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One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
One analysis of the Digital Education Revolution
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One analysis of the Digital Education Revolution

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An attempt to identify a number of the limitations and shortcomings associated with the Australian Federal Government's Digital Education Revolution project …

An attempt to identify a number of the limitations and shortcomings associated with the Australian Federal Government's Digital Education Revolution project (http://www.digitaleducationrevolution.gov.au)

Published in: Education, Technology
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  • Stu, thanks for the comment and the link to your blog post. As for your question, I think the comments on your post have it covered. Short-term political gain. I guess the next question is, how can this be turned around.
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  • Great presentation. Thanks for sharing. But the question now is, 'what was the point of upheaving schools and teachers with all these laptops and then totall cease funding them after four years??' - I wrote an article about this here: http://paralleldivergence.com/2011/07/18/digital-education-real-illusion/
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  • The DER is attempting to solve a wicked problem. There are never really any correct solutions to such problems.
  • How you view a computer influences how you see it used in education
  • How you view a computer influences how you see it used in education
  • How you view a computer influences how you see it used in education
  • Transcript

    • 1. One analysis of the Digital Education Revolution<br />http://bit.ly/derAnalysis<br />David Joneshttp://davidtjones.wordpress.com<br />http://www.flickr.com/photos/wfryer/2516648940/<br />
    • 2. As you solve the problemyou learn more about it<br />Solutions are neitherright nor wrong<br />(Rittel & Webber, 1973)<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
    • 3. Description<br />Analysis<br />Suggestions<br />http://www.flickr.com/photos/wscullin/3770015203/<br />
    • 4. Description<br />Analysis<br />Suggestions<br />http://www.flickr.com/photos/wscullin/3770015203/<br />
    • 5. $2.4b over 8 years<br />(ANAO, 2010)<br />aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.<br />http://www.flickr.com/photos/tomheld/2997580946/<br />
    • 6. Online curriculum resources & digital architecture<br />$28.6m<br />ICT Innovation Fund<br />$16m<br />National Secondary Computer Fund<br />$1.4b + $807m<br />
    • 7. Removal of 1st order barriers<br />(Ertmer, 1999)<br />Won’t achievepurpose<br />School + technology != change<br />Policy by visitors to the digital world<br />Limited understanding of change<br />Using failed approaches<br />……<br />http://www.flickr.com/photos/brad_holt/3604854521/<br />
    • 8. Description<br />Analysis<br />Suggestions<br />http://www.flickr.com/photos/wscullin/3770015203/<br />
    • 9. The Ps Framework<br />http://bit.ly/PsFramework<br />Past experience<br />People<br />Place<br />Purpose<br />Product<br />Process<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    • 10. http://www.flickr.com/photos/londonmatt/3163571645/<br />Purpose<br />aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.<br />http://www.digitaleducationrevolution.gov.au/<br />
    • 11. Australian students must be prepared for living andworking in a highly technologicaland informationrich world that is rapidly changing.<br />(DEEWR, 2010)<br />A common theme in many countries’ national policiesis that innovative, knowledge-based economies drivenbytalent and creativity are the way to build sustainablesocieties in the future.<br />(Moyle, 2010, p. 6)<br />http://www.flickr.com/photos/karenapricot/1218446563/<br />
    • 12. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 13. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />Digital educationrevolution<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 14. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />National Curriculum<br />Digital educationrevolution<br />Core curriculums that hark backto 20th-century educational beliefs…..<br />The curriculum pays lip service to technology butfails to consider how it is changing the way teachersteach and children learn.<br />(Harpur, 2011)<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 15. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />National Curriculum<br />Digital educationrevolution<br />NAPLAN<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 16. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />National Curriculum<br />National rewardsfor great teachers<br />Digital educationrevolution<br />NAPLAN<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 17. http://bit.ly/pzPd8C<br />Melbourne declaration etc.<br />Current political winds are blowing..toward policies of standardisingschool and emphasising the kindsof accountability practices that canparalyze risk-taking<br />National Curriculum<br />National rewardsfor great teachers<br />Digital educationrevolution<br />(Collins & Halverson, 2009, p. 113)<br />NAPLAN<br />http://www.flickr.com/photos/29901446@N07/2800023900/<br />
