learning skills are age and grade appropriate. One student may have higher than average cognitive skills, but their lagging affective learning skills and sociocultural issues may keep them from succeeding. Another student may be several grade levels behind cognitively, but their emotional fortitude enables them to pursue answers. The teacher-facilitator must design instruction to meet the variable needs of each student.
As a teacher, previously I relied on technology courses to offer students experience and expertise in using technology to help them achieve the multi-media publications required by the California State Standards. Currently, my students do not have access to formal courses in technology, so the learning of digital tools and use of these skills is therefore bundled into my English courses. While I had become adept at requiring the use of multi-media tools, I had not previously mastered the use of these tools myself. Now that I must create models and teach the production of digital outcomes, I aim to create audiovisual presentations that accomplish the following: 1) meet my student’s learning needs, 2) address the learning outcomes outlined by Common Core, ISTE and the 21st Century Skills Framework and 3) develop my skills and repertoire in facilitating a technology driven classroom.
My goal is to facilitate a technology enriched classroom that builds affective learning as well as cognitive learning -- no matter which campus or classroom I move to, or which courses I am teaching. My driving question is: How can teachers use cloud-based technologies to facilitate research projects and instill innovative sustainable learning habits?
Students are assigned a grade level, but this does not mean their cognitive, affective and psychomotor learning skills are age and grade appropriate. One student may have higher than average cognitive skills, but their lagging affective learning skills and sociocultural issues may keep them from succeeding. Another student may be several grade levels behind cognitively, but their emotional fortitude enables them to pursue answers. The teacher-facilitator must design instruction to meet the variable needs of each student.
As a teacher, previously I relied on technology courses to offer students experience and expertise in using technology to help them achieve the multi-media publications required by the California State Standards. Currently, my students do not have access to formal courses in technology, so the learning of digital tools and use of these skills is therefore bundled into my English courses. While I had become adept at requiring the use of multi-media tools, I had not previously mastered the use of these tools myself. Now that I must create models and teach the production of digital outcomes, I aim to create audiovisual presentations that accomplish the following: 1) meet my student’s learning needs, 2) address the learning outcomes outlined by Common Core, ISTE and the 21st Century Skills Framework and 3) develop my skills and repertoire in facilitating a technology driven classroom.
My goal is to facilitate a technology enriched classroom that builds affective learning as well as cognitive learning -- no matter which campus or classroom I move to, or which courses I am teaching. My driving question is: How can teachers use cloud-based technologies to facilitate research projects and instill innovative sustainable learning habits?