Derek Wenmoth

Director, eLearning

Core Education Ltd

derek@core-ed.net

Report CardReport Card

•• WeWe’’re doing OK - based on evidence from our ownre doing OK - based on evidence from our ownresearch an international comparisons.research an international comparisons.((http://www.core-ed.org/lab/research-report/evaluations-of-information-http://www.core-ed.org/lab/research-report/evaluations-of-information-

communication-technology-professional-developmentcommunication-technology-professional-development))–– Differences evident in the ways primary & secondaryDifferences evident in the ways primary & secondary schools areschools are

using using ICTsICTs..

–– Age is a myth - Age is a myth - not true that itnot true that it’’s only the younger teachers whos only the younger teachers whoare working with are working with ICTsICTs

–– Emphasis on skills as PD primary focus doesnEmphasis on skills as PD primary focus doesn’’t workt work

•• Teachers continuing to progress fromTeachers continuing to progress from adoption toadoption toassimilationassimilation……

Prominence/connectednessProminence/connectedness

•• Prominence describes the extent toProminence describes the extent towhich which ICTs ICTs are explicitly made a part ofare explicitly made a part ofthe teaching and learningthe teaching and learning

•• Connectedness describes theConnectedness describes theexplicitness of ICT use with theexplicitness of ICT use with thecurriculum goals and intentcurriculum goals and intent

•• The relationship between the twoThe relationship between the twoillustrates the extent of integration illustrates the extent of integration (see(seefollowing slides for more detail)following slides for more detail)

AdditionAddition

• Total or almost total focus on ICT, ICT skills, ICTplanning.

• Little or no connection to thinking, learning,cognitive challenge, philosophy etc.

• Computer activity separated in time and placefrom other learning.

• Emphasis on use per se.

IncorporationIncorporation

• ICT a significant aspect of focus• Some connection to curriculum, thinking,

learning, cognitive challenge, philosophy etc.• Computer activity probably separated in time

and place from other learning.• Emphasis on frequent use

IntegrationIntegration

• Some ICT consciousness still present• High connectedness ICT activity with thinking,

learning, challenge, philosophy• Computer activity linked in time or place with

other learning.• Emphasis on appropriate use

AssimilationAssimilation

• Total or almost total focus on learning.• High but subconscious connectedness between ICT

activity and curriculum, philosophy, learningtheory/styles, thinking etc.

• Computer activity embedded in long term structurefor learning.

• Emphasis on spontaneous use and student choice

Impact of digital technologyImpact of digital technology

Key findings:Key findings:

•• Increased learner effectiveness orIncreased learner effectiveness orperformance gainsperformance gains

•• Increased learner efficiencyIncreased learner efficiency

•• Greater learner engagement orGreater learner engagement orsatisfactionsatisfaction

•• More positive student attitudes toMore positive student attitudes tolearninglearning

From international research…

Two factsTwo facts

a.a. ICT has a powerful ICT has a powerful dedefifining ning impactimpact on all on allimportant aspects of our lives and henceimportant aspects of our lives and henceour cultureour culture

b.b. The ICT revolution is a part of a group ofThe ICT revolution is a part of a group ofintertwined revolutionsintertwined revolutions that in the past 20 that in the past 20years have been years have been transforming Westerntransforming Westerncultureculture from a modern into a postmodern from a modern into a postmoderncultureculture

ItIt’’s not simply abouts not simply about educational

educational deliverydelivery

Three strategies for the futureThree strategies for the future

•• A minimum emphasis - A minimum emphasis - not a comfortablenot a comfortableoptionoption

•• Getting technology to serve the systemGetting technology to serve the system --supporting the existing structuressupporting the existing structures

•• Merge and evolve - Merge and evolve - adapt and respond toadapt and respond tonew possibilitiesnew possibilities

Option three is the only future-focused & sustainable option

Option three is the only future-focused & sustainable option

Successful schoolsSuccessful schools……..

