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Innovation and the
future
Leading learning in ICT
Lecture 15, 14th May 2013
This morning
Assignment Roamer Innovation The future Evaluation
Assessment
An ICT Policy
Aims, pedagogy, legislation, AUP,
social networking,
assessment, procurement, job
description
(with links/refs please)
Outline scheme of work
24 units, titles, objectives,
outline of activities, resources,
cross curricular links
A seminar
30 minutes on an innovative
technology or pedagogic practice
Presentation slides
Handout
750 words
Seminar
• The complete seminar should last no more than 30
minutes. You will be allocated a date for your seminar,
which will form part of that week‟s lecture. Other ICT
specialist students and tutors are invited to attend these
seminars. (25%)
• A revised version of any presentation slides are uploaded
to Moodle at the conclusion of the modules. (10%)
• You should also create up to 750 words of notes as a
handout to accompany your presentation. A revised version
of this should be uploaded to Moodle at the conclusion of
the module. (15%)
Policy
A school ICT policy, which should include the following elements:
• The aims of ICT education
• Guidance on pedagogic approach
• Coverage of relevant legislation specific to ICT
• An acceptable use policy in appropriate language for primary
pupils
• Advice to teachers on the use of social networking sites
• Statements detailing the assessment of ICT
• Criteria on which resource procurement decisions are to be
based
• A job description of the ICT or e-learning coordinator
• As assessed work, this should be supported by reference to
academic or professional literature
An excellent policy:
• Be accessible and informative for non-specialist
staff in a primary school.
• Reflect current good practice, recent research and
government policy within ICT education,
demonstrating some synthesis of these different
perspectives
• Draw on educational theory
• Be internally consistent
• Support compliance with relevant legislation
Becta on AUPs
• Be clear and concise
• Reflect your setting
• Encourage end-user input
• Be written in an appropriate style for your users
• Promote positive use of new and emerging technologies
• Clearly outline acceptable and unacceptable behaviours for school
and personal technology
• Outline what monitoring takes place
• Outline sanctions for unacceptable use
• Be regularly reviewed
• Be widely and regularly communicated to all stakeholders
Outline Scheme of Work
An outline scheme of work for either EYFS/KS1 or
KS2. This should be organised on a half termly
basis, and provide a broad and balanced
technological education. You are advised to include:
• Topic title
• Overall learning objectives
• A brief outline of activities within the unit
• Suggested resources
• Cross curricular links
An excellent scheme of work:
• Be imaginative and stimulating
• Be skilfully designed to match the range of pupils‟
needs
• Ensure continuity and progression
• Provide realistic and challenging situations in which
pupils can use and develop their ICT skills and
understanding
• Meet EYFS requirements (where appropriate) and
cover the content of the draft Computing programme of
study.
Ofsted Excellence:
The imaginative and stimulating subject curriculum is
skilfully designed to match to the full range of pupils‟
needs and to ensure highly effective continuity and
progression in their learning. All strands of the statutory
ICT National Curriculum are covered extremely well for
all pupils, in ICT lessons or in a planned and monitored
way across the school curriculum. Pupils are able to use
their ICT skills in realistic and challenging situations.
Excellent links are forged with other agencies and the
wider community to provide a wide range of enrichment
activities to promote pupils‟ learning and engagement
with the subject.
ICT Mark
Systematic planning for ICT capability
is effective and includes an appropriate
level of challenge with clear
opportunities for pupils to achieve.
Planning also identifies opportunities
for pupils to apply and consolidate their
ICT capability across subjects.
Innovation
Robinson, 2011
Innovation is the process of
putting new ideas into
practice. Innovation is
applied creativity. By
definition, innovation is
always about introducing
something new, or improved,
or both and it usually
assumed to be a positive
thing.
Schools need to find ways of using ICT that
give young people the transformed learning
opportunities that some are already
experiencing with ICT at home
Attempts to use ICT in ways that transform
pedagogy and learning are strongly
constrained by factors beyond participants'
control
Innovations in pedagogy do not lie within the
teacher's gift, or even within the school's gift,
because they always have implications for
how students, teachers and the school are
recognised and valued by the community,
locally and nationally.
