This presentation facilitated a reading discussion for the topic EDUC9707.

1. EDUsummit 2011
Reading Discussion
EDUC9707

2. Some important points
O “Although technology and knowledge
has transformed all aspects of society, the
educational paradigm has changed little in
the last 100 years and is slow to respond
to the rapid changes in global society” (p.
2).

3. 21st Century Skills
O This term is somewhat static.
O There is broad consensus that these
skills include collaboration,
communication, digital literacy, citizenship,
problem solving, critical thinking, creativity
and productivity.
O Skills such as the creativity and digital
literacy may be new an unfamiliar.

4. 21st Century Skills
O “An important change has occurred in the
way new digital tools and collaborative
environments have enhanced learning,
moving from an emphasis on reproducing
information to content creation and
sharing in virtual environments” (p. 4)
O This has been described as a “remixing
culture” (p. 4).

5. Digital Literacy
O A broad concept that has several aspects:
O Technological literacy
O ICT literacy
O Information literacy
O These skills focus on the interplay between
technology and society, the skills needed to
make efficient and effective use of ICT, and
the capacity to access, evaluate and use
information accurately and effectively (pp.
4-5).

6. The New Learner
O There is a dichotomous set of realities.
O School are often expected to comply with
performance objectives set by
standardised tests designed to measure
objectives.
O Out of school, students‟ learning is often
interest-based, flexible and highly social in
personalised learning spaces (p. 5).

7. The New Learner
O “ … informal learning should have a
greater role in classroom practice” (p. 5).
O Such a transformation challenges the
premise of the locus of knowledge and
learning moving it from the teacher to the
student (p. 5).
O Teachers‟ pedagogical beliefs and
practices need to shift from requiring
students to reproduce information to
encouraging them to create knowledge (p.
5).

8. 21st Century learning:
Curriculum & Assessment
O The implementation of 21st century skills
requires a restructuring of the curriculum
to include “constructivist activities” such
as collaboration, working on projects,
searching for information, designing
products, and publishing and presenting
work (p. 6).
O ICT should be used comprehensively e.g.
web 2.0 tools, multi user virtual
environments and augmented reality.

9. 21st Century learning:
Curriculum & Assessment
O Assessment models must be revised to
support a shift from high stakes testing to
more effective ways to measure the
preparedness of digital age learners (p.
6).
O There is a disproportionate emphasis on
summative assessment of individuals.
O New technologies can increase the range
of possibilities for formative assessment.

10. Restructuring Educational
Systems
O The „right drivers‟ for creating new curriculum
and assessment practices are capacity
building, group work, instruction and systemic
solutions (p. 7).
O These “are effective because they work on
changing the culture of the school systems
(values, norms, skills, practices, relationships)”
(p. 7).
O “„Wrong drivers‟ alter structures, procedures,
and other formal attributes of the system
without reaching the internal substance of
reform – and that is why they fail” (p. 7).

11. Restructuring Educational
Systems
O Organisational development depends on
distributive leadership (p. 7).
O Factors that support sustainable ICT
implementation relate to:
O leaders understanding the potential of ICT
O support for teacher collaboration
O close linkages of ICT to pedagogical aims
O strategies to cope with new digital trends
(i.e. technical support and student ICT
mentors).

12. Restructuring Educational
Systems
O “The radical restructuring of schools gives
rise to strong debates that revisit past
issues in new ways” (p. 8):
O Equity (OLPC)
O Preparing leaders for ICT enabled 21st
century learning.
O ICT integration with quality assurance
standards and procedures.

13. Teacher Professional
Development (PD)
O Research has shown that without adequate
teacher PD and support, the intended results
will not be achieved (p. 9).
O A new approach to teacher PD should be
adopted to develop teachers‟ 21st century skills
and supports them to bring these into their
classrooms.
O New approaches to school leadership
programs are needed focusing on the
development of learning organisations that
support 21st century learning (p. 10).

14. Teacher Professional
Development (PD)
O Continuing professional development can
be effective. The context of this within the
larger context must be considered.
O It is important to have a unified vision to
drive initiatives forward in the same
direction (p. 10).
O Teacher PD should be seen as a
continuum from preservice to in-service
and life long development (p. 10).

15. Essential Conditions and
Barriers
O ISTE (2009) identified 14 essential
conditions.
O Hooker & Wachira, 2009) distilled this list:
O lack of understanding of the benefits of
ICT
O lack of policy framework
O resistance to change
O Ali, Not and Alwi (2009) concluded
availability of ICT resources and
acquisition of ICT knowledge were the
essential conditions (p. 11).

16. Scalability & Research
O “A way to be effective and affordable at
scale has not been found” (p. 11).
O The US National Education Technology
Plan (2010) presents a transformational
vision and depicts new processes and
structures.
O Shared responsibility and collaboration is
needed between policy makers,
researchers and practitioners (p. 12).

17. Discussion Questions
1. What does the report suggest has been the
impact of ICT on education and students‟
learning?
2. What does the report identify as the
important actions that are required by
teachers, school leaders and policy makers
to support the development of digital age
learning?
3. What are the implications of the report about
bringing together technology, pedagogy and
change management for education in your
country and your work as an educator /
administrator?

18. Conclusion
O The impact of ICT in education and students‟
learning has been limited. A dichotomy exists
between formal and learning. Digital literacy
and creativity are new skill areas.
O A restructuring of curriculum and assessment
is needed to focus on Constructivist learning
activities and formative assessment.
O Facilitating this change requires a shared
vision and continual professional development
for teachers, leaders and policy makers
focused on 21st century learning and
collaboration with researchers.

19. Conclusion
O The implications for bringing together technology,
pedagogy and change management are that
leaders and policy makers need to employ the
„right drivers‟ related to capacity building, group
work, instruction and systemic solutions.
O It is important for leaders to develop:
O a shared vision focused on 21st century skills
O distributive leadership and partnerships
O an organisation culture based on continual
professional learning and networked schools
O „Wrong drivers‟ include altering structures,
procedures, and other formal attributes of the
system without reaching the internal substance of
reform.