The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.

1. Innovative enquiry? Pushing the boundaries in our use of new technology for learning and teaching March,2007

2. Background to Futurelab Showcase: http://futurelab.org.uk/showcase/show.htm Projects mentioned (games based) Racing Academy Fizzees Savannah Astroversity

3. Investigating the capacity of teachers to innovate in their use of digital technologies Opportunities Motivations Encouragement Barriers Develop (radical) new practices Be creative in use of digital technologies Develop and apply new approaches to teaching, learning, using of resources and links outside the classroom Respond to new possibilities and new problems institutional personal local national Teachers as Innovators

4. Why innovate? Dynamic, shifting Social context Education context Economic context Technological context "The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education." OECD, Learning to Change: ICT in Schools (2001), p.9

5. "The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers." B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8 ‘… change in education may now be thought of as a constant condition, rather than an event’ Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5

6. 1 st order resistances Access to technology and to new tools Timetabling and school organisation CPD courses National and local curricula, Assessment systems Technical ‘ICT skills’ Technical faults Lack of preparation time Software availability and standard 2 nd order resistances Folk pedagogies/sense of biography Teachers' and learners’ perceptions of their roles within schooling Teachers' professional identities Teachers’ understanding and perceptions of the role of schools, assessment etc. Teachers’ understanding of ‘childhood’ Confidence Phantom fears - legacy Persistence of beliefs (Veen) Resistances to change (type 1 & 2) Qualitative difference between barriers (perception): resistances to change

7. What sort of education do we want in the future? What should the purpose of education be? Who is education for? Who is involved, concerned, affected by the design of the spaces in which it takes place? To what extent will the design of new learning spaces enable, encourage and facilitate more personalised educational experiences? How can / should educational systems better reflect the needs of all learners and move away from a one-size-fits-all solution? How can / should the learner become a more active partner in developing their learning pathways, choices, curricula and experiences? What alternative visions could be conceived for the ‘schools of the future’? Do we need a wider public debate on the purpose of education? To what extent have we challenged our assumptions about the nature and institutions of schooling?

8. What if … What if... learning spaces were designed around a particular function, process or learning goal - would this affect the design? For example, would it be possible to have learning spaces that were designed specifically to develop 21st century skills, such as creativity, innovation, risk taking, collaboration, presentation and performance skills, or to promote health, helpfulness, discovery, concentration, honesty and so on? What if... we designed learning spaces to maximise learner control of resources? What if... school educated children for ‘present needs not future jobs’? http:// www.enquiringminds.org.uk /

9. What if … What if... learners could chose between institutions, communities spaces and home for learning? What if... investigating history involved roaming around augmented versions of your locality? What if... networks were the main descriptor of formal education? What if... formal learning made immediate difference to the local community? What if... learners could map their real learning journeys? What if... could make real links to experts in the community? www.createascape.org.uk

10. What resistances are there to adopting Create a Scape now? Discussion? What strategies are there to help in adopting Create a Scape now? Discussion?

11. What resistances are there to adopting (radical) new practices now? Discussion? Discussion? What strategies are there to help in adopting (radical) new practices now?

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