ICT and Curriculum

Building innovation in schools

2010-03-26T09:49:00.007+11:00

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:

Moyle K & Owen S 2009, Listening to students and educators voices Department of Education, Employment and Workplace Relations
Moyle K 2006 LEADERSHIP AND LEARNING WITH ICT Voices from the profession Teaching Australia

Transforming assessment

2010-03-11T09:16:00.004+11:00

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.

Transforming teaching and learning

2010-03-03T12:08:00.009+11:00

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 21^st 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 “21^st century skills” an overused term that seems to have sprung from the US organisation, Partnership for 21^st 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 – 21^st 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.

Schools of the future

2010-02-23T14:38:00.004+11:00

Aren't you all sick of hearing/seeing/talking about what needs to change to transform our schools into the 21st century? Look around - there's plenty of localised innovations in classrooms everywhere. Of course, educators are capable of identifying problems, exploring solutions, refining and sharing their practice, and of course they do! Teachers should no longer be regarded as practitioners in need of support and guidance - though I suppose that's quite useful for many.

It's 2010 ... what did schools look like in the 1950s? And, how far have we come already? This 21st century is just another phase we are going through.

School of the future (1950)

Promoting innovation and transformation

2010-02-22T11:33:00.002+11:00

Provision of digital technologies in schools does not by itself produce a transformation of the learning environment and automatic improved learning outcomes. Well, we know this and we also know that effective use of ICT in schools does improve student learning outcomes and achievement. So, how can we support schools experiencing increase in access to digital technologies in schools to realise these potentials?

Here are three sources of information/inspiration that I hope you find useful:

· Innovation is a term we have heard/used a lot – so much so that we probably don’t even think about what we mean by it! We also talk about digital technology transforming teaching and learning – what does that mean!

FutureLab has published a useful handbook, Promoting transformative innovation in schools (great title!) which may help our thinking. Transformative innovation to exploit ideas generated through creativity and insight that challenges and develops new ways to do things may be required to respond to changes in social and technological developments.

Using ICT in schools places demands/expectations of changes in what we teach and how we teach. New technologies have great potential but they can be used to reinforce existing practices. How can we support schools in innovation and transformation?

The handbook discusses, in detail, the elements identified as critical when creating an environment in schools that supports creativity:

· Distributed leadership

· Champions of innovations

· New approaches to teacher learning

· Networks

· Strategies to manage and communicate risk.

Well, worth a read!

· Becta is a government agency in the UK responsible for ensuring that technology is used to improve learning experiences and outcomes for all learners. Enabling Next Generation learning is all about preparing and supporting schools to enhance learning through technology. Last year Becta published a guide for those who work in schools which outlines what needs to be considered and some strategies to support schools, e.g.

o using a self review framework and learning charter to assist in whole-school improvement

o guidance on ensuring schools safeguard learners

o ways to inspire parent engagement (online reporting is due Sept. 2010)

o making learning personal.

· So, what are the likely impacts of digital technologies on teaching, learning and education? Well, each year the New Media Consortium publish the Horizon report which details the trends, challenges and emerging technologies that are worth watching.

o Key trends of interest this year include the importance of supporting students to make sense of the abundance of resources available on the internet; maximising the impact of learning by ensuring that it is timely and efficient; and students working collaboratively in an increasingly multidisciplinary world.

o Critical challenges include the changing nature of the way we prepare students for life, work and study; new forms of publishing and researching (retweets, blogs, tagging) are increasingly relevant but evaluating them is difficult; digital media literacy continues to increase in importance with lack of training for teachers being offset by professional learning; shrinking budgets!

o Technologies to watch that are poised to increase in influence include mobile computing (esp. smart phones and netbooks) and open content (free online materials and access to online learning). Other technologies soon to be influential are electronic books and augmented reality, e.g. Google’s SkyMap.

The influence of ICT on children's learning

2010-02-19T09:35:00.002+11:00

A really interesting podcast from FutureLab: what is the impact of digital technology in the ways that children - especially in the early years - learn.

Technology in primary education?

World's have collided and modes have emerged: classroom evidence of changed literacy practices

Maureen Walsh (Australian Catholic University) has put together a very cogent paper that discussed the impact of digital technology on literacy learning - highly recommended reading.

Cybersafety

2010-02-19T09:28:00.002+11:00

There really is a plethora of resources and programs designed to address issues related to student safety when using the internet. Outstanding ones include:

Cyberbullying forum keeps up-to-date information, news, events and so on
Click - on online technology guide for parents.

Cyberbullying: information and advice

2009-10-16T15:33:00.005+11:00

Do we know what constitutes cyberbullying and how prevalent it is? Marilyn Campbell is a highly-regarded researcher in this area (and rightly so!)। In a recent publication, Cyber bullying and young people: treatment principles not simplistic advice, Marilyn outlines cyberbullying, its prevalence and what to do about it in the context of a whole-of-community approach. This is well-written with up-to-date, practical advice.

Marilyn also co-authored another easy-to-read, valuable article with Desmond Butler and Sally Kift recently called A school’s duty to provide a safe learning environment: does this include cyberbullying? This article examines the legal issues in relation to a school’s responsibility. A must read for every school leader!

