Scanning the ICT Environment Derek Wenmoth Director, eLearning CORE Education Ltd [email_address]

Follow the markers… NATIVES INTERNATIONAL NATIONAL LOCAL FUTURE SOCIAL THINKING TECHNOLOGY PEDAGOGY POLITICAL

Educational Curriculum review Pedagogical change Learner-centredness Personalisation/customisation Information/digital literacy Assessment Professional learning - teacher skills Educational

Curriculum review

Pedagogical change

Learner-centredness

Personalisation/customisation

Information/digital literacy

Assessment

Professional learning - teacher skills

Schooling Strategy All students experience effective teaching Evidence-based practice Children’s learning is nurtured by families and whanau

All students experience effective teaching

Evidence-based practice

Children’s learning is nurtured by families and whanau

Curriculum Project

ICT Strategies

Teacher Skills “ What teachers really need is in-depth , sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.” (CEO Report, 1999 http://www.ceoforum.org) “ Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.”

“ What teachers really need is in-depth , sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.” (CEO Report, 1999 http://www.ceoforum.org)

Pedagogical Change

political Accountability Financial rigor - ROI focus MoE structural changes Contestible funding Pan sector focus

Accountability

Financial rigor - ROI focus

MoE structural changes

Contestible funding

Pan sector focus

Accountability

Digital Strategy http://www.digitalstrategy.govt.nz

Ed. Sector ICT Strategy Online learning communities Sharing effective research & practice Shared planning & monitoring How Learners, teachers, researchers, administrators working together & sharing resources Agencies delivering value-for-money What Coordinated change management Monitoring & compliance Learning, teaching, research and administration systems How Information literacy skills and competencies Effective, efficient systems What Confidence & Capability Information & knowledge management practices Continuity ePortfolios How Information & knowledge management Lifelong learning What Open standards-based digital repositories Discovery tools How Discoverable content in digital repositories What Content Connected networks Appropriate security Access & interoperability standards Shared services How Improved access Shared resources What Connectivity Administration & Support Research Learning & Teaching

Social Internet safety Digital divide Urban drift Internet - content to conversation Emphasis on life-long learning Corporate intranet/training focus

Internet safety

Digital divide

Urban drift

Internet - content to conversation

Emphasis on life-long learning

Corporate intranet/training focus

Internet Safety http://www.netsafe.co.nz

Life-long learning http://www.seniornet.org.nz

technological LMS/SMS Social software/ Web 2.0 Semantic web Advanced Network Interoperability/connectivity Personalisation/customization Miniaturization Convergence

LMS/SMS

Social software/ Web 2.0

Semantic web

Advanced Network

Interoperability/connectivity

Personalisation/customization

Miniaturization

Convergence

Personal learning tools Personal Web Space - eg http://www.myspace.com Social Bookmarking - eg http://del.icio.us Photo sharing - eg http://www.flickr.com Sharing videos - eg http://www.youtube.com Collaborative websites - wikis eg http://www.jotspot.com

Personal Web Space - eg http://www.myspace.com

Social Bookmarking - eg http://del.icio.us

Photo sharing - eg http://www.flickr.com

Sharing videos - eg http://www.youtube.com

Collaborative websites - wikis eg http://www.jotspot.com

Synchronous tools Instant message - eg http://www.msn.com VOIP - (Voice over IP) - eg http://www.skype.com Video conferencing - eg iChat, Skype, MSN

Instant message - eg http://www.msn.com

VOIP - (Voice over IP) - eg http://www.skype.com

Video conferencing - eg iChat, Skype, MSN

The Read-Write Web The everyday creation of content by everyday people WebNote 10 tips for using furl VodCasting

The everyday creation of content by everyday people

Key issues Authorship Ownership Identity Community (not audience) Discovery Power of the collective (harnessing collective intelligence) The 4 “R”s

Authorship

Ownership

Identity

Community (not audience)

Discovery

Power of the collective (harnessing collective intelligence)

The 4 “R”s

Convergence Phone (obviously) Appointments Calendar Alarm Clock Game device Music player Still Camera Video Camera Video player Address Book To Do List Reminder Voice Recorder Calculator Email Tool Text Messenger Satellite Navigation System

