Innovation and the future: Y3 ssp 12 13 l15


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The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.

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  • Innovation and the future: Y3 ssp 12 13 l15

    1. 1. Innovation and thefutureLeading learning in ICTLecture 15, 14th May 2013
    2. 2. This morningAssignment Roamer Innovation The future Evaluation
    3. 3. AssessmentAn ICT PolicyAims, pedagogy, legislation, AUP,social networking,assessment, procurement, jobdescription(with links/refs please)Outline scheme of work24 units, titles, objectives,outline of activities, resources,cross curricular linksA seminar30 minutes on an innovativetechnology or pedagogic practicePresentation slidesHandout750 words
    4. 4. Seminar• The complete seminar should last no more than 30minutes. You will be allocated a date for your seminar,which will form part of that week‟s lecture. Other ICTspecialist students and tutors are invited to attend theseseminars. (25%)• A revised version of any presentation slides are uploadedto Moodle at the conclusion of the modules. (10%)• You should also create up to 750 words of notes as ahandout to accompany your presentation. A revised versionof this should be uploaded to Moodle at the conclusion ofthe module. (15%)
    5. 5. PolicyA school ICT policy, which should include the following elements:• The aims of ICT education• Guidance on pedagogic approach• Coverage of relevant legislation specific to ICT• An acceptable use policy in appropriate language for primarypupils• Advice to teachers on the use of social networking sites• Statements detailing the assessment of ICT• Criteria on which resource procurement decisions are to bebased• A job description of the ICT or e-learning coordinator• As assessed work, this should be supported by reference toacademic or professional literature
    6. 6. An excellent policy:• Be accessible and informative for non-specialiststaff in a primary school.• Reflect current good practice, recent research andgovernment policy within ICT education,demonstrating some synthesis of these differentperspectives• Draw on educational theory• Be internally consistent• Support compliance with relevant legislation
    7. 7. Becta on AUPs• Be clear and concise• Reflect your setting• Encourage end-user input• Be written in an appropriate style for your users• Promote positive use of new and emerging technologies• Clearly outline acceptable and unacceptable behaviours for schooland personal technology• Outline what monitoring takes place• Outline sanctions for unacceptable use• Be regularly reviewed• Be widely and regularly communicated to all stakeholders
    8. 8. Outline Scheme of WorkAn outline scheme of work for either EYFS/KS1 orKS2. This should be organised on a half termlybasis, and provide a broad and balancedtechnological education. You are advised to include:• Topic title• Overall learning objectives• A brief outline of activities within the unit• Suggested resources• Cross curricular links
    9. 9. An excellent scheme of work:• Be imaginative and stimulating• Be skilfully designed to match the range of pupils‟needs• Ensure continuity and progression• Provide realistic and challenging situations in whichpupils can use and develop their ICT skills andunderstanding• Meet EYFS requirements (where appropriate) andcover the content of the draft Computing programme ofstudy.
    10. 10. Ofsted Excellence:The imaginative and stimulating subject curriculum isskilfully designed to match to the full range of pupils‟needs and to ensure highly effective continuity andprogression in their learning. All strands of the statutoryICT National Curriculum are covered extremely well forall pupils, in ICT lessons or in a planned and monitoredway across the school curriculum. Pupils are able to usetheir ICT skills in realistic and challenging situations.Excellent links are forged with other agencies and thewider community to provide a wide range of enrichmentactivities to promote pupils‟ learning and engagementwith the subject.
    11. 11. ICT MarkSystematic planning for ICT capabilityis effective and includes an appropriatelevel of challenge with clearopportunities for pupils to achieve.Planning also identifies opportunitiesfor pupils to apply and consolidate theirICT capability across subjects.
    12. 12. Innovation
    13. 13. Robinson, 2011Innovation is the process ofputting new ideas intopractice. Innovation isapplied creativity. Bydefinition, innovation isalways about introducingsomething new, or improved,or both and it usuallyassumed to be a positivething.
    14. 14. Schools need to find ways of using ICT thatgive young people the transformed learningopportunities that some are alreadyexperiencing with ICT at homeAttempts to use ICT in ways that transformpedagogy and learning are stronglyconstrained by factors beyond participantscontrolInnovations in pedagogy do not lie within theteachers gift, or even within the schools gift,because they always have implications forhow students, teachers and the school arerecognised and valued by the community,locally and nationally.Somekh 2007
