Implementing technology into classrooms

INFORMA OCTOBER 26, 2016 SYDNEY

Implementing technology into classrooms

Dr Michelle Eady, University of Wollongong meady@uow.edu.au with thanks

Professor Lori Lockyer and Mr Roger Edmonds

Acknowledgement of Country

I would like to pay my respect and acknowledge the traditional custodians of the land on which this event takes place, and also pay respect to Elders both past

and present. It is important to acknowledge that this land is, was and

always will be traditional Aboriginal land.

Plan for Talk

• Statistics • Digital native • National curriculum influence • Ways we are learning with technology • My story, Good Learning Anywhere,

KSIE and SOTA, Narungga Project • Challenges • Leaders

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Statistics on Internet Use • Viewing Images 76% • Emailing 72% • Accessing Music 66% • Chatting 66% • Viewing websites 48% • Creating own materials to be posted on

websites 31%

Report of the Media and Society, 2007

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According to the Australian Communication and Media Authority… • June 2015, over 935,000 teens had gone online in the

previous four weeks. That’s 82 per cent of all teens, up from 74 per cent four years earlier.

• sixty-four per cent accessing the internet at an educational institution in the three months to June 2015, up from 59 per cent in the three months to June 2011—reflecting the emphasis on digital learning

• Digital technologies have transformed the way we interact socially and economically, changing how information and content are delivered to consumers and citizens.

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Digital Native

• A person who knows not a world without technology

• Generation gap vs cultural difference • Rethink our approaches to education

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In our schools today we must find ways to incorporate technology to build connections and share information that incorporate our Key Learning Areas and has focus in cross curriculum priorities:

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia

• Sustainability

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General capabilities

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http://www.australiancurriculum.edu.au/crosscurriculumpriorities/overview/introduction

Role of technology in education

• may not be avid and skilful users of technology (Bennett, Maton & Kervin, 2008

• meaningful development of technology based knowledge and skills

• keep pace with society and prepare students for their roles in society

• opportunity to design meaningful learning experiences that embed technology

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Learning with technology Technology for understanding • digital learning resources • webquests

Using technology to communicate • Blogging

Creating with technology • Making news today

Collaborative learning with technology

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He who walks in another’s tracks leaves no footprints…

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History of Project Development

• Developed by Sioux Hudson Literacy Council in response to call out for proposals by Ministry of Training Colleges and University in Spring 2003.

• Sioux Hudson Literacy Council’s “Good Learning

Anywhere” proposal and business plan accepted December 2003.

• Four organizations approved at this time for pilots

to run from January 2004 to March 2005. • Project continued and funded through to today.

Northwest Territories

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• Map of Canada

The online live platform CENTRA has a complete set of capabilities for live, collaborative learning in a virtual classroom setting, including:

Centra Symposium

• full-duplex audio • multi-point video

• application sharing • breakout rooms

• online tests • text chat

• rich multimedia

Participant Interface

Presenters

Audio

Participants

Agenda Media

Window

Redefining the Distance Learner

• Grill, 1999 speaks of predisposed characteristics of distance learners:

• These learners tend to be

motivated, well educated, middle-class, Caucasian individuals who want to continue their education.

Good Learning Anywhere learners…

– 67% grade 7-12 highest level of schooling – 24% unemployed – 57% aged 27-39 – 34% English is second language – 86% female – 45% have 5-6 hours per week to dedicate to

learning – 51% enjoy technology and want to keep

learning

Redefining the Distance Learner

• Good Learning Anywhere is focused on redefining these characteristics to include…

ANY learner trying to further their

education, training, employment, and/or personal independence despite their geographical location, previous education, economic situation or limited access to organized literacy programming

Learning from Sachigo Lake…

Learning from Deer Lake…

Reaching Our Learners

• Good Learning Anywhere has encouraged us to be creative in the way we reach our learners and facilitate our classes.

Mail Telephone Floatplanes and Airplanes Fax Video and DVDs Centra Learning Centre Website www.siouxhudsonliteracy.com

Going to Ontario’s Outback

Exciting times in the SNOW! KSIE Project and BOLD

Narunggan Project South Australia

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Barriers and Challenges • Resources limitations • Teacher knowledge and skills • Teacher attitudes and beliefs • Time • Space

• Hew & Brush, 2007; Mueller et al., 2008

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Strong leaders

• Pace of technological change in society and in schools has been exponential and will continue to be so

• Visionaries of school spaces and the places technology can take our students, schools and communities

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References Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2, pp. 89–195). New York: Academic Press, Inc. Australian Bureau of Statistics. (2011). Australian social trends: Children of the digital revolution (4102.0). Canberra: Commonwealth of Australia. Australian Communications and Media Authority, & Office of the Childrens eSafety Commissioner. (2016). Research snapshots: Aussie teens and kids online. Commonwealth of Australia, http://apo.org.au/node/61324 Australian Communications and Media Authority. (2007). Media and communications in australian families 2007: Report of the media and society research project. Belconnen, ACT: Australian Communications and Media Authority. Australian Curriculum Assessment and Reporting Authority (ACARA). (2016, June 30). Australian curriculum. Retrieved from http://www.australiancurriculum.edu.au/ Australian Curriculum Assessment and Reporting Authority (ACARA). (2011). The shape of the Australian Curriculum, Version 3. Sydney: Australian Curriculum Assessment and Reporting Authority. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Barab, S. A., Gresalfi, M. & Arici, A. (2009). Why educators should care about games. Educational Leadership, 67(1), 76–80. Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39(5), 775–86. Blackwell, G. & Chalifour, F. (2012). Tech class. Professionally Speaking: The Magazine of the Ontario College of Teachers. March, pp. 35–9. Bloom, B.S. (1994). Reflections on the development and use of the taxonomy. Yearbook: National Society for the Study of Education, 92(2), 1–8. Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T. & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42, E1–E4. Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Nicholson, P., & Vick, M. (2011). Teaching: Making a difference. Milton, QLD: John Wiley & Sons Australia. Cuban, L. (2003) Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press. Hew, K. F. & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–52. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Melbourne: Cambridge University Press. Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–9. MCEETYA (Ministerial Council on Education Employment Training and Youth Affairs). (2008). Melbourne declaration on educational goals for young Australians. Melbourne: MCEETYA. Mueller, J., Wood, E., Willoughby, T., Ross, C. & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51(4), 1523–37. OECD (Organization for Economic Co-operation and Development). (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA: Centre for Educational Research and Innovation, OECD. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classroom. Thousand Oaks, CA: Corwin Press. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–85. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press. Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language, Learning & Technology, 14(1), 3–8.

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THANK YOU! Dr Michelle Eady, University of Wollongong meady@uow.edu.au