Nat partyedpolicyforumjuly10
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Nat partyedpolicyforumjuly10

on

  • 1,302 views

Presentation to the national Education Policy Forum, held in Christchurch, 31 July 2010

Presentation to the national Education Policy Forum, held in Christchurch, 31 July 2010

Statistics

Views

Total Views
1,302
Views on SlideShare
1,251
Embed Views
51

Actions

Likes
1
Downloads
10
Comments
0

5 Embeds 51

http://blog.core-ed.org 30
http://www.core-ed.org 13
http://elearning.wintec.ac.nz 6
http://blog.core-ed.net 1
https://learning.wintec.ac.nz 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Nat partyedpolicyforumjuly10 Presentation Transcript

  • 1. Derek Wenmoth Director, eLearning Core Education Ltd derek@core-ed.net
  • 2. Report Card • We’re doing OK - based on evidence from our own research an international comparisons. (http://www.core-ed.org/lab/research-report/evaluations-of-information- communication-technology-professional-development) – Differences evident in the ways primary & secondary schools are using ICTs. – Age is a myth - not true that it’s only the younger teachers who are working with ICTs – Emphasis on skills as PD primary focus doesn’t work • Teachers continuing to progress from adoption to assimilation…
  • 3. Prominence/connectedness • Prominence describes the extent to which ICTs are explicitly made a part of the teaching and learning • Connectedness describes the explicitness of ICT use with the curriculum goals and intent • The relationship between the two illustrates the extent of integration (see following slides for more detail)
  • 4. Addition • Total or almost total focus on ICT, ICT skills, ICT planning. • Little or no connection to thinking, learning, cognitive challenge, philosophy etc. • Computer activity separated in time and place from other learning. • Emphasis on use per se.
  • 5. Incorporation • ICT a significant aspect of focus • Some connection to curriculum, thinking, learning, cognitive challenge, philosophy etc. • Computer activity probably separated in time and place from other learning. • Emphasis on frequent use
  • 6. Integration • Some ICT consciousness still present • High connectedness ICT activity with thinking, learning, challenge, philosophy • Computer activity linked in time or place with other learning. • Emphasis on appropriate use
  • 7. Assimilation • Total or almost total focus on learning. • High but subconscious connectedness between ICT activity and curriculum, philosophy, learning theory/styles, thinking etc. • Computer activity embedded in long term structure for learning. • Emphasis on spontaneous use and student choice
  • 8. Impact of digital technology From international research… Key findings: • Increased learner effectiveness or performance gains • Increased learner efficiency • Greater learner engagement or satisfaction • More positive student attitudes to learning
  • 9. Two facts a. ICT has a powerful defining impact on all important aspects of our lives and hence our culture b. The ICT revolution is a part of a group of intertwined revolutions that in the past 20 years have been transforming Western culture from a modern into a postmodern culture iv e r y ucat io n a l d e l p ly a bout e d ’s not sim It’ t
  • 10. Three strategies for the future • A minimum emphasis - not a comfortable option • Getting technology to serve the system - supporting the existing structures • Merge and evolve - adapt and respond to new possibilities n s ta in a b le o p tio -focu sed & su he o n ly fu tu r e O p tio n th r e e is t
  • 11. Successful schools…. Schools that are well resourced in technology and show the greatest improvement in results have the following characteristics: (p.20) • Technology informs rather than leads decisions about teaching and learning • Resource decisions are addressed head-on, with a move to more flexible approaches • There is effective technical support that is seen as a central element of the whole school strategy • There is a realistic expectation of the level of support, including development time, needed to change the educational practice of teachers h o o ls p e r ie n c e in s c th th e liv e d e x and v a lu e s w i t lin k in g v is io n It’s abou t’
  • 12. Policy issues • Lack of coherent vision and leadership • Time for a new ‘metaphor’ • Locked in a ‘stable state’ mindset • Future ICT Trends
  • 13. Lack of coherent vision… Technological change is not additive, it is ecological. A new technology doesn’t just change something… … it changes everything! But do we really believe this…? How is this belief reflected in policy?
