ICT and the future of education


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A summarised version of my keynote presentation to the Northern Bays cluster conference, Albany, 1 Feb 08

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  • ICT and the future of education

    1. 1. Derek Wenmoth Director, eLearning Core Education Ltd [email_address] ICT and the future of Education
    2. 2. Thinking digitally… <ul><li>Phone (obviously) </li></ul><ul><li>Appointments Calendar </li></ul><ul><li>Alarm Clock </li></ul><ul><li>Game device </li></ul><ul><li>Music player </li></ul><ul><li>Still Camera </li></ul><ul><li>Video Camera </li></ul><ul><li>Video player </li></ul><ul><li>Address Book </li></ul><ul><li>To Do List Reminder </li></ul><ul><li>Voice Recorder </li></ul><ul><li>Calculator </li></ul><ul><li>Email Tool </li></ul><ul><li>Text Messenger </li></ul><ul><li>Satellite Navigation System (ref: GPSXC .) </li></ul>
    3. 3. The Digital World <ul><li>Think of the communications technologies that are “taken for granted” now that weren’t around when you were at school…. </li></ul>
    4. 4. New Tools <ul><li>Pen </li></ul><ul><li>Chalkboard/ Whiteboard </li></ul><ul><li>Banda </li></ul><ul><li>Gestetner </li></ul><ul><li>16mm projector </li></ul><ul><li>Slide shows </li></ul><ul><li>Telephone </li></ul><ul><li>Fax </li></ul><ul><li>Library </li></ul>Then Now Next? <ul><li>Txting/Pxting </li></ul><ul><li>Blogs/Wikis </li></ul><ul><li>Pod/Vod-casting </li></ul><ul><li>Data projector </li></ul><ul><li>LMS </li></ul><ul><li>IM/SMS </li></ul><ul><li>Digital cameras </li></ul><ul><li>iMovie </li></ul><ul><li>Google </li></ul><ul><li>Peer2peer networks </li></ul><ul><li>Virtual reality </li></ul><ul><li>Wearable computers </li></ul><ul><li>Ubiquitous identity </li></ul><ul><li>Voice recognition </li></ul><ul><li>Agents and avitars </li></ul><ul><li>Visualisation </li></ul><ul><li>Miniaturisation </li></ul><ul><li>Reusable paper </li></ul><ul><li>Semantic web </li></ul><ul><li>PLEs </li></ul>Analog Digital Connected Ubiquitous
    5. 5. 21st Century Skills <ul><li>Digital-Age Literacy </li></ul><ul><li>* Basic, scientific, economic, and technological literacies </li></ul><ul><li>* Visual and information literacies </li></ul><ul><li>* Multicultural literacy and global awareness </li></ul><ul><li>Inventive Thinking </li></ul><ul><li>* Adaptability and managing complexity </li></ul><ul><li>* Self-direction </li></ul><ul><li>* Curiosity, creativity, and risk taking </li></ul><ul><li>* Higher-order thinking and sound reasoning </li></ul><ul><li>Effective Communication </li></ul><ul><li>* Teaming, collaboration, and interpersonal skills </li></ul><ul><li>* Personal, social, and civic responsibility </li></ul><ul><li>* Interactive communication </li></ul><ul><li>High Productivity </li></ul><ul><li>* Prioritizing, planning, and managing for results </li></ul><ul><li>* Effective use of real-world tools </li></ul><ul><li>* Ability to produce relevant, high-quality products </li></ul>http://www.ncrel.org/engauge/skills/skill21.htm
    6. 6. What the US public thinks <ul><li>http://www.21stcenturyskills.org/ </li></ul>
    7. 7. NZ Key Competencies <ul><li>Thinking: Intellectual curiosity is at the heart of this competency. </li></ul><ul><li>Using language, symbols, and texts: confidently use ICT to access and provide information and to communicate with others </li></ul><ul><li>Managing self: know when to lead, when to follow, and when and how to act independently. </li></ul><ul><li>Relating to others: includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. </li></ul><ul><li>Participating and contributing: includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. </li></ul>http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum/key_competencies
    8. 8. What do learners do online? <ul><li>Once they were… </li></ul><ul><li>Consumers </li></ul><ul><li>Now they are… </li></ul><ul><li>Creators </li></ul><ul><li>Contributors </li></ul><ul><li>Communicators </li></ul><ul><li>Collaborators </li></ul><ul><li>Coordinators </li></ul><ul><li>In an “architecture of participation” </li></ul>
    9. 9. Consumers <ul><li>Encyclopedias </li></ul><ul><li>How Stuff Works </li></ul><ul><li>Google </li></ul>
    10. 10. Creators <ul><li>Text - NeoOffice, OpenOffice </li></ul><ul><li>Graphics - ArtRage, GIMP, GBModelpro </li></ul><ul><li>Sound - Audacity, GarageBand </li></ul><ul><li>Video - iMovie, MovieMaker </li></ul><ul><li>Games - Scratch Alice </li></ul><ul><li>Web pages/sites - Nvu, iWeb </li></ul>
    11. 11. Contributors <ul><li>Blog Comments </li></ul><ul><li>Wikipedia </li></ul><ul><li>Flickr </li></ul><ul><li>YouTube </li></ul>
