Australian Computers in Education Conference

Learning for the Future in a Digital WorldWednesday October 4, 2006Cairns, Queensland

CORPORATE LESSONSCORPORATE LESSONS

So, we will be going through change Here’s three lessons from large corporations to help you survive change….

So, the rabbit sat on the ground below the crow, and rested.

CORPORATE LESSON 1CORPORATE LESSON 1

A crow was sitting on a tree, doing nothing all day.

A small rabbit saw the crow, and asked him, "Can I also sit like you and do nothing all day long?”The crow answered: "Sure, why not.”

All of a sudden, a fox appeared,

Jumped on the rabbit... and ate it.

CORPORATE LESSON 1CORPORATE LESSON 1

Moral of the story is….

To be sitting and doing nothingyou must be sitting very, very high up.

"I would love to be able to get to the top of that tree," sighed the turkey, "but I haven't got the energy.”

CORPORATE LESSON 2CORPORATE LESSON 2

A turkey was chatting with a bull.

"Well, why don't you nibble on some of my droppings?" replied the bull. They're packed with nutrients."

The turkey pecked at a lump of dung and found that it actually gave him enough strength to reach the first branch of the tree.

The next day, after eating more dung, he reached the second branch.

Finally after a fortnight, there he was proudly perched at the top of the treeSoon he was spotted by a farmer

Who promptly shot the turkey out of the tree.

CORPORATE LESSON 2CORPORATE LESSON 2

Moral of the story:

Bullshit might get you to the top, but it won't keep you there.

CORPORATE LESSON 3CORPORATE LESSON 3

A little bird was flying south for the winter.

It was so cold, the bird froze and fell to the ground in a large field.

While it was lying there, a cow came by

and dropped some dung on it.

As the frozen bird lay there in the pile of cow dung, it began to realise how warm it was. The dung was actually thawing him out!

He lay there all warm and happy, and soon began to sing for joy.

A passing cat heard the bird singing and came to investigate.

Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out and ate him!

PURR....

CORPORATE LESSON 3CORPORATE LESSON 3

The morals of this story are:

1) Not everyone who drops shit on you is your enemy.2) Not everyone who gets you out of shit is your friend.3) And when you're in deep shit,keep your mouth shut

CHALLENGES FOR SCHOOLS

Significant student disengagement and non completion

Significant under-performance in student achievement

Teaching is a profession without a practice Significant under-investment in the two skills

sets of the teacher:

pedagogy and relationships

CHALLENGES FOR SCHOOLS

More of the Same will not Suffice Traditional schooling has run its course Time for incremental school reform is past Systems have usually failed in large scale

improvement.

Nature of Childhood and extended

Four trends adolescence

The knowledge economy

Inequity and exclusion

Changing family and community life

OECD SCHOOLING FOR TOMORROW

Level of Implementation

Degree of Innovation

Chaos Controvers

y

No change

Radical

Innovation

Incremental

Innovation

THE NEED FOR RADICAL INNOVATION

SCHOOL ICT PLAN

LAN high speed WAN broad band Distributed Library Intranet

- communication- collaboration- information manipulation- coordination

SCHOOL ICT PLAN

All Classrooms All Teachers All Learning AreasAll Students No Exceptions No Excuses

Home links Staff access 24 hours a day Multimedia centre Presentation technologies in all rooms Administrative database Professional Development

- emotional- technical - pedagogical

SCHOOL ICT PLAN

Partnerships Evaluation Budgeting

- capital- recurrent

Initial capitalisation from ground zero $1000 per student

Recurrent cost $300 per student $150

recapitalisation $150 operational

ICT IN SCHOOLS: SUCCESS OR FAILURE

Infrastructure

Student Access

Teacher Access

Curriculum and assessment

Connectivity

Hardware Software

Budget

Labs, pods, classrooms, 1:1

Teachers as gatekeepers

24/7

Professional learning

Expectations: maybe to will

Flexible: creative

Higher order thinking skills

ICT

ICT: Will change what we teach and how we teach Will provide seven outcomes for teaching and learning

• higher levels of control by learners • more realistic and authentic• interest and motivation greater• encourages constructivist pedagogy • challenge established curriculum • just in time learning and;• online learning

ROLE OF ICT - OECD

Using ICT to assist schools in becoming learning organisations

Using ICT to expand the time and space for teaching and learning

Using ICT to expand access to instructional resources

Using ICT to extend teacher capacity

TRENDS IN EDUCATION

in one place in any place

at same time at any time

from one to many from any to any

from one direction from many directions

in one way in many ways

Virtual world will pervade and enrich the real world

Radical change in the organisation and delivery of curriculum

Customised, multiple entry points, multiple pathways, in depth

Improved relationships between teachers and students and between teachers and teachers

Radical change in school design and facilities

TRENDS IN EDUCATION

The old paradigmThe old paradigm

Learning is listening

Teaching is telling

Knowledge is an object

To be educated is to know

TEACHING AND LEARNING MODELS

Yoram HarpazThe Branco Weiss Institute for the Development of Thinking

The new paradigmThe new paradigm To learn is to be involved

To teach is to create conditions for involved learning

Knowledge is imparting meaning and explaining phenomena

To be educated is to relate to knowledge sympathetically, inquisitively, critically and

creatively

Yoram HarpazThe Branco Weiss Institute for the Development of Thinking

TEACHING AND LEARNING MODELS

CONDITIONS FOR EFFECTIVE LEARNING Effective learning:

