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4001EPS 2011 L6

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  • 1. 4001EPS ICT and Pedagogy Lecture 6 Dr  Jason  Zagami Griffith  University
  • 2. Digital Pedagogies
  • 3. 1:38
  • 4. 0:59
  • 5. 1:07
  • 6. Digital Learners
  • 7. Digital LearnersHyper-communicatorsStudents use MP3 players, email, mobile phones, textmessaging and the Internet to connect instantly totheir friends, information and sounds
  • 8. Digital LearnersMulti-taskersFor today’s student, it is normal to perform multipletasks and switch between them seamlessly, such asaccessing the Internet, listening to an MP3 player andtext messaging a friend
  • 9. Digital LearnersGoal-orientedDigital students aspire to success, are ambitious andcan pursue multiple goals simultaneously througheffective task switching
  • 10. Digital LearnersTo what extent will you engage each style?Goal-orientedMulti-taskersHyper-communicators
  • 11. Digital Learners
  • 12. Digital LearnersTo what extent will you engage each style? No Extent Great ExtentHyper-communicatorsMulti-taskersGoal-oriented
  • 13. Digital Learners 1:52
  • 14. Does curiosity builda good unit or program?
  • 15. It doesn’t matter what you call it … • Driving question • Essential question • Compelling question • Key questionEvery unit or program you plan needs to have a question to hook your learners’ interest
  • 16. The driving question that you come up with forms the basis for inquiry learningThe question needs to be juicy enough that it piques your learners’ interest
  • 17. The standards ask us to plan learning experiences that are differentiated • All learners need work that will be challenging • C to E learners need work at their levelA good driving question will provide opportunities forlearners to ‘opt in’ to the learning at their level, while maintaining an inclusive environment
  • 18. Let’s take a look at some sample driving questions
  • 19. Let’s start with an age-old unit about coal mining What’s this unit really about? … Energy
  • 20. How about we pose … ‘What are the forms of renewable and non-renewable energy?’This is okay, but it is still purely content-based If you used this question, the most you could really grade the learners is a C, as there is no higher-order thinking involved
  • 21. Consider this question … ‘What would happen if we ran out of coal?’This is an improvement, but it’s probably not openended enough to really push those A level learners
  • 22. Let’s consider a question appealing to learners ‘Why is Homer Simpson a danger at the power plant?’From here learners can go off in a whole lot of directions • • Nuclear power and its pros and cons • Which countries use it • Nuclear waste • What the alternatives are
  • 23. Try something very topical, such as … ‘How big is my carbon footprint?’ This allows you to get the spread from A to E with lesscomplex activities, still picking up on the energy issuesbut the higher-order thinking encompassing topics such as whole household usage analysis or pulling apart the statistics Al Gore used in An Inconvenient Truth
  • 24. Let’s look at the levels of these driving questions again so you can see the depth• What is coal mining really about?• What are the forms of renewable and non-renewable energy?• What would happen if we ran out of coal?• Why is Homer Simpson a danger at the power plant?• How big is my carbon footprint?
  • 25. Use a driving question with ICT connectivity to hook and inspire your Digital Age learners They can select the ICT tools that will help them conduct their inquiry You become the facilitator of their journey
  • 26. Technological Pedagogical Content Knowledge (TPCK)Technological Technological Technological Pedagogical Knowledge Content Knowledge (TK) Knowledge (TPK) (TCK) Pedagogical Content Knowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
  • 27. Key TrendsTechnology increasingly impacting students’ lives
  • 28. Key TrendsTechnology increasingly impacting students’ livesTechnology increasingly impacting how we work, play, learnand socialise
  • 29. Key TrendsTechnology increasingly impacting students’ livesTechnology increasingly impacting how we work, play, learnand socialiseGrowing value being placed on creativity and innovation
  • 30. Key TrendsTechnology increasingly impacting students’ livesTechnology increasingly impacting how we work, play, learnand socialiseGrowing value being placed on creativity and innovationRising interest in alternative and expanded learningenvironments
  • 31. Key TrendsTechnology increasingly impacting students’ livesTechnology increasingly impacting how we work, play, learnand socialiseGrowing value being placed on creativity and innovationRising interest in alternative and expanded learningenvironmentsChanging model of how learning environments are defined
  • 32. Critical ChallengesNeed for training in digital literacy skills and techniques
  • 33. Critical ChallengesNeed for training in digital literacy skills and techniquesLack of alignment between how today’s students think and workvs. practice and products used to support their learning
  • 34. Critical ChallengesNeed for training in digital literacy skills and techniquesLack of alignment between how today’s students think and workvs. practice and products used to support their learningDifficulty of deep reform without a shared vision of a neweducation model
  • 35. Critical ChallengesNeed for training in digital literacy skills and techniquesLack of alignment between how today’s students think and workvs. practice and products used to support their learningDifficulty of deep reform without a shared vision of a neweducation modelResistance to change in an established system
