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So who shold be doing the learning?
 

So who shold be doing the learning?

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Presentation about how we are enacting change in schools and teachers in relation to ICT in schools.

Presentation about how we are enacting change in schools and teachers in relation to ICT in schools.

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    So who shold be doing the learning? So who shold be doing the learning? Presentation Transcript

    • So who should be doing the learning? CEGSA Conference - July 2009
    • I get in trouble often for saying “it’s easy”
    • My Classroom Rules
    • My Classroom Rules Feel free to:
    • My Classroom Rules Feel free to:
    • My Classroom Rules Feel free to:
    • My Classroom Rules Feel free to:
    • My Classroom Rules Feel free to:
    • My Classroom Rules Feel free to: #cegsa_gm
    • My Classroom Rules Feel free to: #cegsa_gm sandhurstictnetwork.globalteacher.org.au
    • Education Officer: Curriculum and Learning Technologies
    • 43 13 Primary Secondary Schools Schools
    • So what do I do?
    • So what do I do?
    • So what do I do?
    • ......but most of all......
    • ......but most of all...... I am a teacher who has a passion for :
    • ......but most of all...... I am a teacher who has a passion for : students loving learning
    • ......but most of all...... I am a teacher who has a passion for : students loving learning students having success
    • ......but most of all...... I am a teacher who has a passion for : students loving learning students having success students having fun
    • ......but most of all...... I am a teacher who has a passion for : students loving learning students having success students having fun using ICT to engage them with this
    • .... all teachers have passion for students learning and having success ....
    • So who should be doing the learning?
    • Oh the things I’ve heard.....
    • Oh the things I’ve heard..... I don’t do technology!
    • Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
    • Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff.
    • Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class.
    • Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do literacy! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. So how will you access your super information?
    • Start the Conversation
    • Starting the conversation
    • Starting the conversation (Alternatively - scaring the pants off them to make a point)
    • Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
    • Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006
    • Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning
    • Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning Hepppell Papert Negropante Hargadon November Prensky Richardson Warlick
    • Why are some teachers resistant to Change?
    • Why are some teachers resistant to Change? Change is hard.
    • Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise.
    • Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too.
    • Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too. But change is natural; change is not new; change is important.
    • Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too. But change is natural; change is not new; change is important. David Schlesinger - Reuters America
    • So what’s lead to the change?
    • So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2006)
    • So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2006) Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. - Michael Furdyk ( ACEL 2006)
    • Present the facts
    • Presenting the Facts Being Digital Survey – Monash University
    • Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school.
    • Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school. Diverse range of technologies : As well as computer and internet access, 91% have a mobile phone, 83% have a games console. 70% have an MP3 player,
    • Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school. Diverse range of technologies : As well as computer and internet access, 91% have a mobile phone, 83% have a games console. 70% have an MP3 player, The nature of computer use Computer use more regular at home : 44% of young people use a computer every day at home; 12% use a computer every day at school.
    • Presenting the Facts Learning and literacy
    • Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information.
    • Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information. Learn internet skills themselves: 61% say they have learned a lot about the internet and the Web on their own. 19% say they learned a lot about the internet at school 11% say a lot from friends
    • Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information. Learn internet skills themselves: 61% say they have learned a lot about the internet and the Web on their own. 19% say they learned a lot about the internet at school 11% say a lot from friends Computer tasks: 56% say they use a computer weekly for writing tasks; 50% say they use a computer for finding information.
    • Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007
    • Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007 2007 Survey of 7500 Grade 6 & Year 10 Students Students were tested on broad It and software knowledge Victorian Year 10 students ranked highest across the states. Victorian Grade 6 students ranked 2nd behind the ACT.
    • Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007 2007 Survey of 7500 Grade 6 & Year 10 Students Students were tested on broad It and software knowledge Victorian Year 10 students ranked highest across the states. Victorian Grade 6 students ranked 2nd behind the ACT. However: Only 66.5% of Year 10 students met the IT proficiency benchmarks. Only 57.9% of Grade 6 students met the benchmarks.
