So who shold be doing the learning?

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Presentation about how we are enacting change in schools and teachers in relation to ICT in schools.

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So who shold be doing the learning?

  1. 1. So who should be doing the learning? CEGSA Conference - July 2009
  2. 2. I get in trouble often for saying “it’s easy”
  3. 3. My Classroom Rules
  4. 4. My Classroom Rules Feel free to:
  5. 5. My Classroom Rules Feel free to:
  6. 6. My Classroom Rules Feel free to:
  7. 7. My Classroom Rules Feel free to:
  8. 8. My Classroom Rules Feel free to:
  9. 9. My Classroom Rules Feel free to: #cegsa_gm
  10. 10. My Classroom Rules Feel free to: #cegsa_gm sandhurstictnetwork.globalteacher.org.au
  11. 11. Education Officer: Curriculum and Learning Technologies
  12. 12. 43 13 Primary Secondary Schools Schools
  13. 13. So what do I do?
  14. 14. So what do I do?
  15. 15. So what do I do?
  16. 16. ......but most of all......
  17. 17. ......but most of all...... I am a teacher who has a passion for :
  18. 18. ......but most of all...... I am a teacher who has a passion for : students loving learning
  19. 19. ......but most of all...... I am a teacher who has a passion for : students loving learning students having success
  20. 20. ......but most of all...... I am a teacher who has a passion for : students loving learning students having success students having fun
  21. 21. ......but most of all...... I am a teacher who has a passion for : students loving learning students having success students having fun using ICT to engage them with this
  22. 22. .... all teachers have passion for students learning and having success ....
  23. 23. So who should be doing the learning?
  24. 24. Oh the things I’ve heard.....
  25. 25. Oh the things I’ve heard..... I don’t do technology!
  26. 26. Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
  27. 27. Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff.
  28. 28. Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class.
  29. 29. Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  30. 30. ..... but what if ..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  31. 31. ..... but what if ..... I don’t do literacy! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  32. 32. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  33. 33. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  34. 34. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
  35. 35. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. So how will you access your super information?
  36. 36. Start the Conversation
  37. 37. Starting the conversation
  38. 38. Starting the conversation (Alternatively - scaring the pants off them to make a point)
  39. 39. Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
  40. 40. Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006
  41. 41. Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning
  42. 42. Starting the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning Hepppell Papert Negropante Hargadon November Prensky Richardson Warlick
  43. 43. Why are some teachers resistant to Change?
  44. 44. Why are some teachers resistant to Change? Change is hard.
  45. 45. Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise.
  46. 46. Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too.
  47. 47. Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too. But change is natural; change is not new; change is important.
  48. 48. Why are some teachers resistant to Change? Change is hard. Change is hardest on those caught by surprise. Change is hard on those who who have difficulty changing too. But change is natural; change is not new; change is important. David Schlesinger - Reuters America
  49. 49. So what’s lead to the change?
  50. 50. So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2006)
  51. 51. So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2006) Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. - Michael Furdyk ( ACEL 2006)
  52. 52. Present the facts
  53. 53. Presenting the Facts Being Digital Survey – Monash University
  54. 54. Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school.
  55. 55. Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school. Diverse range of technologies : As well as computer and internet access, 91% have a mobile phone, 83% have a games console. 70% have an MP3 player,
  56. 56. Presenting the Facts Being Digital Survey – Monash University 2006 Survey of Australian 15-16 year olds School access : 98.5% of 15-16 year olds use a computer at school. Diverse range of technologies : As well as computer and internet access, 91% have a mobile phone, 83% have a games console. 70% have an MP3 player, The nature of computer use Computer use more regular at home : 44% of young people use a computer every day at home; 12% use a computer every day at school.
  57. 57. Presenting the Facts Learning and literacy
  58. 58. Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information.
  59. 59. Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information. Learn internet skills themselves: 61% say they have learned a lot about the internet and the Web on their own. 19% say they learned a lot about the internet at school 11% say a lot from friends
  60. 60. Presenting the Facts Learning and literacy May not have received lessons: 56% of young people say they have received no instruction on using the internet as a reliable source of information. Learn internet skills themselves: 61% say they have learned a lot about the internet and the Web on their own. 19% say they learned a lot about the internet at school 11% say a lot from friends Computer tasks: 56% say they use a computer weekly for writing tasks; 50% say they use a computer for finding information.
  61. 61. Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007
  62. 62. Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007 2007 Survey of 7500 Grade 6 & Year 10 Students Students were tested on broad It and software knowledge Victorian Year 10 students ranked highest across the states. Victorian Grade 6 students ranked 2nd behind the ACT.
  63. 63. Presenting the Facts National Sample Assessment of information and communication technology literacy – ACER 2007 2007 Survey of 7500 Grade 6 & Year 10 Students Students were tested on broad It and software knowledge Victorian Year 10 students ranked highest across the states. Victorian Grade 6 students ranked 2nd behind the ACT. However: Only 66.5% of Year 10 students met the IT proficiency benchmarks. Only 57.9% of Grade 6 students met the benchmarks.
  64. 64. Presenting the Facts ... and currently ...
  65. 65. Presenting the Facts ... and currently ... students spend on average 27 hours a week online at home but only an average of 15 minutes a week at school
  66. 66. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  67. 67. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  68. 68. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  69. 69. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  70. 70. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  71. 71. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  72. 72. An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  73. 73. Make it Relevant
