There are many questions arising from the ICT and curriculum discussion for educators. This blog was created to provide some background and current information to fuel the debate.
Some of the BIG questions, I think involve the terms, innovation, creativity and transformative practice.
What do these terms mean in the educational context? We are convinced (or are being convinced) of the efficacy of digital technologies in promoting innovation, creativity and transformative practice in the classroom but what do they look like? How can we nuture and promote student's creativity with innovative approaches to problem solving and so on. What are the pedagogical practices that facilitate this? And, more broadly, how exactly can digital technologies transform teaching and learning - i.e. are there some tangible, practical subject-based examples?
Assoc. Prof. Kathryn Moyle has written yet another astonishing paper on learning technologies. This Australian Education Review paper, Building innovation: learning with technologies is a must-read to build knowledge and understanding of innovation in the educational context and the role of educational technologies.
This paper is comprehensive exploring the intersections of policy and innovation, the complexity of pedagogies and technologies specifcally focusing on students use of technology. Anotehr chapter of interest is Creating 21st schools examining the mismatch between the use of new digital technologies in the traditional 'physical classroom' space.
Thought provoking as always.
Other publications by Kathryn Moyle worthy of mention include:
Assessment: call to action Here’s a paper of interest to all – a call to action on assessment by the big three: Cisco, Intel and Microsoft. This paper is a call to action to reform educational assessment with the project being lead by none other than, Dr Barry McGaw!
Here are the main points:
Digital technologies have had a significant impact on the global economies, work, society and everyday life. Education has been slow to respond.
‘Around the world, the three most common pedagogical practices were having students fill out worksheets, work at the same pace and sequence, and answer tests. The use of ICT was limited.’
Current assessment reflect the pedagogical practices in the classroom and are key in determining what is taught.
Traditional assessments do not measure the skills that are required for life, work and study in the 21st century.
There is a widening gap in what happens in schools and outside of school (see Box 1 pp. 6 & 7)
Example: If writing is assessed by pen-and-paper, then it is more likely to be taught in this way. Yet research consistently indicates that using computers to improves the quality of writing.
There are many instances of innovative classroom practice powered by digital technologies, but traditional assessments cannot examine these approaches.
Page 8 has definitions of ‘ICT literacy’ yet strangely doesn’t include that used in the National Assessment Program ICT literacy from MCEETYA. It does refer to other major ‘players’ in this area international Society for technology in Education (ISTE), Educational Testing Service (ETS). I can forward their ICT frameworks if anyone is interested – just let me know.
A set of ICT skills for the 21st century has been proposed – page 10.
This project seeks to define these skills and develop an assessment framework, set of standards etc.
Very interesting! Highly recommended for a coffee break read.
As you know, NSWDET is investing an unprecedented amount in digital technologies, greatly improving access for teachers and learners. Why are we doing this? There are a few reasons, one being the transformation of teaching and learning – easy to say. What does this mean and, even more importantly, how can we support/facilitate this?
Here are three readings that might interest and energise – I hope you find them useful.
·Equipping every learner for the 21st century– Cisco outlines the challenge, approach and vision for the transformation of education – if we ignore the jargon, the thoughts and ideas are sound.
Skip the economic argument and go to the Learners are changing (pp. 5, 6) which outlines the types of media used by students – interesting. The approach includes the so-called “21st century skills” an overused term that seems to have sprung from the US organisation, Partnership for 21st century skills. Looking at the list shows us the skills buried in our very own syllabuses! They have been there for a long time … maybe it the emphasis on these skills, or the change in importance of each that is ‘new’, not the skills themselves?
Now here’s a relatively new (but not unexpected) term – 21st century pedagogy! Essentially a very sensible list, but as before … nothing new. Student-centred learning, authenticity, interdisciplinary and project-based work is close to our hearts. But, I suppose now, it is even more important than before with the changing nature of our learners. And, teachers drawing from a broad repertoire of strategies and skills is always critical to the success of learners.
So far, increasing access to digital technology for teachers and students may not have had the impact that it could have. Transformation – what does that ‘look’ like? Models, samples and professional dialogue with lots of experimentation thrown in could be a good mix.
When it comes down to it – it is great teaching and leadership that makes the difference.
·Effective use of ICT in schools (The Swedish National Agency for School Improvement, Feb. 2008) is an analysis of international research for those that remain unconvinced of the positive impact ICT can have on student learning. Of course, digital technology can only offer potential; it is the quality of the teaching that is critical. When teaching with technology (integrated in a meaningful way) is effective, there is improvements in student motivation, engagement and attainment. A useful reference.
·Enabling teachers to make effective use of ICT – Becta always seem to have something useful to say. Factors which lead to successful use of ICT in the classroom (according to teachers surveyed) were having their own personal laptop, available high-quality resources, technical support, availability of teacher professional learning and an IWB (!!). Teachers need to be confident, have access to reliable systems and enough time to plan and prepare. They see educational benefits in terms of ICT supporting student-centred learning in ways that we not possible before. Teachers who prefer teacher-directed learning will struggle with the effective use of ICT. So, teachers may need to learn how to use the technology and change the way they teach! Willingness to integrate ICT into teaching and learning really depends on its perceived usefulness and usability.
There is a very useful section on school-based strategies around leadership and decision making, planning and implementing a change and development of resources to share, knowledge sharing and training. All important ingredients. These strategies may depend on whether ICT is seen as a supplement or reinforcement to existing curriculum or as a facilitator for emerging curriculum and innovative pedagogy.
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