This presentation will provide a ‘birds-eye’ view of ten trends that we’re likely to see impact on our use of ICT in education in NZ through 2010. These trends are posted on the CORE website, and will form the basis of ongoing discussion during the year as we see and experience the impact of them.
A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer. Most importantly, the teacher offers a narrative of coherence of a particular discipline. Selecting a textbook, determining and sequencing lecture topics, and planning learning activities, are all undertaken to offer coherence of a subject area. Instructional (or learning) design is a structured method of coherence provision.
Technology - constantly changing, understanding of hardware, software, applications, student use etc Curriculum (content) - inquiry, thinking, competencies, 21st century learning Pedagogy - literacy, assessment, collaboration etc
There are now more hand-helds sold world-side every year than desktops, and in New Zealand there are now more mobile phones sold than the size of our population!
Mainframes - computers shared by lots of people Personal - individual owned and use Ubiquity - computers fade into the background of our lives - learning anywhere, from any device, at any time
The ten trends…
…represent a view of some key areas of
interest for NZ educators with regards to the
impact of ICTs on teaching and learning.
1. Changing role of teachers and learners
2. Internet capable, mobile devices for learning
3. Globalised learning
4. Ubiquitous compuGng
5. Cyber ciGzenship
6. Digital literacy
7. Open educaGon resources
8. Cloud compuGng
9. Advanced networks and school ‘loops’
10. Assessment pracGces
Changing role of learners
Once they were… Now they are…
• Consumers • Creators
In an “architecture of
Teacher roles in a networked learning
3. Way‐ﬁnding and socially‐driven
7. Persistent presence
“…teachers’ success in
depends on developing a
posiGon or stance on six
‐ that is focused on
learning and the learner.”
• Social and technological networks subvert the
classroom‐based role of the teacher ‐ How can we
achieve clear outcomes through distributed
• In what ways do we regard teachers and students
as learners in a dynamic system?
• Is school reform possible without a change in the
role of teachers?
• What sort of conGnuing professional development
is most eﬀecGve for teachers to adapt?
Pockets of Potential
More than half of the world’s
populaGon now owns a cell
phone and children under 12
consGtute one of the fastest
growing segments of mobile
technology users in the U.S.
“It is no longer a ques0on of
whether we should use these
devices to support learning, but
how and when, to use them.”
Michael H. Levine
More than a phone…
• Phone (obviously)
• Appointments Calendar
• Alarm Clock
• Game device
• Music player
• SGll Camera
• Video Camera
• Video player
• Address Book
• To Do List Reminder
• Voice Recorder
• Email Tool
• Text Messenger
• Satellite NavigaGon System (ref: GPSXC.)
• Gartner prediction that mobiles will overtake
PCs as the most common web browsing
device within 3 years -
• Do you know what the ownership of mobile
technologies is by students at your school?
• What policies do you have in place regarding
the use of mobile technologies in your
• Is your school network prepared to
accommodate student‐owned mobile
devices being connected?
Where will this take us?
Modern technologies have reduced, and in
some cases removed the boundaries for
We now live in a 'globalised' world of
communications, news feeds, interaction
etc. where our actions at a local level have
implications at a global level.
Our education is no longer confined to the school
we live in - we can access courses/subjects from
almost anywhere and at any time. The world is
Global connectivity now enables student driven
niche learning projects - if schools and teachers
allow and enable them to happen.
Putting learning in a global context involves
supporting young people to make sense of their
lives by understanding the global interconnections
we all have.
It helps pupils understand how they are affected
by events around the world and to recognise that
what they do affects people and the environment
in other countries.
This learning can help counter a sense of
helplessness in the face of ‘global forces’.
• How are the issues of being a part of a global
village reﬂected in your school; in the student
body, in the programmes of learning?
• In what ways are ICTs being used in your school to
enable parGcipaGon in the global classroom?
• Do you agree that global learning can help counter
the sense of helplessness in the face of ‘global
• Learning anywhere, at any Gme, from any
• iPod touch trials ‐ wireless school
• Home, school, community spaces as learning
• How do your programmes of learning enable
students to conGnue learning outside of the
classroom and school hours?
• To what extent are staﬀ and students able to go
online anywhere in your school environment?
• What expectaGon do you, your staﬀ, your students
have of being able to connect to the internet at
any Gme, from anywhere, with any device?
