technology – where to next? doug brown head of learning technologies
TRANSCRIPT
Technology – where to next?
Doug Brown
Head of Learning Technologies
Thoughts…
New Technology?
“…is destined to revolutionize our educational system and . . . in a few years it will supplant largely, if not entirely, the use of textbooks.“
Thomas Edison on the motion picture 1922
Change…
Internet
Digital Camera
Fibre Optics
Mobile phones
DNA fingerprints
ATMs
Air bags
Personal Computer
DVDs
CDsI-PodsPlasma displays
GPS
= UbiquityNanotechnology
Thoughts…
“In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. “
Eric Hoffer
Conclusion
- therefore our resolve for transforming education is persistent…
This is not about technology
–it is about learning.
..and it is our future
Our vision
Each individual to maximise their potential
through the personalisation of their learning
and development
Through system-wide reform: enabled, accelerated and supported by technology
When professionals use technology the learning experience is transformed
Dynamic experience
Teacher Pupil
Outcome
Behaviours
Capacities
Behaviours
Capacities
Teachers released to focus on key value add activities with technology supporting management processes
Teachers focus on individual learner needs based on a deeper
understanding of the learner
When children and parents are partners in learning, standards improve
Dynamic experience
Teacher Pupil
Outcome
Behaviours
Capacities
Behaviours
Capacities
Children and Parents (and other learners) empowered through 24hr access to information and services,
enabling choice and personalisation
Capacity to learn/ develop increased through provision of
personalised resources at point of need
Teachers released to focus on key value add activities with technology supporting management processes
Teachers focus on individual learner needs based on a deeper
understanding of the learner
Engaging parents
Strategy Access to online (personal) information Active involvement of parents through learning
platforms
Outcomes Parents actively engaged in their child’s learning Parents engaged in their own learning
Personalising learning for children and young people
Strategy Personal learning space by 2008 Personalised content – stimulating creativity and
engagement
Outcomes Learner at centre of system – all different, all equally
well served Learning tailored to individual need – style, pace and
place that suits Teacher time saved – more effective PPA
through ICT
14-19: personalised career paths
Strategy Online advice – Connexions, Need2Know More accessible resources Specialist centres – school / college and community
Outcomes Anywhere learning More flexible learning Learners pursuing vocational routes whilst fulfilling
academic requirements
Professionals working together
Strategy Collated information – range of professionals
accessing timely and critical information Assurance & Authentication – building a safe
and secure environment around each child and young person
Outcomes Collegiate approach to ECM – rapid response to
concerns of frontline staff Extended services – breakfast and after-school clubs
Technology already transforming learning…
But…
pioneers often isolated best practice not necessarily shared curriculum structures perceived as inflexible economies of scale not always realised home:school communication not yet a cost effective
reality for all
Technology Group focus on 4 themes
Strategic technologies
Personalised content
E-maturity
Knowledge Architecture
A model for the deployment of technology across the system
Supporting people and organisations & measuring
system level impact
Driving a new model of content provision for the individual
A consistent system-wide framework to guide and
underpin delivery
Knowledge architecture theme
Aims to: enable a single comprehensive overview of every
learner thus better meeting the information needs of all key stakeholders (learners, parents, practitioners)
Through: a single, system-wide model of identity management a strategy for developing e-portfolios common standards for information and data flows
Strategic Technologies Theme
24%
5%5%4%4%
34%
24%
22%
7%5%1%3%
35%
27%User self support
Formal support
Consumables
Training
Internet / LAN
Software
Hardware
Primary Secondary
Data from Becta’sTotal Cost of Ownership research
On average60%
allocated to technical support
Less than a quarter
on hardware
Strategic Technologies theme
Aims to: provide models of provision and support for
institutions
Through: a single integrated national strategy for ICT
infrastructure a high bandwidth national education network functional specifications to support interoperability Learning and management services to link home and
school national framework agreements to support economies
of scale
Personalised content theme
Aims to: enable practitioners to better design learning around
the learner help learners build their individual capacity as
effective learners Through: a system wide policy articulating concepts and
approaches required for personalising content resolution of IPR, licensing and copyright issues to
support fair use policies tools and support for practitioners to create, adapt,
re-use and share quality digital resources improved access to and discovery of digital resources
e-Maturity theme
Aims to: develop the capability and capacity of all leaders to
harness ICT
Through: self review-frameworks for schools and colleges an ICT Quality Mark to recognise successful
institutions definitions of maturity including measures for
assessing progress better defining the conditions necessary to support
sustainable improvements
Personalisation achieved when…
Parents are aware of their child’s progress and challenges
Parents and learners working together to achieve Parents and teachers working together to support
learner achievement Teachers have data to support individual learner
achievement Teachers have choice of digital content and learning
design tools Teachers able to design individual learning pathways
Personalisation achieved when… (cont’d)
Learners are recognised by the system Learners have choice of digital content and
design tools Learner experiences and opportunities are extended Learner achievement is recorded Learners are informed about their own achievement Learners are directed to appropriate study support
Success when each individual learner needs, stylespreferences are supported through technology
Conclusion
- therefore our resolve for transforming education is persistent…
This is not about technology
–it is about learning.
..and it is a promising future
Steps to accessible and flexible online teaching and learning
Phase 1 Phase 2 Phase 3
All schools aware of benefits of learning platform
All schools aware of access to core learning services, provided by Local Authority and/or RBC
Schools building experience of learning platforms.
Early adopters moving to mature use of learning platforms
Becta advice and support shaping 2nd phase investments
Online personal learning space accessible to all learners by 2008
E-portfolios supported by learning platforms
Anytime, anywhere access to school resources for learners and the school workforce, at the pace, place and time to suit
Earlier investments creating an informed customer base
VFM and economies of scale are realised by schools who invest in learning platforms supplied by LAs and/or RBCs
Industry responding to customer needs Specifications and framework contract are used to best advantage
Improved resource planning, supporting school workforce reforms
More efficient management and pupil data handling
Opportunities for Assessment for Learning realised
Becta advice and support
Jan 06 – Planning for learning services guidance
Spring 06 – Interoperability specifications to support exchange of information within and between learning platforms
Spring 06 – Becta Self-review assessment matrix
Becta advice and support
Feb 07 – Framework contract in place – list of providers published on Becta website
Planning advice for migration of legacy systems
Evaluation of impact of learning platforms in schools
Becta advice and support
Migration from legacy systems
Refresh of framework contract
Continuing planning advice
Self review-frameworks for schools and colleges
