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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