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Australian Computers in Education Conference

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Australian Computers in Education Conference Powered By Docstoc
					Australian Computers
in Education
Conference
Learning for the Future in a Digital World
Wednesday October 4, 2006
Cairns, Queensland
CORPORATE LESSONS


  So, we will be going through change
  Here’s three lessons from large corporations
 to help you survive change….
CORPORATE LESSON 1
   A crow was sitting on a tree, doing nothing all day.

              A small rabbit saw the crow, and asked him,
              "Can I also sit like you and do nothing all day
              long?”
              The crow answered: "Sure, why not.”

                   So, the rabbit sat on the ground below the
                              crow, and rested.


                          All of a sudden, a fox appeared,




                             Jumped on the rabbit... and ate it.
CORPORATE LESSON 1

             Moral of the story is….

       To be sitting and doing nothing
       you must be sitting very, very high up.
CORPORATE LESSON 2
                                       A turkey was chatting with a bull.




      "I would love to be able to get to the top of that tree," sighed the
      turkey, "but I haven't got the energy.”

      "Well, why don't you nibble on some of my droppings?" replied
      the bull. They're packed with nutrients."
      The turkey pecked at a lump of dung and found that it actually
      gave him enough strength to reach the first branch of the tree.
     The next day, after eating more dung, he reached the second branch.
      Finally after a fortnight, there he was proudly perched at the top of the
      tree
      Soon he was spotted by a farmer
     Who promptly shot the turkey out of the tree.
CORPORATE LESSON 2




         Moral of the story:
         Bullshit might get you to the top,
         but it won't keep you there.
CORPORATE LESSON 3
            A little bird was flying south for the winter.

   It was so cold, the bird froze and fell to the ground in a large field.

                   While it was lying there, a
                   cow came by
                   and dropped some dung
                   on it.


   As the frozen bird lay there in the pile of cow dung, it began to
  realise how warm it was. The dung was actually thawing him out!
  He lay there all warm and happy, and soon began to sing for joy.

R
P
U
R
.
.
.
.
   A passing cat heard the bird singing and came to investigate.

      Following the sound, the cat discovered the bird under the pile of cow
      dung, and promptly dug him out and ate him!
CORPORATE LESSON 3


        The morals of this story are:
        1) Not everyone who drops shit on
        you is your enemy.
        2) Not everyone who gets you out of
        shit is your friend.
        3) And when you're in deep shit,
        keep your mouth shut
CHALLENGES FOR SCHOOLS

   Significant student disengagement and non
    completion
   Significant under-performance in student
    achievement
   Teaching is a profession without a practice
   Significant under-investment in the two skills
    sets of the teacher:
              pedagogy and relationships
CHALLENGES FOR SCHOOLS


 More of the Same will not Suffice
 Traditional schooling has run its course
 Time for incremental school reform is past
 Systems have usually failed in large scale
  improvement.
    OECD SCHOOLING FOR TOMORROW
                  Nature of Childhood
                  and extended
    Four trends   adolescence



                  The knowledge
                  economy

                  Inequity and exclusion

                  Changing family and
                  community life
   THE NEED FOR RADICAL
   INNOVATION

                Chaos                 Radical
             Controversy            Innovation
Degree of
Innovation




                 No                Incremental
               change               Innovation

                 Level of Implementation
SCHOOL ICT PLAN

     LAN high speed
     WAN broad band
     Distributed Library
     Intranet
                  - communication
                  - collaboration
                  - information manipulation
                  - coordination
SCHOOL ICT PLAN

     All Classrooms All Teachers All Learning Areas
      All Students No Exceptions No Excuses
     Home links
     Staff access 24 hours a day
     Multimedia centre
     Presentation technologies in all rooms
     Administrative database
     Professional Development
                  - emotional
                  - technical
                  - pedagogical
SCHOOL ICT PLAN

      Partnerships
      Evaluation
      Budgeting
                  - capital
                  - recurrent
             Initial capitalisation from ground zero
                                    $1000 per student
             Recurrent cost $300 per student
                                    $150 recapitalisation
                                    $150 operational
ICT IN SCHOOLS: SUCCESS OR FAILURE
                     Connectivity