The Australian government commissioned two studies on covert bullying as

The Australian covert bullying prevalence study, Edith Cowan University, looks at the prevalence and impact on Australian schools.
The second study, Behind the scenes: insights into the human dimension of covert bullying was conducted by the University of South Australia in conjunction with Flinders University highlights the complexity of cyberbullying in the complex parallel world of cyberspace by collecting real-life experiences.

What's education.au up to?

2009-08-25T10:38:00.006+10:00

Well, there seems to be quite a lot of activity at education.au recently (or maybe I've just noticed!)

Teacher professional learning: planning for change The promise of ICT transforming teaching and learning relies heavily on professional learning. An education.au survey found that only 27% of teachers use ICT effectively in the classroom! So, the recommendations include the development of a national professional learning strategy based on research evidence, development of national ICT standards.

What does 21st century learning look like? A one-day seminar with opportunities to find out more about what this might mean for the learning environment and what might be the impact on schooling. When: 11 Sept. Where: Australian Technology Park

Annual report on emerging technologies: planning for change ‘The focus is on recommending actions that will support an environment that normalises change.’ The recommendations that are of interest (to me!) are #1 implement an ICT in teaching and learning continuum to enable a smooth transition for learners through the education sectors; #3 plan a program of research around the use of ICT [This is sort of like futurelab which is focused on promoting innovation in education by encouraging exchange of ideas and a place to experiment. Check out the research articles.]; #7 develop a strategy for professional learning based on sound research; and #8 implement an ICT competency framework for teachers. Challenges! Of course there are but these are best described by the Horizon report 2009 K-12 edition.

Great ideas, makes perfect sense but I reckon by the time all this happens, ‘new and emerging’ will be a thing of the past!

Dialogic teaching

2009-08-17T15:14:00.010+10:00

Using interactive whiteboards in the classroom is a great opportunity to embrace talking for learning in the classroom as students express opinions, talk about issues and ideas, build confidence and extend their thinking skills.

Here are some links to interesting information to inspire and motivate:

Talking to learn: dialogue in the classroom: NSW Institute of Teachers The digest
Dialogic literacy webpage
Dialogic teaching in science classrooms leaflet
Using interactive whiteboards for dialogic teaching slideshare
Guidance for introducing dialogic teaching: a guide to planning and implementing dialogic teaching

21st century educators, work and students

2009-07-31T09:23:00.003+10:00

Friday afternoon is a good time to kick back and relax thinking about the wins of the week. Why not spend some time thinking about the powerful influences on education in the 21st century? Here are some things to excite and inspire - or at the very least interest you.

The 21st century educator: creating a personal learning network “The kind of questioning, collaborative, active, lateral rather than hierarchical pedagogy that participatory media both forces and enables is not the kind of change that takes place quickly or at all in public schools.” Howard Reingold, Smart mobs

This is only one quote from an incredibly interesting look at 21st century teaching and learning, personal learning networks and technology tools.
This presentation is on slideshare. If you haven’t had a chance to explore the presentations uploaded to this site yet, set some time aside … there’s lots to learn!

Shoulder pads are out! Working from home is outré! Enter the Digital nomad. “Wireless internet has develop a new kind of colleague – the digital nomad. They work wherever they can find a wireless Web connection and then reach their co-workers via instant messaging, Twitter, Facebook, email and more.” The Washington Post (story and video).Seems to me DER NSW is getting us moving in a direction where students are preparing for this emerging world of work!

How teenagers consume media was an instant hit on the internet just recently. Why? Well I’m not sure … the article was written by a 15-year-old and whilst this cannot be considered to be representative it nonetheless a really interesting insight in how teenagers consume media.

This document has been published at Scribd, a place to upload and share your documents. Not been there before? Take a few minutes to trawl and see what’s of interest. I just found one … Reinventing Edison, maybe not something you’re interested in though.

Connected learning

2009-07-28T16:16:00.004+10:00

Mark Treadwell: At the Connected Learning conference last week, Mark made great use of narrative to describe the ‘most dramatic paradigm shift of all’, the Internet-based paradigm. He argues that we have reached our upper limit in the book-based paradigm. Also of interest is his stuff on thinking, Thinking 101 where he explores What is thinking?, how the brain works, Socratic questioning and much more.

Trudy Sweeney: At the same conference, Trudy touched on her work which I think is most interesting, i.e. Interactive whiteboard developmental framework which give technical and pedagogical indicators through the stages of ICT integration. There is a neat description of her study to develop this model published in the Australian Educational Computing journal (Vol. 23 No. 2 pp. 24-31). It captures teacher practices at different levels of sophistication that would allow teachers to identify their professional learning needs. She also draws on the NSW model of Quality Teaching making this a most interesting framework.

TED talks is always a great sources of the new and very interesting – the latest big GASP is Pattie Mae’s wearable device with projector, Sixth sense on TED talks. If this is achievable then …

NSWIT, The digest, Talking to learn: Dialogue in the classroom promotes lengthy interactions between a teacher and a student or group of students for collaborative and mutual support, the importance of dialogue and interactions to help students build understanding, explore ideas and develop thinking skills. Well worth a read!

