• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Ontario November 2010 Final Schools

Ontario November 2010 Final Schools



November 2010 presentation to TV Ontario

November 2010 presentation to TV Ontario



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

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.

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

    Ontario November 2010 Final Schools Ontario November 2010 Final Schools Presentation Transcript

    • Presentation to ILC, November 2010
      Fast Forward for adifferent future
      How Emerging Technologies are
      Transforming Education and Schools
      How To Capitalize on It
      Stephen Murgatroyd, PhD FBPsS FRSA
      Chief Innovation Officer
    • This presentation…..
      Set a challenge context for this discussion….
      What is happening with technology?
      How is this having an impact on education, learning and schools?
      What are the “design, development and deployment” (3D) implications for schools?
      What are the challenges this gives rise to?
    • Understanding the context
    • Significant changes taking place
      Low birth rates and dependency on immigration
      Fast growth of aboriginal communities
      Low productivity
      Declining competitiveness
      Major industry sector transitions – manufacturing, forestry, agriculture
      Socio-economic disruption
      Social Change
      New forms of social meaning and networks
      New globalized relationships – “glocal”
      New challenges for the curriculum – 21st Century Skills
    • Shifts in K-12 Education
      Focus on 21st Century Skills
      Building on skills base of current curriculum, but a significant shift
      More project work, less “instruction” – constructivist learning
      Commitment to essential skills – literacy, numeracy and technological literacy
      Strong focus on “personalization”
      Seeking to increase student engagement through enabling more choice
      Matching personal intentions / skills to curriculum options
      Holding schools and school districts accountable for performance
      Linking resource allocation to performance
      Focusing on core skills for accountability – especially literacy and numeracy
      Big focus on student engagement
      Lower funding with higher outcome expectations
      Class size, funding for special needs students and FNMI “tight”
      Resource base (funds for infrastructure, materials and technology) also tight
      Growing expectations of more throughput to post-secondary
    • 21st Century Skills FrameworkSource: Meteri Group and the North Central Regional Educational Laboratory (USA)
    • Demand for skills over time(OECD data base)
    • In Ontario
      Clear commitment to education from the Premier down
      Focus on system wide accountability and performance and system wide development – Ben Levin and Michael Fullan’s interventions
      Seeking to expand affordable access to post-secondary, especially for first nations and first generation learners – puts pressure on schools to produce more qualified students
      Seeking to have a major impact on essential skills
      Seeking to embrace technology in the classroom
    • Emerging technologies
      The emerging technologies that are changing the way we work and play
    • The emerging technologies
      Low cost (relative to capacity) hand held digital devices – the iPad, smartphone, PlayBook (RIM), Livescribe, GPS….
      Broadband access at a low cost – free Wi-Fi, cellular bandwidth (4G), new ways to access broadband
      Increasing graphical capacity and speed of digital devices – e.g. Smart Boards
      Developments in artificial intelligence and machine learning
      Developments in robotics, miniaturizing of components and in visual capacities of digital devices
      3D television and the imminent arrival of 3D video conferencing
    • And technological applications
      The development of 250,000+ apps growing at (approximately) 2,000 a day
      The emergence of social media – Facebook, LinkedIn, Twitter, YouTube
      The rapid adoption of co-creation systems – Wilki’s and related collaborative software (now integrated into Adobe, Office, etc.), Ning
      Sophisticated gaming engines and animation – permitting simulation
      Semantic web – intelligent agents, searching using machine learning
    • And technological “solutions”
      Cloud-based computing
      Integrated software - permitting easy movement of data, images etc., from one place to another for fast creation
      Integrated resource management – e.g. Alibris, eBay
      File sharing (Dropbox) and file “stealing” (Pirate Bay)
      Focused document management (e.g. ancestry.ca)
      Flash video and easy editing tools
      Digital photography and digital video
    • technology developments / time
    • How we can leverage emerging technologies to improve learning outcomes in K-12
      Leveraging Technology for Learning
    • #1 Blended Learning
      Designed learning experience which:
      Use online for knowledge and in class for experiential work
      Engage students in learning through projects and activity- based problem-solving
      Leverage social networks
      Use web based resources via Smart Boards and digital devices to support classroom learning
      #2 Simulation
      Leveraging digital devices (especially emerging 3D capacities) for:
      Simulating experiments in science
      Simulating tasks – e.g. robotics
      Simulating environmental conditions (e.g. virtual wetlands)
      Leveraging the power of artificial intelligence / machine learning to use simulations as a competency-based diagnostic tool
      Classroom Based Teaching
    • #4 Cloud-Based Learning
      In an outcome-based program where credit is awarded following a demonstration of outcome competences:
      Learners use social networks, peer networks and expert clouds to secure their learning
      Learners access knowledge through digital resource libraries
      Teaching is minimal, the focus is on competency
      #3 One to One Lap Top Projects
      Leveraging the power of technology to enable a learner to:
      Work in different ways and use different styles of learning
      Engage with social networks in support of learning
      Develop 21st century skills
      Develop critical thinking and analytic skills
      Focus in classroom on processing knowledge / developing understanding
    • #5 Digital Textbooks and Libraries
      #6 Remediation