•• Technology informs rather than leads decisions about teaching and learningTechnology informs rather than leads decisions about teaching and learning

•• Resource decisions are addressed head-on, with a move to more flexibleResource decisions are addressed head-on, with a move to more flexibleapproachesapproaches

•• There is effective technical support that is seen as a central element of theThere is effective technical support that is seen as a central element of thewhole school strategywhole school strategy

•• There is a realisticThere is a realistic expectation of the level of support, including developmentexpectation of the level of support, including developmenttime, needed to change the educational practice of teacherstime, needed to change the educational practice of teachers

Schools that are well resourced in technology and show the greatestimprovement in results have the following characteristics: (p.20)

ItIt’’s about linking vision and values with the lived experience in schools

s about linking vision and values with the lived experience in schools

Policy issuesPolicy issues

•• Lack of coherent vision and leadershipLack of coherent vision and leadership

•• Time for a new Time for a new ‘‘metaphormetaphor’’

•• Locked in a Locked in a ‘‘stable statestable state’’ mindset mindset

•• Future ICT TrendsFuture ICT Trends

Lack of coherent visionLack of coherent vision……

Technological change isTechnological change is notnotadditive, it is ecological.additive, it is ecological.

A new technology doesnA new technology doesn’’t justt justchange somethingchange something……

…… it changes everything! it changes everything!

But do we really believe this…?

How is this belief reflected in policy?

A new metaphor...A new metaphor...

Knowledge

Networks

TRADITIONAL CONNECTED NETWORKED

Teaching& process

of instruction

F2FClassrooms

Distance Education

Intranets

Extranets

Virtual LearningNetworked schools

and learners

Learningfocus on learner

e

The emergence of the networked school

Beyond the stable stateBeyond the stable state

The loss of the stable state means that our society and all of its institutions are in continuousThe loss of the stable state means that our society and all of its institutions are in continuousprocesses of transformation. We cannot expect new stable states that will endure for our ownprocesses of transformation. We cannot expect new stable states that will endure for our ownlifetimes.lifetimes.We must learn to understand, guide, influence and manage these transformations. We must make theWe must learn to understand, guide, influence and manage these transformations. We must make thecapacity for undertaking them integral to ourselves and to our institutions.capacity for undertaking them integral to ourselves and to our institutions.We must, in other words, become adept at learning. We must become able not only to transform ourWe must, in other words, become adept at learning. We must become able not only to transform ourinstitutions, in response to changing situations and requirements; we must invent and developinstitutions, in response to changing situations and requirements; we must invent and developinstitutions which are institutions which are ‘‘learning systemslearning systems’’, that is to say, systems capable of bringing about their own, that is to say, systems capable of bringing about their owncontinuing transformation.continuing transformation.The task which the loss of the stable state makes imperative, for the person, for our institutions, forThe task which the loss of the stable state makes imperative, for the person, for our institutions, forour society as a whole, is to learn about learning.our society as a whole, is to learn about learning.

–– What is the nature of the process by which organizations, institutions and societies transform themselves? What is the nature of the process by which organizations, institutions and societies transform themselves?

–– What are the characteristics of effective learning systems? What are the characteristics of effective learning systems?

–– What are the forms and limits of knowledge that can operate within processes of social learning? What are the forms and limits of knowledge that can operate within processes of social learning?

–– What demands are made on a person who engages in this kind of learning? ( What demands are made on a person who engages in this kind of learning? (Schon Schon 1973: 28-9)1973: 28-9)

Beyond the stable state, Donald Beyond the stable state, Donald SchonSchon, 1973, 1973

Future ICT TrendsFuture ICT Trends

Next 12 months:Next 12 months:

•• Mobile internet devicesMobile internet devices

•• Personal cloudsPersonal clouds

2-3 years2-3 years

•• Open contentOpen content

•• Virtual, Augmented andVirtual, Augmented andAlternate realitiesAlternate realities

4-5 years4-5 years

•• Location-based learningLocation-based learning

•• Smart objectsSmart objects

http://www.nmc.org/news/nmc/7292http://www.nmc.org/news/nmc/7292

CORECORE’’s s Ten TrendsTen Trends

1.1. Changing role of teachers and learnersChanging role of teachers and learners2.2. Internet capable, mobile devices for learningInternet capable, mobile devices for learning3.3. Globalised Globalised learninglearning4.4. Ubiquitous computingUbiquitous computing5.5. Cyber citizenshipCyber citizenship6.6. Digital literacyDigital literacy7.7. Open education resourcesOpen education resources8.8. Cloud computingCloud computing9.9. Advanced networks and school Advanced networks and school ‘‘loopsloops’’10.10. Assessment practicesAssessment practices

http://www.core-ed.org/lab/core-ten-trends-2010

Issues to considerIssues to consider……

To achieve the networked school future, we need toTo achieve the networked school future, we need toconsiderconsider……..

