AALFs 21 Steps To 21st Century Learning Asb Unplugged Workshop
- 1. Sustaining Strategies for 1 to 1 laptop Schools Re-Imagining the Possibilities Bruce Dixon and Susan Einhorn Anytime Anywhere Learning Foundation
- 4. ..a critical conversation.. What should ubiquitous technology access make possible for schools, teachers and learners?
- 5. A vision of learning built around a very powerful idea... “More and more I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. .. ….an instrument whose music is ideas."
- 6. "These days, computers are popularly thought of as multi-media devices, capable of incorporating and combining all previous forms of media - text, graphics, moving pictures, sound. I think this point of view leads to an underestimation of the computer's potential. It is certainly true that a computer can incorporate and manipulate all other media, but the true power of the computer is that it is capable of manipulating not just the expression of ideas but also the ideas themselves. The computer is not just an advanced calculator or camera or paintbrush; rather, it is a device that accelerates and extends our processes of thought. It is an imagination machine, which starts with the ideas we put into it and takes them farther than we ever could have taken them on our own." Danny Hillis' book “The Pattern on the Stone", Basic Books, 1998
- 7. Seeing No Progress, Some Schools Drop Laptops Scores of the leased laptops break down each month, and every other morning, when the entire school has study hall, the network inevitably freezes because of the sheer number of students roaming the Internet instead of getting help from teachers. So the Liverpool Central School District, just outside Syracuse, has decided to phase out laptops starting this fall, joining a handful of other schools around the country that “After seven years, there was literally no evidence it adopted one-to-one computing programs and had any impact on student achievement — none,” are now abandoning them as educationally said Mark Lawson, the school board president here in empty — and worse. Liverpool
- 8. ..a critical conversation.. What challenges do you see in sustaining and scaling innovation in a technology-rich learning environment?
- 9. Imperatives driving New Visions for Education… The Economic Imperative • Increasing accountability • Shifting economic foundations The Paradox of Universal Education • Unengaged and disenfranchised vs Rich, Relevant and Rigorous • The existing model is simply no longer adequate The Globalization of Education • Unlimited access to vast resources: connecting to experts and ideas •A shift in the context of expertise and control 21st Century Challenges • Rethinking the essentials of what is 21st Century learning • Collaboration with teams: Global perspectives Digital Lifestyle • Multi-modal, multi-literate..multi-tasking • Continually connected through new mediums for learning
- 10. 3,000 people every day 3,000
- 15. Sharing our Planet: issues involving the global commons • Dangerous climate change • Biodiversity and ecosystem losses • Fisheries depletion • Deforestation • Water deficits • Maritime safety and pollution Sharing our Humanity: issues whose solution demands a global commitment • Massive step-up in the fight against poverty • • Education for all 21st Century Peace-keeping, conflict prevention, combating terrorism • • Global infectious diseases Digital divide Challenges • Natural disaster prevention and mitigation Sharing our Rulebook: issues needing a global regulatory approach • Reinventing taxation for the 21st century • Biotechnology rules • Global financial architecture • Illegal drugs • Trade, investment and competition rules 20 years, 20 issues • Intellectual property rights • E-commerce rules J.F. Rischard 2007
- 16. There is a difference in how Generation Y are wired. They can grasp technology more quickly and are able to effectively multi-task!
- 17. The web is now… • challenging traditional approaches to how we learn. • challenging our assumptions about classrooms and teaching. • challenging our assumptions about knowledge, information and literacy. What are the implications for your classroom? Web 2.0: the “architecture of participation” Will Richardson, 2007
- 18. It's the change underlying these tools that I'm trying to emphasize. Forget blogs...think open dialogue. Forget wikis...think collaboration. Forget podcasts...think democracy of voice. Forget RSS/aggregation...think personal networks. Forget any of the tools...and think instead of the fundamental restructuring of how knowledge is created, disseminated, shared, and validated. George Siemens blog Dabbling. Doing old things in old ways. Doing old things in new ways. Doing new things in new ways. Prensky, 2005
- 21. The PbyP learning cycle What to use for goals? Lifelong competencies Arranged in Skills Ladders Clear progression up a ladder Can be understood and evidenced by the learner
- 22. The PbyP learning cycle What to use for goals? Lifelong competencies Arranged in Skills Ladders Clear progression up a ladder Can be understood and evidenced by the learner
- 23. The challenge of Re-imagining… How do we become aware of our reality beyond our concepts….. “The hardest thing about education is to be ambitious enough” Stephen Heppell “What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”. Peter Senge 2007 „Perspective is worth 80 IQ points.‟ Alan Kay
- 24. What is your role in making that happen? What does transformation look like to you? Fundamental change, or incremental improvement; the question is not so much which is right, but rather why has there been so little discussion about the question?