   Infrastructure    Hardware Software
                     Budget
                          Labs, pods, classrooms, 1:1
   Student Access
                         Teachers as gatekeepers
                         24/7
   Teacher Access       Professional learning
                        Expectations: maybe to will
                                             Flexible: creative
   Curriculum and assessment
                                            Higher order thinking
                                            skills
 ICT
ICT:
 Will change what we teach and how we teach
 Will provide seven outcomes for teaching and learning

        •   higher levels of control by learners
        •   more realistic and authentic
        •   interest and motivation greater
        •   encourages constructivist pedagogy
        •   challenge established curriculum
        •   just in time learning and;
        •   online learning
ROLE OF ICT - OECD


 Using ICT to assist schools in becoming
  learning organisations
 Using ICT to expand the time and space
  for teaching and learning
 Using     ICT to expand access to
  instructional resources
 Using ICT to extend teacher capacity
TRENDS IN EDUCATION


       in one place       in any place
       at same time       at any time
  from one to many        from any to any
  from one direction      from many directions
        in one way        in many ways
TRENDS IN EDUCATION


   Virtual world will pervade and enrich the real
    world
   Radical change in the organisation and delivery
    of curriculum
   Customised, multiple entry points, multiple
    pathways, in depth
   Improved relationships between teachers and
    students and between teachers and teachers
   Radical change in school design and facilities
TEACHING AND LEARNING
MODELS
       The old paradigm
       Learning is listening
        Teaching is telling
     Knowledge is an object
    To be educated is to know
                                                   Yoram Harpaz
        The Branco Weiss Institute for the Development of Thinking
TEACHING AND LEARNING
MODELS
     The new paradigm
           To learn is to be involved
  To teach is to create conditions for involved
                      learning
Knowledge is imparting meaning and explaining
                    phenomena
   To be educated is to relate to knowledge
   sympathetically, inquisitively, critically and
                     creatively
                                                    Yoram Harpaz
         The Branco Weiss Institute for the Development of Thinking
CONDITIONS FOR EFFECTIVE
LEARNING
   Effective learning:
           Is an outcome of active construction
           Results from undermining
           Results from the “echoing” of learned content in the
            learner
           Results from intrinsic motivation
           Is a function of the alignment of teaching style and
            content to the learner‟s style and intelligence
           Occurs in a dialogic environment
           Entails engaging in authentic problems
           Is advanced by informative feedback
           Is a result of positive attitudes and effort
           Is the result of a productive theory of learning
                                                                Yoram Harpaz
                     The Branco Weiss Institute for the Development of Thinking
THE TEACHING FOR
UNDERSTANDING FRAMEWORK




                     Harvard
THE FUTURE

   Future Thinking
   schools will be part of learning networks or communities
   the boundaries between types and age ranges of
    schools will not exist
   between 5&20 present day schools will form a Learning
    Community or Network
   schools that are part private-part state funded
   the best learning networks will be part of a global group
    of world class „schools‟
   the home will be an extension of the learning network
    and many other networks to which the family will choose
    to belong
THE FUTURE

   All students will have individual education plans and,
    from the age of 14, considerable control of their own
    learning
   universities will remain core institutions in the
    development of knowledge and all learning communities
    will be linked directly to at least one
   the learning network will be the main provider of training
    to the business community and will have an active
    entrepreneurial section that sells the services to the
    local, national and international community
   the adults who work in the community will be teachers,
    para-teaching professionals, business people working
    part-time and other adults taking a break from other
    work in which they are involved
THE FUTURE
   The best teachers will be able to sell their services to
    many learning communities around the globe either
    directly or digitally. There will be a group of highly paid
    highly respected expert teachers and presenters who
    will have a worldwide profile
   students will attend school by negotiation from the age
    of 14 to fit in with the other demands society will place
    on young people. The culture of the teenager will
    diminish
   teacher training will involve the study of neuro-science,
    cognitive psychology, emotional intelligence and
    creativity, as well as a detailed study of the learning and
    teaching styles of each individual teacher. A special
    study of thinking skills and learning how to learn will also
    be important parts of the training
THE FUTURE

