Transforming teaching and learning

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.

Promoting innovation and transformation

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

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.