- 25. Where do you see your school? 1 2 3 4 Incremental Improvement Fundamental Change Incremental improvement. Continual small changes to the way school might function to provide measurable improvement. Fundamental change/transformation looks very different. It is not “tweaking” at the edges; this is not doubling the length of classes or developing cross-curricular programs. Rather than build on the successes of the past, fundamental change requires a complete rethinking of the nature of school and learning from the “ground up”.
- 26. What have we learnt from our use of technology in school to date?…
- 27. In too many of our schools.. the technology emperor has had no clothes! •Technology-driven ideals, ill-defined expectations •Trivializing teacher competence •Access is a major issue….5:1, 4:1 are just better versions of the same thing! • 59% < 59 minutes We need to building a better understanding of …. the “Art of the Possible” Edweek.org
- 30. Both proponents and opponents of educational technology agree that the full effects of technology in schools cannot be fully realized until the technology is no longer a shared resource (Oppenheimer, 2003; Papert, 1992, 1996).
- 33. Identifying the Key Drivers for 1 to 1… • Laying down an economic foundation for future growth • Equity-Narrowing the Digital Divide • Budget/stimulus imperatives • Improving academic benchmarks • Improves assessment alternatives • Provides opportunity for textbook replacement • Marketing-competitive advantage • Unlocking the possibility of personalised learning • Expanded pedagogical opportunities • Offers 21st Century Learning opportunities -extending formal learning communities, expanding global communication and collaboration, and develop creative expression • Research on the impact on learning Internal Use Only
- 37. Uruguay (OLPC) • Bruce Dixon Internal Use Only
- 41. What the research tells us… • Student attendance increases and students are more motivated and more engaged (Russell, 2004, New Brunswick, 2004-06) • Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005) • Overall improvement in test scores (New Brunswick, 2004-06 +) • Students engagement in critical thinking, problem- solving, and higher-order thinking on a task increased with 1-to-1 students; more willing to address/assess controversy within an assignment (Rockman, 1998)
- 42. What the research also tells us… • Increase in 21st century learning skills – including multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005) • Motivation, engagement, independent work, interaction, and class preparation/participation of students with disabilities improved (Harris, 2004) • Access to a laptop for teachers and their students often forced a change in teachers’ level of risk and openness to learning (Rockman, 1997) • As digital confidence grows, and teachers are more ambitious… • More students are accessing more mathematics in deeper ways. • Students explore new dimensions of accessing new knowledge • Students are more engaged in in-depth research (Warschauer, 2004)
- 43. What the research tells also us… • Teachers perceive that students exhibit a range of learning behaviors that are better because of the laptops (Silvernail, 2004) • There is a greater level of effective delivery to students with special needs and individualized learning programs. (New Brunswick, 2004-06) • There is a statistically significant change towards a constructivist teaching practice; teachers indicated the laptops were important in making these changes (Rockman, 2000) • Teachers’ attitudes and beliefs significantly affect implementation and success (Penuel, 2005)
- 44. 21 Steps to 21st Century Learning and 1 to 1 Success Step 1: Research context and prior knowledge Step 2: Clarify your vision for 1-to-1 learning Step 3: Engage your school board or parents and citizens association Step 4: Plan a communication strategy Step 5: Conduct a detailed readiness assessment Step 6: Develop a project plan Step 7: Prepare a detailed budget Step 8: Select a preferred ownership and finance model Step 9: Prepare teachers with their own laptops Step 10: Professional Development Framework s and Change Management Strategy Step 11: Prepare physical learning spaces Step 12: Select software tools to fit pedagogical goals Step 13: Explore supplier partnership opportunities and devices Step 14: Calculate the total cost of participation in the program Step 15: Define essential policies Step 16: Prepare responses to anticipated questions Step 17: Establish onsite service structures Step 18: Conduct parent and/or community sessions Step 19: Order devices and prepare for deployment Step 20: Distribute student laptops
- 45. What we teach must change How we teach must change Where we teach must change When we teach must change
- 46. Sustaining Innovation Automated Idiosyncratic At Scale Cultural Beliefs & Attitude Opportunity & Possibilities Pedagogical Wisdom Innovation must be continuous, holistic, iterative and accountable
- 48. Where is the intersection between technology and pedagogy? Technology increases our pedagogical capacity
- 49. Technology and Change So technology can be used – To sustain and support what we are already doing (conservative use – does not lead to change) – To supplement and extend what we are doing (leads to improvement and reform) – To subvert and transform what we are doing (leads to transformation and innovation) George Thomas Scharffenberger, 2004
- 50. The teacher in a contemporary classroom understands… the more powerful technology becomes the more indispensable good teachers are that learners must construct their own meaning for deep understanding to occur technology generates a glut of information but is not pedagogically wise teachers must become pedagogical design experts, (leveraging) the power of technology
- 51. “My goal in life is to find ways in which children can use technology as a constructive medium to do things that they could not do before; to do things at a level of complexity that was not previously accessible to children” Prof. Seymour Papert 1998
- 52. Innovation in a 21st Century learning environment should.. • offer extensive opportunities to significantly address learner diversity. • promote new dimensions of pedagogical innovation. • Enriching teacher insight, by giving us a platform to improve teaching effectiveness and show what personalisation offers learners.. • challenge us to look for more appropriate and effective means of assessment. • allow us to re-imagine curriculum and what it might mean for the 21st Century learner. Using technology to increase our capacity to innovate
- 53. Be curious! Innovative Pedagogy …at the very heart of transformation. Be Bold! where to start, and how to scale … What does it actually look like? What are the implications for the ..how are you rewarded classroom? for innovation? What risks should you take? What should I give up?