Creativity, imagination and innovation

2009-06-18T08:34:00.001+10:00

Anyone caught the interviews with Ken Robinson on ABC, 7:30 report over the last two nights?
Most interesting ideas on driving innovation in education and developing creativity and thinking skills - ideas such as promoting diversity, not conformity and allowing children time to play, socialise, explore and let their imaginations run wild are worth thinking about.

7:30 report (16 and 17 June)
TED Ideas worth spreading

Forty years on ...

2009-06-08T11:20:00.004+10:00

Did you know that it has been forty years since the first moonlanding in 1969! Much has changed since then and some things have stayed the same. It’s worth reflecting on.

For example:

What sort of educational technology was in place in schools then? How far have we come?
What content was taught and how was this delivered?

Watch the video of the moonlanding ... and think about:

What could have happened if NASA forgto the parachute?
What were the challenges for the astronauts?
What opportunities were provide for us by the space program?

In looking back, it’s quite incredible this was possible in 1969 - space technology was a sharp focus for many years but not so much now - we are much more focused on global issues of climate change and economic crisis.

Times have changed – how are these social changes reflected in education?

What is the role of digital interactive technologies in promoting student learning, particularly in relation to learning with laptops?

Ladies and gentleman - this is our moon shot - let's not screw it up!

Starry messenger

2009-06-08T10:36:00.007+10:00

Four hundred years ago, Galileo Galilei stared out into the night sky, very much as the ancients had. However, this was different as Galileo was aided by a powerful instrument – the telescope. Rapid developments in optics technology lead to new and interesting ways of viewing the very small and the very large. And so, this development in technology paved the way to some remarkable and astounding discoveries.

From what he saw, Galileo gained a better understanding of our position in the universe; he discovered craters and mountains on the moon; the existence of Jupiter’s moons; and he saw even more stars out there than we ever thought possible! These discoveries forever changed our view of the world. Like the telescope, laptop computers will influence the education of students for many years to come in all sorts of ways that we are yet to be certain about.

We too live in a rapidly changing world where digital technologies enhance, influence and empower much of what we do. At work, study or play, digital technologies are interwoven in to the very fabric of our lives. Mobile phone, global positioning devices, mp3 players and the internet are just a few examples that are in everyday use.

Within our communities, students and their families expect that interactive digital technologies to be an integral part of school education. NSW public schools are fortunate to have access to the best resources, including interactive classrooms with interactive whiteboards and videoconferencing facilities enabling students to communicate and collaborate within their classroom, between classrooms and beyond extending opportunities for active and interactive participation in a contemporary learning environment.

Now with wireless-enabled laptops being provided over the next four years, our senior students and secondary teachers have the very best information technologies for their educational and working lives.

The Laptops for Learning Program represents an unprecedented and significant investment by the Labor Government in personal learning technologies signaling our entry into the digital education revolution. It is fitting that this revolution coincides with the International Year of Astronomy as we celebrate the birth and achievements of an outstanding human, Galileo.

Videoconference in the classroom and beyond!

2009-05-28T12:14:00.004+10:00

Videoconferencing - what great technology!
In October 2008, a group of students facilitated discussions between world leaders in urban planning in two of the world's largest cities in India and China, and experts in impacts in global climate change.

Read all about it! TV to VC: an amazing journey!

A rationale for learning with laptops

2009-05-20T09:57:00.004+10:00

Human developments are not gradual or smooth; they are punctuated by surges in development such as that experienced in the Bronze Age, the Renaissance and the Industrial Revolution. These periods are evidenced by rapid advancements in medicine, economics, transportation and agriculture greatly improving knowledge, health and wealth.

Life in the 21st century is engulfed in an explosion of advancements, not just in isolated locations but across our global community. There are many more graduates, many more inventions, we’ve decoded the human genome and we are operating at the nanoscale. And, with growing access to the internet and World Wide Web with increasingly affordable, powerful and portable technologies, many more of us are able to access and contribute to the exponential growth in the world’s knowledge. These developments continue to impact on the education sector through curriculum, pedagogy and educational technologies.
To prepare our students for life, work and study in the 21st century, a period characterised by inconceivable intellectual growth, our students need to be equipped with the knowledge and skills to enable understanding, engagement with and contribution to our growth as a civilisation. A modern learning environment should be very different to the time when we were preparing students for an industrial world where mass production guaranteed regularity of pattern and form. This is not what characterises life in the 21st century, where innovation, creativity, problem solving and critical thinking abilities are vital.
Placing a wireless-enabled laptop in the hands of every senior student in our schools will fundamentally and irrevocably change the learning landscape. These laptops will allow students to learn more in a greater variety of ways.
They will enable teachers to draw on the power of the internet and software applications and they can offer all students the chance to write, draw, create, communicate and collaborate - aided by technology. This will contribute to an environment where students are motivated and engaged in learning. And we know that when students are enthusiastic and interested in what they are doing, they can achieve more.

