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)

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  • Full Name Full Name Comment goes here.
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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

One analysis of the Digital Education Revolution One analysis of the Digital Education Revolution Presentation Transcript

  • One analysis of the Digital Education Revolution
    http://bit.ly/derAnalysis
    David Joneshttp://davidtjones.wordpress.com
    http://www.flickr.com/photos/wfryer/2516648940/
  • As you solve the problemyou learn more about it
    Solutions are neitherright nor wrong
    (Rittel & Webber, 1973)
    There is no ultimate test of a solution
    The problem can be described in many ways
    http://www.flickr.com/photos/wxmom/2052715752/
  • Description
    Analysis
    Suggestions
    http://www.flickr.com/photos/wscullin/3770015203/
  • Description
    Analysis
    Suggestions
    http://www.flickr.com/photos/wscullin/3770015203/
  • $2.4b over 8 years
    (ANAO, 2010)
    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.
    http://www.flickr.com/photos/tomheld/2997580946/
  • Online curriculum resources & digital architecture
    $28.6m
    ICT Innovation Fund
    $16m
    National Secondary Computer Fund
    $1.4b + $807m
  • Removal of 1st order barriers
    (Ertmer, 1999)
    Won’t achievepurpose
    School + technology != change
    Policy by visitors to the digital world
    Limited understanding of change
    Using failed approaches
    ……
    http://www.flickr.com/photos/brad_holt/3604854521/
  • Description
    Analysis
    Suggestions
    http://www.flickr.com/photos/wscullin/3770015203/
  • The Ps Framework
    http://bit.ly/PsFramework
    Past experience
    People
    Place
    Purpose
    Product
    Process
    Pedagogy
    http://flickr.com/photos/joits/225824796/
  • http://www.flickr.com/photos/londonmatt/3163571645/
    Purpose
    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.
    http://www.digitaleducationrevolution.gov.au/
  • Australian students must be prepared for living andworking in a highly technologicaland informationrich world that is rapidly changing.
    (DEEWR, 2010)
    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.
    (Moyle, 2010, p. 6)
    http://www.flickr.com/photos/karenapricot/1218446563/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    Digital educationrevolution
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    National Curriculum
    Digital educationrevolution
    Core curriculums that hark backto 20th-century educational beliefs…..
    The curriculum pays lip service to technology butfails to consider how it is changing the way teachersteach and children learn.
    (Harpur, 2011)
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    National Curriculum
    Digital educationrevolution
    NAPLAN
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    National Curriculum
    National rewardsfor great teachers
    Digital educationrevolution
    NAPLAN
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://bit.ly/pzPd8C
    Melbourne declaration etc.
    Current political winds are blowing..toward policies of standardisingschool and emphasising the kindsof accountability practices that canparalyze risk-taking
    National Curriculum
    National rewardsfor great teachers
    Digital educationrevolution
    (Collins & Halverson, 2009, p. 113)
    NAPLAN
    http://www.flickr.com/photos/29901446@N07/2800023900/
  • http://www.chron.com/disp/story.mpl/ap/tx/7679076.html
  • Online curriculum resources & digital architecture
    $28.6m
    ICT Innovation Fund
    $16m
    National Secondary Computer Fund
    $1.4b + $807m
  • Rewards for great teachers$425m
    $28.6m
    $16m
    Computers
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
    NAPLAN
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
    NAPLAN
    Rewards for great teachers
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
    NAPLAN
    Rewards for great teachers
    DER
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
    NAPLAN
    Rewards for great teachers
    DER
    Dissonant strategies
    Federal
    State
  • The wrong drivers
    • Accountability
    • Individual over group solutions
    • Technology
    • Fragmented strategies
    http://bit.ly/pxuDjB
    NAPLAN
    Rewards for great teachers
    DER
    Dissonant strategies
    Federal
    State
    Public
    Catholic
    Independent
  • http://bit.ly/pxuDjB
    fail to achieve whole system reform
    Even worse, chances are that such strategies willcause backward movement relative to other countriesthat are using the right drivers
  • http://bit.ly/nipT8I
    Past experience
    Those who cannot remember the past are condemned to repeat it.