    • 18. http://www.chron.com/disp/story.mpl/ap/tx/7679076.html<br />
    • 19. Online curriculum resources & digital architecture<br />$28.6m<br />ICT Innovation Fund<br />$16m<br />National Secondary Computer Fund<br />$1.4b + $807m<br />
    • 20. Rewards for great teachers$425m<br />$28.6m<br />$16m<br />Computers<br />
    • 21. The wrong drivers<br /><ul><li> Accountability
    • 22. Individual over group solutions
    • 23. Technology
    • 24. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />
    • 25. The wrong drivers<br /><ul><li> Accountability
    • 26. Individual over group solutions
    • 27. Technology
    • 28. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />NAPLAN<br />
    • 29. The wrong drivers<br /><ul><li> Accountability
    • 30. Individual over group solutions
    • 31. Technology
    • 32. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />NAPLAN<br />Rewards for great teachers<br />
    • 33. The wrong drivers<br /><ul><li> Accountability
    • 34. Individual over group solutions
    • 35. Technology
    • 36. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />NAPLAN<br />Rewards for great teachers<br />DER<br />
    • 37. The wrong drivers<br /><ul><li> Accountability
    • 38. Individual over group solutions
    • 39. Technology
    • 40. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />NAPLAN<br />Rewards for great teachers<br />DER<br />Dissonant strategies<br />Federal<br />State<br />
    • 41. The wrong drivers<br /><ul><li> Accountability
    • 42. Individual over group solutions
    • 43. Technology
    • 44. Fragmented strategies</li></ul>http://bit.ly/pxuDjB<br />NAPLAN<br />Rewards for great teachers<br />DER<br />Dissonant strategies<br />Federal<br />State<br />Public<br />Catholic<br />Independent<br />
    • 45. http://bit.ly/pxuDjB<br />fail to achieve whole system reform<br />Even worse, chances are that such strategies willcause backward movement relative to other countriesthat are using the right drivers<br />
    • 46. http://bit.ly/nipT8I<br />Past experience<br />Those who cannot remember the past are condemned to repeat it. <br />(Santayana, 2010)<br />http://www.flickr.com/photos/24707395@N02/2990235404/<br />
    • 47. Our school system will be completely<br />changed within the next ten years.<br />http://www.flickr.com/photos/24707395@N02/2990235404/<br />
    • 48. Our school system will be completely<br />changed within the next ten years.<br />1913<br />http://www.flickr.com/photos/24707395@N02/2990235404/<br />
    • 49. Books will soon be obsolete in the schools<br />It is possible to teach every branch of human knowledgewith the motion picture. <br />Our school system will be completely<br />changed within the next ten years.<br />(Saettler, 1968, p. 98)<br />http://www.flickr.com/photos/nostri-imago/3439637848/<br />
    • 50. the computer is going to bea catalyst of very deep andradical change in theeducational system<br />http://www.flickr.com/photos/24707395@N02/2990235404/<br />
    • 51. the computer is going to bea catalyst of very deep andradical change in theeducational system<br />1984<br />http://www.flickr.com/photos/24707395@N02/2990235404/<br />
    • 52. the computer is going to bea catalyst of very deep andradical change in theeducational system<br />(Papert, 1984)<br />http://www.flickr.com/photos/rmesquita/2544780949/<br />
    • 53. Students today can’t preparebark to calculate their problems.They depend on their slates whichare more expensive. What will they do when the slate is droppedand it breaks? They will beunable to write!<br />Teacher’s Conference, 1703<br />http://www.flickr.com/photos/knobil/66832699/<br />
    • 54. Students today depend on paper toomuch. They don’t know how to writeon a slate without getting chalk dustall over themselves. They can’t cleana slate properly. What will they dowhen they run out of paper?<br />Principal’s Association 1815<br />http://www.flickr.com/photos/knobil/66832699/<br />
    • 55. http://www.flickr.com/photos/shadfan66/4131388204/<br />..waiting in vain for the promised revolutionin teaching and learning because we have<br />(Bush & Mott, 2009)<br />consistently, almost single-mindedly,<br />used technology to automate the past instead of employing our best thinking and efforts to create a new future<br />
    • 56. http://www.flickr.com/photos/shadfan66/4131388204/<br />Through a single sign-on portal they will be supported with relevant information, expert advice and practical and strategic tools<br />ICT Innovation Fund<br />
    • 57.