    15. 15. • different technologies can improvelearning by augmenting and connectingproven learning activities• this potential will only be realised throughinnovative teaching practice.• we found relatively little technologicalinnovation in some of the more effectivelearning themes• many efforts to realise the potential ofdigital technology in education have madetwo key errors: they have put thetechnology above teaching andexcitement above evidenceLuckin et al 2012
    16. 16. The tinkering teacher is anindividualised embryo ofinstitutional knowledge creation.When such tinkering becomes moresystematic, more collective andexplicitly managed, it is transformedinto knowledge creation…Transfer is difficult to achieve for itinvolves far more than telling orsimply providing information…This is most easily achieved when ateacher tinkers with informationderived from anothers professionalpractice.Hargreaves 1999
    17. 17. Creating a culture ofinnovation
    18. 18. BarriersRisk aversityTimeSchool leadershipCentral procurementSuccession planningNetworkmanagement
    19. 19. EnablersEnlightened schoolleadershipTeachersTechiesStudentsLack of moneyOpen SourceWeb 2.0Mobile devicesInformal learningFree Schools?Academies?
    20. 20. Creating a culture of innovationCherish autonomyAppoint greatpeopleSay „yes‟Evaluate rigorouslyBe agile20% time
    21. 21. Innovation transfer• From Consumer Electronics• Tablets• Game based learning• From Higher Education• The VLE• From the Military• GPS• From Finance• Datamining
    22. 22. Tablets
    23. 23. Video games
    24. 24. From VLE to LP
    25. 25. GPS
    26. 26. 4MatrixData mining
    27. 27. Innovation in Ed Tech
    28. 28. OLPC
    29. 29. Lego
    30. 30. Scratch
    31. 31. Raspberry Pi
    32. 32. The future…
    33. 33. Watson (1958)(Chairman of IBM)“I think there is a world market forabout five computers”
    34. 34. Gates (1993)(CEO, Microsoft)“The Internet?We are not interested in it”
    35. 35. MOORE’S LAW
    36. 36. The first iteration of a device, anidea or an on-line service isinvariably rubbish…If you ever find yourselfdismissing an idea because thefirst implementation isn‟t verygood, then you must askyourself if the implementation isbeing held back solely by theavailable technology.If that is the case… you needonly wait a while.Hammersley, 2012
    37. 37. Illich (1970)• Deschooling society• Learning webs• Reference services to educationalobjects• Skill exchanges• Peer-matching• Reference services to educators-at-large
    38. 38. Asimov (1988)
    39. 39. Papert (1993)Using speech, touch or gesture, she would steerthe machine to the topic of interest, quicklynavigating through a knowledge space muchbroader than the contents of any printedencyclopedia.Children who grow up with the opportunity toexplore the jungles and the cities and the deepoceans and ancient myths and outer space will beeven less likely to sit quietly through anything evenvaguely resembling the elementary schoolcurriculum as we have known it up to now.How would the introduction of KnowledgeMachines into the School environment compromisethe primacy with which we view reading andwriting?
    40. 40. Becta - emerging technologyreports2010The mobile web2009Immersive VR, AI & robotics, history of ed tech, game based learning &teaching, sustainability, location based tech, learners‟ devices,mashups2008Google, Information clouds, location aware, serious games & virtualworlds, search, interactive displays2007social software, learning networks, hidden curriculum, teaching withtechnology, games, ubiquitous computing
    41. 41. Becta: Key Trends(2009)• 2011-2014• Social software• Increasing mobility• Low-cost mobile computers• Consumerisation of IT• Green IT• 2014-2019• Context aware computing• New approaches to the delivery of IT• Information handling• Beyond 2019• Pervasive computing• Emerging display and interface technology(time to mainstream)
    42. 42. Berry (2008)For 2013:• Creativity• Re-professionalisation• Home/School links• VLEs to PLEs• Mobiles• Personalisation andcommunity• Datamining
    43. 43. Near-Term Horizon: One Year or LessBYOD (Bring Your Own Device)Cloud ComputingMobile LearningOnline LearningMid-Term Horizon: Two to Three YearsAdaptive Learning and Personal Learning NetworksElectronic PublishingLearning AnalyticsOpen ContentLong-Term Horizon: Four to Five Years3D PrintingAugmented RealityVirtual and Remote LaboratoriesWearable TechnologyHorizon K122013 shortlist
    44. 44. Gartner Hype Cylce
    45. 45. Keri Facer –Learning Futures
    46. 46. Server Free
    47. 47. BYOD
    48. 48. 3D Printing
    49. 49. Gestures
    50. 50. Making
    51. 51. Critical digital literacy
    52. 52. OER
    53. 53. Wearables
    54. 54. TMI
    55. 55. Kurzweil‟s Law
    56. 56. Kurzweil (2009)
    57. 57. Classroom of the future?
    58. 58. Evaluations…