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"With smartphone usage dramatically on the rise — 65 percent of students in grades 6-8 and 80 percent of students in grades 9-12 are smartphone users — a main concern among today’s digital learners is how to leverage the unique features of different devices, from laptops to smartphones to tablets or digital readers, and use them for certain academic tasks."


We truly live in an transformative digital time as now 90% of all media interactions are screen based with smartphones, laptops, tablets and television while only 10% of use is through traditional media sources of radio, newspapers and magazines. As mobile devices have skyrocketed in both sales and in the types of devices available in form and function.  


I believe that the Common Core Standards, although not perfect with ongoing revisions ahead, represent the beginning process of moving away from a standard-tests based education system to a production-based one. A production-based education system utilizing project and inquiry-based models of instruction will become the norm for developing students' knowledge, skills and understandings of our 21st-century world.  As School Districts maturate with the Common Core, inquiry-based models will guide our curriculum and instruction development, and technology can be authentically integrated into the process. Alan November puts all this succinctly, "Don't plan for technology; plan for learning."

In my opinion and practice, Grant Wiggins and Jay McTighe have created an optimal pedagogical plan for learning through their Understanding by Design process. 

Here, inquiry-based instructional development, derived from content standards is crafted in three stages:

Stage 1: Desired Results - What are the learning outcomes?

Stage 2: Evidence - How will students demonstrate their understanding through tasks?

Stage 3: Learning Plan - What learning tasks/activities will lead to achievement of the desired results?

At the school and classroom level, curriculum and instructional strategies come from this inquiry process and determine what kind of learning activities will take place in a K-12 classroom. Progressive administrators and teachers often map these learning tasks and activities across their grade levels through professional development unit and lesson planning. From this, technology is identified to help achieve learning outcomes at a particular grade level. 

In this next section, I will discuss two fundamental cognitions of learning development and how schools can better align what they teach (the content), with how they teach (the pedagogy) of implementing instruction across the curriculum. This alignment will help optimize students' motivation, achievement and the technology dollars used in their education.