Derek Wenmoth Director, eLearning Core Education Ltd [email_address] ICT and the future of Education

Thinking digitally… 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 (ref: GPSXC .)

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 (ref: GPSXC .)

The Digital World Think of the communications technologies that are “taken for granted” now that weren’t around when you were at school….

Think of the communications technologies that are “taken for granted” now that weren’t around when you were at school….

New Tools Pen Chalkboard/ Whiteboard Banda Gestetner 16mm projector Slide shows Telephone Fax Library Then Now Next? Txting/Pxting Blogs/Wikis Pod/Vod-casting Data projector LMS IM/SMS Digital cameras iMovie Google Peer2peer networks Virtual reality Wearable computers Ubiquitous identity Voice recognition Agents and avitars Visualisation Miniaturisation Reusable paper Semantic web PLEs Analog Digital Connected Ubiquitous

Pen

Chalkboard/ Whiteboard

Banda

Gestetner

16mm projector

Slide shows

Telephone

Fax

Library

Txting/Pxting

Blogs/Wikis

Pod/Vod-casting

Data projector

LMS

IM/SMS

Digital cameras

iMovie

Google

Peer2peer networks

Virtual reality

Wearable computers

Ubiquitous identity

Voice recognition

Agents and avitars

Visualisation

Miniaturisation

Reusable paper

Semantic web

PLEs

21st Century Skills Digital-Age Literacy * Basic, scientific, economic, and technological literacies * Visual and information literacies * Multicultural literacy and global awareness Inventive Thinking * Adaptability and managing complexity * Self-direction * Curiosity, creativity, and risk taking * Higher-order thinking and sound reasoning Effective Communication * Teaming, collaboration, and interpersonal skills * Personal, social, and civic responsibility * Interactive communication High Productivity * Prioritizing, planning, and managing for results * Effective use of real-world tools * Ability to produce relevant, high-quality products http://www.ncrel.org/engauge/skills/skill21.htm

Digital-Age Literacy

* Basic, scientific, economic, and technological literacies

* Visual and information literacies

* Multicultural literacy and global awareness

Inventive Thinking

* Adaptability and managing complexity

* Self-direction

* Curiosity, creativity, and risk taking

* Higher-order thinking and sound reasoning

Effective Communication

* Teaming, collaboration, and interpersonal skills

* Personal, social, and civic responsibility

* Interactive communication

High Productivity

* Prioritizing, planning, and managing for results

* Effective use of real-world tools

* Ability to produce relevant, high-quality products

What the US public thinks http://www.21stcenturyskills.org/

http://www.21stcenturyskills.org/

NZ Key Competencies Thinking: Intellectual curiosity is at the heart of this competency. Using language, symbols, and texts: confidently use ICT to access and provide information and to communicate with others Managing self: know when to lead, when to follow, and when and how to act independently. Relating to others: includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Participating and contributing: includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum/key_competencies

Thinking: Intellectual curiosity is at the heart of this competency.

Using language, symbols, and texts: confidently use ICT to access and provide information and to communicate with others

Managing self: know when to lead, when to follow, and when and how to act independently.

Relating to others: includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.

Participating and contributing: includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.

What do learners do online? Once they were… Consumers Now they are… Creators Contributors Communicators Collaborators Coordinators In an “architecture of participation”

Once they were…

Consumers

Now they are…

Creators

Contributors

Communicators

Collaborators

Coordinators

In an “architecture of participation”

Consumers Encyclopedias How Stuff Works Google

Encyclopedias

How Stuff Works

Google

Creators Text - NeoOffice, OpenOffice Graphics - ArtRage, GIMP, GBModelpro Sound - Audacity, GarageBand Video - iMovie, MovieMaker Games - Scratch Alice Web pages/sites - Nvu, iWeb

Text - NeoOffice, OpenOffice

Graphics - ArtRage, GIMP, GBModelpro

Sound - Audacity, GarageBand

Video - iMovie, MovieMaker

Games - Scratch Alice

Web pages/sites - Nvu, iWeb

Contributors Blog Comments Wikipedia Flickr YouTube

Blog Comments

Wikipedia

Flickr

YouTube

Communicators Blogs Podcasts Email SMS Twitter Skype - AC, VC, chat MySpace, Bebo

Blogs

Podcasts

Email

SMS

Twitter

Skype - AC, VC, chat

MySpace, Bebo

Collaborators Wikis GoogleDocs Frappr 43 things

Wikis

GoogleDocs

Frappr

43 things

Coordinators NetVibes PageFlakes MySpace, Bebo Flock Del.icio.us Bloglines Tagging

NetVibes

PageFlakes

MySpace, Bebo

Flock

Del.icio.us

Bloglines

Tagging

2020 & Beyond… To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years? To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid? To what extent can we, as educators, help to shape the developments of technology in order to enhance human development?

To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years?

To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid?

To what extent can we, as educators, help to shape the developments of technology in order to enhance human development?

Future School Site What would kids learn? How would they learn? When 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?

What would kids learn?

How would they learn?

When 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?

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 Skills

From the US… The top ten in-demand jobs in 2010 did not exist in 2004 We are preparing students for jobs that don’t yet exist Using technologies that haven’t been invented In order to solve problems we don’t even know are problems yet.

The top ten in-demand jobs in 2010 did not exist in 2004

We are preparing students for jobs that don’t yet exist

Using technologies that haven’t been invented

In order to solve problems we don’t even know are problems yet.

Tech Futures Advanced networks Interoperability/connectivity Personalisation/customization Miniaturization Mobile devices Convergence/Mashups LMS/SMS/OLE Web2.0 - social networking Semantic web Visualisation 3D Immersive environments

Advanced networks

Interoperability/connectivity

Personalisation/customization

Miniaturization

Mobile devices

Convergence/Mashups

LMS/SMS/OLE

Web2.0 - social networking

Semantic web

Visualisation

3D Immersive environments

3D immersive environments “ Spore” - game based on procedural methods MellaniuM” - 3D graphical environments generated ‘on-the-fly”.

“ Spore” - game based on procedural methods

MellaniuM” - 3D graphical environments generated ‘on-the-fly”.

New forms of interface “ Touch” technology - the Apple iPhone “ Multi-touch” technology - Microsoft’s ‘table’, surface computing.

“ Touch” technology - the Apple iPhone

“ Multi-touch” technology - Microsoft’s ‘table’, surface computing.

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)

New Thinking 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.

Thankyou 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