This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
This document discusses how technology impacts education and learning. It explores the relationship between teachers, technology, and educational outcomes. While technology has transformed many aspects of life and schooling, its impact on learning is unclear. Effective implementation of technology requires skilled teachers and a focus on pedagogy. Students now need skills such as collaboration, problem solving and digital literacy to succeed in an increasingly digital world. However, schools and teaching must continue to adapt to prepare students.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Webinar slides originally presented by Dr. Dale McManis on September 22, 2011, reviewing best practice tip for selecting developmentally appropriate technology for children.
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
This document discusses how technology impacts education and learning. It explores the relationship between teachers, technology, and educational outcomes. While technology has transformed many aspects of life and schooling, its impact on learning is unclear. Effective implementation of technology requires skilled teachers and a focus on pedagogy. Students now need skills such as collaboration, problem solving and digital literacy to succeed in an increasingly digital world. However, schools and teaching must continue to adapt to prepare students.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Webinar slides originally presented by Dr. Dale McManis on September 22, 2011, reviewing best practice tip for selecting developmentally appropriate technology for children.
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
What's REALLY Happening with Technology in Early Childhood Programs?Hatch Early Learning
Dale Mcmanis, Karen Nemeth, and Fran Simon shared the results of their 2012 survey in which they asked teachers and administrators to share how they are using technology in their programs.
We need to change our teaching and assessment to respond actively to new challenges of higher education .emanating because of recent development in neurosciences, information and communication technology and globalisation.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
A presentation to the MISA East Mobile Learning Symposium on Feb. 22, 2013 in Ottawa Ont Canada. The focus of the presentation was the need to look at the impact of pedagogy and change knowledge along with technology as outlined in Michael Fullan’s book, Stratosphere.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
FETC 2019 New Digital Principal Julie Evans 012919Julie Evans
This document provides an overview of a presentation by Julie Evans on identifying leadership characteristics of new digital principals. Some key points:
- Project Tomorrow conducts the annual Speak Up research project to collect feedback from K-12 students, teachers, parents, and administrators on digital learning to inform education policy.
- New research identified two types of principals leading the shift to digital learning - "Digital Evangelists" who prioritize new classroom models and education equity, and "Digital Instructional Coaches" who focus on supporting teachers' professional development.
- Factors driving the emergence of the "New Learning Leader" principal profile include districts seeing effective leadership as key to student outcomes and principals facing challenges in mot
1) The document discusses the need to move beyond a one-size-fits-all approach to education and toward personalized learning to address challenges in the traditional classroom model.
2) Personalized learning is defined as adjusting the pace, learning approach, and leveraging student interests/experiences for individual students.
3) Examples of personalized learning mentioned include systems that adapt to student needs, approaches that support differentiated learning, increasing formative assessments, and providing student choice.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
How to Properly Create a Faculty Development Program in Technology EducationChristopher Barrows
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Story board for study sync complete presentationvbjrvb36
This document provides a storyboard for a multimedia presentation on Study Sync, an educational technology innovation. It describes Study Sync as a learning management system that promotes literacy skills. The need for Study Sync arose from the challenge of engaging students. Research found many students lacked reading skills and motivation. Study Sync was developed by Bookhead Ed Learning based on research showing the skills needed for college and careers. It encountered issues with remediation, curriculum for diverse learners, and motivation. The intended audience is innovative teachers and motivated students. Study Sync was commercialized as an online platform and distributed through a phased implementation process in schools over several years.
Virginia Mario: Teaching with Technology: digital skills for 21st century tea...eaquals
This document summarizes a professional development course on teaching with technology for 21st century teachers. It outlines four main lessons: 1) understanding audience requirements for technology use, 2) learning about new pedagogical frameworks that incorporate technology, 3) examining professional development frameworks, and 4) adopting a new mindset around technology. The course aims to provide both theoretical background and practical activities to help teachers integrate digital skills and new technologies into their teaching practice.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
What's REALLY Happening with Technology in Early Childhood Programs?Hatch Early Learning
Dale Mcmanis, Karen Nemeth, and Fran Simon shared the results of their 2012 survey in which they asked teachers and administrators to share how they are using technology in their programs.
We need to change our teaching and assessment to respond actively to new challenges of higher education .emanating because of recent development in neurosciences, information and communication technology and globalisation.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
A presentation to the MISA East Mobile Learning Symposium on Feb. 22, 2013 in Ottawa Ont Canada. The focus of the presentation was the need to look at the impact of pedagogy and change knowledge along with technology as outlined in Michael Fullan’s book, Stratosphere.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
FETC 2019 New Digital Principal Julie Evans 012919Julie Evans
This document provides an overview of a presentation by Julie Evans on identifying leadership characteristics of new digital principals. Some key points:
- Project Tomorrow conducts the annual Speak Up research project to collect feedback from K-12 students, teachers, parents, and administrators on digital learning to inform education policy.
- New research identified two types of principals leading the shift to digital learning - "Digital Evangelists" who prioritize new classroom models and education equity, and "Digital Instructional Coaches" who focus on supporting teachers' professional development.
