Maria Langworthy- Beyond Heroes
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The document describes a multi-year global research program called Innovative Teaching and Learning Research sponsored by Microsoft Partners In Learning. The research aims to investigate the factors that promote the transformation of teaching practices and the impact on student learning outcomes across different country contexts. It will provide evidence to policy-makers on what teaching practices work to change teacher practices and impact student development of 21st century skills. The goal is to develop a scalable research and monitoring system informed by international standards that countries and schools can use to measure change over time.
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Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
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Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
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Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
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How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
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Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
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Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
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The document discusses embedding structures for e-learning change at Nottingham Trent University. It outlines how the university developed an engagement process for an e-learning project using a customer value methodology to define success criteria. This included focus groups and a survey to capture stakeholder needs. A project structure was established including steering committees, testing groups, and working groups to develop policies and oversee technical integration. This process has now been institutionalized and was used to engage stakeholders in developing minimum online teaching standards.
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An example school report from the Partners in Learning School Research Tool. See http://www.pil-network.com/sites/schoolresearch/index for more information.
10 nov-08 curriculum-corporation_conf._keynote
The document discusses the need for education systems to transform to Education 3.0 in order to meet the demands of today's globalized and digital world. Education 3.0 emphasizes 21st century skills like critical thinking, problem solving, collaboration and incorporates innovative teaching methods enabled by technology. It requires a holistic transformation of the entire education system, including reforms to curriculum, teaching, leadership and accountability to support 21st century learning. Different countries and education systems are at varying stages of this transition depending on factors like infrastructure and resources. Leadership is needed to drive the necessary changes to achieve more equitable and productive education systems.
Cisco Global Education
Cisco is committed to transforming education systems to better prepare students for the 21st century. The presentation discusses Cisco's work in establishing Education Centers of Excellence around the world and developing the Education 3.0 framework. Education 3.0 proposes reforming curriculum, assessments, technology and leadership to focus on 21st century skills like problem solving. It aims to create a more student-centered and equitable education system where learning can occur anywhere, anytime through technology.
Staff Development In Technology
Staff development in technology is important to prepare teachers and students for the digital age. Legislation like No Child Left Behind and standards like the National Education Technology Standards require teachers to effectively use technology. A district technology training plan is needed to instruct teachers on available technologies and help them integrate technology into lessons to develop students' 21st century skills. The plan would organize staff development around a focus on technology and help teachers meet national technology requirements.
Trends in Digital Learning 2015 (ISTE 2015)
Release of the 2015 report, Trends in Digital Learning: Empowering Innovative Classroom Models for Learning. This latest report from Blackboard and Project Tomorrow details how schools and districts are using new technologies to create the ultimate learning experience. Report highlights how:
Educators are using new technologies to engage students in and out of school
Blended and digital learning translate directly to student confidence and success
Students are reacting to these evolving and innovative classroom models
M langworthy
This document discusses the need for 21st century learning design to prepare youth for a knowledge-based world. It notes that many youth lack skills and are unemployed or disengaged from school. The economic drivers have shifted from manufacturing to knowledge-based products. As a result, teachers must guide students' creation of knowledge through practices like collaboration, problem-solving, and ICT integration, rather than just delivering content. Research from ITL involving 8 countries found innovative teaching positively impacts deep learning outcomes. However, many education systems do not fully support innovative practices. 21st century learning design aims to have teachers collaboratively design new learning experiences and students collaboratively create knowledge-based products.
Cass network 21 casa july 9, 2011
The document discusses building capacity for learning technology leadership through the CASS Network of 21st Century School Systems. It outlines the CASS Framework for School System Success, which identifies 11 dimensions of effective system leadership practice. These include developing a shared vision of 21st century learning, transformational leadership, IT governance, and establishing school systems as knowledge-building organizations. The document provides research and examples on how high-performing school systems approach these dimensions, and prompts participants to reflect on their own district's strengths and next steps in these areas.
Cass Network 21 CASA
The document discusses building capacity for learning technology leadership through the CASS Network of 21st Century School Systems. It outlines the CASS Framework for School System Success, which identifies 11 dimensions of effective system leadership practice. These include developing a shared vision, building instructional capacity, relationship building, and establishing curriculum and instruction priorities. The document also examines research on leadership approaches, IT governance, and creating knowledge-building school organizations to support 21st century learning with technology.
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The document discusses building capacity for learning technology leadership through the CASS Network of 21st Century School Systems. It outlines the CASS Framework for School System Success, which identifies 11 dimensions of effective system leadership practice. These include developing a shared vision of 21st century learning, transformational leadership, IT governance, and establishing school systems as knowledge-building organizations. The document provides research and examples on how high-performing school systems approach these areas and leadership for successful technology integration.
