Ontario November 2010 Final Schools

Presentation to ILC, November 2010,[object Object],Fast Forward for adifferent future,[object Object],How Emerging Technologies are ,[object Object],Transforming Education and Schools,[object Object],How To Capitalize on It ,[object Object],Stephen Murgatroyd, PhD FBPsS FRSA,[object Object],Chief Innovation Officer,[object Object]

This presentation…..,[object Object],Set a challenge context for this discussion….,[object Object],What is happening with technology?,[object Object],How is this having an impact on education, learning and schools?,[object Object],What are the “design, development and deployment” (3D) implications for schools?,[object Object],What are the challenges this gives rise to?,[object Object]

Understanding the context,[object Object]

Significant changes taking place,[object Object],Demographics,[object Object],Low birth rates and dependency on immigration,[object Object],Fast growth of aboriginal communities,[object Object],Literacy ,[object Object],Economics,[object Object],Low productivity,[object Object],Declining competitiveness,[object Object],Major industry sector transitions – manufacturing, forestry, agriculture,[object Object],Socio-economic disruption,[object Object],Social Change,[object Object],New forms of social meaning and networks,[object Object],New globalized relationships – “glocal”,[object Object],New challenges for the curriculum – 21st Century Skills,[object Object]

Shifts in K-12 Education,[object Object],Focus on 21st Century Skills,[object Object],Building on skills base of current curriculum, but a significant shift,[object Object],More project work, less “instruction” – constructivist learning,[object Object],Commitment to essential skills – literacy, numeracy and technological literacy,[object Object],Strong focus on “personalization”,[object Object],Seeking to increase student engagement through enabling more choice,[object Object],Matching personal intentions / skills to curriculum options,[object Object],Accountability,[object Object],Holding schools and school districts accountable for performance,[object Object],Linking resource allocation to performance,[object Object],Focusing on core skills for accountability – especially literacy and numeracy,[object Object],Big focus on student engagement,[object Object],Lower funding with higher outcome expectations,[object Object],Class size, funding for special needs students and FNMI “tight”,[object Object],Resource base (funds for infrastructure, materials and technology) also tight,[object Object],Growing expectations of more throughput to post-secondary,[object Object]

21st Century Skills FrameworkSource: Meteri Group and the North Central Regional Educational Laboratory (USA),[object Object]

Demand for skills over time(OECD data base),[object Object]

In Ontario,[object Object],Clear commitment to education from the Premier down,[object Object],Focus on system wide accountability and performance and system wide development – Ben Levin and Michael Fullan’s interventions,[object Object],Seeking to expand affordable access to post-secondary, especially for first nations and first generation learners – puts pressure on schools to produce more qualified students,[object Object],Seeking to have a major impact on essential skills,[object Object],Seeking to embrace technology in the classroom,[object Object]

Emerging technologies,[object Object],The emerging technologies that are changing the way we work and play,[object Object]

The emerging technologies,[object Object],Low cost (relative to capacity) hand held digital devices – the iPad, smartphone, PlayBook (RIM), Livescribe, GPS….,[object Object],Broadband access at a low cost – free Wi-Fi, cellular bandwidth (4G), new ways to access broadband,[object Object],Increasing graphical capacity and speed of digital devices – e.g. Smart Boards,[object Object],Developments in artificial intelligence and machine learning,[object Object],Developments in robotics, miniaturizing of components and in visual capacities of digital devices,[object Object],3D television and the imminent arrival of 3D video conferencing,[object Object]

And technological applications,[object Object],The development of 250,000+ apps growing at (approximately) 2,000 a day,[object Object],The emergence of social media – Facebook, LinkedIn, Twitter, YouTube,[object Object],The rapid adoption of co-creation systems – Wilki’s and related collaborative software (now integrated into Adobe, Office, etc.), Ning,[object Object],Sophisticated gaming engines and animation – permitting simulation,[object Object],Semantic web – intelligent agents, searching using machine learning,[object Object]

