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Innovate 2014 Keynote Address
- 1. The challenge of Change… A Tale Of Five Gurus eSchools Network INNOVATE 2014 Conference Jaye Richards-Hill www.tablet-academy.com/africa
- 2. Jaye Richards-Hill | @tabletacademyAF • Involved in education and training nearly 30 years Government Policy Advisor on ICT in schools EdTech Consultant, Principal Teacher, Adult training and development. • Managing Director for Tablet Academy Africa Part of one of the world’s leading consultancy and teacher training organisations focusing on the innovative use of technology within education institutions by providing bespoke solutions to meet their individual needs.
- 5. Digital multitasking for a Soundbite Generation
- 12. dad@hvn, ur spshl. we want wot 2b?nt2b???? u want &urth2b like hvn. giv us food & 4giv r sins lyk we 4giv uvaz. don't test us! save us! bcos ggggUK4gg we kno ur boss, ur tuf & ur cool 4 eva! ok? Send A Population That Adapts
- 13. I CAN'T UNDERSTAND WHY PEOPLE ARE AFRAID OF NEW IDEAS I'M AFRAID OF OLD ONES (JOHN CAGE)
- 14. Pace Of Change <1 3 14 15 37 Radio TV Cable Web Mobile Years Time for technology to reach 50 Million global users John Norton, 2001 - From Radio to Internet in a Lifetime
- 15. We had to develop our capacity for asking awkward questions
- 20. What does great education look like? Education must be about preparing learners for their future, not our past
- 21. Dylan Wiliam / Paul Black (2001)
- 22. Assessment Is for Learning (#AIfL)
- 26. Lack of Equity of Opportunity (income inequality) www.pasisahlberg.com
- 33. Andragogy The Art & Science of helping people to Learn Assumes the Student’s ability, need and desire to take control and responsibility of their Learning. Assumes a move to an independent Learning environment with Students building on their experiences. Learning time changes from ‘postponed’ to ‘immediate’ and curricula changes from ‘Subject-Centric’ to ‘Performance-Centric. Changes In The Classroom PEDAGOGY Pedagogy The Art & Science of Teaching Most dominant form of instruction in Western Europe & North America based on the Monastic approaches to Learning. Teacher is in control of the Learning process and puts student in a submissive role within the Learning environment. Equally applied to Children & Adults and based on the assumption that Learner need only know what the Teacher teaches them.
- 34. SELF ORGANISED LEARNING ENVIRONMENTS SHIFT FROM PEDAGOGY TO HEUTAGOGY
- 36. The 4 Ages Of Education Age of the Philosopher (Innovation: Language)
- 37. Knowledge re-booters not re-gurgitators
- 38. Knowledge curation – B.E. (Before Evernote…) Image from iloveseo.net
- 40. Institutional Impact Its all about change: The Device
- 41. To inspire and engage starts with the clarity of WHY… Genuine user engagement starts with explaining WHY (Simon Sinek)
- 42. Manage And Support Change
- 43. Make Decision Based On Need
- 44. Gutenberg 1.0 (1450) Its just a sheet of paper
- 45. Gutenberg 2.0 (Today) Its just a sheet of glass
- 46. Institutional Impact Its all about change: The Teacher
- 47. Consumer Gap of Disillusionment Professor Steve Molyneux Be Aware Of Consumer Trends Adoption 1995 2013
- 48. CHANGE WILL NOT HAPPEN IF WE WAIT FOR SOME OTHER PERSON OR SOME OTHER TIME. WE ARE THE ONES WE'VE BEEN WAITING FOR. WE ARE THE CHANGE THAT WE SEEK...
- 49. Teacher Training Is Critical Technology (Mishra and Koehler ‘TPACK’ 2006)
- 50. Manage And Support Change Confusion Vision Anxiety Skills Resistance Incentives Frustration Resources Planning Chaos
- 51. EXCHANGE Exchange one technology for another with no step-change. e.g. replace OHPs with data projectors. Deep Shallow ENRICH Use technology interactively and with a wider range of teaching resources and methodologies. ENHANCE Deeper and more flexible learning through the use of ICT and community resources. EXTEND Significantly alter the way that teaching and learning using ICT. Passive Active Deep EMPOWER The learner takes control using ICT to research, create, share and collaborate. Event Horizon
- 52. Institutional Impact Its all about change: The Learner
- 53. What learners want? I want a LEARNING ENVIRONMENT that provides me with the equivalent tools and services as my social environment. One that: encourages me to collaborate with others and work as a team, supports my media-rich creativity and expression, adapts to my individual learning style and needs, and that accommodates my mobile lifestyle.