- Factors driving the emergence of the "New Learning Leader" principal profile include districts seeing effective leadership as key to student outcomes and principals facing challenges in mot
1) The document discusses the need to move beyond a one-size-fits-all approach to education and toward personalized learning to address challenges in the traditional classroom model.
2) Personalized learning is defined as adjusting the pace, learning approach, and leveraging student interests/experiences for individual students.
3) Examples of personalized learning mentioned include systems that adapt to student needs, approaches that support differentiated learning, increasing formative assessments, and providing student choice.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
How to Properly Create a Faculty Development Program in Technology EducationChristopher Barrows
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Story board for study sync complete presentationvbjrvb36
This document provides a storyboard for a multimedia presentation on Study Sync, an educational technology innovation. It describes Study Sync as a learning management system that promotes literacy skills. The need for Study Sync arose from the challenge of engaging students. Research found many students lacked reading skills and motivation. Study Sync was developed by Bookhead Ed Learning based on research showing the skills needed for college and careers. It encountered issues with remediation, curriculum for diverse learners, and motivation. The intended audience is innovative teachers and motivated students. Study Sync was commercialized as an online platform and distributed through a phased implementation process in schools over several years.
Virginia Mario: Teaching with Technology: digital skills for 21st century tea...eaquals
This document summarizes a professional development course on teaching with technology for 21st century teachers. It outlines four main lessons: 1) understanding audience requirements for technology use, 2) learning about new pedagogical frameworks that incorporate technology, 3) examining professional development frameworks, and 4) adopting a new mindset around technology. The course aims to provide both theoretical background and practical activities to help teachers integrate digital skills and new technologies into their teaching practice.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
This document summarizes research on the diffusion of mobile devices in education. It discusses how diffusion occurs through communication over time within a social system. Mobile devices provide benefits like anytime access to content and enhanced interaction, but also challenges like easier cheating and isolating non-technical students. Research found mobile devices can support 21st century skills if barriers to adoption are addressed. Key factors that influence diffusion include the perceived advantages, compatibility with current practices, and complexity of implementation. The document advocates for a decentralized approach led by teachers and targeting early adopters to reach critical mass.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
This document discusses educational technology and its importance in modern teaching and learning. It outlines how educational technology engages learners through design and environments. The document contrasts old and new generations of learners, noting today's students are more interested in technology. It identifies six essential skills like solution fluency, information fluency and collaboration fluency needed for students to succeed. The document also discusses four IT-based project types that can develop higher-order thinking skills.
This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
8 BENEFITS OF TECHNOLOGY IN CURRENT AND FUTURE EDUCATION.pptxnavabharathschool99
Technology in current education has become a pillar for continuity and excellence in the holistic training of different generations. Its importance became more visible as a result of the COVID 19 pandemic and today many are already noticing its benefits. This time we will tell you more about the role that technology plays in the educational framework and its main benefits. The role of technology in education today and in the future. Technology in current education has become a facilitator of changes, especially those promoted by the health situation. With your contribution, we can not only develop distance learning, but we are competently preparing new generations to take on the challenges of the present and the future.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
The Quest for the Best Education for the Future in 2023.pdfHi-Tech Institute
In today’s fast-paced world, the quest the best education for the future has become more important than ever. The choices we make about our studies greatly influence our future prospects, both personally and professionally
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
Educational technology analyzes the teaching and learning process thoroughly to improve education quality. It examines variables like teaching methods, principles and theories, and their relationships. Educational technology also helps develop new curricula and teaching materials suited for the changing environment and learner needs. By facilitating teacher training and integrating innovative tools like audiovisual aids and computer-assisted instruction, educational technology aims to enhance learning and make education more relevant and accessible.
This document provides an executive summary of the National Educational Technology Plan (NETP) from 2010. The plan calls for a revolutionary transformation of the American education system through the use of technology. It presents a model of 21st century learning powered by technology, with goals and recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan argues that technology can help improve learning outcomes, assessments, teaching practices, and infrastructure while also increasing productivity and managing costs. It aims to prepare students with 21st century skills and leverage data and technology to drive continuous improvement across the entire education system.
This document provides an executive summary of the National Educational Technology Plan (NETP) from 2010. The plan calls for a revolutionary transformation of the American education system through the use of technology. It presents a model of 21st century learning powered by technology, with goals and recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan argues that technology can help improve learning outcomes, assessments, teaching practices, and infrastructure while also increasing productivity and managing costs. It aims to prepare students with 21st century skills and leverage data and technology to drive continuous improvement across the entire education system.
The document outlines an agenda for a future ready workshop focusing on ten trends in education including social mapping, big and small data, micro-credentials, and wellbeing. It includes activities for participants to explore trends in more depth and discuss characteristics of future ready learners. The workshop also addresses focusing curriculum, learning environments, activities on capabilities rather than subjects, and integrating principles of the New Zealand curriculum. Next steps suggested are for participants to identify concrete actions they will take back to their schools.