Somekh 2007
• different technologies can improve
learning by augmenting and connecting
proven learning activities
• this potential will only be realised through
innovative teaching practice.
• we found relatively little technological
innovation in some of the more effective
learning themes
• many efforts to realise the potential of
digital technology in education have made
two key errors: they have put the
technology above teaching and
excitement above evidence
Luckin et al 2012
The 'tinkering' teacher is an
individualised embryo of
institutional knowledge creation.
When such tinkering becomes more
systematic, more collective and
explicitly managed, it is transformed
into knowledge creation…
Transfer is difficult to achieve for it
involves far more than telling or
simply providing information…
This is most easily achieved when a
teacher tinkers with information
derived from another's professional
practice.
Hargreaves 1999
Creating a culture of
innovation
Barriers
Risk aversity
Time
School leadership
Central procurement
Succession planning
Network
management
Enablers
Enlightened school
leadership
Teachers
Techies
Students
Lack of money
Open Source
Web 2.0
Mobile devices
Informal learning
Free Schools?
Academies?
Creating a culture of innovation
Cherish autonomy
Appoint great
people
Say „yes‟
Evaluate rigorously
Be agile
20% time
Innovation transfer
• From Consumer Electronics
• Tablets
• Game based learning
• From Higher Education
• The VLE
• From the Military
• GPS
• From Finance
• Datamining
Tablets
Video games
From VLE to LP
GPS
4Matrix
Data mining
Innovation in Ed Tech
OLPC
Lego
Scratch
Raspberry Pi
The future…
Watson (1958)
(Chairman of IBM)
“I think there is a world market for
about five computers”
Gates (1993)
(CEO, Microsoft)
“The Internet?
We are not interested in it”
MOORE’S LAW
The first iteration of a device, an
idea or an on-line service is
invariably rubbish…
If you ever find yourself
dismissing an idea because the
first implementation isn‟t very
good, then you must ask
yourself if the implementation is
being held back solely by the
available technology.
If that is the case… you need
only wait a while.
Hammersley, 2012
Illich (1970)
• Deschooling society
• Learning webs
• Reference services to educational
objects
• Skill exchanges
• Peer-matching
• Reference services to educators-at-
large
Asimov (1988)
Papert (1993)
Using speech, touch or gesture, she would steer
the machine to the topic of interest, quickly
navigating through a knowledge space much
broader than the contents of any printed
encyclopedia.
Children who grow up with the opportunity to
explore the jungles and the cities and the deep
oceans and ancient myths and outer space will be
even less likely to sit quietly through anything even
vaguely resembling the elementary school
curriculum as we have known it up to now.
How would the introduction of Knowledge
Machines into the School environment compromise
the primacy with which we view reading and
writing?
Becta - emerging technology
reports
2010
The mobile web
2009
Immersive VR, AI & robotics, history of ed tech, game based learning &
teaching, sustainability, location based tech, learners‟ devices,
mashups
2008
Google, Information clouds, location aware, serious games & virtual
worlds, search, interactive displays
2007
social software, learning networks, hidden curriculum, teaching with
technology, games, ubiquitous computing
Becta: Key Trends(2009)
• 2011-2014
• Social software
• Increasing mobility
• Low-cost mobile computers
• Consumerisation of IT
• Green IT
• 2014-2019
• Context aware computing
• New approaches to the delivery of IT
• Information handling
• Beyond 2019
• Pervasive computing
• Emerging display and interface technology
(time to mainstream)
Berry (2008)
For 2013:
• Creativity
• Re-professionalisation
• Home/School links
• VLEs to PLEs
• Mobiles
• Personalisation and
community
• Datamining
Near-Term Horizon: One Year or Less
BYOD (Bring Your Own Device)
Cloud Computing
Mobile Learning
Online Learning
Mid-Term Horizon: Two to Three Years
Adaptive Learning and Personal Learning Networks
Electronic Publishing
Learning Analytics
Open Content
Long-Term Horizon: Four to Five Years
3D Printing
Augmented Reality
Virtual and Remote Laboratories
Wearable Technology
Horizon K12
2013 shortlist
Gartner Hype Cylce
Keri Facer –
Learning Futures
Server Free
BYOD
3D Printing
Gestures
Making
Critical digital literacy
OER
Wearables
TMI
Kurzweil‟s Law
Kurzweil (2009)
Classroom of the future?