   The concept of the school day and term will disappear
   the use of technology as both a management tool for the
    teacher and a delivery mechanism for learning will be
    ubiquitous, fuelled by developments such as the
    electronic book and wireless technologies allowing
    constant networking regardless of location
THE FUTURE

   School becomes a place where students learn, not
    teachers teach.
   Students learn from a number of schools
   9 – 4 school finished
   Recognise teacher‟s work
   Teachers have individual improvement plans
   Recognition that the greatest differences occur within the
    school
   Massive investment in professional development
   Web learning environments and tools will pervade and
    enrich the real
THE FUTURE

   Print based resources to digital resources available 24
    hours a day
   Better data to measure school improvement and teacher
    performance
   Systems to establish a culture of innovation and risk
    taking
   High level leadership qualities needed (only some
    schools thrive)
   Networks / clusters / partnerships / sharing between
    schools essential: one of the advantages of the public
    system
   Encourage international outlook
THE FUTURE

   Establish ICT as a professional obligation
   Provide incentives and rewards to excellent teachers to
    be involved in school improvement outside their own
    classrooms
   Staffing average in/actual out redress disadvantage and
    provide greater equity
   Schools funded to counsel and follow-up school leavers
    who are not employed or in future education and training
   Teaching teams - one teacher 25 students 4 times a
    week, one subject will disappear
   Dealing with failing teachers, principals and schools
   Private Vs public balance
TEACHERS IN A TRANSFORMED
SCHOOL
   TYPICAL TEACHER                          TYPICAL TEACHER IN A
                                              TRANSFORMED SCHOOL
   Like my job                              Love my job
   School a good place                      School is a special place
   Frustrating                              Challenging
   Get no feedback                          Data proves that the quality of
                                              teaching and learning is high and
   Principal doesn‟t know my                 still improving
    teaching
                                             We work in teams
   Little help with welfare/discipline
    problems                                 Flexible learning spaces allow for
                                              various sized teaching groups in a
   Little time for professional              wide variety of learning
    learning                                  environments
   Do no visit other schools                A wide range of professionals and
   Performance development a                 Para-professionals, work with
    waste of time                             students both inside and outside
                                              the school
TEACHERS IN A TRANSFORMED
SCHOOL
   TYPICAL TEACHER                  TYPICAL TEACHER IN A
                                      TRANSFORMED SCHOOL

   Underperformance from            All teachers are teachers,
    some teachers is not dealt        mentors to pastoral groups,
                                      curriculum designers and
    with                              professional development
   Recognition and rewards           designers and providers
    are not linked to                ICT is used by all – no
    performance                       exceptions no excuses
                                     Students can access
   Not much upside for               learning modules online and
    classroom teachers after 10       from other schools
    years. WRT pay scales            We have three learning
                                      blocks each day
                                     Assessment is mainly used
                                      to inform teaching and
                                      learning
PRINCIPLES FOR SCHOOL
DESIGN
 Design space for multiple users
  concurrently and consecutively
 Design to maximise the inherent flexibility
  within each space
 Design to make use if all dimensions
 Design to integrate previously discrete
  functions
PRINCIPLES FOR SCHOOL
DESIGN
 Design to maximise teacher and student
  relationships
 Design to maximise alignment of the
  disciplines
 Design to maximise student access to, use
  and ownership of the learning environment
BUILDING FEATURES

   Welcoming entry
   Large, open, flexible learning spaces
   Learning studio
   Student display space
   Spaces for flexible cohorts of students
   Home-base and individual storage
   Casual eating area
   Interior and exterior vistas
   Dispersed technology
   Camp fire space

                   FNI – Fielding Nair International. www.DesignShare.com
BUILDING FEATURES

   Soft seating
   Indoor-outdoor connection
   Watering hole space
   Cave space
   Day lighting and natural ventilation
   Building as a learning object
   Sustainable elements
   Connected to the community
   Local signature
                 FNI – Fielding Nair International. www.DesignShare.com
Demolition of school




                       Kerrie O‟Keefe