The document discusses best practices in teaching and learning with technology. It provides perspectives from several sources that define best practices as techniques that are research-based, focused on learning, have measurable goals, and work repeatedly. The document also addresses challenges in implementing technology, the need for sound pedagogical frameworks, assessing learning and technology use, sustaining innovation, and supporting teachers.
Campus Consortium EdTalks: The Future of IT in Education Featuring The Univer...Campus Consortium
This document summarizes a presentation on the future of information technology in higher education. It discusses how learning environments will evolve to include virtual, place-based, and mobile modalities. It also addresses how institutions can engage creative students by providing structures and tools to support knowledge creation. The classroom of the future will focus on active and collaborative learning through flexible classroom designs. Pedagogy will explore competency-based, game-based, and problem-based learning strategies to better engage and prepare students. Emerging technologies like virtual reality, augmented reality, and voice recognition will enhance the learning experience if made accessible and easy to use. Funding, preparation, and accessibility remain challenges to addressing these opportunities.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
Instructional strategies for technology integrationRonald Suplido Jr
Instructional strategies for effective technology integration are discussed. Key points include defining technology integration as using technology tools to allow students to apply skills to learning and problem-solving, driven by curriculum not technology. A technology integration matrix outlines levels from entry to transformation. Effective integration requires consideration of students, instructors, institutions, technology tools, and evaluation. Models like TPACK and SAMR provide frameworks for enhancing integration. When implemented properly through collaborative and student-centered approaches, technology can positively impact student achievement.
Are you future ready? Preparing students for living and working in a digital ...Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.Technology is critical in helping students to develop and communicate these skills, but are universities and colleges making best use of it?
In this session we will explore what employers are really looking for; and how a university and college are using innovative approaches to best preparing their students to meet those needs.
Similar to Design Deploy Transform - Education (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
4. Vision of
Anytime
Anywhere
Learning
for All
Supporting Strategic
Planning, Organizational
Capacity and
Sustainability
Building Leader and
Educator Capacity for
Transformation
Monitoring and
Evaluation
Building Local Capacity
through Public/Private
Partnerships
Creating Leader and
Educator Capacity
Designing Technology
for Efficient and Effective Institutions
Equitable Inclusion and
Accessibility
Enabling 21st Century
Pedagogy
Curriculum, Content, and
Assessment for Today’s
World
Personalized Learning
Support for Learning
Communities and
Educators
Transforming Learning
Environments
FRAMEWORK
5. The Compelling Case for Change
Leading Change
• Vision for Anywhere, Anytime Learning for
All
• Strategic Planning, Organizational Capacity
&
Sustainability• Personalized Learning
• Learning Communities
• Learning Environments
• Curriculum, Content & Assessment
• Inclusion & Accessibility
Exploring the Possibilities for
Teaching & Learning
Managing the Implementation
• Teacher & Leader Capacity
• Partnerships for Employability
Continuous Review • Quality Assurance
• Designing Technology for Effective and
Efficient Schools
6. FOUR KEY QUESTIONS
What is the
compelling case for
change?
What does ubiquitous
access to technology
now make possible
for contemporary
teaching and learning?
How might you
best lead
this inevitable shift?
How will we best
manage
implementation
of our initiative?
8. “If you think good design is
expensive, wait until you
see how much bad design
costs”
- Prakash Nair
9. • Not policy initiatives but projects— policy in bits and pieces
• Current policies are replaced by the new government
• The policy underpinning the initiative focuses only on ICT
• The policy provides a short-term strategy without a sense of where this
will go in the long-term
• ICT policies are too often based on incorrect assumptions, which create
unrealistic expectations for what can be realistically achieved.
• The policy is organizationally isolated
• The policy does not specify measurable goals
• Researchers describe a gap between rhetoric in government policy and
reality of education practice
10. FOR EFFECTIVE CHANGE
FIVE GUIDING
1. What are you trying to do?
2. How are you trying to do it?
3. How, at any given moment,
will you know whether you’re
on track?
4. If you are not on track, what
are you going to do about it?
5. Can we help?
Clear priorities, specific, measurable goals.
Clear, practical plans which are used regularly and updated.
Good, steady, close to real-time data on key indicators. Monitoring
routines (such as stocktake meetings with all key involved).
Agreed actions, followed up, tested in practice and refined if necessary.
Always try something. Never neglect a problem once identified.
Constant ambition, refusal to give up. Focus on the goals, no
distractions. Maintaining the routines. Analysis and problem-solving
where required. Bringing to bear lessons from elsewhere.
Michael Barber, 2008
29. What is so different
about the context
in which our
young people
are growing up?
30.
