Digital futures and learning in the 21st century

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Digital futures and learning in the 21st century
Professor Robert Fitzgerald, PhD
Presentation to MindTree
Bangalore, India February 16, 2010

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  • Look carefully at technology – its impact
  • In Australia the second quarter of users performed highest in mathematics among the quarter. In Australia the bottom quarter of users did not perform significantly lower in mathematics than the second quarter, but the top quarter performed significantly lower than the third quarter
  • Browse: Read, Surf, Watch Participate: Make comments, suggestions and critiques Contribute : Create and upload content Surveyed nearly 3000 students across UC, RMIT & QUT Young undergraduate females (18-25 72%; Female 60%; UG 78%) They attend classes for 10 hours per week have Broadband access (90%) and spend 3-4 hours per day on the Internet which they access from home (65%) Top three things they do on the net are: Send or read e-mail University research Go to social networking sites (e.g. Facebook, MySpace) They say they're good with personal productivity apps & search engine but less confident with wikis, blogs & RSS
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  • Digital futures and learning in the 21st century

    1. 1. Faculty of Education Digital futures and learning in the 21 st century Professor Robert Fitzgerald, PhD Presentation to MindTree Bangalore, India February 16, 2010
    2. 2. Technology: Digital futures <ul><li>New practices and literacies are emerging from digital communications and culture that challenge our traditional ideas about the form and function of education and learning </li></ul><ul><li>Some argue technology is more than just a ‘tool’ but an evocative ‘object to think with’ and an engine of social and cultural change </li></ul><ul><li>The emerging forms of interactive media and information communication technologies are reshaping almost every aspect of our work and social life </li></ul>
    3. 3. Digital Futures <ul><li>Proponents point to the new opportunities for participation and interaction that arise from virtual communities of interest where users are active content creators re-mixing, re-purposing and re-distributing content. </li></ul><ul><li>Here the network works to transcend the barriers of space and time where the global and the local coincide. </li></ul><ul><li>Some critics argue that technology can be likened to a Faustian bargain – it giveth and taketh away but NOT in equal measure, pointing to the digital divide and other forms of social inequality. </li></ul>
    4. 4. Immersed in technology <ul><li>“ Quick, turn something on…I’m starting to think ” </li></ul><ul><li>Homer Simpson </li></ul>
    5. 5. Immersed in technology Source: Generation M2 Study: Media in the Lives of 8- to 18-Year-Olds, Kaiser Family Foundation <ul><ul><li>8-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day (more than 53 hours a week).  </li></ul></ul><ul><ul><li>they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes worth of media content into those 7½ hours. </li></ul></ul>
    6. 6. <ul><li>ICT4L - Application of ICT for learning & collaboration </li></ul><ul><li>Remote schooling and ICT </li></ul><ul><li>Computer-assisted instruction (ILS) </li></ul><ul><li>Zing & Web2.0 – Wikis & Blogs (BHS & Radford) </li></ul><ul><li>Social software </li></ul><ul><li>ICT4D - Application of ICT for development </li></ul><ul><li>SMS project in Cambodia-from price information to connecting users </li></ul><ul><li>Mobile microfinance – working with the unbanked </li></ul>Research Themes
    7. 7. More is not always better Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figure 4.6, p.65. Index of ICT Internet/entertainment use Index of ICT program/software use Students reporting a moderate use of computers to perform a range of tasks
    8. 8. Students & ICT (PISA - OECD) <ul><li>“ The quality of ICT usage , rather than necessarily the quantity, that will determine the contribution that these technologies make to student outcomes” </li></ul><ul><li>“ Students are more likely to use computers frequently at home than at school, and the educational value of computers needs to be considered in a range of settings , not just in terms of the classroom ” </li></ul><ul><li>“ Educational benefits of computers seem to occur when students use ICT tools that are not designed purely for learning” </li></ul><ul><li>“ When it comes to using computers for high-level tasks such as programming, the gender gap is wide ” </li></ul><ul><li>“ Usage at school may help to compensate for this disadvantage , although the relatively weaker association between school access/usage and performance raises questions over the extent to which it can fully compensate.” </li></ul>Source: OECD: Are Students Ready for a Technology-Rich World? WHAT PISA STUDIES TELL US
