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Beyond the computer lab: Rethinking ICT for education

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Presented at the 3rd Annual Education Conference in Southern Africa, in Johannesburg on 4 March 2009.

Presented at the 3rd Annual Education Conference in Southern Africa, in Johannesburg on 4 March 2009.

Published in: Education

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    • 1. Beyond the computer lab: Rethinking ICT for education
        • Steve Vosloo
        • Fellow, 21 st century learning
      Presented at 3rd Annual Education Conference Johannesburg, 4 March 2009
    • 2.
      • The growing disconnect
      • Digital lives of learners
      • Bridging the disconnect:
      • Mobile learning / Games
    • 3.
      • “ There is now an extraordinary contrast between the high levels of activity that characterise children's consumer cultures and the passivity that increasingly suffuses their schooling.”
      • (Buckingham, 2003 )
    • 4. Classroom vs the world
      • Formal & structured
      • Top-down
      • Passive
      • Disengaged
      • Un-networked & disconnected
      • CAMI & Powerpoint
      • MCQs & simple creations
      • 30 mins/week
      • Informal & fluid
      • Bottom-up
      • Active
      • Engaged
      • Networked & plugged-in
      • MXit/Facebook, games, web
      • Communication, play & exploration
      • Up to 2 hours/day
    • 5. Classroom vs the world
    • 6.
      • “ ICT in schools is predicated on the ‘top-down’ understanding that we know how children should be learning from technology rather than seeking to learn from their existing practices.”
      • ( Their Space , 2007)
    • 7.
      • Cellphones
    • 8. Media access and use
    • 9. Cellphone ownership and use
    • 10. Rural access
      • Computer at home: 2%
      • Have a cellphone: 62%
        • (Kaiser Family Foundation & SABC, 2007)
    • 11. Cellular South Africa
      • BratTrax (2005/06) study: ages 7-15:
      • High increase in cell phone ownership among all age groups from 2003 – 2005
      • All age groups recorded a high usage of SMS, with voice services and game playing increasing
      • Children of all ages aspire to the have the newest model of handset
      • Children mostly download ringtones, logos, games
      • Large difference in cell phone ownership among income groups
    • 12. MXit
      • Claim 10 million subscribers
      • 250m messages/day
      • Subscribers profile:
        • 0-11 years: 2%
        • 11-14 years: 8%
        • 15-18 years: 26%
      • School-age youth on MXit: 3.6m
    • 13.
      • Gaming
    • 14.
      • “ ... even the harshest critics agree that we learn something from playing video games. The question is: how can we use the power of video games as a constructive force in schools, homes, and at work?”
      • Shaffer, Squire, Halverson, Gee (2005)
    • 15. Play
      • Earliest forms of learning (Vygotsky)
      • Try, fail, experiment / “die and do over”
      • Experiential & immersive
      • Highly engaging
      • Motivating
      • Theory of situated learning – “learning to be”
    • 16. Learning through games?
      • Ecology of games:
        • Strategy, dialogue, mentoring
      • Communities of practice:
        • News, FAQs, discussion forums
      • Develop community social practices
    • 17.
      • “ We don’t learn from games, we learn through them.”
      • “ In SA, gaming can be used as a learning tool when it is conceived and designed as the vehicle that provides the opportunity for social dialogue in a learning activity.”
      • Alan Amory (2008)
    • 18. Learning through games?
      • Experiment with identities
      • The harder the better
      • Gee's 36 learning principles of good games (2004)
      • Form of problem solving
    • 19.
      • “ In some sense, a game is nothing but a set of problems. We're actually selling people problems for 40 bucks a pop ...”
      • Will Wright (Jenkins 2005)
    • 20.
      • Digital lives: social networks, pop culture
      • Participatory culture
      • Cellphones and gaming
      • What to do?
    • 21.
      • Engage
      • (don't have to embrace)
      • Use the ICT in their hands
      • Enable participation
      • Use pop culture to achieve educational goals
    • 22. Dr Math on MXit
      • Dr Math is a maths tutoring service to school learners that uses MXit
      • 2-8pm, Sunday-Thursday, with some 20 tutors
      • 3,200 learners have used service (from grade 3 up)
      • One tutor can help up to 100 learners per hour
      • Tutoring mostly done in English, but some Afrikaans cases are occurring
      • Learners contact Dr Math from their homes, while on buses, taxis and on the sports field. Even from the bath!
      • LATEST: Text-adventure game (interactive fiction)
    • 23. dr.math: What grade are you in? what are you covering in math? Spark plug: 7 dr.math: grade 7? Spark plug: yes dr.math: are u doing "pre algebra" stuff like What is the value of X if x + 3 = 10? Spark plug: yes dr.math: ok, so what is the value of x if x + 3 = 10? Spark plug: 7 dr.math: ok. how about (15 x 2 ) + x = 35 Spark plug: 5 dr.math: (I am going to use * for multiply so not to confuse it with x, ok?) Spark plug: ok dr.math: (2 * x) + 8 = 18 Spark plug: 5 dr.math: very good. can you explain to me how you figured that out? Spark plug: 18 - 8 is 10 so 2* what is 10 and the answer is 5 dr.math: Excellent.
    • 24. M4Girls Project
      • Improve maths in grade 10 rural girls (by Mindset)
      • 43 mini videos, 3 “mobisode” animations, 2 games
    • 25. Reading/writing cellphone
      • Using the cellphone as a “book” delivery and authoring tool
      • Serialised m-novels: e.g. 28 chapters, 900 characters (Novel Idea)
      • Othello as an m-novel?
      • Effects of texting on literacy and language development?
    • 26. Serious games
      • “ Developed for a primary purpose other than pure entertainment” (Wikipedia 2007)
      • Education, training (military / commercial), health, public policy ...
      • Social change, content or language learning, raising awareness, cross-cultural sensitivity ...
    • 27. Alternate reality game
      • Think Sunday Times “Finders Keepers” but played collectively using web, email, SMS, voice, video, etc.
      • Collaborative problem-solving
      • Skills: collective intelligence, judgement, transmedia navigation (Jenkins et al, 2006)
    • 28. But ...
      • Need to manage risks:
        • Distraction
        • “Cyberbullying”
        • Effects of TXTSPK on spelling/formal writing
        • Too much “screen time”
        • Inappropriate content
        • Privacy/safety
      • Costs
    • 29.
      • What do these things have in common?
        • Printing press
        • Film
        • Comics
        • Rock 'n roll
    • 30. So ...
      • We must move beyond the lab
      • ICT for education must include the full gamut of ICT and media
    • 31. Challenge
      • To be open to new possibilities
      • Consider ways to exploit cellphone and gaming affordances to support teaching and learning, while limiting the distraction and risk factors
      • Only we can do this ...
    • 32. Questions
      • Thoughts on texting?
      • Do you see it in formal writing?
      • Gaming: prevalence amongst learners?
      • How can youth ICTs be used for teaching and learning?
    • 33. Thank you
      • Email
      • [email_address]
      • Twitter
      • www.twitter.com/stevevosloo
      • Blog
      • innovatingeducation.wordpress.com
      • Slides
      • www.slideshare.net/stevevosloo

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