31. Education
Political imperatives
• Politicians across the globe recognize their
most important asset is human capital
• Technology access for students has also
become
a popular electoral promise
Education investment
• A 200% increase in annual ed-tech
investment leading
Access
• 1.4B students in degree granting
institutions,
80% of which are in K-12
• Less than 10% of students have access to
a personal learning device
Content
• Major publishers are pushing toward a
digitization
Curriculum and assessment
• Digital literacy and new learning
pedagogies
• Learning intelligence
Consumerisation of IT
• Human experience, beginning at
increasingly earlier ages
The rise of technology in education is being fueled by:
37. Opportunities
Personal transit, water
harvest, sharing economy,
quantified self, drones,
sensors, big data, 3D
printing, energy grid,
housing, bio-factories
STEM Programs
Tech labs, robotics,
media design, and
coding are needed
Basic Skills
Maintenance workers,
3D food printer chefs,
assemblers or
dismantlers
Education Needs
Dynamic curriculum and
real-world assessments,
skilled teachers, and
school facilities.
Advanced
Skills
Designing and
analyzing physical
systems and data
Conceptual Skills
Complex systems,
fluency with data and
media
Depend on
Human Traits
For noticing nuance
and analyzing
complexity
Innovation
Will either eliminate
current jobs or enable
new jobs
JOBS OF THE FUTURE
38. 1. FEDERAL RESERVE BANK, 2008
2. MICHIGAN UNIVERSITY
3. UNESCO
+8% +8%
SCHOOL
COMPLETION
READING
ABILITY
ECONOMIC
IMPACT
1 2 3
39. They decide what to
measure before they
start
They understand
that more is NOT
better.
(only BETTER is
better)
They never confuse
people projects for
technology projects
They have a plan for
what learning will
look like
40. They invest in
Professional
Development they
can track, measure
and prove
They realize the
economies of
partnerships
They understand
when technology
helps, and when it
hinders
They make decisions
based on real
evidence that
supports their vision
for learning.
42. How learning technology
impacts communities
Better
education
outcomes
Empowers
knowledge
economy
Enables
entrepreneu
rial growth
Higher
GDP
Tools and references in Microsoft EDU Digital Inclusion Model, 2014, //citynext
43. This is schooling in an
Age of Abundance
and Exponential
Change
http://internetcensus2012.bitbucket.org/images.html
44. Next year more than ONE BILLION photos will be uploaded & shared every day
Mary Meeker / Liang Wu May 29 2013
47. Is technology
transforming
schools?
• Schools structured as
enclosed groups and
physical spaces
• Curriculum is in silos tied to
disciplines
• Teacher lectures
• Students study
independently
• Standardized exams test
recall and application of
simple procedures
• Technology used as a
supplement…too often to
simply automate
49. • “The transformation of work requires much more than a
mastery of a fixed curriculum inherited from past centuries.
• Success in the slowly changing worlds of past centuries came
from being able to do well what you were taught to do.
• Success in the rapidly changing world of the future depends
on being able to do well what you were not taught to do”
• Vision for Education: Caperton & Papert
50. Where students are learning is changing
When students are learning is changing
51. Lifelong and lifewide learning
Shutt, K., Phillips, R., Van Horne, K., Vye, N., & Bransford, J. B. (2009). Developing science inquiry skills with
challenge-based, student-directed learning. Presentation to the LIFE Center: Learning in Informal and Formal
Environments, University of Washington, Seattle WA.
52. What students are learning is changing
How students are learning is changing
Where students are learning is changing
When students are learning is changing
53. Emerging web technologies are providing an
“architecture for participation”...for all students
We are now…
• challenging traditional approaches to how our students learn.
• challenging our assumptions about classrooms and teaching.
• challenging our assumptions about knowledge, information
and literacy.
What are the implications for your schools?
60. More profoundly, in the context of the world our
modern learners are growing up in, isn’t it about
time we thought much more ambitiously ….
…about exactly what technology might make possible
for learners, teachers and schooling?
61. Surely it’s a time for exploring new basics..
…new models of school,
…new roles for teachers
…and learners
62. …and for defining new literacies ..
…that better equip our young people for their
lives in the modern world which they are now part
of?
67. 1. Why do we appear to have such low expectations for
what digital richness now makes possible?
2. How well do existing pedagogies serve the needs of our
young modern learners today?
3. What are the prerequisites for a modern learning
environment that might better allow our young learners to
leverage and amplify the opportunities afforded to them in
this digitally rich world?
Understanding the Modern Learning Environment…
68. Why do we appear to have such
low expectations for what digital
richness now makes possible?
How well do existing pedagogies
serve the needs of our young
modern learners today?
Understanding the Modern Learning Environment…
69. What are the prerequisites for a modern
learning environment that might better
allow our young learners to leverage and
amplify the opportunities afforded to them
in this digitally rich world?
Understanding the Modern Learning Environment…
70. The baby, the bathwater...and the freshwater
What do you want to keep...
what do you want to throw out,…
and what do you want to add?
71. So, what do we
now leave out?
