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The Digital Landscape of Scottish Schools<br />Ollie Bray<br />National Adviser<br />Emerging Technologies in Learning<br ...
olliebray.com<br />
?<br />Credit: Bill Boyd<br />
North Berwick Law<br />Sea level<br />
The Digital Landscape of Scottish Schools<br />changing<br />Ollie Bray<br />National Adviser<br />Emerging Technologies i...
+<br />change<br />+<br />=<br />
children<br />
A beta life<br />the relationships that young people<br />aged 12-24 have with technology<br />
8 devices<br />5 activities<br />25% agree that…<br />turn on their computer<br />
A quarter of young people interviewed text or IM friends they are physically with at the time<br />123 friends<br />
data<br />
skills<br />
3 - 18<br />nursery<br />- primary<br />????<br />3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18<br />positive de...
social change &<br />expectation<br />
‘I hate geography’<br />‘Bray, he was off his head again today’<br />‘Gone, gone but not forgotten. Now we don’t have Powe...
friends<br />
Are children the same as<br />they used to be?<br />
“[young people] do not<br />differentiate between<br />online and offline”<br />
technological<br />change<br />
video streaming<br />collaborative secure groups <br />glow learn<br />email<br />web hosting<br />targeted news<br />nati...
1 Country<br />32 Local Authorities<br />3,000 Schools<br />54,000 Teachers<br />750,000 Students<br />+ Parents and other...
32/32<br />
6/7<br />
650, 000<br />
190, 000<br />
4.6million<br />
47%<br />
curriculum<br />change<br />
2010<br />
2016<br />
experiences<br />and outcomes<br />
I can…<br />
Promote learning which is deep and sustained<br />Equip young people with the skills they will need for tomorrow’s workfor...
literacy<br />numeracy<br />health & wellbeing<br />
Definition of texts<br />“<br />A text is the medium through which<br />ideas, experiences, opinions and information can b...
Definition of texts<br />“<br />A text is the medium through which<br />ideas, experiences, opinions and information can b...
Examples of texts (1)<br />novels, short stories, plays, poems<br />reference texts<br />the spoken word<br />charts, maps...
Examples of texts (2)<br />advertisements and promotional leaflets<br />comics, newspapers and magazines<br />CVs, letters...
Examples of texts (3)<br />recipes, manuals and instructions<br />reports and reviews<br />text messages, blogs and social...
listening & talking<br />
3 - 18<br />nursery<br />- primary<br />????<br />3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18<br />positive de...
teaching<br />
learning<br />good<br />pedagogy<br />learning<br />interest /<br />engagement<br />(Prof. James Paul Gee)<br />
Innovative teaching<br />“<br />Registered teachers skillfully adopt and deploy a wide variety of innovative resources, in...
Innovative teaching<br />“<br />Registered teachers skillfully adopt and deploy a wide variety of innovative resources, in...
tools<br />
output<br />
real-time<br />
twitter.com/ukwarcabinet<br />
audience<br />
World Wide Wall Display<br />
process<br />
literacy<br />numeracy<br />
“We must start to understand that being on-line is just being in another ‘real’ place”<br />
CANVAS<br />
digital literacy<br />
Critical Literacy in the Digital Age<br />“<br />To help me develop an informed view, I am exploring the techniques used t...
Critical Literacy in the Digital Age<br />“<br />To help me develop an informed view, I am exploring the techniques used t...
&apos;This article needs additional citation for verification&apos;<br />&apos;This article reads like an advertisement’<b...
digital entitlement<br />
trust &respect<br />
responsible use<br />
the risk?<br />
risk<br />Gulucan village in West China<br />
+<br />change<br />CPD<br />+<br />=<br />
low skills threshold<br />
CPD<br />Vs<br />
ltscotland.org.uk/cpdfind<br />
ltscotland.org.uk<br />
ltscotland.org.uk/itunesu<br />
final thoughts<br />
North Berwick Law<br />Sea level<br />
o.bray@ltscotland.org.uk<br />www.olliebray.com<br />@olliebray<br />
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The Digital Landscape of Scottish Schools - Napier University Keynote Presentation (January 2010)

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Ollie Bray's Keynote presentation on the 'Digital Landscape of Scottish Schools' delivered at Napier Universities whole staff conference in January 2010.