    9. 9. Computer instruction works Source: Fitzgerald, D & Fitzgerald, R.N. (2002). The use of Integrated Learning Systems in developing number and language concepts in primary school children: A longitudinal study of individual differences. Literacy Program Grants for National Strategies. Research Monograph. DEST Clearinghouse: Griffith University. 88pp.
    10. 10. Computer instruction Source: TOMORROW'S PROFESSOR (sm) eMAIL NEWSLETTER
    11. 11. Connecting users
    12. 12. Typology of users Source: Fitzgerald, R.N., Steele, J. et al. (2009). Digital learning communities (DLC): Investigating the application of social software to support networked learning. Australian Learning and Teaching Council. ISBN: 978-1-74088-296-5. 52pp. Available http://eprints.qut.edu.au/18476/1/c18476.pdf .
    13. 15.
    14. 17. Rich Design “ the most regularly taught topics in one’s subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations - in a word, the ways of representing and formulating the subject that make it comprehensible to others” (Shulman, 1986, p. 9). Source: http://www.tpck.org/tpck/
    15. 18. An educational lens Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108 (6), 1017-1054. Source: http://tpack.org/
    16. 19. A design lens EDUCATIONAL requirements TECHNOLOGICAL requirements CONTENT KNOWLEDGE requirements Focus our attention, not narrow our focus
    17. 20. <ul><li>Social learning – supporting different connections between people, tools and knowledge </li></ul><ul><li>Disaggregate the artifact – Look around and within the device </li></ul><ul><li>Need to develop more transformative understandings of users and technologies in context (presence and place) </li></ul><ul><li>No one-size-fits-all - the need for multiple, interactive channels </li></ul><ul><li>Network literacies - move from browser to contributor </li></ul><ul><li>Engage users - and give them control over how they interact with the environment </li></ul><ul><li>Need to ensure we don’t “crowd out” different solutions </li></ul>ICT Lessons
    18. 21. <ul><li>The future is mobile </li></ul><ul><ul><li>25 million phone services in Australia </li></ul></ul><ul><ul><li>506 million in India growing at 10 mill per month </li></ul></ul><ul><ul><li>1 billion people worldwide do not have a bank account today but do have a mobile phone. </li></ul></ul><ul><li>Mobile networks will soon become the major distribution platform delivering information and services to the many through innovative applications. </li></ul><ul><ul><li>education, financial and banking services, agriculture information, health services, telemedicine in rural and remote areas. </li></ul></ul><ul><li>2010 – The year of the neighbourhood </li></ul><ul><ul><li>As the geosocial revolution continues - creating more and more intimate links between the digital space and our physical spaces via mobile devices and data driven services - the word 'neighborhood' is becoming more and more prominent. A neighborhood (in urban terms, larger than a block, smaller than a zipcode) is the perfect granularity to connect with users as we spend a good chunk of our time there. </li></ul></ul>The future is mobile Source : http://datamining.typepad.com/data_mining/2010/01/2010-the-year-of-the-neighborhood.html
    19. 22. InSPIRE A Centre for ICT Pedagogy and Practice Promoting a vision for educating with technology in the 21 st Century
    20. 23. InSPIRE <ul><li>The University of Canberra’s Faculty of Education has recently received a $7.2 million grant to establish the InSPIRE Centre </li></ul><ul><ul><li>a centre to advance research and development on the innovative application of information and communications in formal and informal educational settings </li></ul></ul><ul><ul><li>a joint venture between the University of Canberra, ACTDET and ACT Government </li></ul></ul><ul><li>Engaged multi award-winning architects Cox Humphries Moss </li></ul>
    21. 24. The InSPIRE Centre <ul><li>The Centre will deliver: </li></ul><ul><li>professional training and extension facilities in the areas of advanced ICT pedagogy and practice; </li></ul><ul><li>state of the art ICT facilities; </li></ul><ul><li>a framework to nurture innovation and creativity amongst educators and students in ICT; </li></ul><ul><li>a national centre of excellence in ICT education and research; </li></ul><ul><li>leadership in learning with ICT across the education sector </li></ul>

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