Scott Looney: THE FUTURE FOR
EDUCATION: Why Hawken has to
lead
• Separate academic departments
• Grade levels organized by age groups
• (vs. mixed age classrooms)
• Assessments
• Assessment by letter grades and standardized tests
(vs. narrative feedback)
• Timed tests (vs. untimed)
• Multiple choice and true/false tests and quizzes
• Individual achievement assessment
• (vs. group achievement assessment)
• Teaching (pedagogy)
• Less cohort “whole group” teaching; more
individualized approaches
• Greater mix of techniques: simulation, projects,
internships, lecture, discussion to address the natural
range of learning styles in students
• More technology assisted teaching
• Definition of a classroom (space)
• Single content area courses
• Class size
• Use of Time: Schedule and Calendar
• The boundary between academic and co-curricular
activities
The “sacred cows of education”
72. The evolving learning environment…
PRINT ERA
Authors/Publishers
Books, Documents
14TH- 19TH CENTURY
BROADCAST ERA
Vendor Produced
Content
Film, Radio, TV,
Video, Web Pages
COLLABORATIVE AGE
Community
Generated
Experience
Mixed Media, Social
Networks, Virtual
Environments
20TH CENTURY 21ST CENTURY
73. The evolution of the modern learning
environment…
Emerging Web
Technologies
74. It's the change underlying these tools that I'm trying to
emphasize.
Forget blogs...think open dialogue.
Forget wikis...think collaboration.
Forget podcasts...think democracy of voice.
Forget RSS/aggregation...think personal networks.
Forget any of the tools...and think instead of the
fundamental restructuring of how knowledge is created,
disseminated, shared, and validated.
George Siemens blog
75. The evolution of the modern learning
environment…
Universal
Access
Emerging Web
Technologies
76. A vision of learning built around a very
powerful idea...
78. Edweek.org
Both proponents and opponents of
educational technology agree that the
full effects of technology in schools
cannot be fully realized until the
technology is no longer a shared
resource
Oppenheimer, 2003; Papert, 1992, 1996
79. • “Our goal must be to find ways in which children
can use technology as a constructive medium to do
things that they could not do before;
• to do things at a level of complexity that was not
previously accessible to children”
•
• Prof. Seymour Papert
• Mathematician,, Scientist,, Educator
80. What if every child had her own laptop,
…and nothing changed?
93. 1. We want to provide our students with unprecedented opportunities for 21st
Century Learning (collaboration, creation, communication, inquiry-based learning).
2. The Modern Learning Environment (MLE) is about equity of opportunity.
Ubiquitous access to technology now means all of our students, of all ability levels
will have an equal chance of success here…all of the time.
3. A MLE is a place that lays down a foundation for successful careers and fulfilling
employment.
4. In a MLE we want to unlock the possibility of personalized learning for all our
young people, so that they can seek out their passions and achieve excellence.
5. A MLE is a place of learning beyond school walls so that our students can benefit
from both formal and informal learning opportunities.
6. Our MLE school will be technology-rich demanding New Pedagogies that improve
academic outcomes.
Which 3 statements best articulate a vision for a
Modern Learning Environment?
94. 7. Our MLE will extend and improve our assessment alternatives through
the embedded use of technology across the curriculum.
8. Our MLE will replace physical textbooks and provide expanded resources
for our students to increase learning opportunities.
9. All of our students see technology as the ‘learning medium of their
time’, and our school will leverage that throughout the curriculum.
10.Technology-richness means our MLE will allow deeper learning for our
students, and allow us to have higher expectations.
11.Ubiquitous access to technology now means the students in a MLE will be
better informed and make better decisions about what they do and learn
in the classroom, becoming true self-directed learners.
Which 3 statements best articulate a vision for a
Modern Learning Environment?
97. Ontario, Canada Fontan College group, Colombia Ngee An School, SingaporeShanghai, China
Vision: improving literacy,
numeracy and graduation
rates
Vision: personalize
learning to encourage
autonomy and self-
paced study
Vision: foster
collaboration and
change the mindset
Vision: equity –
improving low
achieving schools
“The pedagogical process has
been successful in all schools
where the system was
implemented. We have a
research and development
system with short-, medium-,
and long-term goals; for
example, they are working now
to use CRM in the cloud with
Microsoft Windows Azure.”
• 1st focus is technology for
teacher professional
development
• 2nd focus is technology
to serve pedagogical
needs
“Through the Partners in
Learning program and
webinars, we are able to
expose our teachers to a
wide range of resources and
professional development
opportunities. In the
classroom, Microsoft
solutions support the
pedagogy used by our
teachers.”
Adrian Lim, principal
• Uses technology for
improving teacher
pedagogical capacity
• Advanced use of video
analysis for pre-service
training
Successful systems and institutions use technology as an
enabler of their vision and learning goals
System level change
School level change
Digital Inclusion Modeling Tool
helps governments estimate potential
economic benefits of providing
disadvantaged children with
technology access
Vision
101. • What will education in your country look like?
• What will teachers and students be doing?
• What skills will teachers need and how will they
be trained?
• What new skills will be in the curriculum and
how will they be assessed?
• How will technology impact on those decisions?
• When and how will the system be evaluated and
how will that information be used?
Envisioning the future
Creating contemporary learning
environments
102. • Where will learning take place? Will school buildings look
different?
• Will classrooms look different? Will there even be classrooms?
• Will there be age-based grades?
• When will learning occur? Will the school day/school year be
scheduled differently?
