The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.

1. Organisation for Economic Co-operation and Development (OECD) Learning to Change: ICT in Schools (2001), p.9 "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 technology represent a major challenge and a major opportunity for education."

2. ‘ Pulsating Networks of Learning’ Pulsating Mobility = ‘coming together and dispersing’ (Engestrom) Networks People (facilitated through technology) from variety of backgrounds, varied/various communities of practice Learn ing Not just networks of learn ers , but locative/location sensitive technologies afford the development of Perkin’s notion of ‘person plus’ to ‘person plus plus’ – the environment can provide relevant, appropriate feedback

3. Centre of a web Enabling learners: To be at the centre of a web of resources, people and information To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop Learners being: More active in choosing appropriate tools to organise and manage social and learning opportunities. Consider: content delivery, information retrieval; where resources are kept and how/where accessed.

4. Augmenting spaces Enabling learners (through location sensitive technology): To augment real spaces with virtual worlds Learners: Experiencing hidden worlds of geography or history Interacting with real environments whilst investigating creative or abstract information Consider: how tech can change a physical space, without altering the physicality

5. Mobile presence Enabling learners: To represent themselves in multiple ways Learners: Taking on different roles within social and virtual contexts Showing their own intentions, interests and requirements – beginning new learning conversations Consider: new ways of organising groups, new learning conversations, role of social software.

6. Capture, MANIPULATE and share Enabling learners: To capture, manipulate and then publish rich multimedia data Learners: Capturing experiences in a wide variety of ways Creatively engaging with data – making it appropriate and personal Publishing to a wide variety of audiences

7. "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 (2006) Dynamic, shifting Social context Education context Economic context Technological context

8. Mobile learners Every era of technology has, to some extent, formed education in its own image . This is not to argue that technology determines education, but rather that there is a congruence between the main technological influences on a culture and the contemporary educational theories and practices . Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship. During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction. Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning. What we lack, though, is an innovative and enhancing educational framework for the new age of mobile technologies . Mike Sharples

9. The key focus How can we best develop learning contexts appropriate for mobile learners? That are appropriate for 21 st Century Learners Taking account of incidental learning, opportunistic learning ‘ Gathered’ classroom ‘ Porous’ classroom Role of the teacher/expert Mobile blogging Mobile interactions Pod casting Located media – augmenting real environment Location-based interactions Situated learning Community learning That considers the changing economic, social and political contexts

10. How can we embed the educational focus into the design of learning spaces, resources and environments? What design issues reflect the educational vision that we create? How can we best design and use spaces –including transitional spaces? How do we build for flexibility – in the short term and to reflect long term changes? Whose vision should we build upon? Who needs to understand the educational vision and how best can we communicate it?

11. Teachers as Innovators 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 What if… physical movement became a national objective due to rising obesity levels? What if… economic, technological, cultural developments changed our vision in 5 years time? What if… parents were to develop their own vision? What if… industry were to develop the vision? What if… young people’s vision is different from the adults’ vision?

12. Resistances to real change 1 st order barriers Timetabling and college organisation CPD courses National and local curricula, Assessment systems Access to technology and to new tools Technical ‘ICT skills’ Technical faults Lack of preparation time Software availability and standard Built environment Spaces 2 nd order barriers Folk pedagogies 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 Persistence of beliefs (Veen)

13. What if … … things could be very, very , different? [email_address]