      Using the powers of machine learning, robotics and mobility to provide learners with:
      Patient remedial learning for skills and knowledge they find problematic
      Using global teaching networks to provide 24x7 coaching help
      Using peer networks and social networks for remediation
      Leveraging the power of technology and coopetition to:
      Developing glocal texts (standard texts with local components) for glocal courses
      Using the publishing consortia to accelerate the arrival of new knowledge into texts
      Using online libraries and resource centres for text, audio, video and other resources..
    • #8 Wicked Problem-Based Learning
      #7 Location Supported Learning
      Using teams of learners, supported by an teacher and / or mentor, to tackle problems that matter (e.g. water, literacy, financial literacy):
      Connecting to “non” academic solutions organizations
      Leveraging peer networks and social networks – using the cloud
      Serious research and serious games
      Community-based assessment – impacts, competencies and outcomes
      Linking learning activities to location enables
      A variety of curriculum areas to be linked to place – history, social studies, geography, science..
      Supports real time biodiversity information being integrated into projects and courses
      Leverages global knowledge bases around species and environmental genomics
      Provides rich access to local expertise
    • #9 Just in Time Learning
      #10 Support for Students with Special Needs
      Modularised curriculum linked to support for:
      Work-based skills – e.g. trades education in school as part of the dual curriculum
      Essential skills and financial literacy
      Updating knowledge and skills – the next building code skills, next bio-refining process, the next robotic maintenance process….
      Using technology to:
      Enhance learning opportunities and learning experiences of learners with special needs
      Enhance hearing and visual abilities
      Enhance motor skills
      Enable learner support
    • Innovation in action
      Four examples of emerging technologies used in education and training
    • Four examples
      One to One Lap Top Project – The Emerge Project
      20 jurisdictions, 50 schools, 3500 students, 110+ teachers and 50 administrators.
      Results show: increased student engagement, improved readiness for 21st century skills, improved learning outcomes
      Challenges are: affordability, professional development, the adoption curve for teachers, shifting teaching methods
      Robotics – The Galileo Educational Network and Lego Serious Games for Schools
      Project based learning requiring challenge, social networking and creative problem solving
      Serious games with clear, practical and tangible outcomes
    • Literacy and Essential Skills
      Working with reluctant readers using reading games and reading challenges online
      Word skill development using “build a word” linked to sound and visualization
      Dedicated literacy software
      Capturing Aboriginal Knowledge and Content Creation
      Using video, audio and blogs to capture aboriginal knowledge – e.g. healing properties of plants, “about this place”, our band…
      Using elders to support students in learning Cree
    • Looking globally at trends:
      More project-based work, less instruction
      More peer learning, less instruction
      More outcome-based learning, less focus on process (especially time in class)
      More non-school based learning credits
      More routes to High School Diplomas – less the one lane highway (New Brunswick, Alberta and BC)
      …less teaching, more learning…
    • What we can say…
      Technology supports student achievement
      Technology builds 21st century skills
      Technology engages students in learning and content creation
      Technology increases educational access to virtual communities and distant expertise
      Technology fosters inclusion
      Technology helps reduce dropout
      Technology facilitates differentiated instruction
      Technology strengthens career and technical education
      Technology extends the learning day
      Technology supports teacher quality
      Technology supports timely, innovative and diagnostic assessment
      Technology enables innovation and creativity by both students and teachers
    • Barriers to change
    • System wide
      Cost of technology and greening the technology infrastructure seen as problematic
      Equity of access to technology (especially broadband) seen as a challenge
      Equity of access to professional development to support technology implementation in the classroom seen as problematic
      Not a strong focus on technology in initial teacher education
      Adoption slow amongst the teaching body
    • In one Province, the technology adoption level by teachers is app. 40-50% - teachers using technology frequently and in an integrated way in their teaching.
    • At the school level
      Teacher adoption levels “stuck” at early stage – 40-50% of faculty
      Teachers defense of “classroom teaching” versus technology
      Scale of curriculum demands inhibits innovation
      Design Capacities
      Instructional design capacities low and creation capacities low amongst teacchers
      Transformative capacity of technology not being fully realized
      Not all want to be engaged learners – many are tactically engaged or compliant
      Not all have access at home
      Not all are technological literate
      Strategic Intent
      Commitment to technology is “and also..” commitment
    • The opportunity…..
    • The New school….
      Will have more individual work spaces and some rooms for team work
      Will have wicked problem based courses and programs
      Will have a requirement for peer, social and networked learning
      Will have fewer limitations on securing non-school taught credit
      Will focus on outcomes, not time
      Will be wired to firms, community and non profits
      Will have very high levels of student engagement and few tactical compliant learners
      Will have very satisfied teachers who coach, guide and mentor and support learning as well as provide instruction – more constructivist learning
      Will be truly learning focused
      Will be nimble and innovative
      For an example of such a school, see the RSA Academy at Tipton (UK) http://www.rsaacademy.net/
    • stephen@contactnorth.ca
      (705) 525 7257