• Will teachers interact with each other and with principals
differently?
• What decisions will be made by principals, teachers, or even
students and which made by the MOE or Directorate?
• How will technology impact on these decisions?
• What information will be needed to make these decisions?
Envisioning the future
Creating contemporary learning
environments
103. • How will the curriculum be organized?
• Who will decide what students learn?
• Will school subjects still be important? If so, how will they connect with 21st C
skills, such as collaboration, communication, and complex problem solving?
• How will student learning be measured? What will assessments look like?
• What kinds of knowledge and skills will students learn?
• How often will students be assessed?
• Who will determine the quality of student work?
• Where will information on student learning be stored? Who will have access to
it?
• What will be done with this information?
• How will ICT support these changes? What ICT resources will be needed?
Envisioning the future
Teaching, learning and assessment
104. at your tables…
What challenges
do you think you
might experience
in building and
sustaining a
modern learning
environment?
105. What challenges do
you think you might
experience in
building and
sustaining a modern
learning
environment?
at your tables…
106. How are your goals,
expectations
& policy priorities
aligning
to deliver on your
vision?
107. “Over the past decade, many countries have
spent significant time, energy, and resources
to design e-strategies which often remained
blue prints, or white elephants because no
systematic set of indicators had been agreed
upon and established to monitor and evaluate
their implementation”
World Bank
What research says…
108. Why have so many ICT initiatives in the past have
limited impact?
• Not policy initiatives but projects— policy in bits and pieces
• Current policies are replaced by the new government
• The policy underpinning the initiative focuses only on ICT
• The policy provides a short-term strategy without a sense of where
this will go in the long-term
• ICT policies are too often based on incorrect assumptions, which
create unrealistic expectations for what can be realistically achieved.
• The policy is organizationally isolated
• The policy does not specify measurable goals
• Researchers describe a gap between rhetoric in government policy
and reality of education practice
109. Key question:
How will you develop
goals that will
effectively measure
the extent to which you
are meeting your
objectives and
delivering on your
vision?
111. 1. First, strengthen competencies for self-
directed, collaborative, learning. (SDL & CoL)
2. Second, tailor learning experiences according
to the way that each student learns best.
3. Third, encourage students to go deeper and
advance their learning.
4. Fourth, learn anywhere.
…and, strategies to achieve these goals…
Leadership that focuses on 21st century skills
Master Plan #3
Dr Ng Eng Hen
then Minister for
Education ,2008
Singapore
112. Source: The ICT Connection http://ictconnection.edumail.sg
Singapore
113. Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore
114. Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore
115. 5E model for level of ICT usage
EMPOWER
Learners take
control of
learning
through use of
ICT, deciding to
some extent
what and/or
how they learn
Passive ActiveLearner engagement
Learnin
g
DeepShallow
EXTEND
Process of
learning is
changed
through
learners’ use of
ICT, resulting in
the possibility
of learners
learning more
than teacher
intended
ENHANCE
Deepen
learning
through
learners’
hands-on use
of ICT
ENRICH
Engage
learners by
teacher’s use of
richer mix of
media to make
lessons more
interesting and
vivid
EXCHANGE
Swap
traditional
practices with
ICT
Source: Crescent Girls’ School, Singapore
5E Model:
Crescent Girls’
School, Singapore
Teacher centred Learner centred
REMEMBERING
UNDERSTANDING
APPLYING
ANALYSING
EVALUATING
CREATING
Singapore
116.
117. Five questions of “deliverology”
1. What are you trying to do?
2. How are you trying to do it?
3. How, at any given moment,
will you know whether you on
track?
4. If you are not on track, what
are you going to do about it?
5. Can we help?
Clear priorities, specific, measurable goals.
Clear, practical plans which are used regularly and
updated.
Good, steady, close to real-time data on key
indicators. Monitoring routines (such as stocktake
meetings with all key involved).
Agreed actions, followed up, tested in practice
and refined if necessary. Always try something.
Never neglect a problem once identified.
Constant ambition, refusal to give up. Focus on
the goals, no distractions. Maintaining the
routines. Analysis and problem-solving where
required. Bringing to bear lessons from elsewhere.
Barber, M. (2008), Instruction to Deliver: Fighting to transform Britain’s public services; Barber, M. et al (2010), Deliverology 101.
118. Strategic Planning Discussion
• What does an innovative school look like here?
• Is there a time requirement for a school day, term, or year – can it be changed?
• What learning outcomes, curriculum requirements need to be used /developed?
• What are the minimum qualifications/expectations for new and existing teachers?
• What policies exist/need to be changed, enhanced or developed to ensure the vision
allows for responsible and effective execution?
• What impact will the vision have on teacher requirements and expectations?
• What impact will the vision have on income, costs and parents?
What will change look like for us?
Guiding Questions
119. QA FOR IMPROVING
EDUCATION OUTCOMES
Pakistan: MoE
identifies low
performing
schools & offers
training to local
officials to deploy
school
improvement
action plans.