ICT related research topics in education
Explore the exciting world of ICT research in education. Discover the importance of technology in learning and the growing need for research in this area.
Mireles Prelims Final Version
This dissertation proposal examines how teacher participation in a networked learning community relates to the development of teaching innovation. The study will survey teachers participating in the Schools of the Future project in Hawaii. This project involves 20 independent schools working to develop 21st century teaching skills through professional learning communities and an online networking platform. The study aims to determine if factors like participation level, new professional relationships, or professional development opportunities correlate with higher levels of teaching innovation as measured by a validated survey instrument. Results could provide insights into how digital tools and networking can strengthen professional development to improve teacher practice.
ICT in Education.pdf
This document discusses creating a culture of innovation in educational technology and 21st century classrooms. It outlines best practices for building a culture that fosters innovation, revolutionizing the classroom experience, and showcasing expanded and creative technology use. Examples are provided of innovative ICT teaching that integrate digital devices, involve hands-on learning, digital learning, and inquiry-based and real-world projects. The document argues that active learning tools are changing teaching methods across cultural lines to engage students and improve pedagogy and learning outcomes.
Orientation to Grad Studies trends in teaching Power Point 2010 .hwright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
Integrating ICT into Teaching Learning
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This dissertation proposal examines how teacher participation in networked learning communities relates to levels of teaching innovation. The study will survey teachers participating in the Schools of the Future project in Hawaii. It aims to determine if factors like participation level, new professional relationships, or professional development opportunities correlate with higher levels of innovative teaching practices. The proposal provides background on 21st century skills and professional learning communities, and describes the research questions, instruments, procedures, and analysis plan for the quantitative study.
A study on the impact of web technologies in teacher education to train the f...
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021School Improvement, innovation and technology: a European point of view
School Improvement, innovation and technology: a European point of viewIstituto Nazionale di Documentazione, Innovazione e Ricerca Educativa
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
Microsoft in education
This presentation was given by Kirsten Panton of Microsoft at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.b: Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge.
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SU 2009 About Mobile Learning
The document summarizes findings from the Speak Up research project about students' and educators' views on mobile learning. Key findings include that students see benefits to using their own mobile devices for schoolwork, but face obstacles like limited access. Educators called "Mobile Learning Explorers" are more enthusiastic about technology's importance. Students envision a future with social, digitally-rich, untethered learning enabled by ubiquitous mobile access.
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Ron Canuel- Maine Summit Presentation
The document outlines a pre-presentation promise for attendees to not use technological devices during presentations and to call out anyone who does. It then summarizes a presentation on June 13-15, 2010 about leadership in a 1:1 learning environment. It lists quick facts presented and recommends assembling a transformational leadership group with students, parents, and educators to promote changes to learning and teaching. It also recommends developing individual intervention plans for late adaptors and having attendees pledge in writing to support each other's efforts to transform education.
Deirdre Butler- Emerging Models of Teaching & Learning
The document discusses the question of whether schools should pursue fundamental change or incremental improvement. It notes that there has been little discussion about this important question. It also provides a short description of the differences between incremental improvement, which focuses on small, continuous changes, and fundamental change, which requires completely rethinking the nature of schooling from the ground up.
Emerging New Models Of Teaching And Learning 1 To 1 Summit Ml
This document discusses emerging new models of teaching and learning. It notes that the modern job market requires continual learning and acquiring theoretical knowledge. New models focus on clearly defined learning outcomes and individualized paths. Key elements that need rethinking include when and where learning happens, the roles of teachers and students, and types of assessments. The goal is to empower all parties to drive their own lifelong learning, develop 21st century skills, and become great citizens. Some new models mentioned are School of One and Synapsis. Tactics proposed include innovative assessments, leadership training, student-centered pedagogy, and rewarding effective changes in the education system.
Eduardo Chaves- Leadership that Leads to a Culture of Transformation
This document discusses the leadership required to transform a school culture. It argues that digital tools can magnify human abilities like thinking and collaboration. A vision is proposed to provide all children with quality digital tools so they can learn anytime, anywhere. However, true transformation requires competent leadership at all levels that is committed to radical, innovative change. The old model of schooling may no longer be viable. For a school to transform, it must develop a new culture through "unlearning" its present views of education, learning, curriculum and assessment. Effective leadership is needed to manage this change and lead the school to a new culture with a focus on student-centered learning.
Presentacion Maine June 2010
Uruguay has distributed over 400,000 laptops to students and teachers in primary schools as part of its One Laptop per Child program. The program aims to provide all students from 1st to 12th grade with a laptop and internet access. Over 18,000 teachers have been trained to incorporate the laptops into their teaching, and digital educational resources have been developed. The total cost of the program has been around $248 per laptop over 4 years, representing less than 0.2% of Uruguay's GDP.