What’s it all about?
• Digital CiGzens will adapt
their exisGng knowledge to
face new challenges.
• Digital CiGzens make their
own decisions on how much
risk they will expose
• Digital CiGzens contribute
to the safety of their fellow
What are the issues?
• Sharing personal • FuncGoning eﬀecGvely in
informaGon a digital world
• Online predators
• Inappropriate content – Integrity
• Piracy • Being discriminaGng
• Social networks • Social parGcipaGon
• Cyber‐bullying • Social responsibility
Ignore the problem Press the panic
• eLearning ‐ encourage and model
• Games ‐ don’t just play then, build them
• Modeling, modeling, modeling
• Include in assessment
• Are your school cyber safety policies based
on ignorance and fear, or understanding?
• How are the pracGces of cyber ciGzens being
modelled in your school?
• What would be the response of your staﬀ to
a breakdown in this area?
Digital literacy refers
speciﬁcally to the range of
skills, knowledge and
competencies required to
operate eﬀecGvely in a
world immersed in digital
21st Century learners need to…
• Develop proﬁciency with the tools of technology
• Build relaGonships with others to pose and solve problems
collaboraGvely and cross‐culturally
• Design and share informaGon for global communiGes to
meet a variety of purposes
• Manage, analyze and synthesize mulGple streams of
• Create, criGque, analyze, and evaluate mulG‐media texts
• Akend to the ethical responsibiliGes required by these
• What is your personal vision for being
literate in the 21st Century?
• What is your school’s vision for developing
21st Century literacy?
• How is this catered for?
• How is it modelled?
General Principals - OER
• free, or very nearly free,
• easy to use, get and pass around,
• editable so teachers can customize content,
• cross-platform compatible,
• and accessible so it works with adaptive technology.
• What use do your and your staﬀ currently
make of open educaGon resources
• Do you have policies and pracGces in place
regarding the use of resources obtained
• Do you have policies and pracGce in place
regarding the development and sharing of
student and teacher created resources?
Beneﬁts to schools
Backup and Automatic
support Collaboration licensing
• How would you describe the concept of the
cloud to your staﬀ or board of trustees?
• What do you understand to be the
advantages and risks of storing school data
in the cloud?
• What services currently owned and
managed by your school would most easily
be provided in the cloud?
What makes an AN different?
• An Advanced Network oﬀers signiﬁcantly greater
– Dial up connecGon ‐ around 50kbit/sec (50,000 bits per
– 'High Speed' internet ‐ typically 2.5Mbit/sec (2.5 million
bits per second)
– Advanced Network ‐ from 1Gigabit/sec (1000 million
bits per second) forecast to rise to around 40Gbit/sec
within the next few years.
• Do you know how much your current ICT
systems actually cost (including staﬀ Gme
for support and maintenance etc?)
• Are you acGvely seeking to work with
local/regional councils and business groups
to ﬁnd soluGons in your area?
• Who in your school/community is charged
with understanding and leading this?
Purpose of assessment
“The primary purpose of school‐based
assessment is to improve student’s
learning and the quality of learning
The New Zealand Curriculum Framework, page 26
• Purpose should always be explicit
• Best interests and progress of students paramount
• Should be an integral part of the learning process
• InformaGon should be shared with the student at the Gme
of the event – or shortly aterwards
• Form of assessment should be appropriate for the
knowledge, skills, autudes to be assessed
• Takes into account learning styles and cultural expectaGons
Two key issues
1. How to cater for a personalised approach
to learning and assessment, including
diagnosGc, formaGve and summaGve
2. How to record assessment data and
evidence in an ongoing manner.
Role of ICTs in assessment
• Large‐scale, generaGve standardised
tests ‐ eg e‐asTTtle
• Next‐step suggesGons ‐ eg MathleGcs
• Tracking contribuGons ‐ eg wikis
• Customisable‐ eg online quizzes and
• Personalising assessment ‐
• What are the range of diagnosGc, formaGve
and summaGve assessment pracGces you
currently use in your school?
• Which of these could be or are enabled by
the smart use of ICTs?
• How are you using data to support reporGng
of student progress against naGonal
To conGnue this discussion go to:
Email me: derek@core‐ed.net
Images used in the presentaGon from
hkp://www.freefoto.com (CC License)