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From technophobe to technophile

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Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.

Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.

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From technophobe to technophile

  1. 1. From technophobe to technophile Lucija Medojevic & Henno Kotze 14 November 2019
  2. 2. Presenters
  3. 3. Aim 1. Define a Digital Practitioner 2. Share theoretical insights and established tools 3. Inspire colleagues to embrace lifelong learning with technology
  4. 4. https://www.commonsense.org/education/videos/blooms-digital-taxonomy 21st Century Skills
  5. 5. Page 6
  6. 6. o I am confident in my attitudes to TEL. o I am willing to experiment with technology and how it can be used in teaching and learning. o I am able to balance risks of change with its potential. o I am convinced by the potential of technology to enhance and transform learning. o I am willing to invest time in exploring and evaluating TEL. o I design learning activities to suit my students’ needs using TEL as appropriate. o I facilitate learning using appropriate technological tools. o I explore the capabilities of technology. o I behave ethically in contexts where the digital media is blurring boundaries. o I evaluate my practices. o I reflect on innovations in my practice. o I experiment with tools in my practice. o I can use TEL tools to suit my needs. o I can manage the blurring of boundaries between private and work time. o I have access to networked devices and applications. o I have access to media devices. o I have access to people who can support me in using technology. o I have access to a network of people with ideas for using technology. The Digital Practitioner Framework
  7. 7. Figure 2: The Circle of Critical Reflection (Saffron-Powell and Varga-Atkins, 2014, p. 17) The Circle of Critical Reflection When critically reflecting on digital literacies, shifts in practices and skills appear to take place when educators displayed certain attributes (’open-mindedness’ or ‘losing your fear’), which further generated awareness regarding limitations and opportunities of technologies to which they had access.
  8. 8. “A digitally confident practitioner displays a range of attributes related to confidence, willingness to explore, resilience to failure and that it is these attributes that characterise them rather than their technical skills.” Bennett & Folley (2015, p. 17)
  9. 9. JISC Digital Capability Framework Learner Profile Teacher Profile Leader Profile
  10. 10. Digital Capability Assessment Tools The Cambridge English Digital TeacherAll Aboard - Digital Skills in Higher Education
  11. 11. How do we inspire colleagues to embrace lifelong learning with tech?
  12. 12. Challenges Time (e.g. finding common time) and teaching commitments Differences in staff ability Staff buy-in Management support
  13. 13. “A really important step with PD training with emergent technology is gradual exposure - through taking what we already have and making it more powerful - and then training.” Dr Micah Shippee – EDTech Chat Podcast EXTRA Protocol - Exposure before Training
  14. 14. 30 mins 45 mins The EXTRA Protocol
  15. 15. Page 19Presentation Heading - xx / xx / xx
  16. 16. “I love the ed-tech workshops. Really useful and easy to implement straight away” “I think the Lunchbox Learning series has been an incredible innovation at UQ. I genuinely feel like our entire teaching cohort has developed significant skills in the purposeful incorporation of technology in the classroom as a result” “Love the short-ish sessions; some casuals are on the run on certain days but these are always easy to fit in, and definitely activate the brain (and sense of ed-venture).” Participant Feedback
  17. 17. “We talk a lot about empowerment and agency in the classroom context. What we need to encourage is bringing that mindset to educators because you can’t empower learners if your teachers don’t feel empowered.” Evan Robb – Principal & TEDx Speaker
  18. 18. Choice = Voice Class-based coaching Microlearning Video Library 10-minute drop-in sessions Other PD Ideas
  19. 19. How many do you know?
  20. 20. Conclusion OR
  21. 21. • All Aboard Digital Skills in Higher Education (n.d.). Digital Confidence Profiler. Retrieved from https://www.allaboardhe.ie/AAlessons/profiler/story_html5.html. • Bennett, L. (2014). Learning from the early adopters: developing the Digital Practitioner. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21453 • Bennett, E. & Folley, S. (2015). D4 Strategic Project: Developing Staff Digital Literacies. Internal Scoping Report. University of Huddersfield, UK. Retrieved from http://eprints.hud.ac.uk/id/eprint/26266/ • Gordan, N. (2014). Flexible pedagogies: technology enhanced learning. Retrieved from https://www.heacademy.ac.uk/system/files/resources/tel_report_0.pdf. • Jisc. (n.d.-a). What is digital capability? Retrieved from https://digitalcapability.jisc.ac.uk/what-is-digital-capability/ • Jisc. (n.d.-b). Learner Profile (Higher Education). Retrieved from http://repository.jisc.ac.uk/7279/1/BDCP-LearnerProfile-110319.pdf • Jisc. (n.d.-c). Leader Profile (Higher Education). Retrieved from http://repository.jisc.ac.uk/7351/1/BDCP-DL-Profile-230419.pdf • Jisc (n.d.-d). Teacher Profile (Higher Education). Retrieved from http://repository.jisc.ac.uk/6620/1/JiscProfile_HEteacher.pdf • Kirkwood, A. & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is enhanced and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. Retrieved from https://www.tandfonline.com/doi/full/10.1080/17439884.2013.770404. • Maggioli, D. (2017). Effective professional development: Principles and best practice. Cambridge Papers in ELT. Cambridge: Cambridge University Press. • Robb, E. (2019). How to Empower Teachers. The 10 Minute Teacher Podcast. https://www.stitcher.com/podcast/10mt-the-10-minute- teacher-show-the-5day-a-week-podcast/e/64435682?autoplay=true • Saffron-Powell & Varga-Atkins (2013). Digital literacies: A study of Perspectives and Practices of Academic staff’. University of Liverpool. Retrieved from https://www.academia.edu/9403673/_Digital_Literacies_A_Study_of_Perspectives_and_Practices_of_Academic_Staff_ • Shippee, M .(2018). What Every Educator Needs to Know About Virtual Reality. The Ed-Tech Chat Podcast. https://www.bamradionetwork.com/track/what-every-educator-needs-to-know-about-virtual-reality/ • The Cambridge English Digital Teacher tool. Retrieved from https://thedigitalteacher.com/login. References

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