Phone (obviously)

Appointments Calendar

Alarm Clock

Game device

Music player

Still Camera

Video Camera

Video player

Address Book

To Do List Reminder

Voice Recorder

Calculator

Email Tool

Text Messenger

Satellite Navigation System

Local/regional Mush Networks Digital Christchurch Nelson Loop LERN network Broadband Challenge VC clusters

Mush Networks

Digital Christchurch

Nelson Loop

LERN network

Broadband Challenge

VC clusters

Regional Initiatives Nelson Loop Venture Southland North Shore Hamilton Canterbury Ref: http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=27043

Nelson Loop

Venture Southland

North Shore

Hamilton

Canterbury

Learning Centres Parnterships between local council and schools/MoE - CHCH South Learning Centre Riccarton Community Library

Parnterships between local council and schools/MoE -

CHCH South Learning Centre

Riccarton Community Library

Access anywhere… Wireless networks - local and WAN Satellitle access to all corners of NZ WiFi connecting small islands in the Pacific

Wireless networks - local and WAN

Satellitle access to all corners of NZ

WiFi connecting small islands in the Pacific

National Strategies and action plans KAREN Research initiatives Online pilots & projects Brokerage services

Strategies and action plans

KAREN

Research initiatives

Online pilots & projects

Brokerage services

Linking it together

KAREN

National Network

VC Brokerage

Research- eFellows http://www.efellows.org.nz

Research - DigiOps http://www.digiops.org.nz

http://www.digiops.org.nz

Research - Online Projects What overall impacts are these web-based learning services having on diverse learners? http://www.wicked.org.nz http://www.learnnow.org.nz http://www.studyit.org.nz http://www.learnz.org.nz http://www.anyquestions.org.nz

What overall impacts are these web-based learning services having on diverse learners?

http://www.wicked.org.nz

http://www.learnnow.org.nz

http://www.studyit.org.nz

http://www.learnz.org.nz

http://www.anyquestions.org.nz

International JISC/DEST partnership Common Services (SOA) E-Framework - IMS Advanced networks

JISC/DEST partnership

Common Services (SOA)

E-Framework - IMS

Advanced networks

Common Services… All in one: ✔ Content management ✔ Discover ✔ Cataloguing ✔ Course management ✔ Authentication ✔ Authorization ✔ Packaging Now includes: ✔ Content management ✔ Discover ✔ Collaboration ✔ Course management ✔ Authentication ✔ Authorization ✔ Packaging ✔ Assessment Complete solution: ✔ Grading ✔ Audit ✔ Report ✔ Course management ✔ Authentication ✔ Authorization super Student Record System extra Library system new LMS

new

LMS

E-Framework A services-oriented framework for education and research http://www.elframework.ac.uk

A services-oriented framework for education and research

http://www.elframework.ac.uk

Advanced Networks

International Reports Emerging Technologies for Learning - BECTA http://www.becta.org.uk/research Emerging Techologies (EdNA, Australia) http://www.det.act.gov.au/ Coming of Age - an introduction to the new WWW http://www.ictineducation.org Social Software Report - FutureLab, UK http://www.futurelab.org.uk/research/opening_education.htm

Emerging Technologies for Learning - BECTA http://www.becta.org.uk/research

Emerging Techologies (EdNA, Australia)

http://www.det.act.gov.au/

Coming of Age - an introduction to the new WWW

http://www.ictineducation.org

Social Software Report - FutureLab, UK

http://www.futurelab.org.uk/research/opening_education.htm

Future School… What would students learn? How would they learn? Who would they learn with? When would they learn? What would they learn on or with? Where would they learn? How will they/we know what they’ve learned? Who decides? Etc…

What would students learn?

How would they learn?

Who would they learn with?

When would they learn?

What would they learn on or with?

Where would they learn?

How will they/we know what they’ve learned?

Who decides?

Etc…

Two key questions… Education in the Future: What will our schools be like? Where will learning occur? What will be the role of teachers? What technology will be used? Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?

Education in the Future:

What will our schools be like?

Where will learning occur?

What will be the role of teachers?

What technology will be used?

