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Ed usummit 2011


This presentation facilitated a reading discussion for the topic EDUC9707.

This presentation facilitated a reading discussion for the topic EDUC9707.

Published in Education , Technology
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  • The key action is ongoing, meaningful, relevant and engaging professional learning for all educators. However this relies on the leaders within the school understanding, driving and being willing to act upon the urgency of 21st century pedagogies being the expected norm in classes for all students.
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  • The impacts are very self evident and the implications and actions are truly terrifying. Managing this scale of change at a national and local level is going to be fraught with challenges. Changing the school culture is a vital component of this if change is going to be implemented.
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  • I recognised the need for policy alignment for implementing ICT in Indonesia from this presentation.
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  • The implications to bring together technology in my country might be tricky. The stats given from Akamai classified Indonesia as a country that has the lowest internet connection speed in Asia pacific. The bad infrastructures and policy are one of the reasons why this is tricky.However, the average development of internet access in this country is quite promising, the question is how to maintain it and develop it is the one that should be answer.
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  • Even though that ICT has been around for quite some time, I still viewed as something 'revolutionary.' It requires change. Cultural change, is difficult to change. They said that it will take a generation for any cultural change to take place. What does that imply to the future of SUCCESSFUL implementation of ICT? Great read. I'd like to read this again
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  • 1. EDUsummit 2011 Reading Discussion EDUC9707
  • 2. Some important points O “Although technology and knowledge has transformed all aspects of society, the educational paradigm has changed little in the last 100 years and is slow to respond to the rapid changes in global society” (p. 2).
  • 3. 21st Century Skills O This term is somewhat static. O There is broad consensus that these skills include collaboration, communication, digital literacy, citizenship, problem solving, critical thinking, creativity and productivity. O Skills such as the creativity and digital literacy may be new an unfamiliar.
  • 4. 21st Century Skills O “An important change has occurred in the way new digital tools and collaborative environments have enhanced learning, moving from an emphasis on reproducing information to content creation and sharing in virtual environments” (p. 4) O This has been described as a “remixing culture” (p. 4).
  • 5. Digital Literacy O A broad concept that has several aspects: O Technological literacy O ICT literacy O Information literacy O These skills focus on the interplay between technology and society, the skills needed to make efficient and effective use of ICT, and the capacity to access, evaluate and use information accurately and effectively (pp. 4-5).
  • 6. The New Learner O There is a dichotomous set of realities. O School are often expected to comply with performance objectives set by standardised tests designed to measure objectives. O Out of school, students‟ learning is often interest-based, flexible and highly social in personalised learning spaces (p. 5).
  • 7. The New Learner O “ … informal learning should have a greater role in classroom practice” (p. 5). O Such a transformation challenges the premise of the locus of knowledge and learning moving it from the teacher to the student (p. 5). O Teachers‟ pedagogical beliefs and practices need to shift from requiring students to reproduce information to encouraging them to create knowledge (p. 5).
  • 8. 21st Century learning: Curriculum & Assessment O The implementation of 21st century skills requires a restructuring of the curriculum to include “constructivist activities” such as collaboration, working on projects, searching for information, designing products, and publishing and presenting work (p. 6). O ICT should be used comprehensively e.g. web 2.0 tools, multi user virtual environments and augmented reality.
  • 9. 21st Century learning: Curriculum & Assessment O Assessment models must be revised to support a shift from high stakes testing to more effective ways to measure the preparedness of digital age learners (p. 6). O There is a disproportionate emphasis on summative assessment of individuals. O New technologies can increase the range of possibilities for formative assessment.
  • 10. Restructuring Educational Systems O The „right drivers‟ for creating new curriculum and assessment practices are capacity building, group work, instruction and systemic solutions (p. 7). O These “are effective because they work on changing the culture of the school systems (values, norms, skills, practices, relationships)” (p. 7). O “„Wrong drivers‟ alter structures, procedures, and other formal attributes of the system without reaching the internal substance of reform – and that is why they fail” (p. 7).
  • 11. Restructuring Educational Systems O Organisational development depends on distributive leadership (p. 7). O Factors that support sustainable ICT implementation relate to: O leaders understanding the potential of ICT O support for teacher collaboration O close linkages of ICT to pedagogical aims O strategies to cope with new digital trends (i.e. technical support and student ICT mentors).
  • 12. Restructuring Educational Systems O “The radical restructuring of schools gives rise to strong debates that revisit past issues in new ways” (p. 8): O Equity (OLPC) O Preparing leaders for ICT enabled 21st century learning. O ICT integration with quality assurance standards and procedures.
  • 13. Teacher Professional Development (PD) O Research has shown that without adequate teacher PD and support, the intended results will not be achieved (p. 9). O A new approach to teacher PD should be adopted to develop teachers‟ 21st century skills and supports them to bring these into their classrooms. O New approaches to school leadership programs are needed focusing on the development of learning organisations that support 21st century learning (p. 10).
  • 14. Teacher Professional Development (PD) O Continuing professional development can be effective. The context of this within the larger context must be considered. O It is important to have a unified vision to drive initiatives forward in the same direction (p. 10). O Teacher PD should be seen as a continuum from preservice to in-service and life long development (p. 10).
  • 15. Essential Conditions and Barriers O ISTE (2009) identified 14 essential conditions. O Hooker & Wachira, 2009) distilled this list: O lack of understanding of the benefits of ICT O lack of policy framework O resistance to change O Ali, Not and Alwi (2009) concluded availability of ICT resources and acquisition of ICT knowledge were the essential conditions (p. 11).
  • 16. Scalability & Research O “A way to be effective and affordable at scale has not been found” (p. 11). O The US National Education Technology Plan (2010) presents a transformational vision and depicts new processes and structures. O Shared responsibility and collaboration is needed between policy makers, researchers and practitioners (p. 12).
  • 17. Discussion Questions 1. What does the report suggest has been the impact of ICT on education and students‟ learning? 2. What does the report identify as the important actions that are required by teachers, school leaders and policy makers to support the development of digital age learning? 3. What are the implications of the report about bringing together technology, pedagogy and change management for education in your country and your work as an educator / administrator?
  • 18. Conclusion O The impact of ICT in education and students‟ learning has been limited. A dichotomy exists between formal and learning. Digital literacy and creativity are new skill areas. O A restructuring of curriculum and assessment is needed to focus on Constructivist learning activities and formative assessment. O Facilitating this change requires a shared vision and continual professional development for teachers, leaders and policy makers focused on 21st century learning and collaboration with researchers.
  • 19. Conclusion O The implications for bringing together technology, pedagogy and change management are that leaders and policy makers need to employ the „right drivers‟ related to capacity building, group work, instruction and systemic solutions. O It is important for leaders to develop: O a shared vision focused on 21st century skills O distributive leadership and partnerships O an organisation culture based on continual professional learning and networked schools O „Wrong drivers‟ include altering structures, procedures, and other formal attributes of the system without reaching the internal substance of reform.