  • 14. A new metaphor... TRADITIONAL CONNECTED NETWORKED F2F Classrooms Intranets Knowledge Teaching Virtual Learning e Learning Networked schools & process focus on learner of instruction and learners Extranets Networks Distance Education The emergence of the networked school
  • 15. Beyond the stable state The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation. We cannot expect new stable states that will endure for our own lifetimes. We must learn to understand, guide, influence and manage these transformations. We must make the capacity for undertaking them integral to ourselves and to our institutions. We must, in other words, become adept at learning. We must become able not only to transform our institutions, in response to changing situations and requirements; we must invent and develop institutions which are ‘learning systems’, that is to say, systems capable of bringing about their own systems’ continuing transformation. The task which the loss of the stable state makes imperative, for the person, for our institutions, for our society as a whole, is to learn about learning. – What is the nature of the process by which organizations, institutions and societies transform themselves? – What are the characteristics of effective learning systems? – What are the forms and limits of knowledge that can operate within processes of social learning? – What demands are made on a person who engages in this kind of learning? (Schon 1973: 28-9) (Schon Beyond the stable state, Donald Schon, 1973 Schon,
  • 16. Future ICT Trends Next 12 months: • Mobile internet devices • Personal clouds 2-3 years • Open content • Virtual, Augmented and Alternate realities 4-5 years • Location-based learning • Smart objects http://www.nmc.org/news/nmc/7292
  • 17. CORE’s Ten Trends 1. Changing role of teachers and learners 2. Internet capable, mobile devices for learning 3. Globalised learning 4. Ubiquitous computing 5. Cyber citizenship 6. Digital literacy 7. Open education resources 8. Cloud computing 9. Advanced networks and school ‘loops’ loops’ 10. Assessment practices http://www.core-ed.org/lab/core-ten-trends-2010
  • 18. Issues to consider… To achieve the networked school future, we need to consider…. – Policy issues – Technology issues – Curriculum issues – Staffing issues – Pedagogical issues – Leadership and coordination issues – Learning resources issues – Quality issues
  • 19. Policy issues • How can student funding be shared between schools? • How can staffing, including management units, be shared among schools • What evidence needs to be gathered to demonstrate the worth of this?
  • 20. Technology issues • Connectivity and interoperability – who sets the standards? • Networks – VPNs, MUSH etc • Bridging – what is required? What technologies must be supported? • Scheduling – enable direct access and school level control? • IAM, interoperability issues
  • 21. Curriculum issues • Assessment – developing consistency in approach • Reporting – enabling a unified student report from several ‘schools’ etc • Modularisation – a different view of ‘course’ • RPL – includes recognising the value of informal learning
  • 22. Staffing issues • Creating more flexibility in recognising teacher roles: e- teachers, m-teachers, c-teachers, • How to involve those with real subject expertise as mentors, hot-seats etc • Teacher registration issues • Mentoring roles
  • 23. Pedagogical issues • “personalisation” – what does it mean? How do we make it happen? • Matching pedagogy to technology? • Instructional design - learning design? • staff training – how to train a large group of the teaching force in these new approaches?
  • 24. Leadership and coordination issues • Who is providing the leadership • Who should provide the leadership? • What form should leadership take? • What support is required for leadership? • What coordination is required nationally, locally etc?
  • 25. Learning Resource issues • How best to provide resources for learning to support teachers in this environment • learning objects, repositories, search tools – who provides them, who manages them etc? • how to cater for user-generated resources? • Copyright and IP issues – how are these to be managed? • Role of creative commons and Open Education Resources (OER)?
  • 26. Quality issues • What is best practice? • What benchmarks do we use? • What are quality indicators? • How do we know we’re preparing for their future, not our past?
  • 27. Thankyou education leaders and policy makers Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net http://blog.core-ed.net/derek