US: several states
have trained
teachers in using
annual summative
data to inform
instructional
approaches
Denmark:
standardised
testing has moved
high stakes
student testing
into online
environments
US: formative
student
assessment data
used during the
school year to
personalise
learning
experiences
120. Quality Assurance Planning
Discussion
How can a school measure its success and with what metrics?
Are we settling for incremental improvements when we could be introducing
innovation that will fundamentally transform learning?
Does the vision reflect expectations and philosophies?
What personalized training and professional development requirements should be
considered?
What benchmarking needs to be implemented to evaluate pre and post the
implementation of the vision?
What are the Key Performance Indicators?
What process will be delivered to ensure Quality Assurance – content, professional
development, leadership, academic results?
What % of the education budget relates to 21st century learning?
Are we targeting change in too few or too many areas?
What are indicators of sussessful
transformation for our schools?
Guiding Questions
121. Quality Assurance:
Monitoring and
Evaluation to
Inform Practice
and Leadership
QA “should be an
integral component of
any planned ICT in
education program
and should be factored
into planning before a
project starts.”
James & Miller – World Bank Handbook on monitoring &
evaluation in ICT in education projects
122.
123. Schools: How many schools of what type, in what clusters are in the jurisdiction?
Governance: How are schools managed, who drives policy?
Student/Teacher numbers: Total numbers of students and teachers?
Technology Format :What form factor(s) was selected? Platform?
Device numbers: How many teachers and students are receiving devices?
Date program started: When was the program first implemented?
What we’ve learned…or not
An analysis of experience to date…
124. Student/teacher numbers: approx 694,000 students,,
45,000 teachers
Schools: 763 schools, includes 448 elementary Schools, 85
Middle schools
Governance: All policy and hiring is through the LAUSD.
Technology format: 100% iPads.
Device numbers: proposal is for approx 640,000 laptops
across the District.
Date program initiated: small pilot run in spring 2013 .
Rollout commenced in 2013
USA: Schools District of Los Angeles, CA
125.
126. Vision
The Common Core Technology Project (CCTP) is laying the foundation to provide an
individualized, interactive, and information-rich experience for every student. There are many key
components to the project including providing each teacher and student with a mobile device,
creating systems to distribute content and configure devices easily and remotely , provide every
student with an individual online account, email, software to enable sharing content easily among
teachers, students, and parents, and professional development for our educators to facilitate the
transition.
Goals
• By scaling up this transformational effort to every K-12 classroom in LAUSD, we will accomplish
the following critical objectives:
• 1. Equip educators with tools to advance student learning in the classroom
• 2. Support the Common Core State Standards, including student engagement with a digital
curriculum, interactive supports, and computer adaptive assessments, and
• 3. Close the digital divide by ensuring that every student has access to 21st century classroom
technology.
USA: Schools District of Los Angeles, CA
127. USA: Schools District of Los Angeles, CA
Key Strategic Issues
• Implementation strategy Rolling out 31,000 iPads in 2013, with all 640,000
by end of 2014.
• Pedagogical strategy Teachers to be provided with inservice support while
roll-out is proceeding
• Technology priorities Each student is receiving an iPad pre-loaded with
educational applications and other programs that will be used by the
students in their studies.
Funding source a $1 billion construction bond. $500m for devices and
$500m for infrastructure.
• How will it be sustained? No long-term funding plan in place
128. • Highlight…It’s a big number.: 640,000 students, mainly from challenged
environments may get access to the digital learning environment.
• Lowlight…there are several, to date…
1. The Rush. If we haven’t learnt anything from previous large rollouts,
it’s the need for careful, scheduling and planning.
2. Lack of training and professional development.. “Teachers were not trained
in the system to manage the devices. Nobody at the school was trained.”
3. Students couldn’t take their iPads home
4. Why iPads. Given the intent, it would seem a poor choice
• Insights…Learn from the experiences of others.
USA: Schools District of Los Angeles, CA
Policy Implications
129. Student/teacher numbers: approx 186,000 students, 16,000
teachers
Schools: 662 schools, includes 226 Middle schools Grades 7 &8 : 131
High Schools-Grades 9-12 across 108 School Districts.
Governance: As with most US schools, funding and all policy is by
school districts through property taxes with state top-up through
General Purpose Aid to Education
Technology format: 95% laptops. ‘01 to ‘13 100% Apple middle
school , 75% Windows High school. This year middle switched to largely
Win.
Device numbers: approx 80,000 laptops across the state.
Date program initiated: State deployment Commenced in
December 2001. Expanded to High school program in 2009.
Maine launched the
1st US state wide 1
to 1 initiative in
2001
USA: The State of Maine
130. Vision
• All teachers and students
Goals
1. Anywhere, anytime access—all students and teachers have appropriate
and equitable opportunities to use digital devices
USA: The State of Maine
131. Key Strategic Issues
• Implementation strategy State wide staged rollout for Year 7 in 2002, followed
by same next year. High Schools made their own choices. Apple and State built a state
wide support infrastructure. Expanded to High schools in 2009.