    (Santayana, 2010)
    http://www.flickr.com/photos/24707395@N02/2990235404/
  • Our school system will be completely
    changed within the next ten years.
    http://www.flickr.com/photos/24707395@N02/2990235404/
  • Our school system will be completely
    changed within the next ten years.
    1913
    http://www.flickr.com/photos/24707395@N02/2990235404/
  • Books will soon be obsolete in the schools
    It is possible to teach every branch of human knowledgewith the motion picture.
    Our school system will be completely
    changed within the next ten years.
    (Saettler, 1968, p. 98)
    http://www.flickr.com/photos/nostri-imago/3439637848/
  • the computer is going to bea catalyst of very deep andradical change in theeducational system
    http://www.flickr.com/photos/24707395@N02/2990235404/
  • the computer is going to bea catalyst of very deep andradical change in theeducational system
    1984
    http://www.flickr.com/photos/24707395@N02/2990235404/
  • the computer is going to bea catalyst of very deep andradical change in theeducational system
    (Papert, 1984)
    http://www.flickr.com/photos/rmesquita/2544780949/
  • 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!
    Teacher’s Conference, 1703
    http://www.flickr.com/photos/knobil/66832699/
  • 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?
    Principal’s Association 1815
    http://www.flickr.com/photos/knobil/66832699/
  • http://www.flickr.com/photos/shadfan66/4131388204/
    ..waiting in vain for the promised revolutionin teaching and learning because we have
    (Bush & Mott, 2009)
    consistently, almost single-mindedly,
    used technology to automate the past instead of employing our best thinking and efforts to create a new future
  • http://www.flickr.com/photos/shadfan66/4131388204/
    Through a single sign-on portal they will be supported with relevant information, expert advice and practical and strategic tools
    ICT Innovation Fund
  • http://gapingvoid.com/2006/10/13/walled-gardens-explained/
  • http://www.flickr.com/photos/dquach/462387564/
  • http://www.flickr.com/photos/londonmatt/3163571645/
    Purpose
    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.
    http://www.digitaleducationrevolution.gov.au/
  • Who has to learn?
    School Students
    Politicians
    School teachers
    General public
    Teacher educators
    School leaders
    http://www.flickr.com/photos/rileyroxx/169905405/
  • Who has to learn?
    School Students
    Politicians
    School teachers
    General public
    Teacher educators
    School leaders
    http://www.flickr.com/photos/rileyroxx/169905405/
  • Online curriculum resources & digital architecture
    $28.6m
    Teaching Teachers for the Future
    ICT Innovation Fund
    $16m
    National Secondary Computer Fund
    $1.4b + $807m
  • 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.
    http://bit.ly/nipT8I
    http://www.flickr.com/photos/judybaxter/136158323/
  • 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.
    Used by small numbers…usually not those most in need
    (The National GAP, 2009)
    http://www.flickr.com/photos/judybaxter/136158323/
    http://bit.ly/nipT8I
  • Who has to learn?
    School Students
    Politicians
    School teachers
    General public
    Teacher educators
    School leaders
    http://www.flickr.com/photos/rileyroxx/169905405/
  • Online curriculum resources & digital architecture
    $28.6m
    Online teacher toolkit
    Anywhere, anytime professional learning
    ICT Innovation Fund
    $16m
    Leading ICT in learning
    National Secondary Computer Fund
    $1.4b + $807m
  • http://gapingvoid.com/2006/10/13/walled-gardens-explained/
  • http://www.flickr.com/photos/philmanker/3601560371/
  • 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.
    (Mishra & Koehler, 2006)
  • Place
    (Trigwell, 2001)
  • NAPLAN
    (Trigwell, 2001)
  • NAPLAN
    Nationalcurriculum
    (Trigwell, 2001)
  • NAPLAN
    Nationalcurriculum
    Great rewards..
    (Trigwell, 2001)
  • Disengaged parents
    NAPLAN
    Nationalcurriculum
    Great rewards..
