This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.

1. Making it happen: Teaching
the Technology Generation
Will Stewart
University of Bradford

2. Beyond
“no significant impact”

3. Outline
• Why “no significant difference”?
• Impact of Government
• Characteristics of today’s learners
• Model for teaching & learning in 2020

4. Technology generation
 Sat Nav
 Email
 Memory Sticks
 Powerpoint
 Excel
 Word
 Access
 Internet Explorer
 Sky Satellite
 TV
 CDs
 DVDs
 Digital Cameras
 Blogs
 Mobile Phones

5. No Technology Generation
 Myspace
 Bebo
 Facebook
 MSN
 Google
 Youtube
 4OD
 Ipod
 Limewire
 Laptop
 Xbox
 Wii
 PSP
 Skype
 Mobile Phone
 Firefox
 Games (3D)
 e bay

6. For the first time in history, children are
more comfortable, knowledgeable, and
literate than their parents about an
innovation central to society.
(Don Tapscott (1998). Growing up Digital:The Rise of the Net Generation )

7. Why “no significant impact”?
Over the past 20 years technology has
had no significant impact on teaching
and learning.

8. No significant difference to:
Curriculum
Assessment
Pedagogy
Institution

9. We have used technology to:
replicate our traditional, highly
centralised, one-size-fits-all, industrial
model of education
To do what we have always done

10. As technology has become more and
more pervasive, our institutions have
become less and less learner-centred

11. Institution-centred system
Syllabus
Institution
Decides time and place;
chooses teacher
Teacher
Chooses subject
matter, structure,
teaching methods,
pace
Student
Assessment

12. Characteristics of today’s learners
They want to learn
They know what they want to learn
They know how they want to learn
They are all different – different
experiences, different learning needs

13. There is no standardised learner

14. Today’s 15 year olds were born in 1993

15. 1993
The year
the Web
was born

16. The use of digital technology has been
completely normalised and fully
integrated by this generation…

17. Because of this they have distinctive
ways of thinking, communicating, and
learning

18. Today’s learners are….
Creative producers

19. Today’s learners are….
Creative producers

20. ….are building websites,posting
movies, photos and music to share
with friends,family and beyond

21. Today’s learners are….
Creative producers
All day, every day communicators

22. …Texting and MSNing to maintain their
network

23. One in three people would not sacrifice their
mobile phone for one million pounds or more,
with women leading the way on those most
likely to refuse.
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)

24. Most respondents aged between 16 and 24
would rather give up alcohol, chocolate, tea,
coffee and even sex, than live without their
mobile phone for a month.
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)

25. I'll give up money, sex ... but not the
mobile

26. Text not sex

27. I'll give up the mobile…but not
my favourite hot drink
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)

28. Today’s learners are….
Creative producers
All day, every day communicators
Information gatherers

29. Google and Wikipedia are their first port
of call
Cut and paste as a way of life

30. Today’s learners are….
Creative producers
All day, every day communicators
Information gatherers
Social networkers

31. They share and collaborate
They access a global audience

32. Question
So how do these learners fit into our
present education system?

33. Answer
Not very easily

34. Maths failure 'threatening UK
economy’
Britain's failure to teach mathematics at both
school and university level to a high standard
has cost the economy £9 billion
Standards in maths are slipping due to
government interference, the report concludes.
(Reform, 03/06/08)

35. One million pupils 'failed by Labour exam policy
An 'entire generation' of school children has been
let down by the Labour government, a new
study has claimed. The report, by the Bow
Group, reveals that almost a million teenagers
failed to achieve even the lowest grade, a G, in
five GCSEs since the party came to power.
(Guardian, 20/04/08)

36. In 2006 nearly 5% of pupils in state
schools - 28,000 - got no GCSE
passes
almost 25% - 146,000 - got no more
than D grades.

37. Schools below 30% GCSE target
638 secondary schools in England
below the government's "floor target"
of 30% of pupils getting at least five
good GCSEs including English and
maths, in last year's results.
9th June 2008

38. Schools told to improve or close
Almost one in five secondary schools in
England is to be given a warning to
improve exam results or face closure.
June 10th 2008

39. The National Challenge
These National Challenge Trusts will
see the shutting down of the failing
school and a re-opening of a new
school, to be run as a joint project with
a high-performing local school and a
partner such as a local business or
university, with up to £750,000 funding.

40. The Pony Express

41. Government’s education ambitions
* Joint Birth Registration: Recording Responsibility [2008]
* Back on Track: A strategy for modernising alternative provision for young people [2008]
* Raising Expectations: enabling the system to deliver [2008]
* The Children's Plan: building brighter futures [2007]
* Care Matters: Time for Change [2007]
* FE Reform: Raising Skills, Improving Life Chances [2006]
* Higher Standards, Better Schools for All [2005]
* Skills: Getting on in business, getting on at work [2005]
* 14-19 Education and Skills [2005]
* 21st Century Skills - Realising our Potential [2003]
* The Future of Higher Education [2003]
* Promoting achievement, valuing success: a strategy for 14–19 qualifications [2008]
* Raising Expectations: staying in education and training post-16 [2007]
* Care Matters [2006]
* Offender learning [2005]
* Youth Matters [2005]
* Parental separation [Jan 2005]
* Every Child Matters [2003]
* 14-19: Opportunity and Excellence [2002]
* Schools: Building on Success [2001]
* Meeting the childcare challenge [1998]
* The Children's Plan: building brighter futures [2008]
* Departmental Strategic Objective Indicators [2008]
* Ten Year Youth Strategy [2007]
* Progression through Partnership
* Academies Sponsor Prospectus 2007
* Department Equality Schemes
* The Offer to Schools 2006-2007 (Secondary National Strategy - Pupils aged 11 to 16 years) [2006]

