Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08.2011
teaching and learning in the digital ageMelbourne University Graduate School of Education Master of Teaching Sylvia Guidara 01.08.2011
why english matters “Its hard to imagine what other department is better suited to helping us prepare, in practical and profound ways, for our future, for the highly unpredictable changes in how we read, write, and communicate that are reshaping school and work in the Information Age.” Cathy Davidson, Duke University https://www.hastac.org/
essential questions • What does literacy look like in the digital age? • How would you deﬁne digital age learning? • What are the implications for what and how we teach / engage students? • If digital age students were asked to deﬁne essential literacies for a teacher, what would they include?
the internet landscape | key concepts media social mobile real time convergence
Buzzwords Social Mediagather, communicate, share, collaborate Web 2.0 social media tools
What would education look like if it resembled the culture?
21st Century Education Rethinking the who, what, where & when of learning. From prescriptive to connective practices. The delivery & distribution of learning. Who participates in the learning process.21st Century Education Diverse learning spaces.
pedagogy | learning networks Beyond the institutionalised logic of the school towards the network logic of the learning community. Learning institutions rethinking the possibilities around what can be learnt, where learning can happen and who is involved in the learning process.
reﬂect • Are students equipped with competencies to communicate effectively in digital spaces? • Can students argue, inform, instruct, analyse etc for digital spaces? • How would you teach students to write for (and with!) mobile devices?
Responding to opportunities & challengesTrying to protect students and instructional time by banningWeb 2.0 or setting policies to keep it “safe.”Preserving existing programmes and practices by usingtechnology in a way that ‘ﬁts’ into what is already in place.Taking a progressive approach by allowing technology totransform the organisation rather than moving it faster andfurther on its existing path.
Current technology demands a totally differentapproach to instructional design and also teachingmethodology. It requires new skills from both teacherand student.
Teachers are the learning professionals and catalysts. When you put them in the mix with new technology, you get powerful outcomes.