Post on 18-Aug-2018
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The Digital Education Revolution
ICT Strategic Planning for the Future
Cecilie MurrayDelphian eLearning
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• What has changed?
• Tools for business, tools for learning
• Who’s using them?
• Applications and Implications
• How can we plan for the future?
Our horizon
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What’s on the horizon?
The Horizon Report Technologies to Watch(The New Media Consortium and EDUCAUSE Learning
Initiative 2008)• Grassroots video • Collaboration webs • Mobile broadband • Data mashups• Collective intelligence • Social operating systems
http://www.nmc.org/pdf/2008-Horizon-Report.pdf
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What’s on the horizon?
Gartner Report for 2008: Top technologies
•Green IT
•Virtualisation 2.0
•Web Platform such as Software as a service
•Social software
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Web 2.0
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Let’s get together
Sites for social participation, collaboration and communication and learning such as:
• blogs (personal web-based journals)• messaging (instant web based messaging)• chat (real time text based interaction)• discussion groups (delayed text based interaction) • wikis (modifiable collaborative web pages) • podcasting (subscription-based broadcast over the web) • vodcasting (video podcasts broadcast over the web)
• RSS (really simple syndication) that enables the sharing of news across the web, free.
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Network of trusted business contact
Free internet calls; real time collaboration worldwide
Shared documents/spreadsheets online
Collaborative research tool
PeerMint, Telstra, UK Civil Service, Intel, Teach America
Tools for business
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More than 69 million active users worldwide; most popular
website for uploading photos (14 million daily). 13 yo +
Bandwidth costs are estimated at $1 million a day; in 2007, consumed as much bandwidth as the entire Internet in 2000.
Popular in UK, US, NZ, Pacific Is.
Popular in SE Asia; 58 million users.
General worldwide use 14 years +.
Tools for socialising
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Create and manage student blogs
Videos and blogs for educators
Web 2.0 and collaborative technologies in education.
Social networks for anything
Uploading and sharing photos
Organising social bookmarks
Tools for learning
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VoicethreadsHawkesdale P-12
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Passion ProjectsBellaire Primary
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Blogs for LearningGeelong High
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Flat classroomsHawkesdale P-12
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WikispacesHawkesdale P-12
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Skype for international collaboration
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Classroom 2.0
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Platforms for change
• VELS – interdisciplinary ICT• The Learning Federation digital content• ePotential• Intel Teach etc• KnowledgeBank / Next Generation• Learning Space Design
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• Writing for an authentic audience • Composing in various modes and media• Sharing and exploring others’ points of view• Researching and evaluating information• Videos and podcasts as ready-made curriculum
content• Professional learning• Training on using ICT devices or software• Reflection tool for teachers and students
How can we use them?
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What the Aust. research says…
Young people engaged with user-generated content websites (YouTube & Flickr) and social networking (MySpace & Facebook)
• 40% of children and young people have their own material on the Internet
• 30% have a page on a social networking site• 70% 14y.o+ author web content• 66% 16-17 y.o. have online profile in MySpace• 40% post own photos or artwork • 17% have their own blog• 70% girls aged 14–17 have a MySpace or similar profile; 50%
per cent of boys
ACMA, Media and Communications in Australian Families 2007 http://www.acma.gov.au/webwr/_assets/main/lib101058/maciaf2007_overview_final.doc
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What the UK & US research says…
• 50% 8-17 y.o. who use the Internet have a profile on social networking site (UK)
Girls continue to dominate most elements of content creation (UK and US)
• 35% of all teen girls blog, compared with 20% of online boys
• 54% girls post photos online compared with 40% of online boys
• 64% of online teenagers between 12 and 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.
Office of Communications, (2007) Engaging with social networking sites, U.K. http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpubrss/socialnetworking/summary/Pew/Internet, 2007, Teens and Social Media, http://www.pewInternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf
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What the EU research says…
Unanimous opinion of children: mobile phone is much freer and less supervised than Internet.
Children less worried about risks on the Internet:• problem solve individually or with peers• parents or teachers are last resort Cyberbullying by mobile phone is most common
means of intimidation: not a concern to children but the cost of the phone is.
Optem, 2007, EduBarometer, Safer Internet for Children, European Commission,
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Personalised Learning Environment…
http://www.cetis.ac.uk/members/ple/resources/edf.ppthttp://tinyurl.com/2g4co9
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Portable computers:• increase enthusiasm, motivation, confidence and sense of
ownership• allow greater classroom and curriculum integration of ICT• increase independence and self-initiated learning in pupils
Handheld technologies (PDAs):• have potential for making the work of leadership teams and teachers
more efficient
Interactive whiteboards:• encourage creative use of teaching materials• engage pupils, increase motivation• facilitate pupil participation and interaction.
