•Young people are shifting
values from parents and
teachers to peers - they now
have a better way to do this in
•The ability to learn (anything)
without a 'teacher' has been
magniﬁed (by technology).
•Information rich society comes
with: confusion, error and bias
•What feels natural to young
people, feels like Electro-shock
to teachers. (avoidance)
the big ﬁve skills of
leaf blowing ...
Knowing the challenges.
Understanding what does and
doesn't work with teachers
Persuading teachers to be
Deciding on a robust strategy
that can be maintained and
delivered in their context
Conﬁrmation that what they do
actually has a learning beneﬁt.
chno lo g y
te k ab out
ho w pur pose
th e na
e wo rld.
teacher barriers to •Novices for a short time (under-
graduate), 1st year out
•Experts for a long time 1 year +
•No direct imperatives, lack of
repertoire, experience in technology
•Non-millennials (age, culture)
•Lack of strategic and tactical,
persistent professional development
(so they think!)
•Poor articulation of what, when and
how they want students to learn
•Coach for the test vs build critial
thinking (institutional pressure)
•Units of work are not integrate vs integral
designed with technology
in mind (no time to do it)
•Standards are not set out
or understood clearly
(what do I need to do it)
•Group bias often
discounts, devalues or
dismisses (no need to do it)
•New tools work poorly
with old methods (stick)
•Technology, Pedagogy and
Content unaligned (pass)
no stopping rule
No two wicked problems
blems are the same
p ro Complex:
Not right or wrong - worse,
good enough, not good enough
never accounted for
cyberculture in learning
and teaching ...
K12 kids spend 10,000
hours in online games.
(almost the same time as in school)
The problem with pedagogy:
it is dominated by teachers.
The problem with technology:
it is dominated by cyberculture.
Building digital-capacity means
working on your game plan.
knowing how to read and write online
working with others online
focus learning with ICT, not distract from it
being involved in learning communities
finding ways to work with others
who is out there to help
no two people are the same.
work. •Goal orientated learning
(today you are going to solve)
The web raises the bar
of what we realise our •Just in time - buddy support
peers are capable of ... (run to me, I’m the tank)
•Tiers of support that create
'ﬂow' in their learning
•Throwing out everything you
think you know (often)
•Having a team that intuitively
knows what will happen next
and how to best prepare
humanity in •You: Realising that this is
about complex culture and
technology behaviour - and less about
hardware, software and skills.
(You can’t do I.T. to people)
•Us: no-one works alone, no-one
gets to make you feel bad or deny
your worth to anyone else.
•Students: Goal orientated
pedagogy (project, game,
scenario, challenge - based
learning) ... less information.
•Teachers: Negotiated, self-
directed (facilitated) professional
development - using effective
models/strategies - well.
•Executives: Helping them to
constructively align cognitive
technology with existing
Finding frameworks and requirements
meeting their needs.
humanity in •Parents: Differentiated learning -
technology well articulated at the individual
student level - showing it works.
[no one works alone - ever]
negotiate, communicate, argue, defend,
Tank attract, lead, build, solve, review, report.
lead, train, show, help, support
DPS DPS DPS maintain, defend, improve, make.
Healer repair, repoint, remedy, report, repeat
Each person has dependencies, support
and diversity in their roles, skills and talents.
of itself empty.
Begin by finding the 'bottom'
Work with the 95%
(you are the 5%)
Design professional development
and support around human
needs, not technology.
you can only
fill it one tank
at a time.