Making it happen: teaching the technology generation


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This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.

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Making it happen: teaching the technology generation

  1. 1. Making it happen: Teachingthe Technology Generation Will Stewart University of Bradford
  2. 2. Beyond“no significant impact”
  3. 3. Outline•  Why “no significant difference”?•  Impact of Government•  Characteristics of today’s learners•  Model for teaching & learning in 2020
  4. 4. Technology generation  Sat Nav  Email  Memory Sticks  Powerpoint  Excel  Word  Access  Internet Explorer  Sky Satellite  TV  CDs  DVDs  Digital Cameras  Blogs  Mobile Phones
  5. 5. No Technology Generation  Myspace  Bebo  Facebook  MSN  Google  Youtube  4OD  Ipod  Limewire  Laptop  Xbox  Wii  PSP  Skype  Mobile Phone  Firefox  Games (3D)  e bay
  6. 6.  For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society.(Don Tapscott (1998). Growing up Digital:The Rise of the Net Generation )
  7. 7. Why “no significant impact”?  Over the past 20 years technology has had no significant impact on teaching and learning.
  8. 8. No significant difference to:  Curriculum  Assessment  Pedagogy  Institution
  9. 9. We have used technology to:  replicate our traditional, highly centralised, one-size-fits-all, industrial model of education  To do what we have always done
  10. 10.  As technology has become more and more pervasive, our institutions have become less and less learner-centred
  11. 11. Institution-centred system Syllabus Institution Decides time and place; chooses teacher Teacher Chooses subject matter, structure, teaching methods, pace Student Assessment
  12. 12. Characteristics of today’s learners  They want to learn  They know what they want to learn  They know how they want to learn  They are all different – different experiences, different learning needs
  13. 13.  There is no standardised learner
  14. 14. Today’s 15 year olds were born in 1993
  15. 15. 1993The yearthe Webwas born
  16. 16. The use of digital technology has been completely normalised and fully integrated by this generation…
  17. 17.  Because of this they have distinctive ways of thinking, communicating, and learning
  18. 18. Today’s learners are….  Creative producers
  19. 19. Today’s learners are….  Creative producers
  20. 20. ….are building websites,posting movies, photos and music to share with friends,family and beyond
  21. 21. Today’s learners are….  Creative producers  All day, every day communicators
  22. 22. …Texting and MSNing to maintain their network
  23. 23. One in three people would not sacrifice their mobile phone for one million pounds or more, with women leading the way on those most likely to refuse.Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
  24. 24. Most respondents aged between 16 and 24 would rather give up alcohol, chocolate, tea, coffee and even sex, than live without their mobile phone for a month.Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
  25. 25. Ill give up money, sex ... but not themobile
  26. 26. Text not sex
  27. 27. Ill give up the mobile…but notmy favourite hot drinkCarphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
  28. 28. Today’s learners are….  Creative producers  All day, every day communicators  Information gatherers
  29. 29.  Google and Wikipedia are their first port of call  Cut and paste as a way of life
  30. 30. Today’s learners are….  Creative producers  All day, every day communicators  Information gatherers  Social networkers
  31. 31.  They share and collaborate  They access a global audience
  32. 32. Question  So how do these learners fit into our present education system?
  33. 33. Answer  Not very easily
  34. 34. Maths failure threatening UKeconomy’   Britains failure to teach mathematics at both school and university level to a high standard has cost the economy £9 billion   Standards in maths are slipping due to government interference, the report concludes.   (Reform, 03/06/08)
  35. 35. One million pupils failed by Labour exam policyAn entire generation of school children has been let down by the Labour government, a new study has claimed. The report, by the Bow Group, reveals that almost a million teenagers failed to achieve even the lowest grade, a G, in five GCSEs since the party came to power. (Guardian, 20/04/08)
  36. 36.  In 2006 nearly 5% of pupils in state schools - 28,000 - got no GCSE passes  almost 25% - 146,000 - got no more than D grades.
  37. 37. Schools below 30% GCSE target  638 secondary schools in England below the governments "floor target" of 30% of pupils getting at least five good GCSEs including English and maths, in last years results.9th June 2008
  38. 38. Schools told to improve or close  Almost one in five secondary schools in England is to be given a warning to improve exam results or face closure.June 10th 2008
  39. 39. The National Challenge  These National Challenge Trusts will see the shutting down of the failing school and a re-opening of a new school, to be run as a joint project with a high-performing local school and a partner such as a local business or university, with up to £750,000 funding.
  40. 40. The Pony Express