Games, Web 2 Technologies (blogs, YouTube etc) :• engagement, creativity, motivation
Becta, ‘What the research says’ series
International Research
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• Broadens educational opportunities to all• Teachers can use as tools for learning • Students can demonstrate their learning• Reflective tool for teaching and for learning• Internet safety, online behaviour• Management of ethical issues• Parent information for managing children at
home
Implications: T & L
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How do we change the landscape?
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Impact of ICT in schools: a landscape reviewKey findings:1.The greatest impact on teaching and learning is found
where the use of ICT has clear educational goals and is seen as purposeful by pupils, and where a number of different technologies are integrated in everyday classroom experience.
2.Teachers' ICT skills have developed significantly over the years, as has the range of both hardware and software available in the classroom – there is evidence that these developments have led to a reduction in teachers' workloads.
BECTA, 2007 http://partners.becta.org.uk/page_documents/research/impact_ict_schools.pdf
Latest Research
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3.ICT can help personalise learning by putting greater control in the hands of the learner, but the challenge this presents to the traditional teacher-pupil relationship may not always be welcomed.
4.A whole-school strategy that addresses the development and sustainability of ICT is a critical factor in the effective use of technology.
BECTA, 2007 http://partners.becta.org.uk/page_documents/research/impact_ict_schools.pdf
Latest Research
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Leithwood et al (2004) construct for defining the influence of leadership on student learning.
4 most critical elements of a leader’s role are to:• Set the direction for the school;• Develop people;• Manage the instructional program; and• Redesign the organisation.
Strategic Planning
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1. Develop a vision 2. Create a new model for learning
innovation3. Develop an ICT Strategic Plan
A Strategic Plan?
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PRINCIPLES OF LEARNING AND TEACHING
21st CENTURY LEARNING ICT PEDAGOGY LEARNING SPACE DESIGN
The learning environment is supportive and productive
Effective Communication, interpersonal skills. Personal, social and civic responsibility
Teacher models and uses ICT in innovative ways to support student understandings & ideas
Flexible ICT rich space for class and group activity, interactive whiteboards, data projectors.
The learning environment promotes independence, interdependence and self-motivation
Adaptability, managing complexity, self-direction, student inquiry
Opportunities for students to demonstrate learning using various ICT devices, software and online tools
Spaces for groups and individuals with ready access to ICT, wired & wireless. Break out spaces, cooperative learning furniture
Students' needs, backgrounds, perspectives and interests are reflected in the learning program
Basic, scientific, economic and technological literacies. teaming, collaboration, interactive communication
Teachers support students to access, synthesise and transform knowledge using ICT tools
Learning spaces take account of student learning styles, with access to Internet & media rich ICT such as computer lab or ICT learning centre
Students are challenged and supported to develop deep levels of thinking and application
Inventive thinking, creativity and risk-taking, higher order thinking and reasoning.
Teachers support students understandings and ethical use of ICT & Internet including using higher order thinking & reasoning tools
Multipurpose learning spaces that provide for individual and group access, quiet spaces, ICT and software such as graphic organisers
Assessment practices are an integral part of teaching and learning.
High productivity, planning & prioritising results, ability to produce relevant, high quality products.
Learners negotiate modes of learning, content and assessment including use of ICT tools, digital portfolios & virtual learning environments
Learning spaces that are physical and virtual with access to presentation software, ePortfolios, online assessment and student-teacher conferencing
Learning connects strongly with communities and practice beyond the classroom
Digital age literacy.Visual and information literacies.Multicultural literacy and global awareness.
Authentic learning using ICT tools, professional & students online discussionsICT available anywhere, anytime as creative tool
Learning spaces are both physical and virtual. Wireless, accessible in outside areas and from home. Flexible spaces for linking with community.
Learning innovation
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Landscape for the future
• 3 year ICT Strategic Plan for learning innovation• Pathways and financial plans for:
– eLearning for teachers & students– ICT professional learning– Learning / Emerging Technologies– IT Infrastructure development– ICT Management– Learning Spaces– Parent involvement
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1. A whole school strategy comprising policies, procedures and responsibilities for Internet and online safety
2. A comprehensive Internet and online safety education program for every person in the institution and in the parent community
3. Effective technological tools which minimise risk and maximise access
4. A regular audit process to review the effectiveness of the strategy.
Internet safety strategy
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Eltham High School Parent Guide
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• In coming years, a critical component of a world class education system in Australia will be having computers on every desk and having access to reliable, high speed broadband. This digital infrastructure will provide closer links between schools, teachers, students and parents, and help realise the true potential of e-education and internet-based learning. It will change the way teachers teach, and the way students learn. (2007:3)
The Digital Education Revolution
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If the Net Generation values experiential learning, working in teams and social networking, what are the implications for classrooms and the overall learning environment?”
Diane Oblinger, Educause, 2005
The Challenge
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Delphian eLearninglearning innovation
thought leadershipthought leadership
Cecilie Murraycecilie@delphian.com.au
www.delphian.com.au
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