• Pedagogical strategy Maine Learning Technology Initiative, MLTI was established
in 2002 to provide professional development and 21st Century tools to middle and high
schools to support the attainment of the Maine state standards
• Technology priorities Partnership between Apple and State rapidly built a state
wide backbone with technical support. Single platform agreed to in Middle schools.
• Funding source State grant of $38 million, re-funded in 2006, and 2009.
• How will it be sustained? Dependent on State funding.
USA: The State of Maine
132. • Highlight…The courage of then Governor Angus King to set a country wide
precedent in providing leadership to launch the initiative for all Middle schoolers across the
state of Maine. At the same time the focus was on learning, and therefore technology
decisions were made on the basis of what was the best learning solution.
• Lowlight…Couple of challenges that come from being a pioneer…
1. Initially students couldn’t take their laptops home. Rectified by Year 3.
2. No thought given initially for High school students. Rectified in 2009.
3. Challenging funding model: relies totally on State funding.
• Insights…
• Technology problems were minimized because of the choice of a single model, single
platform.
• Focus on learning meant they have invested heavily in teachers professional development
through MLTI.
Policy Implications
USA: The State of Maine
133. Student/teacher numbers: approx 840,000
students, 68,000 teachers
Schools: 2200 schools, includes 370 High Schools-
Grades 7-12
Governance: 92% budget controlled at school level.
Overseen by local School Council
Technology format: 85% laptops of which 30% are
Apple, the balance Windows
Device numbers: approx 380,000 laptops across the
state. 50% private schools have 100% Gr 5-12
Date program initiated: State deployment as part of
the national Digital Education Revolution
program…Elementary program followed.
Commenced in March 2008
• 1 in 3 students in
Victoria attend a non-
govt. school.
• Vic was the birthplace
of
• 1 to 1 in 1990
Australia: State of Victoria
134. Vision
• All teachers and students have access to contemporary technology and world-class digital
content with which to create, communicate and collaborate locally and globally
• Student learning is engaging, personalised and authentic to enable them to become
confident and creative individuals and active and informed citizens of the 21st century
Goals
1. Anywhere, anytime access—all students and teachers have appropriate and equitable
opportunities to use digital devices and systems, including access to a range of
contemporary digital devices and sophisticated online systems that support learning,
teaching and knowledge sharing.
2. Advancing teaching practice—all teachers and school leaders build capabilities to use
digital technology to improve student learning.
3. Access to high quality resources, tools and data—all teachers and students have access
to quality assured digital resources, tools and rich data sources
Australia: State of Victoria
135. Key Strategic Issues
• Implementation strategy Followed the national DER program, rollout by those
schools in most need, for all students in Grades 9 to 12 over 4 years. 21 Steps for all
schools
• Pedagogical strategy e-potential training expanded. EduStar software profile
established supported by training.
• Technology priorities Infrastructure upgraded across the state for increased no.’s
of devices. Bandwidth included. Device choice was from a panel at school level. Average
device $5-600.
• Funding source Initially $1.2b, but expanded to $2b for tech and training support,
in total at $2k per students over 4 years
• How will it be sustained? Change of Federal government meant the end of DER.
Vic is reviewing options, most moving to blended BYO, with many opting for co-
contribution programs.
Australia: State of Victoria
136. • Highlight…Vic teachers have had their own laptops for > 10 years and
are therefore comfortable using technology. Subsequent to that schools had
reasonable broadband and infrastructure. Gradual, staged statewide school-
based rollout = well managed.
• Lowlight…Some poor school-based device decisions, based on $’s,
rather than capability. Associated statewide Ultranet student management
system was an expensive failure
• Insights…Given the time and $ being invested, the pedagogical
outcomes should have been higher; lack of leader expectations at both
school and state level possibly contributed to that.
Policy Implications
Australia: State of Victoria
137. Student/teacher numbers: approx 580,000 students,
38,000 teachers
Schools: 1600 schools, includes 625 High Schools-Grades 7-
12
Governance: 92% budget controlled at school level.
Overseen by local School Council
Technology format: 85% laptops of which 30% are Apple,
the balance Windows
Device numbers: approx 240,000 laptops across the state.
Date program initiated: State deployment as part of the
national Digital Education Revolution program…Elementary
program followed.
Commenced in March 2008
• The Birthplace
of
• 1 to 1,
• at MLC in Kew
in 1990
Portugal
138. Vision
• All teachers and students have access to contemporary technology and world-class digital
content with which to create, communicate and collaborate locally and globally
• Student learning is engaging, personalised and authentic to enable them to become
confident and creative individuals and active and informed citizens of the 21st century
Goals
1. Anywhere, anytime access—all students and teachers have appropriate and equitable
opportunities to use digital devices and systems, including access to a range of
contemporary digital devices and sophisticated online systems that support learning,
teaching and knowledge sharing.
2. Advancing teaching practice—all teachers and school leaders build capabilities to use
digital technology to improve student learning.
3. Access to high quality resources, tools and data—all teachers and students have access
to quality assured digital resources, tools and rich data sources
Portugal