Students need to develop skills in gathering, selecting and analysing information to engage in deeper knowledge and understanding of fields of study.

An explosion in the generation of new information and, more recently, the ever-improving access to this has meant that the emphasis has shifted from the importance of information itself, to the importance of being skilled in identifying, organising, synthesising and evaluating information. The role of teachers is critical in ensuring our young people can find relevant, accurate information, and extract and organise data and evaluate its usefulness to improving learning outcomes.

Students need to learn to create content for a particular purpose for an identified audience using appropriate technologies, especially through access to interactive digital technologies.

Users of the World Wide Web can expand their role as consumers to creators of content adding fuel to the information explosion already described. Web tools allow users to easily comment on others’ work and create content for a worldwide audience within minutes. This is changing our position in the world from passive receivers of information to one that is much more participatory where more and more people are able to share their views and engage, more fully, in global citizenship.

In schools, students need access to interactive digital technologies such as personal laptop computers, blog tools, webpage creation software and the internet as tools to assist their participation in this world.
Teachers designing technology-rich lessons, scaffolded learning in a purposeful way will build skills to enable students to interact safely and constructively within online global communities.

New technologies being introduced in schools will allow students to communicate and collaborate in a greater variety of ways for a range of purposes.

The communication and collaborative capacity of the World Wide Web has changed not only what we do but how we do those things. Scholarship, research, banking and recreation are but a few of the aspects of our modern-day lives that have changed irrevocably. In an educational context, access to digital technologies provides students with a myriad of tools to communicate and collaborate with their peers within and beyond the classroom in ways that may not yet be imagined.

Laptop computers, software applications and the internet are modern-day extensions of pens, paper and a postal system to greatly expand the repertoire of ways students can find information, build knowledge and make connections from the classroom to the world beyond.

Students need to develop high-level technological capabilities.

Underpinning these strategies is the development of students’ knowledge and skills in information communication technologies (ICT) to ensure successful participation in this learning environment. Teachers have a pivotal role in identifying the ICT demands of their learning area and designing activities that integrate learning about ICT and improving skills in relation to learning about their subject.

Teachers need to be equipped with the necessary knowledge and skills to design a technology-rich learning environment to enrich students’ learning

Thorough teacher professional learning supported by innovative ready-to-use curriculum resources is essential in creating learning environments where these technologies will be used by students to learn more in novel and interesting ways.

Teachers are seeking subject-specific training with practical solutions for key learning areas, with a focus on how to utilise the technology in the classroom extending across a range of programs and their applications.

The interrelationship between curriculum, pedagogy and technology is at the core of education in the 21st century. The exploration of the concepts that students might learn better when empowered with laptops and investigating the effect of using laptops on student engagement and achievement is central to an approach to support the Laptops for Learning Program.

Emerging educational technologies

2009-05-06T14:00:00.005+10:00

Becta recently released a paper (39 pp.) on emerging technologies in education which is well worth a read.

Here is preview:
"Research related to the learner and the learner’s context identified four emergent or potential future trends:

Consumption of multiple technologies by young people
Increased dependence of young people on mobile technologies for online social networking
Increased parental encouragement of their primary age children’s educational uses of computers in the home Increased use of TV-on-demand by young people in the home.

The research identified core trends ... affecting the development of learning technology relating to pedagogy and the curriculum. From the core trends, six cross-cutting trends emerge, which are the:

growing use of Web 2.0 technologies by young people
development of mobile, ubiquitous and contextual computing
impact of widespread capital building programmes
demand for increasingly technological skills in the workplace
economic, social and technological drivers transforming the character and organisation of education and training
challenge to professional development of the teaching workforce."

Digital Education Revolution - vision, outcomes, plans

2009-04-22T15:57:00.003+10:00

As we gear up to support colleagues in schools introducing laptops, it’s worth considering the broader context of the Digital Education Revolution from AICTEC and DEEWR. Here are some of the latest publications and some highlights:

· DER fact sheet (2009) the key statistics and broad directions (3 pp.)

· DER strategic plan (2008) Success through partnership outlines the vision. (12 pp.)There are four strands: leadership, infrastructure, learning resources and teacher capability. Some goals of interest:

o Teachers devise student centric programs of learning that address agreed curriculum standards and employ contemporary learning resources and activities

o Students engaged in rigorous and stimulating programs of learning that meet their individual needs and prepare them for success in 21^st century

o Students and teachers routinely collaborate, build and share knowledge using digital technologies – blogs, file sharing, social networking, videoconferencing, etc.

o Students and teachers are able to innovate in their use of ICT to achieve learning outcomes

· DER roadmap (2009) some stuff is reiterated in this (just a bit boring) document. However, of note are the Indicative outcomes for teacher capability (21 pp.). Teaching for the digital age:

o Teachers and school leaders contribute to early career teachers’ disposition, knowledge, skills and capabilities to meet national standards in ICT

o Teachers and school leaders engage in professional learning about effective innovative inclusion of digital learning, tools and resources in teaching to enhance student learning outcomes

o Teachers and school leaders are supported to develop pedagogical understandings about how ICT enables improved teaching and enhances student outcomes

o Teacher registration and accreditation authorities incorporate the capacity to use ICT to enhance teachers and learning as a requirement for registration

o School systems are supported to incorporate into teachers standards as expectation of how ICT enhances teaching and learning practices.

