The digital revolution & the educator's dilemma
•Als PPTX, PDF herunterladen•
1 gefällt mir•827 views
The digital revolution is already here and it is changing the way people expect to communicate or share knowledge and information. Educators are facing technology changes together with changing expectations from students about the use of technology in an educational context.
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (16)
Ähnlich wie The digital revolution & the educator's dilemma
Ähnlich wie The digital revolution & the educator's dilemma (20)
Mehr von Kate Carruthers
Mehr von Kate Carruthers (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
The digital revolution & the educator's dilemma
- 1. The Digital Revolution & the Educator's Dilemma Kate Carruthers April 2010 1
- 2. 2 Kate Carruthers www.katecarruthers.com
- 3. Goal 1: Australian schooling promotes equity and excellence 3 Educational Goals for Young Australians Source: 2008 Melbourne Declaration on Educational Goals for Young Australians
- 4. Goal 2: All young Australians become: Successful learners Confident and creative individuals Active and informed citizens 4 Educational Goals for Young Australians Source: 2008 Melbourne Declaration on Educational Goals for Young Australians
- 5. “…equip all young Australians with the essential skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of the current century.” 5 Australian curriculum Source: http://www.acara.edu.au/curriculum.html
- 6. “communications devices have changed” 6
- 7. 7
- 8. a brave new world 8
- 9. a connected world 9
- 10. 10 with connected people
- 11. 11 with connected people
- 12. 12 + social participation
- 13. 13 + collaboration Wikinomics
- 14. 14
- 15. 15
- 16. Traditional teaching 16 Source: Kate Carruthers Dec 2009
- 17. 17 19th Century
- 18. Hierarchical Physical discipline Structured Linear Teacher centred Received knowledge 18 19th century
- 20. Hierarchical Physical discipline Semi-structured Linear Teacher centred Received knowledge 20 20th century
- 22. Networked Non-physical discipline Collaborative Student centred Knowledge discovery 22 21st century
- 23. Social web values 23 Source: Kate Carruthers Dec 2009
- 25. 25
- 26. 26
- 27. 27
- 29. Technology enabling Personalisation Customisation Interaction Collaboration Ongoing assessment 29 Challenge for educators is keeping up with the technology
- 30. 30 Thank-you
- 31. Slides available: www.slideshare.net/carruthk Website: www.katecarruthers.com Twitter: @kcarruthers 31
- 32. Some resources Clive Thompson on the New Literacy http://www.wired.com/techbiz/people/magazine/17-09/st_thompson Wikinomics http://www.wikinomics.com/blog/index.php 2010 Horizon Report http://wp.nmc.org/horizon2010/ Morgan Stanley Internet Trends 2010 http://www.morganstanley.com/institutional/techresearch/pdfs/Internet_Trends_041210.pdf Pew Future of the Internet 2010 http://www.pewinternet.org/Reports/2010/Future-of-the-Internet-IV.aspx?r=1 32
Hinweis der Redaktion
- The digital revolution is already here and it is changing the way people expect to communicate or share knowledge and information. Educators are facing technology changes together with changing expectations from students about the use of technology in an educational context. A key challenge for teachers is also the delivery of personalised learning. This is happening the context of the growth of social and collaborative technologies, that reach outside the traditional walls of educational institutions. This talk will highlight some of the areas of change and challenge for educators in the light of the growth of these social and collaborative technologies. It will also consider some approaches for the future.
- Australia is just implementing a new national curriculum and it will inform the education of school students from 2010.
- The digital revolution has seen a shift in communications technology that has even begun to engulf the traditional book. Newspapers as we knew them are a dying breed. Television is now mobile and digital, and we can consume it wherever we like in the western world.
- We are seeing a shift in communications from the old style broadcast towards an interactive and mobile style. Advances in mobile technology mean that handheld devices like iPhones and Android mobile phones often have just as much computing power as desktop PCs. Once these devices proliferate the ability to deliver localised, customised and personalised content to users regardless of location will be generally available.
- Source: http://images.businessweek.com/mz/07/24/0724_6insiid_a.gif
- Traditionally teaching was teacher centred with the teacher in the role of an expert who delivered objective information in a linear fashion. The teacher was the owner of the privileged truth and the role of the learner was to acquire the knowledge and demonstrate via exams their successful acquisition of knowledge. Teachers were in control and learners were not in control.
- For 21st century education computers are the norm. But also the notion of education taking place in a particular fixed location is becoming irrelevant with proliferation of mobile computing and wireless broadband. It also means that collaboration does not need to be confined to a group who are physically co-located. Learners can collaborate with people all over the world using cheap and accessible technology. It also means that teachers are liberated from the tyranny of place too.
- Over the past few years the social web has built up a value system that is quite different to the educational and business value systems of previous centuries. This shift is now flowing out into general society and influencing news media, social interactions and education. It informs the expectations of students in both explicit and implicit ways.
- The problem is that we’ve all been educated to know the answers. And we feel bad or inadequate when we do not fulfil that image. But knowledge today is so vast that even experts of have huge swathes of things they do not know. The leadership that our learners need is for us to model the behaviour of discovery rather than knowing in many cases.While there are simple things we can know (multiplication tables are a good example) there are many more things for which knowing how to find them or how to derive them is more important. Thus educators are moving from purveyors of facts into facilitators of discovery.
- The average person confronted with the plethora of social media and social networking sites is confused. And educators are being asked to assess which of the many platforms available they should incorporate into their classes. It’s enough to make the average person break out in a sweat.
- The transparency enabled by web 2.0 is also enabling comparisons to be made more easily. And, while we all love it for shopping, it is not so much fun when you’re the one whose performance is being publicly monitored and compared with your peers. Looking on the bright side, it is happening to many others (even kittens).
- Some people talk about the new pedagogies of engagement or inquiry but I prefer to think about it in terms of attention, engagement and discovery.
- This looks very daunting to most of us. The teacher is at the centre of all of these new technologies. But that is old world thinking. Because in the old world the teacher had to be the expert in every sense. But now the teacher is liberated to be the expert in narrow areas and facilitating the learning experience. Thus the picture above is not so daunting at all. And, most of all, it is not about the teacher as entertainer. It is about using the technology resources available so as to engage the attention of learners enabling them to discover information and build appropriate knowledge sets. The role of educators in this model is that of facilitator, as a guide on the journey.