–– Policy issuesPolicy issues

–– Technology issuesTechnology issues

–– Curriculum issuesCurriculum issues

–– Staffing issuesStaffing issues

–– Pedagogical issuesPedagogical issues

–– Leadership and coordination issuesLeadership and coordination issues

–– Learning resources issuesLearning resources issues

–– Quality issuesQuality issues

Policy issuesPolicy issues

•• How can student funding be shared between schools?How can student funding be shared between schools?

•• How can staffing, including management units, be sharedHow can staffing, including management units, be sharedamong schoolsamong schools

•• What evidence needs to be gathered to demonstrate theWhat evidence needs to be gathered to demonstrate theworth of this?worth of this?

Technology issuesTechnology issues

•• Connectivity and interoperability Connectivity and interoperability –– who sets the who sets thestandards?standards?

•• Networks Networks –– VPNsVPNs, MUSH etc, MUSH etc

•• Bridging Bridging –– what is required? What technologies must be what is required? What technologies must besupported?supported?

•• Scheduling Scheduling –– enable direct access and school level enable direct access and school levelcontrol?control?

•• IAM, interoperability issuesIAM, interoperability issues

Curriculum issuesCurriculum issues

•• Assessment Assessment –– developing consistency in approach developing consistency in approach

•• Reporting Reporting –– enabling a unified student report from enabling a unified student report fromseveral several ‘‘schoolsschools’’ etc etc

•• Modularisation Modularisation –– a different view of a different view of ‘‘coursecourse’’

•• RPL RPL –– includes includes recognising recognising the value of informal learningthe value of informal learning

Staffing issuesStaffing issues

•• Creating more flexibility in Creating more flexibility in recognising recognising teacher roles: teacher roles: e-e-teachersteachers, , m-teachersm-teachers, , c-teachersc-teachers,,

•• How to involve those with real subject expertise asHow to involve those with real subject expertise asmentors, hot-seats etcmentors, hot-seats etc

•• Teacher registration issuesTeacher registration issues

•• Mentoring rolesMentoring roles

Pedagogical issuesPedagogical issues

•• ““personalisationpersonalisation”” –– what does it mean? How do we make what does it mean? How do we makeit happen?it happen?

•• Matching pedagogy to technology?Matching pedagogy to technology?

•• Instructional design - learning design?Instructional design - learning design?

•• staff training staff training –– how to train a large group of the teaching how to train a large group of the teachingforce in these new approaches?force in these new approaches?

Leadership and coordination issuesLeadership and coordination issues

•• Who is providing the leadershipWho is providing the leadership

•• Who should provide the leadershipWho should provide the leadership??

•• What form should leadership take?What form should leadership take?

•• What support is required for leadership?What support is required for leadership?

•• What coordination is required nationally, locally etc?What coordination is required nationally, locally etc?

Learning Resource issuesLearning Resource issues

•• How best to provide resources for learning to supportHow best to provide resources for learning to supportteachers in this environmentteachers in this environment

•• learning objects, repositories, search tools learning objects, repositories, search tools –– who whoprovides them, who manages them etc?provides them, who manages them etc?

•• how to cater for user-generated resources?how to cater for user-generated resources?

•• Copyright and IP issues Copyright and IP issues –– how are these to be managed? how are these to be managed?

•• Role of creative commons and Open EducationRole of creative commons and Open EducationResources (OER)?Resources (OER)?

Quality issuesQuality issues

•• What is best practice?What is best practice?

•• What benchmarks do we use?What benchmarks do we use?

•• What are quality indicators?What are quality indicators?

•• How do we know weHow do we know we’’re preparing for their future,re preparing for their future,not our past?not our past?

ThankyouThankyou

Derek WenmothDerek Wenmoth

Director, Director, eLearningeLearning

CORE Education LtdCORE Education Ltdderek@core-ed.netderek@core-ed.net

http://blog.core-ed.net/derekhttp://blog.core-ed.net/derek

education leadersand policy makers