· DER teaching for the digital age work plan (2009) last one!!! (9 pp.) The principles relating to professional learning include:

o Opportunities that are evidence-based and data-driven to guide improvement and to measure impact

o Opportunities that are just in time and just enough (looking for Goldilocks – just right!)

o Programs focused on and embedded in teacher practice

o Opportunities that are collaborative and involve reflection on practice and student learning

o Engagement that is ongoing, supported and fully integrated into the culture and operations of the system and accredited where possible

o Programs that take into account of teachers’ prior knowledge, different learning styles and access to technology

o Recognition of emerging technologies and their impact on teaching, learning and research

o Opportunities for school-based learning with close connections to classroom practice.

Laptops: classroom management tips and advice

2009-04-20T16:12:00.002+10:00

Whilst classroom management may not be the focus of support for a laptop program, it is important. So, here are some websites you can go to get you thinking about specific strategies.

The Irving School District (Texas) website for teaching and learning in a one-to-one classroom. The Classroom management section, has suggestions (with v. short video segments) on beginning a lesson, monitoring students, peer instruction and positioning. As well there are video segments with suggestions for teaching in different subject areas. Maybe not earth-shattering stuff but should get teachers to think ‘I can do this, no problem, is that all!’. The other think I really like is the way the material is presented: clear, simple and organised.
Tech support @ ASB: I think the location of this information really tells us its relationship with teaching and learning! However, we know that classroom management is an important – as is file management which this site covers (Productivity/operations). The classroom management strategies and tips may not be all that useful, however, it can serve as a starting point to get people thinking about what might be useful in different classrooms in the NSWDET context.
Classroom management tips has 50 tips for managing classrooms using the internet, so not strictly learning with laptops, and also goes beyond administrative stuff, but interesting – it’s not always useful to separate classroom management from teaching and learning. Another useful example of information teachers will find useful and how it’s organised.

TASC laptop research

2009-04-04T14:51:00.008+11:00

Here is quite an extensive array of descriptions and research of four laptop programs working with the Technology and Assessment Study Collaborative. Interesting stuff, quite a bit of reading and viewing but worth it for some very interesting insights.

Frederick Pilot Middle School Wireless Initiative:

Tech goes home program describes the initiative and what it means for their students and their parents in their community in a YouTube video: http://www.youtube.com/watch?v=_YqlRqlJq0k&feature=related a very interesting parent perspective

Community support is a YouTube video describing the benefits of the laptop program for the students and the community: http://www.youtube.com/watch?v=PzPN9h7v6P8&feature=related

Berkshire Wireless Learning Initiative:

Reports describe the variation in computer use across subjects for students and teachers, relationship between laptop use and test results

A slideshow showing 1:1 laptop classroom: 70+ photos of students using laptops in class. You can see:

students engaged in learning

students enjoying learning

students working independently

students working cooperatively

teachers giving instruction

teachers guiding students

student-centred classroom

students showing their work

New Hampshire schools:

A research report on the benefits of 1:1 computing including: increased teacher and student use of technology, across the curriculum, increased student engagement and motivation, and improved teacher-student interactions. In addition, participating teachers report improvements in student achievement and students’ ability to retain content material.

Andover Public Schools:

Presentation comparing shared computers to 1:1 examined how teaching and learning changed with 1:1 laptops has some interesting findings, e.g. students with 1:1 laptops do more homework, write using computers, use computers more often, teachers were more likely to design individualised instruction

Dr Punya Mishra; a webinar with a difference!

2009-03-15T13:22:00.003+11:00

I love the webinar concept and this presentation takes it to a new level; not a talking head but a slideshow with comment (split screen) and audio.

Dr Punya Mishra is entertaining, knowledgeable and has a fresh approach that really hits the mark. The talk is well constructed, also.

Punya outlines the problem of teaching with technology, the complex nature of content, pedagogy and technology and their intersection. He introduces the idea that creative solutions, those that are novel, effective and whole are essential. He puts teachers and educators at the heart of the matter.

The examples he uses are excellent, especially the sand creatures (about ¾ of the way through). This brings us to the notion that ‘the walls that exist between content, pedagogy and technology exist only in our minds!’.

His approach is to take two components, e.g. choose some content and an appropriate technology then explore the pedagogical approaches, seek creative solutions.

I really enjoyed his presentation – make a snack, watch it! (40 min)

What does a laptop lesson look like?

2009-03-06T17:07:00.007+11:00

Grab a coffee and check out these sample lessons from the US and a description of a laptop project in the UK ...

No strings attached: videos of lessons showing models of integrating laptops into Arts, languages, languages arts, maths, health and PE, science and social studies. These are schools in Florida with different technologies, content and style BUT there are some nice examples for K-2, 3-5, 6-8 and 9-12.