Future School Scenarios

Secondary Futures http://www.secondaryfutures.co.nz/ 3 key questions 5 themes Database of evidence

http://www.secondaryfutures.co.nz/

3 key questions

5 themes

Database of evidence

Building Future Schools Ambitious UK project 2.5 billion pounds per year Rebuilding half of all secondary schools by 2015 Joint venture - 50% government and 50% business.

Ambitious UK project

2.5 billion pounds per year

Rebuilding half of all secondary schools by 2015

Joint venture - 50% government and 50% business.

Mental Models What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised?

Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

Knowledge Knowledge is “stuff” It can be stored - in minds, books or other kinds of databases Knowledge is true, correct, “the facts” It is something stable that accumulates slowly over time; new knowledge builds on older knowledge It is built up by people, and people can “have” it, however, it exists objectively, independently of people There are different branches of knowledge called disciplines or subjects Each discipline has its own way of doing things

Knowledge is “stuff”

It can be stored - in minds, books or other kinds of databases

Knowledge is true, correct, “the facts”

It is something stable that accumulates slowly over time; new knowledge builds on older knowledge

It is built up by people, and people can “have” it, however, it exists objectively, independently of people

There are different branches of knowledge called disciplines or subjects

Each discipline has its own way of doing things

Minds Minds are like containers (filing cabinets or databases), they store knowledge Minds also process knowledge; they take it in, organise it and represent it Minds are the places where thinking and learning happen Some minds have more capacity than other minds for storing and processing knowledge The mind is located in the brain, but its activities are distinct from the brain’s other functions

Minds are like containers (filing cabinets or databases), they store knowledge

Minds also process knowledge; they take it in, organise it and represent it

Minds are the places where thinking and learning happen

Some minds have more capacity than other minds for storing and processing knowledge

The mind is located in the brain, but its activities are distinct from the brain’s other functions

Learning Learning is the process by which knowledge gets stored in minds Learning is an individual activity: it takes place in individual minds Learning is an activity that happens in more or less the same way in all individuals Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.

Learning is the process by which knowledge gets stored in minds

Learning is an individual activity: it takes place in individual minds

Learning is an activity that happens in more or less the same way in all individuals

Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time

Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.

The Net Generation Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project) Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking"

Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project)

Some characteristics “ hypertext minds” ability to leap around and gather information from multiple sources Ability to read visual images intuitive visual communicators Inductive discovery learn better through discovery than being told Fast response time able to respond rapidly and expect rapid responses in return Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the Physical Attentional deployment able to shift their attention rapidly from one task to another Source: Educating the Net Generation - available electronically: http://www.educause.edu/educatingthenetgen

“ hypertext minds” ability to leap around and gather information from multiple sources

Ability to read visual images intuitive visual communicators

Inductive discovery learn better through discovery than being told

Fast response time able to respond rapidly and expect rapid responses in return

Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the Physical

Attentional deployment able to shift their attention rapidly from one task to another

Source: Educating the Net Generation - available electronically:

http://www.educause.edu/educatingthenetgen

Think about it… “The only people who call technology “technology”, are those who were born before it was invented” (Source unknown)

“The only people who call technology “technology”, are those who were born before it was invented”

(Source unknown)

Takeaways… Alignment of government strategies Greater bandwidth is coming Different view of networks Current students offer insights Social networking applications Impact on pedagogy Future of schooling options Changing view of knowledge Consumers to contributors

Alignment of government strategies

Greater bandwidth is coming

Different view of networks

Current students offer insights

Social networking applications

Impact on pedagogy

Future of schooling options

Changing view of knowledge

Consumers to contributors

Choose to act… Keep watching Set up an RSS aggregator Join email lists Participate Join discussion forums: Curriculum project, Centre4, LeadSpace Contribute Create a blog Join a wikispace

Keep watching

Set up an RSS aggregator

Join email lists

Participate

Join discussion forums: Curriculum project, Centre4, LeadSpace

Contribute

Create a blog

Join a wikispace

Thank you Derek Wenmoth Director, eLearning CORE Education Ltd [email_address] http://blog.core-ed.net/derek

Derek Wenmoth

Director, eLearning

CORE Education Ltd

[email_address]

http://blog.core-ed.net/derek