And technological “solutions”,[object Object],Cloud-based computing,[object Object],Integrated software - permitting easy movement of data, images etc., from one place to another for fast creation,[object Object],Integrated resource management – e.g. Alibris, eBay,[object Object],File sharing (Dropbox) and file “stealing” (Pirate Bay),[object Object],Focused document management (e.g. ancestry.ca),[object Object],Flash video and easy editing tools,[object Object],Digital photography and digital video,[object Object]

technology developments / time,[object Object]

How we can leverage emerging technologies to improve learning outcomes in K-12,[object Object],Leveraging Technology for Learning,[object Object]

#1 Blended Learning,[object Object],Designed learning experience which:,[object Object],Use online for knowledge and in class for experiential work,[object Object],Engage students in learning through projects and activity- based problem-solving,[object Object],Leverage social networks,[object Object],Use web based resources via Smart Boards and digital devices to support classroom learning,[object Object],#2 Simulation,[object Object],Leveraging digital devices (especially emerging 3D capacities) for:,[object Object],Simulating experiments in science,[object Object],Simulating tasks – e.g. robotics ,[object Object],Simulating environmental conditions (e.g. virtual wetlands),[object Object],Leveraging the power of artificial intelligence / machine learning to use simulations as a competency-based diagnostic tool,[object Object],Classroom Based Teaching,[object Object]

#4 Cloud-Based Learning,[object Object],In an outcome-based program where credit is awarded following a demonstration of outcome competences:,[object Object],Learners use social networks, peer networks and expert clouds to secure their learning,[object Object],Learners access knowledge through digital resource libraries,[object Object],Teaching is minimal, the focus is on competency,[object Object],#3 One to One Lap Top Projects,[object Object],Leveraging the power of technology to enable a learner to:,[object Object],Work in different ways and use different styles of learning ,[object Object],Engage with social networks in support of learning,[object Object],Develop 21st century skills,[object Object],Develop critical thinking and analytic skills,[object Object],Focus in classroom on processing knowledge / developing understanding,[object Object]

#5 Digital Textbooks and Libraries,[object Object],#6 Remediation,[object Object],Using the powers of machine learning, robotics and mobility to provide learners with:,[object Object],Patient remedial learning for skills and knowledge they find problematic,[object Object],Using global teaching networks to provide 24x7 coaching help,[object Object],Using peer networks and social networks for remediation,[object Object],Leveraging the power of technology and coopetition to:,[object Object],Developing glocal texts (standard texts with local components) for glocal courses,[object Object],Using the publishing consortia to accelerate the arrival of new knowledge into texts,[object Object],Using online libraries and resource centres for text, audio, video and other resources..,[object Object]

#8 Wicked Problem-Based Learning ,[object Object],#7 Location Supported Learning,[object Object],Using teams of learners, supported by an teacher and / or mentor, to tackle problems that matter (e.g. water, literacy, financial literacy):,[object Object],Connecting to “non” academic solutions organizations,[object Object],Leveraging peer networks and social networks – using the cloud,[object Object],Serious research and serious games,[object Object],Community-based assessment – impacts, competencies and outcomes,[object Object],Linking learning activities to location enables,[object Object],A variety of curriculum areas to be linked to place – history, social studies, geography, science..,[object Object],Supports real time biodiversity information being integrated into projects and courses,[object Object],Leverages global knowledge bases around species and environmental genomics,[object Object],Provides rich access to local expertise,[object Object]

#9 Just in Time Learning,[object Object],#10 Support for Students with Special Needs,[object Object],Modularised curriculum linked to support for:,[object Object],Work-based skills – e.g. trades education in school as part of the dual curriculum,[object Object],Essential skills and financial literacy,[object Object],Updating knowledge and skills – the next building code skills, next bio-refining process, the next robotic maintenance process….,[object Object],Using technology to:,[object Object],Enhance learning opportunities and learning experiences of learners with special needs,[object Object],Enhance hearing and visual abilities,[object Object],Enhance motor skills,[object Object],Enable learner support,[object Object]

Innovation in action,[object Object],Four examples of emerging technologies used in education and training,[object Object]

