CORE's ten trends for 2010

Derek Wenmoth Director, eLearning CORE Education Ltd

The ten trends… …represent a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.

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

Changing role of teachers and learners

Changing role of learners Once they were… Now they are… • Consumers • Creators • Contributors • Communicators • Collaborators • Coordinators In an “architecture of par0cipa0on”

Teacher roles in a networked learning environment 1. Amplifying 2. CuraGng 3. Way‐ﬁnding and socially‐driven sense‐making 4. AggregaGng 5. Filtering 6. Modelling 7. Persistent presence http://www.connectivism.ca/?p=220

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.”

Resolving the tensions

TPACK TPACK http://www.tpck.org

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?

Internet capable, mobile devices

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

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 (ref: GPSXC.)

• 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/ www.engadget.com/.../gartner-forecasts-phones-overtaking-pcs-as-most-common-web-brows/

hkp://en.wikipedia.org/wiki/List_of_countries_by_number_of_mobile_phones_in_use

What’s allowed? http://www.2020.org.nz/template/ict_09_-_online_final_.pdf

What’s used? http://www.2020.org.nz/template/ict_09_-_online_final_.pdf

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?

Globalised Learning

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

World population

World population divided

Where will this take us? hkp://www.ted.com/talks/hans_rosling_on_global_populaGon_growth.html

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.

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.

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’.

Climate change and indigenous communities

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’.

Ubiquitous computing

Third paradigm Ubiquitous computing Personal computing Mainframes

Ubiquity • Learning anywhere, at any Gme, from any device • iPod touch trials ‐ wireless school environments • Home, school, community spaces as learning locaGons

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?

Cyber-citizeneship

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/

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

Educator responses… Ignore the problem Press the panic bukon An educaGve approach

Educative Responses • eLearning ‐ encourage and model appropriate behaviours • Games ‐ don’t just play then, build them • Modeling, modeling, modeling • Include in assessment

Cyber-citizen dispositions: Confident Safe Responsible http://www.netsafe.org.nz

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?

Digital Literacy

Definition: Digital literacy refers specifically to the range of skills, knowledge and competencies required to operate effecGvely in a world immersed in digital technologies.

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 • Akend to the ethical responsibiliGes required by these complex environments

Take-aways… • What is your personal vision for being literate in the 21st Century? • What is your school’s vision for developing 21st Century literacy? • How is this catered for? • How is it modelled?

Open Education Resources

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.

Creative commons

Wiki educator http://www.wikieducator.org

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?

Cloud Computing

What is cloud computing?

Cloud computing hkp://blog.core‐ed.net/derek/2009/06/8‐ways‐cloud‐ compuGng‐may‐change‐schools.html

Beneﬁts to schools Backup and Automatic failover software Reduced updates capital outlay Ubiquitous Reduced access support costs Expert Addresses support Collaboration licensing potential issues

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?

Advanced Networks & School loops

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.

The World Scene

KAREN http://www.karen.net.nz/topology/

Speed comparison Speed Capacity

A School’s “Loop” Internet School A School KAREN School A School Aggregation University Point Services Public Library School A School

National Education Network http://www.karen.net.nz/topology/

NEN Trial hkp://www.core‐ed.net/karen

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?

Assessment Practices

Purpose of assessment   “The primary purpose of school‐based assessment is to improve student’s learning and the quality of learning programmes.” The New Zealand Curriculum Framework, page 26

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 aterwards • Form of assessment should be appropriate for the knowledge, skills, autudes to be assessed • Takes into account learning styles and cultural expectaGons

Two key issues 1. How to cater for a personalised approach to learning and assessment, including diagnosGc, formaGve and summaGve pracGces 2. How to record assessment data and evidence in an ongoing manner.

Role of ICTs in assessment • Large‐scale, generaGve standardised tests ‐ eg e‐asTTtle • Next‐step suggesGons ‐ eg MathleGcs • Tracking contribuGons ‐ eg wikis • Customisable‐ eg online quizzes and surveys • Personalising assessment ‐ eg e‐porvolios

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?

Thank you To conGnue this discussion go to: hkp://www.core‐ed.org/lab/ten_trends Email me: derek@core‐ed.net Blog: hkp://blog.core‐ed.net/derek Images used in the presentaGon from hkp://www.freefoto.com (CC License)

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CORE's ten trends for 2010

by Derek Wenmoth on Feb 27, 2010

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CORE’s ten trends for 2010 — Presentation Transcript