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Scanning the ICT Environment

Scanning the ICT Environment. Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net. Follow the markers…. PEDAGOGY. FUTURE. TECHNOLOGY. LOCAL. THINKING. NATIONAL. POLITICAL. INTERNATIONAL. SOCIAL. NATIVES. Educational. Curriculum review Pedagogical change

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Scanning the ICT Environment

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  1. Scanning the ICT Environment Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net

  2. Follow the markers… PEDAGOGY FUTURE TECHNOLOGY LOCAL THINKING NATIONAL POLITICAL INTERNATIONAL SOCIAL NATIVES

  3. Educational • Curriculum review • Pedagogical change • Learner-centredness • Personalisation/customisation • Information/digital literacy • Assessment • Professional learning - teacher skills

  4. Schooling Strategy • All students experience effective teaching • Evidence-based practice • Children’s learning is nurtured by families and whanau

  5. Curriculum Project

  6. Teacher Skills “Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.” “What teachers really need is in-depth, sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.”(CEO Report, 1999 http://www.ceoforum.org)

  7. PedagogicalChange

  8. political • Accountability • Financial rigor - ROI focus • MoE structural changes • Contestible funding • Pan sector focus

  9. Accountability

  10. Digital Strategy http://www.digitalstrategy.govt.nz

  11. Ed. Sector ICT Strategy

  12. Social • Internet safety • Digital divide • Urban drift • Internet - content to conversation • Emphasis on life-long learning • Corporate intranet/training focus

  13. Internet Safety http://www.netsafe.co.nz

  14. Life-long learning http://www.seniornet.org.nz

  15. technological • LMS/SMS • Social software/ Web 2.0 • Semantic web • Advanced Network • Interoperability/connectivity • Personalisation/customization • Miniaturization • Convergence

  16. Personal learning tools Personal Web Space - eg http://www.myspace.com Social Bookmarking - eg http://del.icio.us Photo sharing - eg http://www.flickr.com Sharing videos - eg http://www.youtube.com Collaborative websites - wikis eg http://www.jotspot.com

  17. Synchronous tools • Instant message - eg http://www.msn.com • VOIP - (Voice over IP) - eg http://www.skype.com • Video conferencing - eg iChat, Skype, MSN

  18. WebNote 10 tips for using furl VodCasting The Read-Write Web The everyday creation of content by everyday people

  19. Key issues • Authorship • Ownership • Identity • Community (not audience) • Discovery • Power of the collective (harnessing collective intelligence) • The 4 “R”s

  20. Convergence • Phone (obviously) • Appointments Calendar • Alarm Clock • Game device • Music player • Still Camera • Video Camera • Video player • Address Book • To Do List Reminder • Voice Recorder • Calculator • Email Tool • Text Messenger • Satellite Navigation System

  21. Local/regional • Mush Networks • Digital Christchurch • Nelson Loop • LERN network • Broadband Challenge • VC clusters

  22. Regional Initiatives • Nelson Loop • Venture Southland • North Shore • Hamilton • Canterbury Ref: http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=27043

  23. Learning Centres • Parnterships between local council and schools/MoE - • CHCH South Learning Centre • Riccarton Community Library

  24. Access anywhere… • Wireless networks - local and WAN • Satellitle access to all corners of NZ • WiFi connecting small islands in the Pacific

  25. National • Strategies and action plans • KAREN • Research initiatives • Online pilots & projects • Brokerage services

  26. Linking it together

  27. KAREN

  28. National Network

  29. VC Brokerage

  30. Research- eFellows http://www.efellows.org.nz

  31. Research - DigiOps • http://www.digiops.org.nz

  32. Research - Online Projects What overall impacts are these web-based learning services having on diverse learners? • http://www.wicked.org.nz • http://www.learn-now.school.nz • http://www.studyit.org.nz • http://www.learnz.org.nz • http://www.anyquestions.org.nz

  33. International • JISC/DEST partnership • Common Services (SOA) • E-Framework - IMS • Advanced networks

  34. Common Services…

  35. E-Framework A services-oriented framework for education and research http://www.elframework.ac.uk

  36. Advanced Networks

  37. International Reports • Emerging Technologies for Learning - BECTAhttp://www.becta.org.uk/research • Emerging Techologies (EdNA, Australia) • http://www.det.act.gov.au/ • Coming of Age - an introduction to the new WWW • http://www.ictineducation.org • Social Software Report - FutureLab, UK • http://www.futurelab.org.uk/research/opening_education.htm

  38. Future School… • What would students learn? • How would they learn? • Who would they learn with? • When would they learn? • What would they learn on or with? • Where would they learn? • How will they/we know what they’ve learned? • Who decides? • Etc…

  39. Two key questions… Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow? Education in the Future: • What will our schools be like? • Where will learning occur? • What will be the role of teachers? • What technology will be used?

  40. Future School Scenarios

  41. Secondary Futures http://www.secondaryfutures.co.nz/ 3 key questions 5 themes Database of evidence

  42. Building Future Schools • Ambitious UK project • 2.5 billion pounds per year • Rebuilding half of all secondary schools by 2015 • Joint venture - 50% government and 50% business.

  43. Mental Models What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

  44. Knowledge • Knowledge is “stuff” • It can be stored - in minds, books or other kinds of databases • Knowledge is true, correct, “the facts” • It is something stable that accumulates slowly over time; new knowledge builds on older knowledge • It is built up by people, and people can “have” it, however, it exists objectively, independently of people • There are different branches of knowledge called disciplines or subjects • Each discipline has its own way of doing things

  45. Minds • Minds are like containers (filing cabinets or databases), they store knowledge • Minds also process knowledge; they take it in, organise it and represent it • Minds are the places where thinking and learning happen • Some minds have more capacity than other minds for storing and processing knowledge • The mind is located in the brain, but its activities are distinct from the brain’s other functions

  46. Learning • Learning is the process by which knowledge gets stored in minds • Learning is an individual activity: it takes place in individual minds • Learning is an activity that happens in more or less the same way in all individuals • Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time • Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.

  47. Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project) Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking" The Net Generation

  48. Some characteristics • “hypertext minds”ability to leap around and gather information from multiple sources • Ability to read visual imagesintuitive visual communicators • Inductive discoverylearn better through discovery than being told • Fast response timeable to respond rapidly and expect rapid responses in return • Visual - spacial skillsperhaps because of their expertise with games they can integrate the virtual with the Physical • Attentional deploymentable to shift their attention rapidly from one task to another Source: Educating the Net Generation - available electronically: http://www.educause.edu/educatingthenetgen

  49. Think about it… “The only people who call technology “technology”, are those who were born before it was invented” (Source unknown)

  50. Takeaways… • Alignment of government strategies • Greater bandwidth is coming • Different view of networks • Current students offer insights • Social networking applications • Impact on pedagogy • Future of schooling options • Changing view of knowledge • Consumers to contributors

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