- 63. Tablet Academy Africa • Jaye Richards-Hill – MD/CEO • jaye@tablet-academy.com • www.tablet-academy.com/africa • Twitter @tabletacademyAF Connect with me on LinkedIn Consultancy Policy Strategy Training Teacher CPD
Editor's Notes
- Over the last thirty years there have been huge changes in society, and this is bound to impact on schooling. Our children now get their information and entertainment from technology. They snack on this information as they move from device to device, grazing on soundbytes and small chunks of information
- Their brains are wired differently because of this, neural plasticity has changed the hard wiring, and they cope well with short bursts of intense concentration. Watch thempaly online and on games consoles if you doubt this. Extended periods of concentration are alien to them,as a rule.There brains have evolved beyond this…
- They flit effortlessly from device to device sometimes two or three at the same time, and yet they come to what we call a school and they get given these…
- To this; we expect them to power down. Is it any wonder that they are unable to concentrate when we expect them to sit still for extended periods of time, saying nothing and working on their own, probably copying down screeds of notes from a board at the front of the room – . Is it ant wonder they misbehave? Wouldn’t you if you were forced to do hours of low grade clerical work for ten years with no chance of a break? The pencil is NOT the cultural tool of their generation, and it’s not relevant or contextual to young people any more. Technology IS and I tell you that any education system which fails to use the cultural tools of its generation cannot be seen as relevant and is bound to fail. And that’s just what we are seeing…look at this list of features which characterise two very different types of education…
- So we need to change. And I guess change is uncomfortable to us all, but it is the way life works. And I sometimes think that change is even more challenging for teachers.I love to show my change slides during conferences, but I’ve retired them…. Apart from these three which I think sum up educations’ reaction to new technology
- But we have to cope because its not only technology which changes but the tools by which we make sense of the world
- Just what are we afraid of?
- Pace of change is frightening
- So lets start by asking some serious questions about the education comfort blankets which serve no other purpose than to provide anchors to the redundant ideas of the past. Like Bloom’s taxonomy,for example…
- Learning is not organised standardised and hierarchical – its messy and disorganised and very individual. Its definitely not made up of ordered building blocks like Bloom so fondly asserted. And by and large, its been discredited – apart from in school education where it clings on for dear life providing shelter for thousands of educators who really should know better.
- And this is the very worst type of substitution imaginable…
- Lets rather look at the componants of Blooms taxonomy in a much more transactional way. Because all kids are NOT the same. They are not standardised clones
- This is not good use of technology….
- So here is the first of my five guru’s One of the great progressives of education from years gone by – like Maria Montessori he believed in placing the learner at the heart of education
- And these two carried the torch for learner centred education with their seminal work on Formative assessment, Inside the Black Box. This research looked at the effect continuous assessment and quality feedback could have on achievement. This work had a profound effect on me and many teachers of my generation. Assessment shouldbe used to inform progress and success, not for making judgements about children. Good assessment and feedback are all about helping learners tounderstand what it is they need to do better in order to achieve success. Its not about grades or marks. All pass rate manipulation does ,Mrs Motsheba, and Dr Rampele, is label more children as failures. These blunt instruments do nothing to inform improvement, Quality interactions between peers and between learners and teachers do. As this next slide demonstrates…
- If you want a good lesson on feedback, look at video games. Continuous failure informs improvement. Kids learn by getting feedbackon how to do better from friends, youtube, cheat sheets. Its all about the journey, not the starting or end points….That’s what drives school improvement. Not the matric results, or the pass rate, that’s for sure. So why is our DBE and all its supporting infrastructure so hung up on exam pass rates and standardised testing. After all, kids are not standard. They learn at different rates, paces and start at different points and end at different careers and jobs. Theres nothing standard about learning…Perhaps my next guru can shed some light on this…
- The man behind the transformation of the Finnish education system
- So to make education more culturally relevant we need to take this theory and research and make it really bring it to life in a way which fits the aspirations and expectations of our learners. We need to give them the tools to be able to do the job.
- When I was at school, collaboration and networking was called cheating.
- And it’s a great idea, but where does the teacher fit in with this brave new world. Well actually, the role of the teacher is now more important than ever
- So what is the role of the teacher in this brave new world? Well ,it’s a more important one than probably ever before. Teachers need to be able to help young people make sense of all of this information overload. Our young children are living in probably the most intensely stimulating period of time in our history, bombarded by information coming at them from multiplesources 24/7. How are they going tolearn the skills necessary to deal with this? Evaluation, critique, presentation, curation?
- Times they are a changing. I don’t know about you but when I was in teacher training the P word was the dominant force (p Rant) but we need to shift away from this because the old ways of the teacher controlling the lesson and dictating the why way and wherefore are long gone. Kids just won’t accept being passive non participants any more. We need a shift towards a more learner-centred way of working. I’d go further than this, as would this last of today’s guru’s
- Sugata Mitra was the guy behind the Computers in the wall story. The Granny Cloud. A shift even further towards self organized learning environments. I suspect the truth lies somewhere in the mix of Andragogy and heutagogy… its about technology mediating a democratization of knowledge
- You see, education has always been the story of who controlled the knowledge. Knowledge Is power – that’s not changed.
- What we need is real controlof knowledge handed to the learner. Teach them the skills they need to take the knowledge and make it their own by rebooting it; mixing changing, rewriting reformatting and mashing it up. Not simply spewing it out onto the pages of the matric exam at the end of ten years of being trapped in our failing school system. Did you know studies show that the retention rate for content learned for exams and tests is about 15%. Me and quadratic equations. What is a quadratic equation? No context, just rote learning. In an age where nothing is ever more than two or three clicks away – Its not the memory capacity we need any more, but the skills of knowledge curation
- This is what my knowledge curation looked like …. BE
- Of course, its now mediated by technology is ways which are not simply substitution but which take curation to a whole new level. So how does this land in a re imagined education then? Well, we need to consider this in from three perspectives
- These children are not happy and this is not what we want them to learn…
- We don’t know what the future looks like, and we have to teach into the unknown. Its difficult, uncomfortable and messy, but very necessary if education is to recapture the spirit of those progressives of many years ago and become truly relevant to the hopes, aspirations, and dreams of all our young people. If we are going to help our young people to realise the potential of our country, we have to teach them the skills necessary for them to become self evolving learners. To do this, we have to embrace change. Education needs to be about preparing learners for their future, not our past.