Assessment requirements

• Ass 1. You will carry out an evaluative audit of your own current skills and knowledge in this area and evaluate use of technology in your subject

• Ass 1 Presentation: Describe and critically evaluate the current use of technology in your subject area and put forward a proposal for a digital package.

• Ass 2 Produce a subject orientated interactive learning resource / package and a critical evaluation of its effectiveness in terms of teaching and learning.

Key areas of related enquiry• Policy• Curriculum change• Systems change management/leadership• Enquiry • Assessment• Pedagogy• Digital divide• Mobile technology• 21st Century skills• Personalisation• Learners’ skills and habits• Pervasive and ubiquitous technology• Teachers’ skills and habits• Web 2.0

The digital learning dilemma

Learning Process iand curriculum

Learners digital habits

Digital tools available

Your digital habits

Transmission model of education. Teacher Role?

Content is selected and delivered by

teacher

Student reproduction

of content

Assessment by tutor

against crieria

Digital transformational learning model (Teacher role ?)

Challenge or problem

Select digital tool and solution

Get resources/critic

ally evaluate

Create /Produce artefact

Present publish per

review/assessment

Devised by Peter Cunningham RAF Cosford

Teachers designing digital learning spaces

Learning space

Enquiry/finding content

Hosting content/ e.g.

Flickr You tube

Collaborating/ twitter/facebo

ok etc

Creating content/ flickr

You tube/ podcasts I jopurney

Reviewing and assessing content

Learner interactions with digital spaces

Learning spaces/s

paces

Challenge

Tool

Resources

Collaborate

Create

Publish/review/assess

Digital technology and education

The case for transformation

The question is no longer about efficient and effective education but about how notions of effective education will have to be aligned with what constitutes a worthwhile education in the 21st century.

Prensky, m. (2001)Digital Game-Based Learning

• 1. Twitch speed vs. conventional speed • 2. Parallel processing vs. linear processing • 3. Graphics first vs. text first • 4. Random access vs. step-by-step • 5. Connected vs. standalone • 6. Active vs. passive • 7. Play vs. work • 8. Payoff vs. patience • 9. Fantasy vs. reality

• 10. Technology-as-friend vs. technology-as-foe

New technologies are almost always examined in terms of their potential for supporting and improving the work of teachers rather than in terms of their capacity to support the work of students. Schlechty (2009)

In the digital world, the learner, not the instructor, is in charge of what will be learned, as well as how and when that learning will occur. (ibid)

Transformation or reform?

Transformation by necessity includes altering the beliefs, values and meanings-the culture- in which programmes are embedded, as well as changing the current systems of rules, roles and relationships - social structure- so that the innovations needed will be supported.

Reform, in contrast means only installing innovations that will work within the context of the existing structure and culture of the school

A] For teaching and learningLearners characteristics, Curriculum, constraints

B] For using technology within classes

C] For using technology outside classes to supplement learning

Key issues

Learning and teaching, Digital Choices, Change.

From• Foe• 1 project• Control of learning• 1 media• Reconstitution of facts

• Product bias• Consumption of knowledge• Teacher agency

To• Friend• Many projects• Leader and manager of learning• Many media• Problem, Research , analysis,

synthesis, evaluation,transformation

• Process skills• Production of knowledge• Learner agency

How to make ICT interventions work

Findings from CDaRE research project for TDA

The status of the technology being introduced

Technical status

Social status…good or bad ?

Learning status…

Capacity for innovation

Risk taking and experimentation

Leadership support

Openness and sharing

Recognition of individuals’ existing knowledgeMentoring others

Legitimisation

The degree of alignment between the innovation and

the needs and concerns of individuals and teams

Meet the needs of teachers or students

Add to core activities of teams

Align with the overall strategic aims of organisations

Be underpinned by core educational values.

Preserve or recreate the identity and role of the teacher

Karl’s 7 rules• Provide an environment that supports innovation and

challenges norms• Don’t ban technologies that learners use• Utilise their digital habits for learning• Preserve the role and identity of the teacher/ transform if

necessary (but the role is vital)• Problem based learning that promotes learner agency• Develop collective agency…shared values beliefs etc…

Reformation or Transformation?• Learn about your organisations’ digital habits, skills and

affordances and act accordingly.• Use action research to recreate pedagogy

Learners need learning which is…

• deep (reflective, metacognitive, beyond course requirements)

• authentic (‘real-world’ contexts, meaningful to students’ lives)

• motivational (task/goal oriented, inspires students to further learning). Hadfield and Jopling (2008)

Things to read

• Boyd, D. (2007) Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life. MacArthur Foundation Series on Digital Learning Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press.

• Fisher, T. (2006) Educational transformation: Is it, like ‘beauty’, in the eye of the beholder, or will we know it when we see it? Educ Inf Technol (2006) 11: 293–303 DOI 10.1007/s10639-006-9009-1

• Gee, J. P. (2005) What would a state of the art instructional video game look like? Innovate 1 (6). http://www.innovateonline.info/index.php?view=article&id=80 (accessed October 26, 2008).

• Gee, J.P. and Hayes, E. (2009) Public Pedagogy through Video Games http://www.gamebasedlearning.org.uk/content/category/1/1/60/ [accessed 21 May 09]

• Hadfield, M. and Jopling, M. (2008) A Horizon Scanning Guide: Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learning-futures-next-practice-in-learning-and-teaching.html [accessed 06 June 09]

• Hadfield, M., Jopling, M., Royle, K. and Southern, L. (2009) Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects. London:TDA www.tda.gov.uk/techforteaching

• Kirkland,K. & Sutch, D. (2009) Overcoming the barriers to educational innovation, Bristol: Futurelab• Lenhardt, A et al (2008) Teens, Video Games and Civics, Pew Internet & American Life Project

(Pew/MacArthur).• Schlechty, P. C. (2009) Leading for Learning, San Francisco :Jossey-Bass