ACEL Presentation 2012 - Leading others for learning

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  • The question is not which technology leads to increased productivity in education, but which new technology-supported methodologiesimprove student performance over traditional ones, OECD 2009 ICTs in Schools reportTechnologically Mediated Lifeworld, December 2004, Arun Kumar Tripathi
  • At home we just use IT, wireless is what is used and we can move between multiple devices, Laptop, desktop, iPad, iPod, mobile phone… As mentioned in The Global Information Technology Report 2012 Living in a Hyperconnected World (2012)
  • “Instead of looking for causality, we need to ask how we can improve and optimise the use of ICT in teaching and learning, and in doing so we also needto listen to the voices of the learners and the practitioners.” pg.17OECD 2009 ICTs in Schools report
  • http://www.gartner.com/it/page.jsp?id=2124315 http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp
  • Concepts and models behind benchmarks must find an equilibrium between simplicity and complexity, because, by the end of the day, they should meet the needs of policymakers and practitioners. Pg.20 OECD 2009 ICTs in Schools report
  • ACEL Presentation 2012 - Leading others for learning

    1. 1. LEADING OTHERS FOR LEARNING, IMPROVING ONLINE LEARNING & ICT INTEGRATION Nathan Hutchings BA, B.Ed, GradDip(Ecom), M.Ed(Leadership), FACEL, QSITE ICT and eLearning Coordinator
    2. 2. A. Tripathi (2004), Technologically Mediated Lifeworld • Technology has become an essential part of who we take ourselves to be, influencing our beliefs and desires, our plans and goals, our visions of what we are, have been, and might yet become. Our identities are to a great extent determined by the roles we play. And these roles are often created and constrained by — if not wholly dependent upon — our technology. In its many forms, technology is both something we create — an expression of our understanding and our mastery of the world — and something that recreates us, fashioning new roles and reshaping old ones. (http://ubiquity.acm.org/article.cfm?id=1670827)
    3. 3. INTRODUCTION • Context • Location • Goals • Outcomes • Findings
    4. 4. CONTEXT @home @school
    5. 5. Digital Texture • General structure and disposition of the constituent parts of something • Distinctive character or quality of something • Don Ihde http://en.wikipedia.org/wiki/Don_Ihde
    6. 6. Context - Digital Texture@home • Laptops • iPads • Mobile Phones • Ubiquitous Digital Media • Unfettered access • Hyperconnectivity
    7. 7. Context - Digital Texture@school • Laptops • iPads • Mobile Phones • Ubiquitous Digital Media • Unfettered access
    8. 8. Hyperconnectivity • over the past decade, the world has become increasingly ―hyperconnected.‖ We live in an environment where the Internet and its associated services are accessible and immediate, where people and businesses can communicate with each other instantly, and where machines are equally interconnected with each other.
    9. 9. Hype
    10. 10. Context - drivers@school • Laptops • iPads • Mobile Phones • Ubiquitous Digital Media • Unfettered access Gartners Hype Cycle
    11. 11. What part of the hype cycle? eLearning? ICT Integration?
    12. 12. LOCATION
    13. 13. St John’s Anglican College • Brisbane, Western Corridor • Co-Educational Anglican School • K -12 over two campuses • Secondary campus has 1 to 1 laptop program • LMS Moodle • Video to desktop via click view • 5th year of ICT push
    14. 14. GOALS
    15. 15. What is to be done • Enhance teachers’ ability to utilize existing e-Learning systems to better meet the needs of students and improve educational outcomes by increasing online engagement and interaction • Training in interactive and immediate feedback technologies offered by the School’s existing LMS
    16. 16. Online – checking for understanding
    17. 17. OUTCOMES
    18. 18. Overall usage data
    19. 19. Online content
    20. 20. Online content
    21. 21. FINDINGS
    22. 22. Learning Return • Researchers find that extracting the full learning return from a technology investment requires much more than the mere introduction of technology with software and web resources aligned with the curriculum. It requires the triangulation of content, sound principles of learning, and high-quality teaching—all of which must be aligned with assessment and accountability. CISCO 2009
    23. 23. Personal & Organisational Behavior • Hyperconnectivity refers not only to the means of communication and interaction, but also to the impact this phenomenon has on both personal and organizational behaviour. OECD 2012
    24. 24. Online/Virtual Learning • CISCO 2009
    25. 25. 1 to 1 computer student ratios • CISCO 2009
    26. 26. References • Assessing the effects of ICT in education, Indicators, criteria and benchmarks for international comparisons. (2009). Edited by Friedrich Scheuermann and Francesc Pedró, European Commission Joint Research Centre: doi:10.2788/27419. • Arun Kumar Tripathi (December, 2004) Technologically Mediated Lifeworld, , Ubiquity: http://ubiquity.acm.org/article.cfm?id=1670827 • CISCO 2009 Technology in Schools: What Does the Research Say , 2009 update http://www.cisco.com/web/strategy/docs/education/tech_in_schools_what_res earch_says.pdf • The Global Information Technology Report 2012 Living in a Hyperconnected World (2012) OECD
    27. 27. Me online • Twitter • NathanHutchings • LinkedIn • http://au.linkedin.com/in/nathanhutchings • YouTube • http://www.youtube.com/user/2gobeyond/featured • Social Bookmarks on Diigo • http://www.diigo.com/user/nathandh_2000

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