Beckenham Primary School, 29 July 2013

Creating a Future

focusedschool

Ever wondered what the inside of a school looked like in the future-istic world of the Jetsons?

Lots of technology, but not a lot else is different – single point of focus (blackboard), students working in unison, teacher at the front etc…

1990s The computer room

BBC

1985: the standalone schoolcomputer

A National Education Network?

The school network1995-2010

THE PAST 25 YEARS IN NZ SCHOOLS

Adapted from Becta 2004

1990s The computer room

BBC

1985: the standalone schoolcomputer

A National Education Network?

The school network1995-2010

THE PAST 25 YEARS IN NZ SCHOOLS

Adapted from Becta 2004

The existence of ICTs does not transform teacher practices in and of itself…

However, ICTs can enable teachers to transform their teacher practices.

EFFECTIVE TEACHING AND LEARNING…Effective teaching and learning occurs when…

Student autonomy and

initiative accepted and encouraged.

Students engage in

dialogue with teacher and each other

Higher level thinking is

encouraged

Class uses raw data, primary

sources, physical and interactive materials.

Knowledge and ideas emerge only from a situation in which

learners have to draw them out of experiences that have

meaning and importance to them.

Teacher asks open-ended

questions and allows wait

time for response

Students are engaged in experiences

that challenge hypotheses

John Dewey – Constructivist Pedagogy, 1916

Learner at the centre

Ubiquity

UBIQUITY

MOBILE TRENDS

• mLearning – in the classroom and workplace

• BYOD – Bring your own device

• “snack” learning• Location-based

integration and workplace training

• Cloud computing• Rewind learning

http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/

CHALLENGE

Have we grasped how significantly student access to technology has changed their expectations as learners?

Agency

AGENCY

• “The power to act”• “Sense of ownership”• “Executing and

controlling one’s own actions”

• “Self-efficacy”• “Personalisation”

WE LIVE IN A PERSONALISED WORLD

• My watchlist (on Trademe)• My personal banking• My travel planner• MySky• My portfolio• My Youtube channels• My…• AGENCY is key!

STUDENT EXPECTATIONS

Washor, E and Mohkowski, C (2013) Leaving to learn

Do my teachers really know about me and my interests and talents?

Do I find what the school is teaching relevant to my interests?

Do I have opportunities to apply what I am learning in real world settings and contexts?

Do I feel appropriately challenged in my learning?

Can I pursue my learning out of the standard sequence?

Do I have sufficient time to learn at my own pace?

Do I have real choice about what, where and how I learn?

Do I have opportunities to explore and make mistakes?

Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?

CHALLENGES

• Do our learners have to adapt to our way of doing things, or do we adapt to theirs?

• Are we focused on delivery – or learning experience?

Connectedness

• “Having a sense of being a part of something that is bigger than ones self”

• It’s not about the technology, but it’s all about being connected. Devices and gadgets are less important than the ability to be connected

• Connectedness is the capacity to benefit from connectivity for personal, social, work or economic purposes

• This is having an impact on all areas of human activity

CONNECTEDNESS

School A

Groups

NETWORKED LEARNING

Network PLN

Federally organisedCollections of entitiesCollaborativeNetworked knowledge

Externally organisedSingle entityCompetitiveKnowledge transfer

Personally organisedAssociation of entitiesConnectedPersonal knowledge

The way networks learn is the way individuals learn

FUTURE LEARNING ENVIRONMENTS

CHALLENGES

• In what ways do we promote the notion of connectedness for our students?

• How do we, as teachers, work in a connected way with colleagues?

• What implcations are there for global participation, cybercitizentship, network literacy?

How does this translate to thinking about physical environments?

VITTRA TELEFONPLAN, SWEDEN

• Cave: for private concentration.

• Camp fire: group process.

• Watering hole: encounters and impulses.

• Sandpit: experimentation and practical work.

• Mountaintop: presentation of progress and discoveries.

http://www.zillamag.com/architecture/vittra-telefonplan-interior-by-rosan-bosch/

MODERN LEARNING ENVIRONMENTS

http://bundlr.com/b/core-education-modern-learning-enviroments

Derek WenmothEmail: derek@core-ed.org

Blog: http://blog.core-ed.org/derekSkype: <dwenmoth>