Laptops for learning (teachers.tv) download or view (QuickTime or Windows) movie – 15 min – teachers and students talk about their laptop program in The Arnewood School , UK. See how laptops are being used and their perceived benefits at school and in the home. To see the movie, register/login - it’s easy, just a couple of minutes.

Laptop learning - a variety of references

2009-03-06T13:18:00.007+11:00

There are many nice, easy-to-read information about

This post in a history teachers’ discussion forum describes a laptop classroom, Teaching history in a laptop classroom, school in the future? There are some interesting insights but also check out the discussion thread ...

Ten ways to use laptops in teaching and learning a pdf two-page collection of instructional activities for using laptops from Florida State University (not crazy about the list of strategies but as a model of a quick reference list for teachers, not too bad)

The laptop learning challenge is a small website from 1999 Toshiba/NSTA challenge for teaching science and maths. Nice and simple and useful - this might serve a model for support for teachers. It includes lesson plans - grouped by grade, subject, teaching methods and content) and a teaching with laptops section - with options for professional development and classroom management suggestions.

Duco_jansen, a 16 min podcast from Vanderbilt Center for Teaching. A remarkably frank interview with Duco Jansen discussing how his students use laptops in Biomedical engineering. This could be a way to capture and share teacher’s stories.

Integrating ICT in early learning

2009-02-24T09:59:00.001+11:00

Recently I have been motivated to explore research into the integration of ICT in the early years. Following are some of the more interesting papers that contribute to ideas about the potentials with appropriate use of ICT with young learners. Some of the issues to take into consideration are also included.

I hope you find these as interesting as I did!

· Information and communication technologies (ICT) in the early years (discussion paper, SA); ‘Practitioners considered there was high potential for enhancing children’s learning and numeracy through ICT.’ P. 9

· The role and potential of ICT in early childhood education (review of the literature, NZ); ICT is useful in documenting and sharing children’s learning, strengthening relationships between educators and families and forging stronger connections between early childhood settings and children’s homes and other learning environments. pp. 71- 79.

· Integrating ICTs into the early childhood classroom (student assignment, Aust.) students come to school with vast differences in their ICT skills, however they are ready to learn to use a computer for learning and play.

· ”Click on miaow!”: how children of 3 and 4 experience the nursery computer (study findings, UK) computers provide opportunities for lively group interactions to promote language development, social interactions, collaboration and play.

· Technology in early childhood education: finding the balance (report, US) ‘Technology is another tool that can provide another way for children to learn and make sense of the world.’

Charles Leadbeater on innovation

2009-02-17T14:47:00.002+11:00

Charles Leadbeater is a researcher at the London think tank Demos. In this video he describes the rise of ‘amateur innovation’, where ‘users are becoming producers and consumers becoming designers’. (19 min video on TED)
This could have interesting implications in the educational context!

Integrating ICT in languages classrooms

2009-02-16T16:49:00.006+11:00

Here are links to a selection of information on integrating ICT in the languages classroom – no comments from me! I'm not a languages teacher so have no idea of the value of each to practicing teachers.

Video: http://vodpod.com/watch/611985-integrating-ict-in-the-languages-classroom
Slideshow: http://www.slideshare.net/mike07/integrating-ict-into-the-classsroom
Guide: http://www.elearningguides.net/guides/4b-GUIDES-INSTITUTIONS-EN.pdf
Internet in the classroom (IWB): http://www.bbc.co.uk/languages/tutors/internet/ewhiteboard/1.shtml
Becta: http://schools.becta.org.uk/index.php?section=cu&catcode=ss_cu_ac_mfl_03
A paper: http://www.ictev.vic.edu.au/event/2006_Conf_Notes_Papers/2006_Conf_Lier_les_langues.pdf

News from the UK and US

2009-02-13T09:11:00.005+11:00

From Britain
• Digital Britain, the interim report outlining plans for making the UK an attractive place for investment in their digital economy by upgrading and modernising digital networks for universally available broadband, digital radio, digital TV, original UK content and a national media literacy plan. How exciting!

From the United States
• Stories in Classroom News (eSchool News, February 2009), an easy read. Read about the ‘Obama effect’ in education in the US, a place where education is seen as an economic imperative; some reactions to the Final report of the internet safety technical task force which focused on protecting kids online; how students are turning to online videos to help them understand concepts; and some links to new instructional web-based resources.

BTW - Has anyone considered hosting an online conference? The Learning Times Network sent this though recently.
• “The 7th Annual International Online Conference (IOC) for Teaching and Learning on March 30 and 31, 2009. IOC 2009 features wonderful speakers, an exciting new format, and a truly global program. The emphasis is on sharing, networking and generating a universe of ideas that everyone can use immediately in their practice. The event will take place entirely over the Internet on March 30 & 31, 2009 - with live sessions conveniently scheduled for participants around the world. For more information visit: http://www.internationalonlineconference.org/ IOC 2009 includes a variety of ways to connect with and learn from colleagues. Each day will feature live online presentations during which you interact with panelists and peers. All sessions will be recorded and posted immediately for those who cannot attend live.” Just a thought ...