    12. 12. Communicators <ul><li>Blogs </li></ul><ul><li>Podcasts </li></ul><ul><li>Email </li></ul><ul><li>SMS </li></ul><ul><li>Twitter </li></ul><ul><li>Skype - AC, VC, chat </li></ul><ul><li>MySpace, Bebo </li></ul>
    13. 13. Collaborators <ul><li>Wikis </li></ul><ul><li>GoogleDocs </li></ul><ul><li>Frappr </li></ul><ul><li>43 things </li></ul>
    14. 14. Coordinators <ul><li>NetVibes </li></ul><ul><li>PageFlakes </li></ul><ul><li>MySpace, Bebo </li></ul><ul><li>Flock </li></ul><ul><li>Del.icio.us </li></ul><ul><li>Bloglines </li></ul><ul><li>Tagging </li></ul>
    15. 15. 2020 & Beyond… <ul><li>To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years? </li></ul><ul><li>To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid? </li></ul><ul><li>To what extent can we, as educators, help to shape the developments of technology in order to enhance human development? </li></ul>
    16. 16. Future School Site <ul><li>What would kids learn? </li></ul><ul><li>How would they learn? </li></ul><ul><li>When would they learn? </li></ul><ul><li>Who would they learn with? </li></ul><ul><li>When would they learn? </li></ul><ul><li>What would they learn on or with? </li></ul><ul><li>Where would they learn? </li></ul><ul><li>How will they/we know what they’ve learned? </li></ul><ul><li>Who decides? </li></ul>
    17. 17. Two key questions… <ul><li>Education in the Future: </li></ul><ul><li>What will our schools be like? </li></ul><ul><li>Where will learning occur? </li></ul><ul><li>What will be the role of teachers? </li></ul><ul><li>What technology will be used? </li></ul>Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?
    18. 18. Future Skills
    19. 19. From the US… <ul><li>The top ten in-demand jobs in 2010 did not exist in 2004 </li></ul><ul><li>We are preparing students for jobs that don’t yet exist </li></ul><ul><li>Using technologies that haven’t been invented </li></ul><ul><li>In order to solve problems we don’t even know are problems yet. </li></ul>
    20. 20. Tech Futures <ul><li>Advanced networks </li></ul><ul><li>Interoperability/connectivity </li></ul><ul><li>Personalisation/customization </li></ul><ul><li>Miniaturization </li></ul><ul><li>Mobile devices </li></ul><ul><li>Convergence/Mashups </li></ul><ul><li>LMS/SMS/OLE </li></ul><ul><li>Web2.0 - social networking </li></ul><ul><li>Semantic web </li></ul><ul><li>Visualisation </li></ul><ul><li>3D Immersive environments </li></ul>
    21. 21. 3D immersive environments <ul><li>“ Spore” - game based on procedural methods </li></ul><ul><li>MellaniuM” - 3D graphical environments generated ‘on-the-fly”. </li></ul>
    22. 22. New forms of interface <ul><li>“ Touch” technology - the Apple iPhone </li></ul><ul><li>“ Multi-touch” technology - Microsoft’s ‘table’, surface computing. </li></ul>
    23. 23. Think about it… <ul><li>“The only people who call technology “technology”, are those who were born before it was invented” </li></ul><ul><li>(Source unknown) </li></ul>
    24. 24. New Thinking <ul><li>What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? </li></ul><ul><li>Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER </li></ul>
    25. 25. Knowledge <ul><li>Knowledge is “stuff” </li></ul><ul><li>It can be stored - in minds, books or other kinds of databases </li></ul><ul><li>Knowledge is true, correct, “the facts” </li></ul><ul><li>It is something stable that accumulates slowly over time; new knowledge builds on older knowledge </li></ul><ul><li>It is built up by people, and people can “have” it, however, it exists objectively, independently of people </li></ul><ul><li>There are different branches of knowledge called disciplines or subjects </li></ul><ul><li>Each discipline has its own way of doing things </li></ul>
    26. 26. Minds <ul><li>Minds are like containers (filing cabinets or databases), they store knowledge </li></ul><ul><li>Minds also process knowledge; they take it in, organise it and represent it </li></ul><ul><li>Minds are the places where thinking and learning happen </li></ul><ul><li>Some minds have more capacity than other minds for storing and processing knowledge </li></ul><ul><li>The mind is located in the brain, but its activities are distinct from the brain’s other functions </li></ul>
    27. 27. Learning <ul><li>Learning is the process by which knowledge gets stored in minds </li></ul><ul><li>Learning is an individual activity: it takes place in individual minds </li></ul><ul><li>Learning is an activity that happens in more or less the same way in all individuals </li></ul><ul><li>Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time </li></ul><ul><li>Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps. </li></ul>
    28. 28. Thankyou <ul><li>Derek Wenmoth </li></ul><ul><li>Director, eLearning </li></ul><ul><li>CORE Education Ltd </li></ul><ul><li>[email_address] </li></ul><ul><li>http://blog.core-ed.net/derek </li></ul>