  41. 41. Government’s education ambitions   * Joint Birth Registration: Recording Responsibility [2008]   * Back on Track: A strategy for modernising alternative provision for young people [2008]   * Raising Expectations: enabling the system to deliver [2008]   * The Childrens Plan: building brighter futures [2007]   * Care Matters: Time for Change [2007]   * FE Reform: Raising Skills, Improving Life Chances [2006]   * Higher Standards, Better Schools for All [2005]   * Skills: Getting on in business, getting on at work [2005]   * 14-19 Education and Skills [2005]   * 21st Century Skills - Realising our Potential [2003]   * The Future of Higher Education [2003]   * Promoting achievement, valuing success: a strategy for 14–19 qualifications [2008]   * Raising Expectations: staying in education and training post-16 [2007]   * Care Matters [2006]   * Offender learning [2005]   * Youth Matters [2005]   * Parental separation [Jan 2005]   * Every Child Matters [2003]   * 14-19: Opportunity and Excellence [2002]   * Schools: Building on Success [2001]   * Meeting the childcare challenge [1998]   * The Childrens Plan: building brighter futures [2008]   * Departmental Strategic Objective Indicators [2008]   * Ten Year Youth Strategy [2007]   * Progression through Partnership   * Academies Sponsor Prospectus 2007   * Department Equality Schemes   * The Offer to Schools 2006-2007 (Secondary National Strategy - Pupils aged 11 to 16 years) [2006]
  42. 42. Vision 1  Our vision is one in which these aspirations are realised for all children and young people. (Gilbert 2020, 2006)
  43. 43. Vision 2  A compelling vision for the UK. The Review recommends that the UK commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels. (Leitch, 2006)
  44. 44. Vision 3  Our vision is that each individual maximises their potential through personalisation of their learning and development.  (Harnessing Technology, 2005)
  45. 45. Vision 4  The Vision – we need to maximise and fulfill the potential of all our people – young people and adults- to contribute knowledge and skills of world-class quality.  (Foster Report – Realising the Potential, 2005)
  46. 46. Vision 5  Our vision is that within the next 10 years the Higher Education sector in England will be recognised as a major contributor to society’s efforts to achieve sustainability through the skills and knowledge that its graduates learn and put into practice.(HEFCE e-Learning Strategy, 2005)
  47. 47. Principles of reform   Greater personalisation and choice for every child   Better teaching   More flexibility to combine school,college and work-based learning   More vocational provision   A broader, richer and more interesting curriculum   Support for every young person and adult to develop skills needed for employment and life   Lifelong learning for all   High quality university courses with excellent teaching   Increased and more flexible access to higher education
  48. 48. Under 5s  disadvantage starts early in life and children who get a poor start tend to fall further behind as they go through the education system. And despite the improvements we are still not providing enough childcare places in a flexible way that meets parents’ needs.
  49. 49. School age years   There are still too few excellent secondary schools for parents and pupils. While standards have risen, they are not yet high enough for all. Parents and teachers worry about truancy and bad behaviour
  50. 50. 14-19 year olds  Too many pupils drift, become disenchanted with school or get into trouble and drop out at 16. Vocational learning is still seen as second best. And pupils leave school insufficiently prepared for the world of work.
  51. 51. The world of work  The UK lags behind other countries in terms of output and skills. A large number of adults lack vital skills in literacy and numeracy. And too often the training system does not give employers the sort of courses and qualifications that suit their business.
  52. 52. Government’s educationambitions  Balls
  53. 53. What they don’t understandis…  No matter how many reports and initiatives you produce, there will be “no significant impact” to the education landscape until you replace the existing model
  54. 54.  As long as we continue to replicate traditional models of teaching and learning, and continue to treat all students as if they were the same, we will still find that, come 2020, that there has been “no significant impact” in terms of quality, achievement, relevance, skills
  55. 55.  As long as we continue to bolt on technology to the traditional teaching approaches we will continue to alienate a large proportion of learners
  56. 56. Making it happen
  57. 57. So, today’s learners…..  Live on the Web  Interact  Network  Aggregate resources  Build communities  Create  Share  collaborate
  58. 58.  How do design an education that is relevant to them?
  59. 59. Learner-centred system Institution Teachers Peer network Web LEARNER Personalised Personalised assessment curriculum Resources and activities
  60. 60. Making it happen  Re-visit our conceptualisation of teaching and learning  Engage meaningfully with the world our learners live in  Integrate the technologies that are relevant to the demands of their networked society
  61. 61. Enable  real personalisation  real collaboration  real creativity  real learner participation
  62. 62. Curriculum  Dynamic  Negotiated  Interdisciplinary  Blend formal and informal learning
  63. 63. Learning tasks  Authentic  Personalised  Learner-driven  Learner-designed  Experiential  Relevant  Engaging
  64. 64. Resources  Media rich  Informal and formal sources  Global  Multiple  Relevant
  65. 65. Communication  Open  Peer-to-peer  Multiple types
  66. 66. Process  Active  Dynamic  Reflective  Collaborative  Performance and inquiry based
  67. 67. Content  Encourages thinking, understanding and discussion  Offers diverse perspectives and representations  Involve learners creating, sharing and revising ideas
  68. 68. Scaffolds  Support for learners networks of peers, teachers, experts and communities
  69. 69.  We need new approaches to learning that go beyond “no significant impact”
  70. 70. Teaching and Learning for theWeb 3.0 generation  It’s too late for the Google generation  We weren’t ready for them and we have undersold them.  We can be ready for the Web 3.0 generation
  71. 71. The technology is here to make learning excellence happen
  72. 72. We owe it to the young people who willbe coming to ask us to help them withtheir learning
  73. 73. So…Make it happen!
  74. 74. Thank you for listening…..….and any questions?
  75. 75. Will Stewart E-Learning Advisor University of 07775 66 55 44