Evaluations…

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Innovation and the future: Y3 ssp 12 13 l15

  • 1. Innovation and the future Leading learning in ICT Lecture 15, 14th May 2013
  • 2. This morning Assignment Roamer Innovation The future Evaluation
  • 3. Assessment An ICT Policy Aims, pedagogy, legislation, AUP, social networking, assessment, procurement, job description (with links/refs please) Outline scheme of work 24 units, titles, objectives, outline of activities, resources, cross curricular links A seminar 30 minutes on an innovative technology or pedagogic practice Presentation slides Handout 750 words
  • 4. Seminar • The complete seminar should last no more than 30 minutes. You will be allocated a date for your seminar, which will form part of that week‟s lecture. Other ICT specialist students and tutors are invited to attend these seminars. (25%) • A revised version of any presentation slides are uploaded to Moodle at the conclusion of the modules. (10%) • You should also create up to 750 words of notes as a handout to accompany your presentation. A revised version of this should be uploaded to Moodle at the conclusion of the module. (15%)
  • 5. Policy A school ICT policy, which should include the following elements: • The aims of ICT education • Guidance on pedagogic approach • Coverage of relevant legislation specific to ICT • An acceptable use policy in appropriate language for primary pupils • Advice to teachers on the use of social networking sites • Statements detailing the assessment of ICT • Criteria on which resource procurement decisions are to be based • A job description of the ICT or e-learning coordinator • As assessed work, this should be supported by reference to academic or professional literature
  • 6. An excellent policy: • Be accessible and informative for non-specialist staff in a primary school. • Reflect current good practice, recent research and government policy within ICT education, demonstrating some synthesis of these different perspectives • Draw on educational theory • Be internally consistent • Support compliance with relevant legislation
  • 7. Becta on AUPs • Be clear and concise • Reflect your setting • Encourage end-user input • Be written in an appropriate style for your users • Promote positive use of new and emerging technologies • Clearly outline acceptable and unacceptable behaviours for school and personal technology • Outline what monitoring takes place • Outline sanctions for unacceptable use • Be regularly reviewed • Be widely and regularly communicated to all stakeholders
  • 8. Outline Scheme of Work An outline scheme of work for either EYFS/KS1 or KS2. This should be organised on a half termly basis, and provide a broad and balanced technological education. You are advised to include: • Topic title • Overall learning objectives • A brief outline of activities within the unit • Suggested resources • Cross curricular links
  • 9. An excellent scheme of work: • Be imaginative and stimulating • Be skilfully designed to match the range of pupils‟ needs • Ensure continuity and progression • Provide realistic and challenging situations in which pupils can use and develop their ICT skills and understanding • Meet EYFS requirements (where appropriate) and cover the content of the draft Computing programme of study.
  • 10. Ofsted Excellence: The imaginative and stimulating subject curriculum is skilfully designed to match to the full range of pupils‟ needs and to ensure highly effective continuity and progression in their learning. All strands of the statutory ICT National Curriculum are covered extremely well for all pupils, in ICT lessons or in a planned and monitored way across the school curriculum. Pupils are able to use their ICT skills in realistic and challenging situations. Excellent links are forged with other agencies and the wider community to provide a wide range of enrichment activities to promote pupils‟ learning and engagement with the subject.
  • 11. ICT Mark Systematic planning for ICT capability is effective and includes an appropriate level of challenge with clear opportunities for pupils to achieve. Planning also identifies opportunities for pupils to apply and consolidate their ICT capability across subjects.
  • 13. Robinson, 2011 Innovation is the process of putting new ideas into practice. Innovation is applied creativity. By definition, innovation is always about introducing something new, or improved, or both and it usually assumed to be a positive thing.