42. Vision 1
Our vision is one in which these aspirations
are realised for all children and young
people. (Gilbert 2020, 2006)

43. Vision 2
A compelling vision for the UK. The
Review recommends that the UK
commit to becoming a world leader in
skills by 2020, benchmarked against
the upper quartile of the OECD. This
means doubling attainment at most
levels. (Leitch, 2006)

44. Vision 3
Our vision is that each individual
maximises their potential through
personalisation of their learning and
development.
(Harnessing Technology, 2005)

45. Vision 4
The Vision – we need to maximise and
fulfill the potential of all our people –
young people and adults- to contribute
knowledge and skills of world-class
quality.
(Foster Report – Realising the
Potential, 2005)

46. Vision 5
Our vision is that within the next 10
years the Higher Education sector in
England will be recognised as a major
contributor to society’s efforts to
achieve sustainability through the skills
and knowledge that its graduates learn
and put into practice.
(HEFCE e-Learning Strategy, 2005)

47. Principles of reform
Greater personalisation and choice for every child
Better teaching
More flexibility to combine school,college and work-based
learning
More vocational provision
A broader, richer and more interesting curriculum
Support for every young person and adult to develop skills
needed for employment and life
Lifelong learning for all
High quality university courses with excellent teaching
Increased and more flexible access to higher education

48. Under 5s
disadvantage starts early in life and
children who get a poor start tend to
fall further behind as they go through
the education system. And despite the
improvements we are still not providing
enough childcare places in a flexible
way that meets parents’ needs.

49. School age years
There are still too few excellent
secondary schools for parents and
pupils. While standards have risen,
they are not yet high enough for all.
Parents and teachers worry about
truancy and bad behaviour

50. 14-19 year olds
Too many pupils drift, become
disenchanted with school or get into
trouble and drop out at 16. Vocational
learning is still seen as second best.
And pupils leave school insufficiently
prepared for the world of work.

51. The world of work
The UK lags behind other countries in
terms of output and skills. A large
number of adults lack vital skills in
literacy and numeracy. And too often
the training system does not give
employers the sort of courses and
qualifications that suit their business.

52. Government’s education
ambitions
Balls

54. What they don’t understand
is…
No matter how many reports and
initiatives you produce, there will be
“no significant impact” to the education
landscape until you replace the
existing model

55. As long as we continue to replicate
traditional models of teaching and
learning, and continue to treat all
students as if they were the same, we
will still find that, come 2020, that there
has been “no significant impact” in
terms of quality, achievement,
relevance, skills

56. As long as we continue to bolt on
technology to the traditional teaching
approaches we will continue to
alienate a large proportion of learners

57. Making it happen

58. So, today’s learners…..
Live on the Web
Interact
Network
Aggregate resources
Build communities
Create
Share
collaborate

59. How do design an education that is
relevant to them?

60. Learner-centred system
Institution
Teachers
Peer network Web
LEARNER
Personalised Personalised
assessment curriculum
Resources
and activities

61. Making it happen
Re-visit our conceptualisation of
teaching and learning
Engage meaningfully with the world our
learners live in
Integrate the technologies that are
relevant to the demands of their
networked society

62. Enable
real personalisation
real collaboration
real creativity
real learner participation

63. Curriculum
Dynamic
Negotiated
Interdisciplinary
Blend formal and informal learning

64. Learning tasks
Authentic
Personalised
Learner-driven
Learner-designed
Experiential
Relevant
Engaging

65. Resources
Media rich
Informal and formal sources
Global
Multiple
Relevant

66. Communication
Open
Peer-to-peer
Multiple types

67. Process
Active
Dynamic
Reflective
Collaborative
Performance and inquiry based

68. Content
Encourages thinking, understanding
and discussion
Offers diverse perspectives and
representations
Involve learners creating, sharing and
revising ideas

69. Scaffolds
Support for learners networks of peers,
teachers, experts and communities

70. We need new approaches to learning
that go beyond “no significant impact”

71. Teaching and Learning for the
Web 3.0 generation
It’s too late for the Google generation
We weren’t ready for them and we
have undersold them.
We can be ready for the Web 3.0
generation

72. The technology is here
to make learning
excellence happen

73. We owe it to the young people who will
be coming to ask us to help them with
their learning

74. So…
Make it happen!

75. Thank you for listening…..
….and any questions?

76. Will Stewart
E-Learning Advisor
University of Bradford
w.stewart@bradford.ac.uk
07775 66 55 44