Four examples,[object Object],One to One Lap Top Project – The Emerge Project,[object Object],20 jurisdictions, 50 schools, 3500 students, 110+ teachers and 50 administrators. ,[object Object],Results show: increased student engagement, improved readiness for 21st century skills, improved learning outcomes,[object Object],Challenges are: affordability, professional development, the adoption curve for teachers, shifting teaching methods,[object Object],Robotics – The Galileo Educational Network and Lego Serious Games for Schools,[object Object],Project based learning requiring challenge, social networking and creative problem solving,[object Object],Serious games with clear, practical and tangible outcomes,[object Object]

Literacy and Essential Skills,[object Object],Working with reluctant readers using reading games and reading challenges online,[object Object],Word skill development using “build a word” linked to sound and visualization,[object Object],Dedicated literacy software,[object Object],Capturing Aboriginal Knowledge and Content Creation,[object Object],Using video, audio and blogs to capture aboriginal knowledge – e.g. healing properties of plants, “about this place”, our band…,[object Object],Using elders to support students in learning Cree ,[object Object]

Looking globally at trends:,[object Object],More project-based work, less instruction,[object Object],More peer learning, less instruction,[object Object],More outcome-based learning, less focus on process (especially time in class),[object Object],More non-school based learning credits ,[object Object],More routes to High School Diplomas – less the one lane highway (New Brunswick, Alberta and BC),[object Object],…less teaching, more learning… ,[object Object]

What we can say…,[object Object],Technology supports student achievement,[object Object],Technology builds 21st century skills,[object Object],Technology engages students in learning and content creation,[object Object],Technology increases educational access to virtual communities and distant expertise,[object Object],Technology fosters inclusion,[object Object],Technology helps reduce dropout,[object Object],Technology facilitates differentiated instruction,[object Object],Technology strengthens career and technical education,[object Object],Technology extends the learning day,[object Object],Technology supports teacher quality,[object Object],Technology supports timely, innovative and diagnostic assessment,[object Object],Technology enables innovation and creativity by both students and teachers,[object Object]

Barriers to change,[object Object]

System wide,[object Object],Cost of technology and greening the technology infrastructure seen as problematic,[object Object],Equity of access to technology (especially broadband) seen as a challenge,[object Object],Equity of access to professional development to support technology implementation in the classroom seen as problematic,[object Object],Not a strong focus on technology in initial teacher education,[object Object],Adoption slow amongst the teaching body,[object Object]

In one Province, the technology adoption level by teachers is app. 40-50% - teachers using technology frequently and in an integrated way in their teaching.,[object Object]

At the school level,[object Object],Teahers,[object Object],Teacher adoption levels “stuck” at early stage – 40-50% of faculty,[object Object],Teachers defense of “classroom teaching” versus technology ,[object Object],Scale of curriculum demands inhibits innovation,[object Object],Design Capacities,[object Object],Instructional design capacities low and creation capacities low amongst teacchers,[object Object],Transformative capacity of technology not being fully realized,[object Object],Students,[object Object],Not all want to be engaged learners – many are tactically engaged or compliant,[object Object],Not all have access at home,[object Object],Not all are technological literate,[object Object],Strategic Intent,[object Object],Commitment to technology is “and also..” commitment,[object Object]

The opportunity…..,[object Object]

The New school….,[object Object],Will have more individual work spaces and some rooms for team work,[object Object],Will have wicked problem based courses and programs,[object Object],Will have a requirement for peer, social and networked learning,[object Object],Will have fewer limitations on securing non-school taught credit,[object Object],Will focus on outcomes, not time,[object Object],Will be wired to firms, community and non profits,[object Object],Will have very high levels of student engagement and few tactical compliant learners,[object Object],Will have very satisfied teachers who coach, guide and mentor and support learning as well as provide instruction – more constructivist learning,[object Object],Will be truly learning focused,[object Object],Will be nimble and innovative,[object Object],For an example of such a school, see the RSA Academy at Tipton (UK) http://www.rsaacademy.net/,[object Object]

stephen@contactnorth.ca,[object Object],(705) 525 7257,[object Object],Contact,[object Object]

Ontario November 2010 Final Schools

Ontario November 2010 Final Schools

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Ontario November 2010 Final Schools