- 56. Scaffolding • Periodic Table thinking • Gravity across the Solar System • Circuits and Electrons • Linear Regressions • Normal Distributions • Friction • Ohm’s Law • Times Tables Heart of Darkness Blogs, Wiki and Pocasting http://www.schoolkit.com
- 57. Digital Pedagogy • the convergence of technical skills, pedagogical practices and understanding of curriculum design appropriate for digital learners • used effectively, it supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation • It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. • a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners • moves the focus from ICT tools and skills, to a way of working in the digital world DETA (2008) “elearning for smart classrooms”, Smart Classrooms BYTES, August 2008
- 58. Social Learning • Most eLearning simply automates the traditional pedagogy or traditional model of learning-the only difference is they don’t have to be in the same place at the same time...they can be anywhere, anytime. • People are now developing their own Personal (informal) learning – They search and access all kinds of resources –videos,wikis, blogs, podcasts...whatever they need and store them for easy retrieval • They make connections with like-minded people with whom they connect and share ideas, resources and experiences. • Social Learning is pedagogy for the connected, collaborative age. Jane Hart http://c4lpt.co.uk/sociallearning/about.html
- 61. Younger teachers are generally more Willing and able to find creative ways to incorporate ICT into their teaching and learning.
- 63. Getting everyone on board.. The “Transformers” .....what’s possible! The Adventurers No. of Staff the “unwise” Very Technology Comfort level Not
- 64. Creating a culture for innovation “An innovative society demands innovation learning rather than imitation learning” Brigitte Ederer CEO CEE Cluster, Siemens • From managing change to leading innovation – Alignment on purpose and values – High trust – a learning community – Collaboration and interdependence – Openness to innovation and risk • de-privatisation-Open Practice – Shared leadership – Celebration Innovation must be continuous, holistic, iterative and accountable.
- 65. Bold and ambitious teaching practice: What are the resulting experiences for your students? • Is it what they did before, but done with technology? • Is it something different, rather than innovative? • Is it genuinely improving the learning experiences for students? If so how? Can you very clearly articulate that improvement? • How is it impacting on the lives of your students? • How is immersive access increasing the learning opportunities for your students? • What is the scale of improved experience? ie how often, across which classes, and over what period of time?
- 66. Anytime Anywhere Learning Foundation www.aalf.org
- 67. http://www.treadlightly.me/ Anytime Anywhere Learning Foundation www.aalf.org
- 68. Dimensions of Innovation Pedagogy and professional learning – To what extent is there a genuine professional learning community across the school? – To what extent has teaching practice been de- privatized? – How professional freedom do faculty have? – Are the professional learning opportunities provided both diverse and continuous? – How is the impact of training and development measured? – How are teacher skills identified, taught and measured? – How is innovative practice evaluated?