    (Trigwell, 2001)
  • Disengaged parents
    NAPLAN
    Respectfor teachers
    Nationalcurriculum
    Great rewards..
    (Trigwell, 2001)
  • Disengaged parents
    NAPLAN
    Respectfor teachers
    Nationalcurriculum
    The School System
    Great rewards..
    (Trigwell, 2001)
  • a highly evolved, complex institutional system can be locked in place and very difficult to change
    (Collins & Halverson, 2009)
    The basic grammar of schooling, like the shape of classrooms, has remained remarkably stable over the decades
    (Tyack and Tobin, 1994, p. 454)
    http://www.flickr.com/photos/jasonnahrung/2495920825/
  • (Collins & Halverson, 2009)
  • http://www.flickr.com/photos/londonmatt/3163571645/
    Purpose
    Current Schools != Digital world
    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.
    http://www.digitaleducationrevolution.gov.au/
  • (Ward and Daniel, 2006, p. 3)
  • http://read.bi/ouwiqJ
  • People
    Visitor-Resident
    http://bit.ly/rlnxGO
    http://www.flickr.com/photos/shawnzlea/1460248872/
  • Moore’s chasm
    (Geoghegan, 1994)
    http://bit.ly/oJDBKb
    http://flickr.com/photos/chrisjfry/323461344/
  • Moore’s chasm
    (Geoghegan, 1994)
    http://bit.ly/oJDBKb
    http://flickr.com/photos/chrisjfry/323461344/
  • Product
    http://www.flickr.com/photos/betchaboy/4305378767/
  • http://www.flickr.com/photos/scobleizer/2264764769/
  • http://www.flickr.com/photos/ivyfield/4497654605/
  • http://www.flickr.com/photos/shadfan66/4131388204/
  • 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
    (Koehler & Mishra, 2009)
    Is the first metamedium, and as such it has degrees offreedom for representation and expression neverbefore encountered and as yet barely investigated
    Alan Kay
    http://bit.ly/qYvtfi
  • (Stager, 2009)
    Computer to present information and test.
    Teacher replacement
    Alfred Bork
    http://bit.ly/qYvtfi
  • (Stager, 2009)
    One computer classroom
    Computer to help teacher present
    Alfred Bork
    Tom Synder
    http://bit.ly/qYvtfi
  • (Stager, 2009)
    Seymour Papert
    the protean nature of the computerallowed learners to shape its useand construct knowledge in waysand domains otherwise impossible
    Alfred Bork
    Tom Synder
    http://bit.ly/qYvtfi
  • http://paralleldivergence.com/2011/07/18/digital-education-real-illusion/
  • 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
    (Moyle, 2010)
  • Process
  • Limitations
    (Introna, 1996)
    Systems’ behaviour must be relatively stable and predictable
    Designer’s must be able to manipulatethe system’s behaviour directly.
    The designer’s must be able to determine accuratelythe goals or criteria of success.
    http://www.flickr.com/photos/mwichary/2188958154/
  • Australian students must be prepared for living andworking in a highly technological and informationrich world that is rapidly changing.
    (DEEWR, 2010)
    Management by Objectives works if youknow the objectives, 90% of the time you don’t
    Peter Drucker
    http://www.flickr.com/photos/karenapricot/1218446563/
  • Process
  • Description
    Analysis
    Suggestions
    http://www.flickr.com/photos/wscullin/3770015203/
  • Continue
    Take up residency
    http://reformsymposium.com/
    Big picture
    http://www.flickr.com/photos/richardstubbs/5934222024/
  • Government
    Removal of first order barriers
    (Ertmer, 1999; Prestridge, 2010)
    Infrastructure &facilities
    Technical support
    Improve
    True 1:1
    http://www.flickr.com/photos/drbeachvacation/3156587879/
  • Politicians
    School leaders
    Become digital residents
    Teachers
    Teacher educators
    Emergent resident creation
    http://www.flickr.com/photos/ell-r-brown/4458510670/
  • Change politics
    Change
    Understand the “digital” world
    Diversity
    Change the grammar of school!
    http://bit.ly/p6LaLs
    http://www.flickr.com/photos/krossbow/3279873902/
  • ANAO. (2010). Digital Education Revolution Program – National Secondary Schools Computer Fund. Education (p. 148). Canberra, ACT, Australia.