  74. 74. Make it Relevant ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. ICT, an interdisciplinary domain, focuses on providing students with the tools to transform their learning and to enrich their learning environment. develop new thinking and learning skills that produce creative and innovative insights develop more productive ways of working and solving problems individually and collaboratively create information products that demonstrate their understanding of concepts, issues, relationships and processes express themselves in contemporary and socially relevant ways communicate locally and globally to solve problems and to share knowledge understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT.
  75. 75. Make it Relevant ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. ICT, an interdisciplinary domain, focuses on providing students with the tools to transform their learning and to enrich their learning environment. develop new thinking and learning skills that produce creative and innovative insights develop more productive ways of working and solving problems individually and collaboratively create information products that demonstrate their understanding of concepts, issues, relationships and processes express themselves in contemporary and socially relevant ways communicate locally and globally to solve problems and to share knowledge understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT.
  76. 76. The Impacters
  77. 77. Normalising the new (Bringing the big picture closer to reality)
  78. 78. Normalising the new (Bringing the big picture closer to reality) Digital Natives v Digital Immigrants
  79. 79. Normalising the new (Bringing the big picture closer to reality) Students & Teachers
  80. 80. Normalising the new (Bringing the big picture closer to reality) Students & Teachers 21st Century Learning
  81. 81. Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning
  82. 82. Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning Students know technology
  83. 83. Normalising the new (Bringing the big picture closer to reality) Students & Teachers Contemporary learning Students are fearless users/adapters of technology who still need guidance
  84. 84. “Attitude reflects leadership, captain.”
  85. 85. “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films
  86. 86. “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders
  87. 87. “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
  88. 88. “Attitude reflects leadership, captain.” Remember the Titans - 2000 - Jerry Bruckheimer/Disney Films Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum Kept school leaders informed through educational briefings, network meetings, Principal meetings
  89. 89. Images from Flickr.com & dangerouslyirrelevant.org
  90. 90. Images from Flickr.com & dangerouslyirrelevant.org
  91. 91. Images from Flickr.com & dangerouslyirrelevant.org
  92. 92. Change the perspective
  93. 93. Change the perspective
  94. 94. The fear factor
  95. 95. The Teacher Communication Creating: Visualising Thinking Uses:
  96. 96. Communication Creating: Uses: Visualising Thinking
  97. 97. Communication Creating: Uses: Student Visualising Thinking
  98. 98. Communication Creating: Uses: Student Visualising Thinking Classroom teacher
  99. 99. Teachers & The Fear Factor
  100. 100. Teachers & The Fear Factor You don’t know what you don’t know.
  101. 101. Teachers & The Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do.
  102. 102. Teachers & The Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do. If you don’t have an awareness of what you can do with ICT, you’ll never plan for your students to use it.
  103. 103. www.dangerouslyirrelevant.org/2007/04/key_question.html
  104. 104. www.dangerouslyirrelevant.org/2007/04/key_question.html
  105. 105. Remove the excuses
  106. 106. Remove the excuses
  107. 107. Remove the excuses making it a priority at a ‘systemic’ or leadership level
  108. 108. Remove the excuses making it a priority at a ‘systemic’ or leadership level the modelling of best practice
  109. 109. Remove the excuses making it a priority at a ‘systemic’ or leadership level the modelling of best practice creating experiences/expectations - teacher conferences - student conferences - ICT network days - Educational briefings for school leaders - ICT Study tour
  110. 110. Remove the excuses Create behaviours / expectations
  111. 111. Remove the excuses Create behaviours / expectations
  112. 112. Remove the excuses Create behaviours / expectations
  113. 113. Remove the excuses Create behaviours / expectations
  114. 114. Remove the excuses Create behaviours / expectations
  115. 115. Remove the excuses Create behaviours / expectations
  116. 116. Remove the excuses Create behaviours / expectations
  117. 117. Remove the excuses Create behaviours / expectations
  118. 118. Remove the excuses Create behaviours / expectations
  119. 119. Remove the excuses Create behaviours / expectations
  120. 120. Remove the excuses Create behaviours / expectations
  121. 121. Remove the excuses Create behaviours / expectations
  122. 122. Make ICT personal
  123. 123. Making ICT Personal
  124. 124. Making ICT Personal Blogs
  125. 125. Making ICT Personal Blogs Flickr
  126. 126. Making ICT Personal Flickr Blogs iPhoto
  127. 127. Making ICT Personal Flickr Blogs Delicious iPhoto
  128. 128. Making ICT Personal Flickr Blogs Google Apps iPhoto Delicious
  129. 129. Making ICT Personal Flickr Blogs iTunes/podcasts Google Apps iPhoto Delicious
  130. 130. Making ICT Personal Flickr Blogs iTunes/podcasts Twitter/Facebook Google Apps iPhoto Delicious
  131. 131. Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Google Apps Twitter/Facebook iPhoto Delicious
  132. 132. Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Skype Google Apps Twitter/Facebook iPhoto Delicious
  133. 133. Making ICT Personal Flickr Blogs iTunes/podcasts Youtube/Teachertube Google Apps Twitter/Facebook Skype iPhoto Delicious
  134. 134. Strategies that have influenced
  135. 135. Strategies that have influenced 1. Start the conversation
  136. 136. Strategies that have influenced 1. Start the conversation 2. Present the facts
  137. 137. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy
  138. 138. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new
  139. 139. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective
  140. 140. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor
  141. 141. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses
  142. 142. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses 8. Make PD/ICT personal
  143. 143. Strategies that have influenced 1. Start the conversation 2. Present the facts 3. Make it relevant/relate it to the curriculum and pedagogy 4. Normalise the new INVOLVE LEADERSHIP 5. Change the perspective 6. Alleviate the fear factor 7. Remove the excuses 8. Make PD/ICT personal
  144. 144. my details b: sandhurstictnetwork.globalteacher.org.au t: ceosandhurst

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