Educational Technology in Context <ul><li>Rationales for using ICT- </li></ul><ul><ul><li>Policy </li></ul></ul><ul><ul><li>School </li></ul></ul><ul><ul><li>Teacher </li></ul></ul><ul><ul><li>Classroom </li></ul></ul>
Information and Communication Technologies? <ul><li>What is ICT? </li></ul>Queensland Studies Authority frame ICT as- technological devices which enable individuals to access, construct and publish information for particular purposes and audiences. ICT allow communication and collaboration with others in real and virtual spaces as a medium to express ideas and be creative.
ISTE International Society for Technology in Education <ul><li>National Education Technology Standards (NETS) for teachers, administrators and students in the USA. </li></ul><ul><li>http://www.iste.org/ </li></ul>Defining what students need to know and be able to do with technology to learn effectively and live productively in a rapidly changing digital world. — Don Knezek, ISTE CEO, 2007
ISTE Nets <ul><li>Creativity and Innovation </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Research and Information Fluency </li></ul><ul><li>Critical thinking, Problem Solving, and Decision Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations and Concepts </li></ul>Students ISTE NETS will provide a framework for educators to use as they transition schools from Industrial Age to Digital Age places of learning. Teachers <ul><li>Facilitate and inspire student learning and creativity </li></ul><ul><li>Design digital-age learning experiences and assessment </li></ul><ul><li>Model digital-age work and learning </li></ul><ul><li>Promote digital citizenship and responsibility </li></ul><ul><li>Engage in professional growth and leadership </li></ul>
Becta- <ul><li>Becta leads the national (UK) drive to inspire and lead the effective and innovative use of technology throughout learning. It's our ambition to create a more exciting, rewarding and successful experience for learners of all ages and abilities enabling them to achieve their potential. </li></ul>Becta launches Next Generation Learning campaign The overwhelming majority of parents believe new technology helps their children learn - yet just one in five schools are using it to the full. A specially commissioned survey by the polling company Populus shows that 95 per cent of parents think the use of interactive whiteboards and other high tech tools help their children learn at school. Almost 80 per cent of parents questioned on behalf of Becta, the organisation which promotes the best use of technology in education, think technology can bring lessons to life and engage their child in subjects they find difficult, while more than 60 per cent believe the use of computers raises standards. British Educational Communications and Technology Agency http://www.becta.org.uk/
<ul><li>QCT professional standards for Queensland Teachers state (p.3): </li></ul>Globalisation, the explosion in the use of ICT, …denotes a society where the ability to acquire and apply knowledge, rather than just knowledge itself, is valued. Of paramount importance is the need for education to equip students with the skills required to learn, transfer learning, use ICT, contribute to teams, manage change and be self aware. As professionals, teachers themselves possess and need to articulate and model the same knowledge worker skills that they seek to develop in students. If we limit learning to within a ‘print culture’ are we developing lifelong learners who can contribute to the digital world they live in?
Using teaching, learning and assessment strategies and resources in which ICT is embedded QCT Standards
The Essential Learnings describe the knowledge, understanding and ways of working that students need for ongoing learning, social and personal competence and participation in a democratic society. The Essential Learnings give teachers clarity about what to teach. Scope and Sequence Years 1-9 provides information for teachers about the literacy genres, numeracy opportunities and demands, and possibilities for using ICT in the learning program for each of the Key Learning Areas in Years 1-9.
Rationale and policy in QLD for ICT in learning <ul><li>There are three main trains of thought: </li></ul><ul><ul><ul><li>ICT as pedagogical tools </li></ul></ul></ul><ul><ul><ul><li>ICT provision and funding through social pressure from various groups such as parents, governments and local authorities </li></ul></ul></ul><ul><ul><ul><li>Economic pressure for ICT in education </li></ul></ul></ul><ul><li>‘ Governments now generally view ICT as an essential strategic component for creating competitive, increasingly productive economies. This translates into the role education plays in preparing students for tomorrow’s workforce within a climate of rapidly changing workplace needs and environments.’ (Finger, et al., 2007, p.5 </li></ul>
<ul><li>As a result: </li></ul><ul><li>Many states implemented three-year plans, e.g. ICT for Learning Strategy (Education Queensland, 2002-4), that predominantly focused on IT skills. </li></ul>http://education.qld.gov.au/smartclassrooms/
Smart Classroom Strategy <ul><li>The strategy establishes ICT as the bedrock of 21st century schools, where new technologies spark greater interaction between students, teachers, parents and guardians. </li></ul><ul><li>Through Smart Classrooms, </li></ul><ul><li>schools will cement new </li></ul><ul><li>technologies into the core of </li></ul><ul><li>education, alongside English </li></ul><ul><li>and Maths. </li></ul>
<ul><li>ICT Certificate </li></ul>Base level Graduating teachers Stepping stone
Level 1: ICT Certificate <ul><li>Accreditation with the ICT Certificate is through a digital portfolio process. </li></ul><ul><li>For the purposes of the Smart Classrooms Professional Development Framework, a digital portfolio is an organised and annotated set of documents or examples that provide authentic evidence of a teacher’s knowledge, practices, values and relationships in the complex craft of teaching. It is a collection of carefully selected or composed professional experiences and thoughts that are threaded with reflection, evidence and self-assessment. </li></ul>
LEVEL ONE ICT Certificate acknowledges teachers who demonstrate foundation level capabilities with ICT in a learning context Professional Knowledge I understand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not as an end itself. Professional Practice When planning, I incorporate the use of ICT in achieving curriculum goals I provide opportunities for students to use ICT as part of their learning I provide opportunities for students to use ICT to gather information and to communicate with a known audience I manage the access to and use of ICT resources in meeting student learning needs I use a range of ICT resources and devices for professional purposes I use ICT to locate, create and record information and resources I can store, organise and retrieve digital resources I use ICT to access and manage information about student learning Professional Values I identify and participate in professional development to effectively implement planning where ICT is integrated I select ICT resources appropriate for learning in a range of contexts and for a diversity of learners I operate safely, legally, ethically and in accordance with departmental policy when using digital resources, technologies and online environments. I model these practices with students Professional Relationships I use ICT to communicate with others for professional purposes
Digital Pedagogy Licence Expectation for our workforce in the 21 st Century
<ul><li>Professional Values </li></ul>Professional Knowledge Professional Practice Professional Relationships
Teacher’s focus on product or process What is the most significant facet of using ICT?
Product vs Process Teacher librarian: What I was saying before about perfection is that one of these issues with everything and this ICT is that I'd rather that kids get in there and had a go rather than believe we can get perfection. Who are we to tell them how to do it. We are not movie producers or graphic artist. We’ve got to stop telling them there are right ways of doing things and I wonder whether we’ve quite got that in the culture yet. That's one of the PD problems. That people are hung up on the fact that the year 3 website might not be a good website. Well I don't think it really matters. I mean we'll do a crummy one this year and a better one next year. And so on I don't think we have to be perfect.
Process Teacher: You know some are thinking oooh you have to teach power point. You just sit them down and let them go for it. The hard bit is teaching them the good literacy and the underlying messages and the design. They are the skills that are hard. The computer skills are the easy bit.
Next Week Andrew Dalgliesh The Learning Place Lecture