  • 36. Critical ChallengesNeed for training in digital literacy skills and techniquesLack of alignment between how today’s students think and workvs. practice and products used to support their learningDifficulty of deep reform without a shared vision of a neweducation modelResistance to change in an established systemDisconnect between student’s learning experiences inside andoutside the classroom
  • 37. TIME TO ADOPTION - ONE YEAR OR LESS:Cloud Computing
  • 38. Benefits of Cloud ComputingTools that can scale on demand when needed and scale back toconserve resources when usage drops
  • 39. Benefits of Cloud ComputingTools that can scale on demand when needed and scale back toconserve resources when usage dropsInexpensive online storage
  • 40. Benefits of Cloud ComputingTools that can scale on demand when needed and scale back toconserve resources when usage dropsInexpensive online storageCost savings for IT support, hardware and software
  • 41. Benefits of Cloud ComputingTools that can scale on demand when needed and scale back toconserve resources when usage dropsInexpensive online storageCost savings for IT support, hardware and softwareAccess to services/tools without additional infrastructureinvestment
  • 42. Benefits of Cloud ComputingTools that can scale on demand when needed and scale back toconserve resources when usage dropsInexpensive online storageCost savings for IT support, hardware and softwareAccess to services/tools without additional infrastructureinvestmentAccess possible from range of devices
  • 43. TIME TO ADOPTION - ONE YEAR OR LESS:CollaborativeEnvironments
  • 44. Benefits of Collaborative Environments Support user-created content
  • 45. Benefits of Collaborative Environments Support user-created content Facilitate communication and sharing of created or existing content
  • 46. Benefits of Collaborative Environments Support user-created content Facilitate communication and sharing of created or existing content Support and reinforce 21st century skills
  • 47. Benefits of Collaborative Environments Support user-created content Facilitate communication and sharing of created or existing content Support and reinforce 21st century skills Can connect educators and students with peers worldwide, broadening perspectives and supporting those with shared interests
  • 48. TIME TO ADOPTION - TWO TO THREE YEARS:Game-Based Learning
  • 49. Benefits of Game-Based LearningProvides digital environments for learning that are familiar tostudents
  • 50. Benefits of Game-Based LearningProvides digital environments for learning that are familiar tostudentsEngages students—all ages and both genders
  • 51. Benefits of Game-Based LearningProvides digital environments for learning that are familiar tostudentsEngages students—all ages and both gendersSupports 21st century skill acquisition
  • 52. Benefits of Game-Based LearningProvides digital environments for learning that are familiar tostudentsEngages students—all ages and both gendersSupports 21st century skill acquisitionCan be used for skill building, fostering discussion and teambuilding
  • 53. Benefits of Game-Based LearningProvides digital environments for learning that are familiar tostudentsEngages students—all ages and both gendersSupports 21st century skill acquisitionCan be used for skill building, fostering discussion and teambuildingHas research-based evidence of its positive value for learning
  • 54. TIME TO ADOPTION - TWO TO THREE YEARS:Mobiles
  • 55. Benefits of MobilesAddress increasing desire and need for anytime, anywhere access
  • 56. Benefits of MobilesAddress increasing desire and need for anytime, anywhere accessHelp manage personal information, collaboration, access to andsharing of files/information, monitoring social networks
  • 57. Benefits of MobilesAddress increasing desire and need for anytime, anywhere accessHelp manage personal information, collaboration, access to andsharing of files/information, monitoring social networksCan store and display full-length books
  • 58. Benefits of MobilesAddress increasing desire and need for anytime, anywhere accessHelp manage personal information, collaboration, access to andsharing of files/information, monitoring social networksCan store and display full-length booksAre more affordable, accessible and easier to use than desktop orlaptop computers
  • 59. Benefits of MobilesAddress increasing desire and need for anytime, anywhere accessHelp manage personal information, collaboration, access to andsharing of files/information, monitoring social networksCan store and display full-length booksAre more affordable, accessible and easier to use than desktop orlaptop computersDo not have to be purchased or maintained by schools
  • 60. TIME TO ADOPTION - FOUR TO FIVE YEARS:Augmented Reality
  • 61. Benefits of Augmented RealitySimple and portable
  • 62. Benefits of Augmented RealitySimple and portableCombines real world and virtual data
  • 63. Benefits of Augmented RealitySimple and portableCombines real world and virtual dataCan provide powerful, contextual, real-world,discovery-based learning experiences
  • 64. Benefits of Augmented RealitySimple and portableCombines real world and virtual dataCan provide powerful, contextual, real-world,discovery-based learning experiencesEngages and motivates students
  • 65. TIME TO ADOPTION - FOUR TO FIVE YEARS:Flexible Displays
  • 66. 0:35
  • 67. Benefits of Flexible DisplaysCan be easily and inexpensively produced
  • 68. Benefits of Flexible DisplaysCan be easily and inexpensively producedAre adaptable, allowing for printing on variousmaterials and surfaces and in various shapesand contours
  • 69. Benefits of Flexible DisplaysCan be easily and inexpensively producedAre adaptable, allowing for printing on variousmaterials and surfaces and in various shapesand contoursWhen fully developed, will be smaller and moreportable, integrating context-specific datadisplays with everyday objects
  • 70. Readings for Tutorial Week 7

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