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The Digital Landscape of Scottish Schools - Napier University Keynote Presentation (January 2010)

  1. 1. The Digital Landscape of Scottish Schools<br />Ollie Bray<br />National Adviser<br />Emerging Technologies in Learning<br />Learning and Teaching Scotland<br />www.ltscotland.org.uk<br />
  2. 2.
  3. 3.
  4. 4. olliebray.com<br />
  5. 5.
  6. 6. ?<br />Credit: Bill Boyd<br />
  7. 7. North Berwick Law<br />Sea level<br />
  8. 8. The Digital Landscape of Scottish Schools<br />changing<br />Ollie Bray<br />National Adviser<br />Emerging Technologies in Learning<br />Learning and Teaching Scotland<br />www.ltscotland.org.uk<br />
  9. 9. +<br />change<br />+<br />=<br />
  10. 10. children<br />
  11. 11. A beta life<br />the relationships that young people<br />aged 12-24 have with technology<br />
  12. 12. 8 devices<br />5 activities<br />25% agree that…<br />turn on their computer<br />
  13. 13. A quarter of young people interviewed text or IM friends they are physically with at the time<br />123 friends<br />
  14. 14. data<br />
  15. 15.
  16. 16. skills<br />
  17. 17. 3 - 18<br />nursery<br />- primary<br />????<br />3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18<br />positive destinations<br />Primary - secondary<br />
  18. 18.
  19. 19. social change &<br />expectation<br />
  20. 20.
  21. 21.
  22. 22. ‘I hate geography’<br />‘Bray, he was off his head again today’<br />‘Gone, gone but not forgotten. Now we don’t have PowerPoint presentations any more’<br />
  23. 23. friends<br />
  24. 24. Are children the same as<br />they used to be?<br />
  25. 25.
  26. 26.
  27. 27.
  28. 28. “[young people] do not<br />differentiate between<br />online and offline”<br />
  29. 29. technological<br />change<br />
  30. 30.
  31. 31.
  32. 32.
  33. 33.
  34. 34.
  35. 35.
  36. 36.
  37. 37.
  38. 38. video streaming<br />collaborative secure groups <br />glow learn<br />email<br />web hosting<br />targeted news<br />national directory<br />chat<br />secure <br />file transfer<br />CPD resources<br />application sharing<br />virtual whiteboard<br />video conferencing<br />mailing lists<br />instant messaging <br />resources search <br />audio conferencing<br />
  39. 39. 1 Country<br />32 Local Authorities<br />3,000 Schools<br />54,000 Teachers<br />750,000 Students<br />+ Parents and other partners in learning<br />
  40. 40. 32/32<br />
  41. 41. 6/7<br />
  42. 42. 650, 000<br />
  43. 43. 190, 000<br />
  44. 44. 4.6million<br />
  45. 45.
  46. 46. 47%<br />
  47. 47.
  48. 48.
  49. 49.
  50. 50.
  51. 51.
  52. 52. curriculum<br />change<br />
  53. 53.
  54. 54. 2010<br />
  55. 55. 2016<br />
  56. 56. experiences<br />and outcomes<br />
  57. 57. I can…<br />
  58. 58. Promote learning which is deep and sustained<br />Equip young people with the skills they will need for tomorrow’s workforce<br />Allow more choices and more chances to meet the needs of individual young people<br />Enable young people to flourish in life and work beyond school.<br />Ensure that assessment and certification support learning<br />
  59. 59.