- 69. Pedagogical Leadership… Instructional theory • What instructional frameworks do you use to define a common language of learning? • How do you use evidence based pedagogical practices to inform learning design? Blended delivery models • How will e-learning be supported pedagogically? Learning delivery models • How will learning look inside and outside the physical learning space? Individualizing instruction • How is technology used to meet diverse learning needs and curiosities? • In what ways do devices, platforms and learning modalities help to individualise instruction? Knowledge of students • How will technology allow you to understand and embrace the whole child? 1 2 3 4
- 70. Keys to Innovation Innovative Classroom Environments • Educators use methods that ensure success for all learners • There are high expectations for achievement • Multiple forms of feedback is provided to learners for further improvement • Learners are actively engaged in authentic, meaningful tasks that develop critical thinking and problem solving skills within the context of their lives • Student peer learning, such as in an open discussion, is encouraged • Learners display pleasure in learning • Learners have access to multiple audiences Anytime Anywhere Learning Foundation www.aalf.org
- 71. Keys to Innovation Innovative School Environments • There is a shared understanding and vision for innovation • Leadership promotes improvement through professional development • Leadership comes from many levels in the school • The school’s learning community uses shared vocabulary • Sustained professional development is connected with learner success • Time is provided within the school day for collaboration and school networking • Innovation is encouraged and supported with no repercussions for trying new things • All staff are receptive to implementing ideas from teachers and learners Anytime Anywhere Learning Foundation www.aalf.org
- 72. Keys to Innovation Innovative Educators • Have a vision that includes the kind of learning needed to prepare today’s learners for their future • Are passionate about teaching and learning • Are willing to take risks, embrace change, and face difficulties • Are reflective and use analytical skills on a continuous basis • Openly continue learning and updating professional knowledge and skills • Are willing to accept and give constructive criticism to learn from peers • Facilitate learner-centered activities and are willing to let students take a lead • Effectively manage unplanned or unspecified questions and situations Anytime Anywhere Learning Foundation www.aalf.org
- 73. Key Attributes of a good Technology Coach • Good listener, with excellent social skills, and able to work closely with staff. • Has enough depth and breadth of pedagogical knowledge and strategies to help teachers who are at various stages of technology integration. • Knowledge of how to organize/structure a technology-rich classroom, and awareness of relevant classroom management skills. • Planning technology rich activities or projects with individual teachers • Knowledge of effective grouping strategies, and able to partner with staff in developing integration opportunities. • Knowledge of curriculum framework and how technology can support it. • Recognized by staff as a strong teacher/ perhaps an outstanding teacher who will keep teachers up to date with current research on issues related to the integration of learning technologies. ..and a good sense of humor!
- 74. Building a Policy Framework for Success.. • Policies for effective implementation • Taking care of the detail to develop fidelity of implementation • Ensuring all parties are kept informed • Addressing change management issues • Policies that ensure equity and scalability • Build digital and learning equity • Allowing all students to participate • Policies that build sustainability across all dimensions • Focus on addressing effective classroom practice • What really matters, and what’s worth doing Guiding Principles to 78 ensure success.
- 76. Issues around Notebook Use in Class Handwriting and Exams “If my son is taught keyboarding, his handwriting will deteriorate”” “”If my son uses his notebook too much, his handwriting will deteriorate” “ My son has to handwrite his Year 12 exams so he needs keep handwriting regularly otherwise he will get out of practice” “Until our students are allowed to take notebooks into exams, we will need to ensure that students can handwrite quickly and legibly”
- 77. Issues around Notebook Use in Class Spelling “Of course spellcheckers allow my son to cheat” “My son has become a lazy speller because of his spell- check” “Spellcheckers harm my son’s spelling ability”
- 79. Setting the Guidelines: Policy Devices left at home – spare devices, penalties Development… – division of responsibility, home v Backup / Data storage school, (CD, DVD, Server, other) Virus protection / removal (cost of re-imaging) Storage – mandatory v optional secure storage Allocation of storage to students v grade level / subject selection School based service / support (cost, level of support, supplier agreements) Transport – responsibility between home & school Printing credits - school supplied v student purchase Device model flexibility – single unit v limited range options Service / Support policies, pricing, guidelines School bags – mandatory v optional (durable hard case alternatives)
- 80. Setting the Guidelines: Policy Development… v optional / School v home Insurance - Mandatory Parental training? Mandatory v optional Internet / network policy (in line with existing EQ policy) Home v School Data limit for downloading v purchasing more credit Email (MIS v Yahoo v Hotmail etc) Reporting lost / stolen laptops Chat (Yahoo, MSN, Other) – allowed v restricted v banned Electronic Games policy Personal software policy Battery charging student / parent responsibility, swap out batteries, penalties
- 81. Setting the Guidelines: Policy Devices left at home – spare devices, penalties Development… – division of responsibility, home v Backup / Data storage school, (CD, DVD, Server, other) Virus protection / removal (cost of re-imaging) Storage – mandatory v optional secure storage Allocation of storage to students v grade level / subject selection School based service / support (cost, level of support, supplier agreements) Transport – responsibility between home & school Printing credits - school supplied v student purchase Device model flexibility – single unit v limited range options Service / Support policies, pricing, guidelines School bags – mandatory v optional (durable hard case alternatives)
- 82. Group Discussion: Building Policy A Groups… Games / MP3’s personal software B Groups… Web 2.0 access-software / Chat C Groups… Charging-Batteries / Power / Storage/Carriage D Groups… Backup / Data management/reimaging
- 84. Are you ready for this?
- 85. www.aalf.org bdixon@aalf.org 54