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Csta 2011


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Workshop presenter for computing teachers to look at developing enquiry loops for critical thinking.

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Csta 2011

  1. 1. Google ProofDean Groom, 2011Massively Productive
  2. 2. Elliott Masie, 1995“there’s no such thing as e-learning.”We never had chalkboard learning, or filmstriplearning, or overhead projector learning. It’s alljust learning.
  3. 3. First, Second, Third Horizon Leaders [YOU]
  4. 4. Google is seductive• Does your lesson include?• Freedom to fail;• freedom to experiment; • freedom to fashion identities; • freedom of effort; and • freedom of interpretation
  5. 5. Games are more rewardinggames are better lessons.
  6. 6. The Three Three Rs• The three Rs of connectedness: (Social Factors) • Reason (why to connect) • Relationship (defining our place in the world, relative to others) • Return (what a person gets out of connecting).
  7. 7. The three Rs of engagement (Emotive Factors)• Relevance (how is this useful)• Resonance (how do I feel about this)• Realism (where does this fit into the world)
  8. 8. The three Rs of gaming (Cognitive Factors)• Risk (what is the benefit or damage in attempting this)• Reward (what do I get out of this, relative to effort)• Rules (what is the praxis) 
  9. 9. Creating Critical Thinking • What is the participation you want see during the project or enquiry • What are the tools that are going to best support that enquiry (laptops, IWBs, cameras, mobiles) • What are the technologies that will be needed - The Internet, Presentation Software, Social Network, Collaboration Tools.
  10. 10. Developing ICT strategy1. Awareness: The student is not concerned.2.Informational: The student would like to know more about it.3.Personal: The student asks, “How will this affect me?”4.The teacher asks, “Am I spending all my time getting materials ready?”5.Consequence: The teacher asks, “Is use affecting learners?”6.Collaboration: The teacher asks, “How can you relate what you are doing to what others are doing?”7.Refocusing: The teacher thinks, “What ideas that would make things even better.”
  11. 11. Who are you?• Is there a single learning theory that encapsulates your own view of learning? Do you think there are elements of a number of theories that you draw on or could draw on in your teaching?
  12. 12. We didn’t start the fire“If you’re headed in the wrong direction, technology won’t help you get to the right place” (Ehrmann, 1995) The technology being used is tried and true and not in danger of becoming obsolete (Collins and Berge, 2000; Greening, 1998)
  13. 13. Can Cyborgs write great poetry? • Is this a dialogue, monologue, poem or statement? Why did you think that?
  14. 14. Selecting ICTs based on participation• What does the technology offer students in terms of developing concepts and content?• How does it help students to carry out inquiry processes?• How will students work together collaboratively or cooperatively?• What is the relationship between technology and other instructional materials?• What new knowledge of my content or discipline, of teaching, or of technology do I need in order to foster new learning in my students?• What knowledge processes, and skills do students need before using the technology?
  15. 15. A model for critical enquiry Links to theory how? poetry yes reason 1 reason 2 techno Product? society no reason 1 reason 2 you Evidence in the video?
  16. 16. Rethink the enquiry process
  17. 17. Make the enquiry e-conversational
  18. 18. Ask questions they can’t Google.• What would happen if Australia’s had an internet kill swtich• What would happen if Australia went off-line• What would life be like if the the government said it was going to turn off the internet in 5 days• What would the last month be like if the word ran out of oil• Does the internet help or harm society• Can we ever ban nuclear weapons
  19. 19. Give students useful planning tools.
  20. 20. Stop giving out marks What you did. Where you are. What you need to do