  60. 60. literacy<br />numeracy<br />health & wellbeing<br />
  61. 61. Definition of texts<br />“<br />A text is the medium through which<br />ideas, experiences, opinions and information can be communicated.<br />”<br /> Literacy and English Principles and Practice 2009<br />
  62. 62. Definition of texts<br />“<br />A text is the medium through which<br />ideas, experiences, opinions and information can be communicated.<br />”<br /> Literacy and English Principles and Practice 2009<br />
  63. 63. Examples of texts (1)<br />novels, short stories, plays, poems<br />reference texts<br />the spoken word<br />charts, maps, graphs and timetables<br />
  64. 64. Examples of texts (2)<br />advertisements and promotional leaflets<br />comics, newspapers and magazines<br />CVs, letters and emails<br />films, games and TV programmes<br />labels, signs and posters<br />
  65. 65. Examples of texts (3)<br />recipes, manuals and instructions<br />reports and reviews<br />text messages, blogs and social networking sites<br />web pages, catalogues and directories<br />
  66. 66. listening & talking<br />
  67. 67.
  68. 68. 3 - 18<br />nursery<br />- primary<br />????<br />3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18<br />positive destinations<br />Primary - secondary<br />
  69. 69. teaching<br />
  70. 70.
  71. 71. learning<br />good<br />pedagogy<br />learning<br />interest /<br />engagement<br />(Prof. James Paul Gee)<br />
  72. 72. Innovative teaching<br />“<br />Registered teachers skillfully adopt and deploy a wide variety of innovative resources, including ICT and, where appropriate, the outdoor environment.<br />”<br />GTCS Standard for Full Registation<br />
  73. 73. Innovative teaching<br />“<br />Registered teachers skillfully adopt and deploy a wide variety of innovative resources, including ICT and, where appropriate, the outdoor environment.<br />”<br />GTCS Standard for Full Registation<br />
  74. 74. tools<br />
  75. 75.
  76. 76. output<br />
  77. 77.
  78. 78.
  79. 79.
  80. 80.
  81. 81. real-time<br />
  82. 82.
  83. 83.
  84. 84.
  85. 85.
  86. 86.
  87. 87. twitter.com/ukwarcabinet<br />
  88. 88. audience<br />
  89. 89. World Wide Wall Display<br />
  90. 90.
  91. 91.
  92. 92.
  93. 93.
  94. 94. process<br />
  95. 95.
  96. 96. literacy<br />numeracy<br />
  97. 97.
  98. 98. “We must start to understand that being on-line is just being in another ‘real’ place”<br />
  99. 99. CANVAS<br />
  100. 100. digital literacy<br />
  101. 101. Critical Literacy in the Digital Age<br />“<br />To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my resources.<br />”<br />Literacy Level 3<br />
  102. 102. Critical Literacy in the Digital Age<br />“<br />To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my resources.<br />”<br />Literacy Level 3<br />
  103. 103.
  104. 104. &apos;This article needs additional citation for verification&apos;<br />&apos;This article reads like an advertisement’<br />&apos;This article contradicts itself’<br />&apos;This article contradicts another article’<br />‘The factual accuracy is disputed’<br />
  105. 105.
  106. 106. digital entitlement<br />
  107. 107.
  108. 108.
  109. 109. trust &respect<br />
  110. 110. responsible use<br />
  111. 111. the risk?<br />
  112. 112. risk<br />Gulucan village in West China<br />
  113. 113. +<br />change<br />CPD<br />+<br />=<br />
  114. 114.
  115. 115. low skills threshold<br />
  116. 116.
  117. 117. CPD<br />Vs<br />
  118. 118. ltscotland.org.uk/cpdfind<br />
  119. 119.
  120. 120.
  121. 121. ltscotland.org.uk<br />
  122. 122. ltscotland.org.uk/itunesu<br />
  123. 123. final thoughts<br />
  124. 124. North Berwick Law<br />Sea level<br />
  125. 125.
  126. 126.
  127. 127.
  128. 128.
  129. 129. o.bray@ltscotland.org.uk<br />www.olliebray.com<br />@olliebray<br />

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