because ... •Young people are
shifting values from parents and teachers to peers - they now have a better way to do this in public (technology) •The ability to learn (anything) without a 'teacher' has been magniﬁed (by technology). •Information rich society comes with: confusion, error and bias •What feels natural to young people, feels like Electro-shock to teachers. (avoidance)
the big ﬁve skills of
leaf blowing ... Knowing the challenges. Understanding what does and doesn't work with teachers Persuading teachers to be self-directed learners Deciding on a robust strategy that can be maintained and delivered in their context Conﬁrmation that what they do actually has a learning beneﬁt.
teacher barriers to •Novices for
a short time (under- graduate), 1st year out re-thinking practice •Experts for a long time 1 year + •No direct imperatives, lack of repertoire, experience in technology •Non-millennials (age, culture) •Lack of strategic and tactical, persistent professional development (so they think!) •Poor articulation of what, when and how they want students to learn using technology •Coach for the test vs build critial thinking (institutional pressure)
•Units of work are not
integrate vs integral designed with technology in mind (no time to do it) •Standards are not set out or understood clearly (what do I need to do it) •Group bias often discounts, devalues or dismisses (no need to do it) •New tools work poorly with old methods (stick) •Technology, Pedagogy and Content unaligned (pass)
Technology: no stopping rule Requirements:
Incomplete, contradictory and changing Uniqueness: No two wicked problems blems are the same p ro Complex: Many interdependencies Solutions: Not right or wrong - worse, good enough, not good enough
Building digital-capacity means working on
your game plan. textual literacy knowing how to read and write online social literacy working with others online attention focus learning with ICT, not distract from it participation being involved in learning communities co-operation finding ways to work with others critical consumption crap detection! network awareness who is out there to help no two people are the same. HTTP://BLIP.TV/FILE/3333374
Does work. •Goal orientated learning
(today you are going to solve) The web raises the bar of what we realise our •Just in time - buddy support peers are capable of ... (run to me, I’m the tank) •Tiers of support that create 'ﬂow' in their learning •Throwing out everything you think you know (often) •Having a team that intuitively knows what will happen next and how to best prepare
Finding humanity in •You: Realising
that this is about complex culture and technology behaviour - and less about hardware, software and skills. (You can’t do I.T. to people) •Us: no-one works alone, no-one gets to make you feel bad or deny your worth to anyone else. •Students: Goal orientated pedagogy (project, game, scenario, challenge - based learning) ... less information.
•Teachers: Negotiated, self- directed (facilitated)
professional development - using effective models/strategies - well. •Executives: Helping them to constructively align cognitive technology with existing Finding frameworks and requirements meeting their needs. humanity in •Parents: Differentiated learning - technology well articulated at the individual student level - showing it works.
Leadership Teams [no one works
alone - ever] negotiate, communicate, argue, defend, Tank attract, lead, build, solve, review, report. lead, train, show, help, support DPS DPS DPS maintain, defend, improve, make. Healer repair, repoint, remedy, report, repeat Each person has dependencies, support and diversity in their roles, skills and talents.
technology, is of itself empty.
Begin by finding the 'bottom' Work with the 95% (you are the 5%) Design professional development and support around human needs, not technology. you can only fill it one tank at a time. Collaborate.