Is an outcome of active construction Results from undermining Results from the “echoing” of learned content in the

learner Results from intrinsic motivation Is a function of the alignment of teaching style and

content to the learner’s style and intelligence Occurs in a dialogic environment Entails engaging in authentic problems Is advanced by informative feedback Is a result of positive attitudes and effort Is the result of a productive theory of learning

Yoram HarpazThe Branco Weiss Institute for the Development of Thinking

THE TEACHING FOR UNDERSTANDING FRAMEWORK

Harvard

THE FUTURE

Future Thinking schools will be part of learning networks or communities the boundaries between types and age ranges of

schools will not exist between 5&20 present day schools will form a Learning

Community or Network schools that are part private-part state funded the best learning networks will be part of a global group

of world class ‘schools’ the home will be an extension of the learning network

and many other networks to which the family will choose to belong

THE FUTURE

All students will have individual education plans and, from the age of 14, considerable control of their own learning

universities will remain core institutions in the development of knowledge and all learning communities will be linked directly to at least one

the learning network will be the main provider of training to the business community and will have an active entrepreneurial section that sells the services to the local, national and international community

the adults who work in the community will be teachers, para-teaching professionals, business people working part-time and other adults taking a break from other work in which they are involved

THE FUTURE

The best teachers will be able to sell their services to many learning communities around the globe either directly or digitally. There will be a group of highly paid highly respected expert teachers and presenters who will have a worldwide profile

students will attend school by negotiation from the age of 14 to fit in with the other demands society will place on young people. The culture of the teenager will diminish

teacher training will involve the study of neuro-science, cognitive psychology, emotional intelligence and creativity, as well as a detailed study of the learning and teaching styles of each individual teacher. A special study of thinking skills and learning how to learn will also be important parts of the training

THE FUTURE

The concept of the school day and term will disappear

the use of technology as both a management tool for the

teacher and a delivery mechanism for learning will be

ubiquitous, fuelled by developments such as the

electronic book and wireless technologies allowing

constant networking regardless of location

THE FUTURE

School becomes a place where students learn, not teachers teach.

Students learn from a number of schools 9 – 4 school finished Recognise teacher’s work Teachers have individual improvement plans Recognition that the greatest differences occur within the

school Massive investment in professional development Web learning environments and tools will pervade and

enrich the real

THE FUTURE

Print based resources to digital resources available 24 hours a day

Better data to measure school improvement and teacher performance

Systems to establish a culture of innovation and risk taking

High level leadership qualities needed (only some schools thrive)

Networks / clusters / partnerships / sharing between schools essential: one of the advantages of the public system

Encourage international outlook

THE FUTURE

Establish ICT as a professional obligation Provide incentives and rewards to excellent teachers to

be involved in school improvement outside their own classrooms

Staffing average in/actual out redress disadvantage and provide greater equity

Schools funded to counsel and follow-up school leavers who are not employed or in future education and training

Teaching teams - one teacher 25 students 4 times a week, one subject will disappear

Dealing with failing teachers, principals and schools Private Vs public balance

TEACHERS IN A TRANSFORMED SCHOOL TYPICAL TEACHER

Like my job School a good place Frustrating Get no feedback Principal doesn’t know my

teaching Little help with welfare/discipline

problems Little time for professional

learning Do no visit other schools Performance development a

waste of time

TYPICAL TEACHER IN A TRANSFORMED SCHOOL

Love my job School is a special place Challenging Data proves that the quality of

teaching and learning is high and still improving

We work in teams Flexible learning spaces allow for

various sized teaching groups in a wide variety of learning environments

A wide range of professionals and Para-professionals, work with students both inside and outside the school

TEACHERS IN A TRANSFORMED SCHOOL TYPICAL TEACHER

Underperformance from some teachers is not dealt with

Recognition and rewards are not linked to performance

Not much upside for classroom teachers after 10 years. WRT pay scales

TYPICAL TEACHER IN A TRANSFORMED SCHOOL

All teachers are teachers, mentors to pastoral groups, curriculum designers and professional development designers and providers

ICT is used by all – no exceptions no excuses

Students can access learning modules online and from other schools

We have three learning blocks each day

Assessment is mainly used to inform teaching and learning

PRINCIPLES FOR SCHOOL DESIGN

Design space for multiple users concurrently and consecutively

Design to maximise the inherent flexibility within each space

Design to make use if all dimensions Design to integrate previously discrete

functions

PRINCIPLES FOR SCHOOL DESIGN

Design to maximise teacher and student relationships

Design to maximise alignment of the disciplines

Design to maximise student access to, use and ownership of the learning environment

BUILDING FEATURES

Welcoming entry Large, open, flexible learning spaces Learning studio Student display space Spaces for flexible cohorts of students Home-base and individual storage Casual eating area Interior and exterior vistas Dispersed technology Camp fire space

FNI – Fielding Nair International. www.DesignShare.com

BUILDING FEATURES

Soft seating Indoor-outdoor connection Watering hole space Cave space Day lighting and natural ventilation Building as a learning object Sustainable elements Connected to the community Local signature

FNI – Fielding Nair International. www.DesignShare.com

Kerrie O’Keefe

Demolition of school