    • Presenting the Facts ... and currently ...
    • Presenting the Facts ... and currently ... students spend on average 27 hours a week online at home but only an average of 15 minutes a week at school
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • Make it Relevant
    • Make it Relevant ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. ICT, an interdisciplinary domain, focuses on providing students with the tools to transform their learning and to enrich their learning environment. develop new thinking and learning skills that produce creative and innovative insights develop more productive ways of working and solving problems individually and collaboratively create information products that demonstrate their understanding of concepts, issues, relationships and processes express themselves in contemporary and socially relevant ways communicate locally and globally to solve problems and to share knowledge understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT.
    • Make it Relevant ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. ICT, an interdisciplinary domain, focuses on providing students with the tools to transform their learning and to enrich their learning environment. develop new thinking and learning skills that produce creative and innovative insights develop more productive ways of working and solving problems individually and collaboratively create information products that demonstrate their understanding of concepts, issues, relationships and processes express themselves in contemporary and socially relevant ways communicate locally and globally to solve problems and to share knowledge understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT.
    • The Impacters
    • Normalising the new (Bringing the big picture closer to reality)
    • Normalising the new (Bringing the big picture closer to reality) Digital Natives v Digital Immigrants
    • Normalising the new (Bringing the big picture closer to reality) Students & Teachers
    • Normalising the new (Bringing the big picture closer to reality) Students & Teachers 21st Century Learning
    • Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning
    • Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning Students know technology
    • Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning Students are fearless users/adapters of technology who still need guidance
    • “Attitude reflects leadership, captain.”
    • “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films
    • “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders
    • “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
    • “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum Kept school leaders informed through educational briefings, network meetings, Principal meetings
    • Images from Flickr.com & dangerouslyirrelevant.org
    • Images from Flickr.com & dangerouslyirrelevant.org
    • Images from Flickr.com & dangerouslyirrelevant.org
    • Change the perspective
    • Change the perspective
    • The fear factor
    • The Teacher Communication Creating: Visualising Thinking Uses:
    • Communication Creating: Uses: Visualising Thinking
    • Communication Creating: Uses: Student Visualising Thinking
    • Communication Creating: Uses: Student Visualising Thinking Classroom teacher
    • Teachers & The Fear Factor
    • Teachers & The Fear Factor You don’t know what you don’t know.
    • Teachers & The Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do.
    • Teachers & The Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do. If you don’t have an awareness of what you can do with ICT, you’ll never plan for your students to use it.
    • www.dangerouslyirrelevant.org/2007/04/key_question.html
    • www.dangerouslyirrelevant.org/2007/04/key_question.html
    • Remove the excuses
    • Remove the excuses
    • Remove the excuses making it a priority at a ‘systemic’ or leadership level
    • Remove the excuses making it a priority at a ‘systemic’ or leadership level the modelling of best practice
    • Remove the excuses making it a priority at a ‘systemic’ or leadership level the modelling of best practice creating experiences/expectations - teacher conferences - student conferences - ICT network days - Educational briefings for school leaders - ICT Study tour
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Remove the excuses Create behaviours / expectations
    • Make ICT personal
    • Making ICT Personal
    • Making ICT Personal Blogs
    • Making ICT Personal Blogs Flickr
    • Making ICT Personal Flickr Blogs iPhoto
    • Making ICT Personal Flickr Blogs Delicious iPhoto
    • Making ICT Personal Flickr Blogs Google Apps iPhoto Delicious
    • Making ICT Personal Flickr Blogs iTunes/podcasts Google Apps iPhoto Delicious
    • Making ICT Personal Flickr Blogs iTunes/podcasts Twitter/Facebook Google Apps iPhoto Delicious
    • Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Google Apps Twitter/Facebook iPhoto Delicious
    • Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Skype Google Apps Twitter/Facebook iPhoto Delicious
    • Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Google Apps Twitter/Facebook Skype iPhoto Delicious
    • Strategies that have influenced
    • Strategies that have influenced 1. Start the conversation
    • Strategies that have influenced 1. Start the conversation 2. Present the facts
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses 8. Make PD/ICT personal
    • Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new INVOLVE LEADERSHIP 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses 8. Make PD/ICT personal
    • my details b: sandhurstictnetwork.globalteacher.org.au t: ceosandhurst