2009: another interesting year

2009-01-14T13:50:00.002+11:00

What’s the next big thing in IT? Each year, the New Media Consortium develops a list of emerging technologies for the coming year (http://horizon.nmc.org/wiki/Main_Page)

The 2009 report has not been published yet but here is the short list.

For more detail of relevance to education go to: http://horizon.nmc.org/wdata/xdocs/2009-short-list.pdf

Mobiles
Cloud computing
Collaborative environments
Paperless publishing
Geo-everything
The personal web
3D virtual worlds
Alternative input devices

Critical challenges:

There is a growing need for formal instruction in key skills – information literacy, visual literacy and technological literacy
There remains a generational skills gap between teachers and students
Educational material, assessment and learning models needs to reflect current student needs
There are significant shifts in scholarship and research
Data collection for students performance will need to be collected in large scale
Higher education is expected to deliver content and services via mobile devices

Key trends:

Increasing globalisation continues to affect all aspects of our lives
Collective intelligence and mass amateurisation is affecting how we think about content and knowledge
Gaming continues as a universal phenomenon influencing social interaction and learning environments
Visualisation tools are making information more meaningful and intuitive
Huge increases in content make filtering the ‘noise’ more difficult
Massive production of mobile phones are benefiting from unprecedented innovation.

Very interesting stuff!

a new(ish) world

2008-12-02T13:55:00.007+11:00

What’s happened to the web? Over the last ten years the web has been transformed from a seemingly endless source of information to a place where we can create and post our own ideas; instead of going to the information, information now comes to us via RSS feeds, for example. John Hedron takes us through the transformation in this excerpt from his book, RSS for educators blogs, newsfeeds, podcasts and wikis in the classroom 2008 published by International Society for Technology in Education. John clearly and simply explains RSS, blogs, wikis, podcasts. He goes on to describe how these tools can be used in education – to share knowledge and ideas, connect teachers to parents, developing information and media skills, opportunities to improve creativity and critical thinking, a medium to assess students work and building communities.

How do we prepare students for the 21st century? Rapidly changing technologies and their influence on the world around us has sparked many to look closely at education: what students are learning and how. Gwen Soloman and Lynne Schrum in an excerpt from Web 2.0: new tools, new schools (published in 2007 by International Society for Technology in Education) provides a background for this direction in thinking about transformation in schools supported by new technologies. This is grounded in the US context however it is very relevant for us here in Australia. The skills identified for 21st century learning can be supported by access to the communication and collaboration tools that NSWDET’s Learning Tools Project could provide in 2009 giving our students ‘interconnectedness, immediacy, interactivity, communications and community ... the very features that keep global businesses competitive and workers in jobs.’ This may not be the incentive that drives educators, but perhaps more equitable access to educational resources does – and I think that is more compelling.

What is the value of online video distribution? The TED (Technology, Entertainment and Design) website showcases some of the world’s leading thinkers and researchers to spread ideas. For example, how the research community can link to commercial developers and everyday people is seen as Johnny Lee shows us how a wii controller can be used to ‘make’ an interactive whiteboard!

ICT and policymakers

2008-11-19T12:13:00.002+11:00

Gee there is a lot of information on the internet related to ICT policy! Here are some snippets you might find of interest

Since 1983 in the US there has been numerous policies relating to education technology. At the heart of all these documents runs three key themes: Technology is a tool for addressing challenges in teaching and learning, technology is a change agent to trigger changes in teaching and the learning environment and (most recently) technology as means of increasing global competitiveness (familiar?). What is most interesting is the identification of a widening gap in the promise and the potential of the technologies and the way technologies are used in the educational setting. Researchers favour technology use in student-centred inquiry, collaboration and so forth; whilst teachers are largely using presentation software and student-based resources from the internet, with a few introducing technology-rich, student-inquiry teaching strategies into their repertoire.

The ICT test bed project in the UK Evaluation of the ICT test bed project investigated the impact of high levels of ICT in schools with low socio-economic disadvantage, mainly primary schools, some secondary schools and some further education colleges to provide information to policy makers. The key findings of the learning and teaching strand indicate high levels of improved performance at key stage 2 only, GCSE grades didn’t look too good! (but there was a small sample size at this level; let’s not forget that this is a pen-and-paper test!). Researchers did see an increase in effective use of presentation technologies and a greater interaction in the classroom. Researchers also report the effective use of ICT in personalising learning (as you know there is an emphasis on this in the UK) enabling self-directed and differentiated learning. Of interest also is the use of ICT in assessment and reporting.

Closer to home in Australia, the Journal of Australian Council for Computers in Education, published a position paper on media-rich learning communities with recommendations for policy makers. There is an overview of the learning trends of students in the framework of ‘the futures triangle’, an interesting lens through which to communicate a vision. There follows a scenario which outlines the key elements of effective media-rich communities, then recommendations for national innovation. What may be of more interest are the articles that follow: ‘Learning languages in partnership with ICT’, ‘The interactive whiteboard in an early years classroom: a case study in the impact of a new technology on pedagogy’ and ‘ICT-mediated science inquiry: the remote access microscopy project’.

