Why Teachers and Techies Should Talk More Often
•Als PPTX, PDF herunterladen•
1 gefällt mir•194 views
Presentation to techies and administrators on technology, education, outcomes and challenges
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Why Teachers and Techies Should Talk More Often
Ähnlich wie Why Teachers and Techies Should Talk More Often (20)
Mehr von Daniel M Groenewald
Mehr von Daniel M Groenewald (15)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Why Teachers and Techies Should Talk More Often
- 1. HOW TECH MAKES LEARNING GREAT Why teachers and techies should talk more often
- 2. LEARNING INTENTION TO PROVIDE AND OVERVIEW OF THE THE IMPACT OF TECHNOLOGY ON EDUCATION
- 3. SUCCESS CRITERIA AN ENTHUSED UNDERSTANDING OF THE IMPACT TECHIES, TEACHERS AND TECHNOLOGY HAVE ON EDUCATIONAL OUTCOMES
- 4. https://goo.gl/7Rlojk What have been your best learning experiences in LIFE AND SCHOOL
- 5. Game Icon made by MadebyOliver from www.flavicon.com 1 DID YOU KNOW YOU CAN CLICK THE ICON
- 6. Go to Socrative Student online and type MRG1 as room name 1
- 7. Technology has shattered our sense of normal in LIFE AND SCHOOL
- 8. Is that Hal in Siri’s clothing? Personalisation Outsourcing Automation Globalisation Online shopping VR & AR Quantified Self Notifications drones Surveillance Social media IO T gaming
- 9. $50 Billion $79 Billion Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) 2013-142011 Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015)
- 10. Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015) Between 2013 – 2014 Australian companies IMPORTED 19,000 ICT workers Newhouse 2017; Deloitte
- 11. A new kind of human is being fashioned: homo technicarum?
- 13. HOBART DECLARATION 1989 ADELAIDE DECLARATION AUSTRALIAN CURRICULUM 2009 MELBOURNE DECLARATION 20111999 TECHNOLOGIES CURRICULUM 2018 An understanding of the role of science and technology in society, together with scientific and technological skills Be confident, creative and productive users of new technologies Young people need to be highly skilled in the use of ICT…there is a need to increase their effectiveness Students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work Society needs enterprising students who can make discerning decisions about the development and use of technologies 1990 MLC first laptop program in the world 2010 arrival of The iPad 1993 public Internet in Australia 2016 Consumerization of Virtual Reality 2020 Mainstreaming of Online learning and Artificial Intelligence Bots as Apps 2009 Digital Education Revolution
- 14. Gamification Robotics Coding STEM Learning Spaces Learning analytics Flipped learning 3D printing Adaptive learning Telepresence Maker spaces Wearables There’s been an enormous growth in learning technologies. Artificial Intelligence Virtual Reality Cloud collaboration Online learningInformal learning Augmented Reality Virtual Assistants Digital Badging
- 15. Have schools prepared kids well for 2025 and BEYOND #keyquestion
- 17. Confusing results “PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education” (PISA: 2015, 15)
- 18. None of the potential benefits of ICT used can be realised without APPROPRIATE and SKILLED implementation”
- 20. Implementation dips Technical infrastructure took many years to get right
- 21. Automation and globalisation have absorbed many jobs Many students are bored and disengaged The economy demands different skill- sets to what schools provide Many teachers are alienated, fatigued and time poor Educated youth are unemployed Schooling, as a set of legacy structures, tends to discourage creativity and reward conformity Parents cohorts are increasingly demanding Our world requires creative solutions to difficult problems
- 22. Welcome to 2028. My name is Lucile. I am 28 years old. I manage a number of farms in Australia’s North both remotely and on premise. I program, manage and maintain the drone swarm which water, weed and deliver crops . I work in a small team that services East Asia. There is an enormous demand for our protein enriched organic silver beet. I am grateful to my teachers at … because they taught me how to BECAUSE THEY TAUGHT ME TO …
- 23. What skills do students need when they GRADUATE? #keyquestion
- 24. Comfortable in and through change Adaptive and agile Digitally discerning Be genuinely Collaborative Learn continuously Produce new media Socially intelligent Creative and dynamic Problem seek and solve Be an expert and apprentice What do students need to succeed in the digital Age? Growth mindset Be customer facing Operate entrepreneurially Learn deeply Self direct learning Work with others to find and solve real problems Find the truth in the noise Relate well to many cultures persevere Leverage digital tools and platforms Learn deeply Develop character and virtue