    • 58.
    • 59.
    • 60. http://gapingvoid.com/2006/10/13/walled-gardens-explained/<br />
    • 61. http://www.flickr.com/photos/dquach/462387564/<br />
    • 62. http://www.flickr.com/photos/londonmatt/3163571645/<br />Purpose<br />aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.<br />http://www.digitaleducationrevolution.gov.au/<br />
    • 63. Who has to learn?<br />School Students<br />Politicians<br />School teachers<br />General public<br />Teacher educators<br />School leaders<br />http://www.flickr.com/photos/rileyroxx/169905405/<br />
    • 64. Who has to learn?<br />School Students<br />Politicians<br />School teachers<br />General public<br />Teacher educators<br />School leaders<br />http://www.flickr.com/photos/rileyroxx/169905405/<br />
    • 65. Online curriculum resources & digital architecture<br />$28.6m<br />Teaching Teachers for the Future<br />ICT Innovation Fund<br />$16m<br />National Secondary Computer Fund<br />$1.4b + $807m<br />
    • 66. Some of the anticipated activities will include the development of a website with ICTE resources and discussions, the establishment of an ICTE reference group that includes participation from across the University and regular workshops for staff.<br />http://bit.ly/nipT8I<br />http://www.flickr.com/photos/judybaxter/136158323/<br />
    • 67. Some of the anticipated activities will include the development of a website with ICTE resources and discussions, the establishment of an ICTE reference group that includes participation from across the University and regular workshops for staff.<br />Used by small numbers…usually not those most in need<br />(The National GAP, 2009)<br />http://www.flickr.com/photos/judybaxter/136158323/<br />http://bit.ly/nipT8I<br />
    • 68. Who has to learn?<br />School Students<br />Politicians<br />School teachers<br />General public<br />Teacher educators<br />School leaders<br />http://www.flickr.com/photos/rileyroxx/169905405/<br />
    • 69. Online curriculum resources & digital architecture<br />$28.6m<br />Online teacher toolkit<br />Anywhere, anytime professional learning<br />ICT Innovation Fund<br />$16m<br />Leading ICT in learning<br />National Secondary Computer Fund<br />$1.4b + $807m<br />
    • 70. http://gapingvoid.com/2006/10/13/walled-gardens-explained/<br />
    • 71. http://www.flickr.com/photos/philmanker/3601560371/<br />
    • 72. Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate, context-specific strategies and representations. <br />(Mishra & Koehler, 2006)<br />
    • 73. Place<br />(Trigwell, 2001)<br />
    • 74. NAPLAN<br />(Trigwell, 2001)<br />
    • 75. NAPLAN<br />Nationalcurriculum<br />(Trigwell, 2001)<br />
    • 76. NAPLAN<br />Nationalcurriculum<br />Great rewards..<br />(Trigwell, 2001)<br />
    • 77. Disengaged parents<br />NAPLAN<br />Nationalcurriculum<br />Great rewards..<br />(Trigwell, 2001)<br />
    • 78. Disengaged parents<br />NAPLAN<br />Respectfor teachers<br />Nationalcurriculum<br />Great rewards..<br />(Trigwell, 2001)<br />
    • 79. Disengaged parents<br />NAPLAN<br />Respectfor teachers<br />Nationalcurriculum<br />The School System<br />Great rewards..<br />(Trigwell, 2001)<br />
    • 80. a highly evolved, complex institutional system can be locked in place and very difficult to change <br />(Collins & Halverson, 2009)<br />The basic grammar of schooling, like the shape of classrooms, has remained remarkably stable over the decades <br />(Tyack and Tobin, 1994, p. 454)<br />http://www.flickr.com/photos/jasonnahrung/2495920825/<br />
    • 81. (Collins & Halverson, 2009)<br />
    • 82. http://www.flickr.com/photos/londonmatt/3163571645/<br />Purpose<br />Current Schools != Digital world<br />aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.<br />http://www.digitaleducationrevolution.gov.au/<br />