Integrating ICT in schools

2008-10-28T15:16:00.012+11:00

ICT is a broad category when you think about it! In this post, I am looking in general at the progress of integration of ICT into schools and also in particular at some interactive technologies that could be integrated where appropriate.

Firstly, the Australasian Journal of Educational Technology provides us with an overview of where we are now in ICT integration in schools and what could we be doing in the future. Colin Baskins sets the scene with the Australian policy context, outlines the project and discusses the findings. Whilst this work was done in 2006, the comments are still relevant particuarly highlighting the disjuncture between ICT infrastructure imperatives and those of teachers - curriculum and pedagogy. "There is a growing awareness of how large the training and professional development needs are, not only in relation to pedagogy, curriculum change, IT skills and awareness, but also in relation to wider 'cultural change' issues, as school systems develop and roll out new systems and processes over time."
For some lighter reading, Classroom news (you need to be a subscriber, free!) technology news for today's teacher, gives us a pot pouri ranging from a description of Barack Obama's education plan, "Imagine a future where our children are more motivated because they aren't just learning on blackboards, but on new whiteboards with digital touch screens; where every student in a classroom has a laptop at [his or her] desk; where [students] don't just do book reports but design Powerpoint presentations; where they just don't write papers, but they build web sites; where research isn't just done by taking a book out of the library, but by eMailing experts in the field; and where teachers are less a source of knowledge than a coach for how best to use it and obtain knowledge ...". Buried in email? gives us some welcome tips for managing the daily deluge. Also of interest is the story of a pilot project at PLC where students can use mobile phones and the internet during exams. Interesting concept.
Lastly, from the National School Boards Association, the report from a study (supported by Microsoft, News Corporation and Verizon) into students' social networking habits. Creating and connecting, details the results of a study conducted via three surveys (students, parents, school leaders) which describes students online social networking activities. It notes that educators require students to use the internet for homework and research, they are not yet convinced of the value of social online networks as a communication or collaboration tool in the educational context. Parents have high expectations with those surveyed supporting the use of social networking. The recommendations (food for thought) are: consider using social networking for staff communications and PD; find ways to harness the educational value; ensure equitable access; pay attention to student leadership; reexamine social networking policies and (not surprising given the supporters of this study) encourage social networking companies to increase educational value.

What does a one-to-one laptop environment look like?

2008-09-18T12:22:00.010+10:00

Well ... what does a one-to-one laptop classroom environment ‘look’ like? And, how can we support teachers facing this reality?

What do we know from the numerous one-to-one computing initiatives that have been running in the US since 1994?

Here is a selection of some readings to give you a sense of where the thinking currently lies:

· Implementation and effects of one-to-one computing initiatives: a research synthesis – this paper synthesises findings from a number of studies into the impact of one-to-one laptop initiatives. Students in these programs often improve their technology literacy and skills in the use of word processing tools (explains the other studies that find that students length and quality of writing improves). It isn’t clear yet as to the effects of student attainment. We probably need to be very clear about the goals of the implementation and methods to monitor the effects to get really good data about this. This paper does provide some ‘pieces of the jigsaw’ and as usual, there is a need for more research!

· Fostering girls’ computer literacy through laptop learning – can mobile computers help to level out gender difference? – this study found that students using laptops outperformed those from non-laptop classes having a significant effect on students computer literacy – in particular, their knowledge about hardware and software, and the use of the internet for retrieval of information and for communication. There was no difference found between girls and boys. Why? No doubt more research into impact of self-confidence for girls

· Teachers learning to use technology within the context of a laptop learning initiative: the interplay of personal histories, social dynamics an institutional culture – this paper outlines the challenges for a teacher facing the prospect of a laptop program: developing a working technological literacy, understand how computers can facilitate curriculum, managing the classroom environment and imagining how these tools can transform the teaching and learning environment. Quite an interesting discussion around how influences of socio-cultural factors impact on teachers participation in laptop programs.

· Anytime, anywhere learning final evaluation report of the laptop program: year 3 – this is the final report on the implementation of a laptop program in Michigan. They found that students increased their use of computers as learning tools, they improved their ICT skills and computer work became meaningfully integrated into curriculum. Also their findings suggest improved writing and problem-solving skills.

· The laptops are coming! The laptops are coming! – this is a short article by a teacher who reflects on what she has learnt after one year in a laptop program. She provides an interesting list of questions that she would have liked to have asked at the start.

Using the web's connectivity potential

2008-09-06T14:42:00.007+10:00

Are you creating documents with several contributers? Do you find that you have a problem with version control? Try Google docs - you have only one version and you can invite as many people as you like to contribute. This short video by Common craft shows you how.

The latest video to be doing the conference rounds is on by Professor Michael Wesch. It is a four-minute guide to web 2.0 (a term which is fast losing its currency, like cloud computing - these terms are becoming meaningless). However, it is a good visual of some of the potential of the web environment.

Have you visited slideshare.net? People post their slideshow presentations no audio but even so some very interesting (and also very strange! but that's the web) stuff. George Siemens has posted some thought provoking presentations, e.g. Rethinking teacher: networks and social connections.