Miguel Brechner- One Laptop per child and teacher of Public School
Uruguay has distributed over 400,000 laptops to students and teachers in primary schools as part of its One Laptop per Child program. The program aims to provide all students from first to seventh grade with a laptop and internet access. Over 98% of schools now have internet access through over 1,800 servers and 3,000 wireless access points. The program has also trained over 18,000 teachers and has educational resources available through a digital portal and TV channel. Plans are in place to expand the program to secondary schools and underserved communities.
Christopher Dede- Big Ideas
This document discusses overcoming barriers to transforming education. It notes that outdated assessments and multiple expectations from policymakers can derail educators. Leadership is needed to understand systemic change and learning goals. Distributed education extends learning beyond schools through tutors, coaches and mentors. The core principles of professional development are that teachers teach as they were taught, technology usage alone does not change pedagogy, and continuous peer learning drives long-term improvement. "Unlearning" assumptions is also important. Transformation may involve evolution, disruption, or a "sea change" like in Shakespeare's The Tempest. Disruptive innovation theory holds that disruptive innovations initially offer inferior products meeting specialized needs and later drive out standard products. Customization is a disrupt
Damian Bebell- '1:1 Computing Research: Informing effective policy development'
The document summarizes research on 1:1 computing programs in K-12 education. It finds that while access to technology has increased, implementation and outcomes varied widely between schools. Standardized test scores in some cases increased slightly for students in 1:1 programs, but tests are a limited measure of success. Long-term impacts are still unknown due to most programs being recently established and underfunded research efforts. Teacher beliefs and leadership strongly influence how technology is used in classrooms.
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- 1. WWW.ITLRESEARCH.COM maria@langworthyresearch.com Maria Langworthy, on behalf of Microsoft’s Partners in Learning Beyond Heroes Innovative Teaching and Learning Sponsored by Microsoft Partners In Learning
- 2. Technology alone will not transform education Social and Economic Impact
- 3. Innovative Teaching and Learning Research A multiyear global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students’ learning outcomes across a broad range of country contexts Sponsored by Microsoft Partners In Learning WWW.ITLRESEARCH.COM
- 4. ITL Logic Model OUTCOMES CONTEXT & INPUTS PRACTICES National School & Teacher Classroom Student School Culture and Supports Education Policy Innovative Teaching Practices Students’ 21st Century Skills ICT Access and Supports Program Supports Educator Attitudes WWW.ITLRESEARCH.COM
- 5. Innovative Teaching Practices Student-Centered Pedagogy Innovative Teaching Practices Extending learning beyond the classroom The use of appropriate ICT in teaching and learning
- 8. That can be used by countries, programs and schools to measure change
- 9. And provide consistent and comparable data over time
Editor's Notes
- In the face of the complex discussions about education transformation, we have distilled our beliefs down into a few simple truths. Technology alone will not transform education. Just as in other industries that have dramatically improved through using technology, the process of teaching and learning has to take advantage of the opportunities that technology allows. We believe that, Student-centered learning is the goalChanging teaching practices is the keySchool leadership is requiredSystem change is a necessityLet me explain these beliefs
- And this is what the Innovative Teaching and Learning Research Project (ITL) aims to address through research. It is A multiyear global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students’ learning outcomes across a broad range of country contexts. More specifically, Its primary focus will be studying effective change in teaching practices and learning experiences It views technology (ICT) integration as an essential enabler to innovative teaching and learningBefore I describe this project in more detail, I want to first attribute thanks where it is due.
- The ITL Research logic model is designed to inform our three global research questions:
- This project aims to inform education policy on what works in integrating technology into teaching and learning to achieve clear student learning outcomes. The long term goal of the project is also to develop a set of research methods and tools to the public domain, that will allow for more consistent school level evaluations of progress on effectively integrating ICT into teaching and learning. The project is sponsored by Partners in Learning at Microsoft. More specifically, it is the result of the insight and vision of James Bernard, the director of that program. Our intention with this research is that Microsoft will fund the launch of the research but we welcome partners from all sectors to collaborate and even to invest in the project. Education and political leaders in countries around the world have invested heavily in ICT over the last decades with the aim of preparing their youth for the 21st Century, a goal that many believe requires fundamental transformation of prevailing mental models of education and the integration of technology into teaching and learning. But educational change is complex and takes place within an ecosystem of influences that range from national policies, programs, and supports to local community contexts and school-specific professional cultures. Amid these influences, clear evidence of teaching and learning progress based on ICT investments in schools has been scarce and inconsistent. This presentation will describe a new research project focused on resolving key elements of this conundrum.