Techspo 2008

"People don't want quarter-inch drill bits, they want quarter-inch holes", quotes Pip Coburn in The Change Function

"Even in a system that is tightly controlled, teachers have enormous power to mediate policy and bring about results that policy makers never envisioned." from Democratic Policy Making And the Arts of Engagement, Phi Delta Kappan, January, 2008).


Edwin Wargo
Quarter Mile Lane Elementary School
Bridgeton, NJ

New Jersey Core Curriculum Content Standards & Google Earth

NJCCCS 4.2.E.2 (Math)
  1. Develop and apply strategies and formulas for finding perimeter and area.
    • Square
    • Rectangle
  2. Recognize that rectangles with the same perimeter do not necessarily have the same area and vice versa.
NJCCCS 8.1.B.8 (Technology Literacy)
Use computer applications to modify information independently and/or collaboratively to solve problems.NJCCCS

Google Earth, Perimeter, and Area Lesson Plan

Did You Know 2.0?

"The only way out, he insists, is 'to learn the tools of innovation' and forge entirely new, knowledge-based industries in energy technology, biotechnology and other science-based sectors (Curtis Carlson, head of California's Stanford Research Institute, quoted in "The Age of Mass Innovation" appearing in The Economist, October 13, 2007).

Literacy today is more than reading, writing, and involves gathering, processing, analyzing, synthesizing, and presenting information as well as communicating and collaboration (web 2.0, 2007)

"With manufacturing now barely a fifth of economic activity in rich countries, the 'knowledge economy' is becoming more important" (The Economist, October 13, 2007)

The World is Flat a la Thomas Friedman

Yet in education, we as teachers, as educators, have a tendency to use, even obsess about, our own experiences from our own learning, good or bad, as guides to shape the education of our students for a world very much different than ours...history is important and we should study it and draw upon it, but we can't try to relive it through our student's learning...let's use their voices, their learning, and their skills as the guide. It's about's not about us. We had our chance. And notice no technology. It's not about the's about students and learning. (EduCon 2.0 conference quote).

Interesting 21st Century Student Learning Themes (from web 2.0:new tools, new schools (2007):
  • Students represent the first generation to completely grow up with technology
  • Students think and process information fundamentally from predecessors
  • Communication is a key motivator for students and drives their use of technology for learning and personal use.
  • Students are strong believers in the power of technology to enrich their learning experiences.
  • Technology is not an extra to students
  • Students want to learn to basics, too.
  • Know-how and know-what are being supplemented with know-where (the understanding of where to find knowledge needed).
  • Survey Results about 21st Century Learning: or
Learning 2.0 Video

Anatomy of a Standard

Teacher Technology Adoption - 7 Research Themes

1. Teacher's beliefs of teaching and student learning affect teacher technology adoption.
2. Teachers who engage in more teacher-led pedagogy adopt less technology.
3. Teachers who leverage constructivist-centric pedagogy have a tendency to use more technology.
4. Teacher's beliefs and values are not hardened systems; however, they are complex and prone to revision.
5. The richness of an enviroment (technology, support, quality, quantity) can change a teacher's beliefs and values in learners and
6. The manner in which technology is presented (teacher-centered or student-centered) impacts those teachers holding differing views.
7. Web 2.0 and 21st century skills are collaborative in nature; thus they are constructivist.

A Face to Teacher Technology Adoption

24x7x365 Professional Development/Professional Learning Community - Classroom 2.0

Culture and Policy

New Jersey Core Curriculum Content Standards & Spreadsheets - Grade Kindergarten


  1. Collect, generate, record, and organize data in response to questions, claims, or curiosity.
  2. Read, interpret, construct, and analyze displays of data.
Produce and interpret a simple graph or chart by entering and editing data on a prepared spreadsheet template.

Lesson Plan