Greg Black
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Greg Black

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Greg Black Greg Black Presentation Transcript

  • An Australian survey of teachers’ use of ICT and follow-up actions By Greg Black CEO Education.au limited
  • Australian Context • ‘Digital Education Revolution’ policies • $A43bn investment in broadband • National curriculum initiative • Skills Australia programme • Targets for increased participation • Greater accountability for outcomes
  • Reasons for going on-line 85% of teachers use ICT’s regularly in their daily work for: • Research, basic administration, communications • Project work, lesson preparation and to get ideas • To encourage students to use Internet for research • Professional development • Assignments
  • Teachers self assessment of their capability Levels of expertise: • 36% proficient - confident in use to support learning • 24% emergent - using ICT to support teaching • 7% foundation - developing my skills • 7% not applicable • 27% transforming practice - new ways to engage students within and beyond classroom
  • What barriers do you experience in using online technologies for teaching and learning?
  • Other barriers • ‘Not enough time’ - an almost universal statement • Lacking confidence • No incentives • Lack of institutional leadership and support.
  • http://z.about.com/d/learningdisabilities/1/0/x/0/-/-/frustrated_teacher.jpg
  • Implications Priorities should be: • More support for educators • Better infrastructure- computers, broadband and on-demand technical support • Invest in teaching techniques and strategies and share these • Unblock sites
  • Follow up research and policy proposals Research papers completed by education.au in 2008/09: • Workforce capability • Collaborative Teaching and Learning • Pre-service and beginning teachers & ICT • E-learning infrastructure strategy • Site blocking of Web 2.0 • E-portfolios • Enabling emerging technologies • 21st century learning spaces • Embedding digital and media literacies in the curriculum
  • Workforce capability • Parlous state of pre-service teacher education • Most professional learning has had limited impact • Currently no incentives apart from student engagement • Professional learning transformation based on: • openness to critical reflection, • authentic classroom based demonstration and • motivation based on student outcomes • successes with collaborative learning teams. back
  • Enabling Web 2.0 • E-learning infrastructure supported by identity management and open standards • Policies and practices at the institutional level that mitigate risk • Engagement of parents back
  • 21st century learning spaces
  • 21st Century National Software Infrastructure: Priorities • Identity and Access control integrating organisation-centric and person-centric • Collaborative Interoperability • National Data Interchange (SIF) • Resources and the National Curriculum • ePortfolio Interoperability • Cloud Services Interoperability 18
  • Proposals and New Projects • A web 2.0 mentoring and support network for school leaders • Virtual schools for pre-service and beginning teachers • A social networking tool for teachers and students - me.edu.au as the basis for a devolved person-centric e-learning infrastructure • On-line mentored programmes to re-engage the disenfranchised (like notschool.net) • Pilot projects and an on-line clearing house to test new tools and services (cloud computing; interoperability; mobile technologies; virtual worlds; open systems) • An on-line help desk for schools on ICT and learning & teaching