Staff presentation slides from Beckenham School

1. Beckenham Primary School, 29 July 2013
Creating a
Future focused
school

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

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

4. 1990s The
computer room
BBC
1985: the standalone
school
computer
A National Education
Network?
The school
network
1995-2010
THE PAST 25 YEARS IN NZ
SCHOOLS
Adapted from Becta 2004

5. 1990s The
computer room
BBC
1985: the standalone
school
computer
A National Education
Network?
The school
network
1995-2010
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.

7. 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

10. UBIQUITY

11. 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/

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

14. AGENCY
• “The power to act”
• “Sense of ownership”
• “Executing and controlling
one’s own actions”
• “Self-efficacy”
• “Personalisation”

15. 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!

16. 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?

17. 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?

19. • “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

20. School A
Groups
NETWORKED LEARNING
Network PLN
Federally organised
Collections of entities
Collaborative
Networked knowledge
Externally organised
Single entity
Competitive
Knowledge transfer
Personally organised
Association of entities
Connected
Personal knowledge
The way networks learn is the way individuals learn

21. FUTURE LEARNING ENVIRONMENTS

23. 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?

25. 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/

26. MODERN LEARNING ENVIRONMENTS
http://bundlr.com/b/core-education-modern-learning-enviroments

27. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>