    Boehm, B., & Turner, R. (2003). Using risk to balance agile and plan-driven methods. Computer, 36(6), 57-66.
    Brews, P., & Hunt, M. (1999). Learning to plan and planning to learn: Resolving the planning school/learning school debate. Strategic Management, 20(10), 889-913.
    Bush, M. (2009). The Transformation of Learning with Technology: Learner-Centricity, Content and Tool Malleability, and Network Effects. Educational Technology, 49(2), 3-20. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ829873&_nfls=false
    Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
    DEEWR. (2010). ICT strategic planning guide for Australian schools (p. 16). Canberra, ACT, Australia. Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/DigitalStrategyforTeachers/Documents/ICTStratPlanGuide.pdf
    Ertmer, P. a. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi:10.1007/BF02299597
    Geoghegan, W. (1994). Whatever happened to instructional technology? In S. Bapna, A. Emdad, & J. Zaveri (Eds.), (pp. 438-447). Baltimore, MD: IBM. Retrieved from http://eprints.ecs.soton.ac.uk/10144/
    Harpur, J. (2011, August 1). New technology yet we tread the same old path. Sydney Morning Hearld. Sydney, Australia. Retrieved from http://www.smh.com.au/opinion/politics/new-technology-yet-we-tread-the-same-old-path-20110731-1i6aw.html
    Hutchins, E. (1991). Organizing work by adaptation. Organization Science, 2(1), 14-39.
    Introna, L. (1996). Notes on ateleological information systems development. Information Technology & People, 9(4), 20-39.
    Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
    Kurtz, C., & Snowden, D. (2007). Bramble Bushes in a Thicket: Narrative and the intangiables of learning networks. In M. Gibbert & T. Durand (Eds.), . Blackwell.
    March, J. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 71-87.
    Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press.
    Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
    Moyle, K. (2010). Building Innovation: Learning with technologies. Educational Research. Camberwell, VIC, Australia. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer
    Papert, S. (1984). New theories for new learnings. School Psychology Review, 13(4), 422-428.
  • Prestridge, S. (2010). The alignment of digital pedagogy to current teacher beliefs. In D. Gronn & G. Romeo (Eds.), ACEC2010: Digital Diversity. Melbourne, Australia: Australian Council for Computers in Education. Retrieved from http://acec2010.info/proposal/252/beliefs-behind-teacher-influences-their-ict-practices
    Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.
    Saettler, P. (1968). History of Instructional Technology. New York: McGraw-Hill.
    Santayana, G. (2010). The life of reason: The phases of human progress (Vol. 1). Charleston, SC: Forgotten Books.
    Seely-Brown, J., & Hagel, J. (2005). From push to pull: The next frontier of innovation. The McKinsey Quarterly. McKinsey & Company. Retrieved from http://www.mckinseyquarterly.com/article_page.aspx?ar=1642
    Stager, G. (2008, June). What’s a Computer For? Part 1. District Administration Magazine. Retrieved from http://www.districtadministration.com/viewarticle.aspx?articleid=1604
    The National GAP. (2009). Key issues to consider in the renewal of learning and teaching experiences to foster graduate attributes. Sydney: The National Graduate Attributes Project.
    Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65-73.
    Truex, D., Baskerville, R., & Travis, J. (2000). Amethodical systems development: the deferred meaning of systems development methods. Accounting Management and Information Technologies, 10, 53-79.
    Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: why has it been so hard to change? American Educational Research Journal, 31(3), 453-479. Retrieved from http://aer.sagepub.com/content/31/3/453.short
    Ward, J., & Daniel, E. (2006). Benefits management: delivering value from IS and IT investments (John Wiley.). Chichester, UK.
    Weick, K., & Quinn, R. (1999). Organizational change and development. Annual Review of Psychology, 50, 361-386.