3. Overview
1. Changing role of teachers and learners
2. Internet capable, mobile devices for learning
3. Globalised learning
4. Ubiquitous compuGng
5. Cyber ciGzenship
6. Digital literacy
7. Open educaGon resources
8. Cloud compuGng
9. Advanced networks and school ‘loops’
10. Assessment pracGces
5. Changing role of learners
Once they were… Now they are…
• Consumers • Creators
• Contributors
• Communicators
• Collaborators
• Coordinators
In an “architecture of
par0cipa0on”
6. Competing philosophies
Philosophy A Philosophy B
EducaGon Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be fixed Supported professionals
Learners The future workforce More than just the future
workforce
InnovaGon Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and aXainment Wider long‐term benefits
Curriculum Don’t trust teachers ‐ Guidance and support for
‘package’ it up teachers
7. Instructional coherence
“…teachers’ success in
making coherent
instrucGonal decisions
depends on developing a
posiGon or stance on six
dimensions :
1.knowledge,
2. professionalism,
3. collaboraGon,
4. instrucGon,
5. agency,
6. authority,
‐ that is focused on
learning and the learner.”
8. Teacher roles in a networked learning
environment
1. Amplifying
2. CuraGng
3. Wayfinding and socially‐driven sensemaking
4. AggregaGng
5. Filtering
6. Modelling
7. Persistent presence
http://www.connectivism.ca/?p=220
9. Take-aways
• social and technological networks subvert the
classroom‐based role of the teacher ‐ How can we
achieve clear outcomes through distributed
means?
• In what ways do we regard teachers and students
as learners in a dynamic system?
• Is school reform possible without a change in the
role of teachers?
• What sort of conGnuing professional development
is most effecGve for teachers to adapt?
11. Pockets of Potential
More than half of the world’s
populaGon now owns a cell
phone and children under 12
consGtute one of the fastest
growing segments of mobile
technology users in the U.S.
“It is no longer a ques0on of
whether we should use these
devices to support learning, but
how and when, to use them.”
Michael H. Levine
http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
12. More than a phone…
• Phone (obviously)
• Appointments Calendar
• Alarm Clock
• Game device
• Music player
• SGll Camera
• Video Camera
• Video player
• Address Book
• To Do List Reminder
• Voice Recorder
• Calculator
• Email Tool
• Text Messenger
• Satellite NavigaGon System
13. • Gartner prediction that mobiles will overtake
PCs as the most common web browsing
device within 3 years -
http://lisadawley.wordpress.com/2010/01/16/
thoughts-about-mobile-learning/
17. Take aways…
• Do you know what the ownership of mobile
technologies is by students at your school?
• What policies do you have in place regarding
the use of mobile technologies in your
school?
• Is your school network prepared to
accommodate student‐owned mobile
devices being connected?
19. Their future?
• Growing up in a world that is
increasingly globalised
• Where interacGons with other
cultures, other languages and other
ways of doing things will be the
norm
• Where the ability to move
smoothly between and among
these contexts will differenGate
those who are successful.
20. Connected
– Able to relate well to others
– EffecGve users of communicaGons tools
– Connected to the land and environment
– Members of communiGes
– InternaGonal ciGzens
Source: NZ Curriculum, 2007
21. Global communications
Modern technologies have reduced, and in
some cases removed the boundaries for
learning.
We now live in a 'globalised' world of
communications, news feeds, interaction
etc. where our actions at a local level have
implications at a global level.
22. Borderless learning
Our education is no longer confined to the
school we live in - we can access
courses/subjects from almost anywhere
and at any time. The world is our
classroom! Global connectivity now
enables student driven niche learning
projects - if schools and teachers allow
and enable them to happen.
23. Global awareness
Putting learning in a global context
involves supporting young people to make
sense of their lives by understanding the
global interconnections we all have. It
helps pupils understand how they are
affected by events around the world and
to recognise that what they do affects
people and the environment in other
countries. This learning can help counter a
sense of helplessness in the face of ‘global
forces’.
24. Take-aways
• How are the issues of being a part of a global
village reflected in your school; in the student
body, in the programmes of learning?
• In what ways are ICTs being used in your school to
enable parGcipaGon in the global classroom?
• Do you agree that global learning can help counter
the sense of helplessness in the face of ‘global
forces’.
28. Take-aways…
• How do your programmes of learning enable
students to conGnue learning outside of the
classroom and school hours?
• To what extent are staff and students able to go
online anywhere in your school environment?
• What expectaGon do you, your staff, your students
have of being able to connect to the internet at
any Gme, from anywhere, with any device?