    • 83. (Ward and Daniel, 2006, p. 3)<br />
    • 84. http://read.bi/ouwiqJ<br />
    • 85. People<br />Visitor-Resident<br />http://bit.ly/rlnxGO<br />http://www.flickr.com/photos/shawnzlea/1460248872/<br />
    • 86. Moore’s chasm<br />(Geoghegan, 1994)<br />http://bit.ly/oJDBKb<br />http://flickr.com/photos/chrisjfry/323461344/<br />
    • 87. Moore’s chasm<br />(Geoghegan, 1994)<br />http://bit.ly/oJDBKb<br />http://flickr.com/photos/chrisjfry/323461344/<br />
    • 88. Product<br />http://www.flickr.com/photos/betchaboy/4305378767/<br />
    • 89. http://www.flickr.com/photos/scobleizer/2264764769/<br />
    • 90. http://www.flickr.com/photos/ivyfield/4497654605/<br />
    • 91. http://www.flickr.com/photos/shadfan66/4131388204/<br />
    • 92. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use moretechnology in their teaching<br />(Koehler & Mishra, 2009)<br />Is the first metamedium, and as such it has degrees offreedom for representation and expression neverbefore encountered and as yet barely investigated<br />Alan Kay<br />http://bit.ly/qYvtfi<br />
    • 93. (Stager, 2009)<br />Computer to present information and test.<br />Teacher replacement<br />Alfred Bork<br />http://bit.ly/qYvtfi<br />
    • 94. (Stager, 2009)<br />One computer classroom<br />Computer to help teacher present<br />Alfred Bork<br />Tom Synder<br />http://bit.ly/qYvtfi<br />
    • 95. (Stager, 2009)<br />Seymour Papert<br />the protean nature of the computerallowed learners to shape its useand construct knowledge in waysand domains otherwise impossible<br />Alfred Bork<br />Tom Synder<br />http://bit.ly/qYvtfi<br />
    • 96. http://paralleldivergence.com/2011/07/18/digital-education-real-illusion/<br />
    • 97. One of the barriers to including technologies in teaching and learning can be the lack of appropriate furniture on which to place computers in classrooms, in teachers’ preparation areas and in computer laboratories, and this impedes the uptake of technologies enabled pedagogies<br />(Moyle, 2010)<br />
    • 98. Process<br />
    • 99. Limitations<br />(Introna, 1996)<br />Systems’ behaviour must be relatively stable and predictable<br />Designer’s must be able to manipulatethe system’s behaviour directly.<br />The designer’s must be able to determine accuratelythe goals or criteria of success.<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    • 100. Australian students must be prepared for living andworking in a highly technological and informationrich world that is rapidly changing.<br />(DEEWR, 2010)<br />Management by Objectives works if youknow the objectives, 90% of the time you don’t<br />Peter Drucker<br />http://www.flickr.com/photos/karenapricot/1218446563/<br />
    • 101. Process<br />
    • 102. Description<br />Analysis<br />Suggestions<br />http://www.flickr.com/photos/wscullin/3770015203/<br />
    • 103. Continue<br />Take up residency<br />http://reformsymposium.com/<br />Big picture<br />http://www.flickr.com/photos/richardstubbs/5934222024/<br />
    • 104. Government<br />Removal of first order barriers<br />(Ertmer, 1999; Prestridge, 2010)<br />Infrastructure &facilities<br />Technical support<br />Improve<br />True 1:1<br />http://www.flickr.com/photos/drbeachvacation/3156587879/<br />
    • 105. Politicians<br />School leaders<br />Become digital residents<br />Teachers<br />Teacher educators<br />Emergent resident creation<br />http://www.flickr.com/photos/ell-r-brown/4458510670/<br />
    • 106. Change politics<br />Change<br />Understand the “digital” world<br />Diversity<br />Change the grammar of school!<br />http://bit.ly/p6LaLs<br />http://www.flickr.com/photos/krossbow/3279873902/<br />
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