  • 14. Schools need to find ways of using ICT that give young people the transformed learning opportunities that some are already experiencing with ICT at home Attempts to use ICT in ways that transform pedagogy and learning are strongly constrained by factors beyond participants' control Innovations in pedagogy do not lie within the teacher's gift, or even within the school's gift, because they always have implications for how students, teachers and the school are recognised and valued by the community, locally and nationally. Somekh 2007
  • 15. • different technologies can improve learning by augmenting and connecting proven learning activities • this potential will only be realised through innovative teaching practice. • we found relatively little technological innovation in some of the more effective learning themes • many efforts to realise the potential of digital technology in education have made two key errors: they have put the technology above teaching and excitement above evidence Luckin et al 2012
  • 16. The 'tinkering' teacher is an individualised embryo of institutional knowledge creation. When such tinkering becomes more systematic, more collective and explicitly managed, it is transformed into knowledge creation… Transfer is difficult to achieve for it involves far more than telling or simply providing information… This is most easily achieved when a teacher tinkers with information derived from another's professional practice. Hargreaves 1999
  • 17. Creating a culture of innovation
  • 18. Barriers Risk aversity Time School leadership Central procurement Succession planning Network management
  • 19. Enablers Enlightened school leadership Teachers Techies Students Lack of money Open Source Web 2.0 Mobile devices Informal learning Free Schools? Academies?
  • 20. Creating a culture of innovation Cherish autonomy Appoint great people Say „yes‟ Evaluate rigorously Be agile 20% time
  • 21. Innovation transfer • From Consumer Electronics • Tablets • Game based learning • From Higher Education • The VLE • From the Military • GPS • From Finance • Datamining
  • 25. GPS
  • 28. OLPC
  • 29. Lego
  • 33.
  • 34. Watson (1958) (Chairman of IBM) “I think there is a world market for about five computers”
  • 35. Gates (1993) (CEO, Microsoft) “The Internet? We are not interested in it”
  • 36.
  • 38. The first iteration of a device, an idea or an on-line service is invariably rubbish… If you ever find yourself dismissing an idea because the first implementation isn‟t very good, then you must ask yourself if the implementation is being held back solely by the available technology. If that is the case… you need only wait a while. Hammersley, 2012
  • 39. Illich (1970) • Deschooling society • Learning webs • Reference services to educational objects • Skill exchanges • Peer-matching • Reference services to educators-at- large
  • 41. Papert (1993) Using speech, touch or gesture, she would steer the machine to the topic of interest, quickly navigating through a knowledge space much broader than the contents of any printed encyclopedia. Children who grow up with the opportunity to explore the jungles and the cities and the deep oceans and ancient myths and outer space will be even less likely to sit quietly through anything even vaguely resembling the elementary school curriculum as we have known it up to now. How would the introduction of Knowledge Machines into the School environment compromise the primacy with which we view reading and writing?
  • 42. Becta - emerging technology reports 2010 The mobile web 2009 Immersive VR, AI & robotics, history of ed tech, game based learning & teaching, sustainability, location based tech, learners‟ devices, mashups 2008 Google, Information clouds, location aware, serious games & virtual worlds, search, interactive displays 2007 social software, learning networks, hidden curriculum, teaching with technology, games, ubiquitous computing
  • 43. Becta: Key Trends(2009) • 2011-2014 • Social software • Increasing mobility • Low-cost mobile computers • Consumerisation of IT • Green IT • 2014-2019 • Context aware computing • New approaches to the delivery of IT • Information handling • Beyond 2019 • Pervasive computing • Emerging display and interface technology (time to mainstream)
  • 44. Berry (2008) For 2013: • Creativity • Re-professionalisation • Home/School links • VLEs to PLEs • Mobiles • Personalisation and community • Datamining
  • 45. Near-Term Horizon: One Year or Less BYOD (Bring Your Own Device) Cloud Computing Mobile Learning Online Learning Mid-Term Horizon: Two to Three Years Adaptive Learning and Personal Learning Networks Electronic Publishing Learning Analytics Open Content Long-Term Horizon: Four to Five Years 3D Printing Augmented Reality Virtual and Remote Laboratories Wearable Technology Horizon K12 2013 shortlist
  • 49. BYOD
  • 54. OER
  • 56. TMI
  • 59. Classroom of the future?

Editor's Notes

  1. http://blogs.msdn.com/b/ukschools/archive/2012/01/03/bring-your-own-device-byod-at-saltash-net.aspx