30. What’s it all about?
• Digital CiGzens will adapt
their exisGng knowledge to
face new challenges.
• Digital CiGzens make their
own decisions on how much
risk they will expose
themselves to.
• Digital CiGzens contribute
to the safety of their fellow
ciGzens.
http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
31. What are the issues?
• Sharing personal • FuncGoning effecGvely in
informaGon a digital world
– Skills
• Online predators
– Knowledge
• Inappropriate content – Integrity
• Piracy • Being discriminaGng
• Social networks • Social parGcipaGon
• Cyber‐bullying • Social responsibility
35. Take-aways…
• Are your school cyber safety policies based
on ignorance and fear, or understanding?
• How are the pracGces of cyber ciGzens being
modelled in your school?
• What would be the response of your staff to
a breakdown in this area?
38. 21st Century learners need to…
• Develop proficiency with the tools of technology
• Build relaGonships with others to pose and solve problems
collaboraGvely and cross‐culturally
• Design and share informaGon for global communiGes to
meet a variety of purposes
• Manage, analyze and synthesize mulGple streams of
simultaneous informaGon
• Create, criGque, analyze, and evaluate mulG‐media texts
• AXend to the ethical responsibiliGes required by these
complex environments
41. General Principals - OER
• free, or very nearly free,
• easy to use, get and pass around,
• editable so teachers can customize content,
• cross-platform compatible,
• printable,
• and accessible so it works with adaptive technology.
44. Take-aways…
• What use do your and your staff currently
make of open educaGon resources
• Do you have policies and pracGces in place
regarding the use of resources obtained
online?
• Do you have policies and pracGce in place
regarding the development and sharing of
student and teacher created resources?
50. Advantages to schools
• Reduced capital outlay
• Reduced support costs
• Expert support
• AutomaGc sorware updates
• Addresses licensing issues
• Back‐up and fail‐over
• Ubiquitous access
• CollaboraGon potenGal
51. Take aways
• How would you describe the concept of the
cloud to your staff or board of trustees?
• What do you understand to be the
advantages and risks of storing school data
in the cloud?
• What services currently owned and
managed by your school would most easily
be provided in the cloud?
53. What is an advanced network?
• An Advanced Network is a very high speed communicaGons
network of regional “meet me” points (referred to as
GigaPoPs) that are in turn linked to internaGonal networks.
• They typically use opGcal fibre infrastructure as opposed to
copper wire telephone network systems such as those used
by ADSL (Asymmetric Digital Subscriber Line).
• Advanced Networks are also know as Next GeneraGon
Internet (NGI) networks and, in the USA, as Internet2.
54. What makes an AN different?
• An Advanced Network offers significantly greater
access speed:
– Dial up connecGon ‐ around 50kbit/sec (50,000 bits per
second)
– 'High Speed' internet ‐ typically 2.5Mbit/sec (2.5 million
bits per second)
– Advanced Network ‐ from 1Gigabit/sec (1000 million
bits per second) forecast to rise to around 40Gbit/sec
within the next few years.
59. Take-aways…
• Do you know how much your current ICT
systems actually cost (including staff Gme
for support and maintenance etc?)
• Are you acGvely seeking to work with
local/regional councils and business groups
to find soluGons in your area?
• Who in your school/community is charged
with understanding and leading this?
62. Methods of assessment
All assessment involves making comparisons:
• Standards‐based assessment
– Compares with an established standard
• Achievement‐based assessment
– Uses progressively more demanding descriptors
• Competency‐based assessment
– Must meet pre‐determined level of competency
• Norm‐reference assessment
– Compares achievement of a specified group of learners
63. Key Principles
• Purpose should always be explicit
• Best interests and progress of students paramount
• Should be an integral part of the learning process
• InformaGon should be shared with the student at the Gme
of the event – or shortly arerwards
• Form of assessment should be appropriate for the
knowledge, skills, attudes to be assessed
• Takes into account learning styles and cultural expectaGons
64. Planning for assessment
• Purpose – diagnosGc, formaGve, summaGve?
• ObjecGves – what objecGves are being assessed?
• Methods – how can the evidence be obtained?
• Task – what will the learner do to demonstrate?
• Recording – how will the informaGon be collected, analysed, recorded?
• ReporGng – how/when will feedback be given?
67. Take-aways
• What are the range of diagnosGc, formaGve
and summaGve assessment pracGces you
currently use in your school?
• Which of these could be or are enabled by
the smart use of ICTs?
• How are you using data to support reporGng
of student progress against naGonal
benchmarks?