- 26. Numeracy Critical & Creative Thinking Ethical Behaviour Personal & social capability Investigating Literacy Intercultural understanding Communicating Creating Applying social & ethical protocols Managing and operating ICT ICT Capability English Health/PE HASS Sciences The ArtsLanguages Maths Technologies WA CURRICULUM Values (RE) Repairing our relationship with Aboriginal Australia
- 27. ICT Capability V Digital Technologies? Specific computer science skills Work-life efficiencies General productivity Always integrated Can stand alone as a subject Solving specific problems with computational and design thinking Effective users of digital technologies Confident developers of digital solutions
- 28. ARE Australian Students well prepared for a digital future? #keyquestion
- 30. HOW DO WE TEACH WELL WITH DIGITAL TECHNOLOGIES? #keyquestion
- 31. CAN WE JUST ADD technologies on to what we did before?
- 32. TPACK+CAPb TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE TPACK with adaptions: Mishra and Koehler (2006) 21ST C General CAPABILITIES Investigating Communicating Creating Applying social & ethical protocols Managing and operating ICT ICT Critical & Creative Thinking Personal & social capabilityIntercultural understanding
- 33. DIAGNOSIS ENGAGEMENT BUILDING KNOWLEDGE TRANSFORMATION PRESENTATION REFLECTION THE DIGITAL LEARNING AND TEACHING CYCLE Socrative TedTalks Edpuzzle Explain Everything Powtoons Blog D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003 Pedagogical flow Apps at pedagogically appropriate stage of learning
- 34. REDEFINTION E MODIFICATIONE AUGMENTATION SUBSTITUTION E TRANSFORMATION ENHANCEMENT The SAMR Model Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/ PDF with hyperlinks Imovie PDF Weebly Tech acts as a tool substitute with no functional change to task Tech acts as a tool substitute with functional change to task Tech enables improvement in task design Tech enables significant improvement to task in a way that was inconceivable in the paper based world
- 35. and love the oxygen Pedagogy is the driver, technology the accelerator, culture the runway, team play the engine, content the vehicle #deeplearning
- 36. WHERE are the platforms we are building taking our STUDENTS? #keyquestion
- 38. Game Icon made by MadebyOliver from www.flavicon.com
- 39. THE END of the show is just the beginning of something NEW Groenewald.daniel@cathednet.wa.edu.au @d_groenewald
- 40. HOW TECH MAKES LEARNING GREATWhy teachers and techies should talk more often
Hinweis der Redaktion
- Many forces disrupting everyday life
- The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- This slide is about the inevitability of technological evolution showing that man has evolved from an animal to an augmented being in pursuit of improvement and meanig
- There is a long history of wanting technologies in the curriculum and its begins with the national goals for schooling which started in 1989, with the Hobart Declaration.
- A large part of the skill based of school is based on the notion of preparation for life. It’s important then that we get a sense of where that life is rapidly heading and the technological innovations of the present.
- It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- It has been difficult to shift the practices of some teachers and also made more difficult by sloppy implementation of technologies which had the effect of turning reluctant teachers right off.
- It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that can’t be duplicated by computers or lower paid workers.
- Let’s explore what the ICT capability is and where it fits.
- The Technologies curriculum may confuse some teachers but what is actually different about it?
- This is an image about the jarring of technologies. A rocket on a bicycle. They seems unsuited. It’s a bit like just adding an ipad App to a paper based unit. It doesn’t work. Begin again.
- “Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK” Accessed: 15/3/2016 http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University. ee S. Shulman (born September 28, 1938) is an educational psychologist who has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. He is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT). Among his many achievements, Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK).