Getting the

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Getting the "Big Picture" Education for the 21st
Century
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• The ICTPD Contract
• What is it all about?
• Why is the government pouring money into this
  area of professional development?
• Why do I need to take this on board?

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The ICTPD Contract is all about empowering
students as lifelong learners, competent in
understanding and articulating their learning,
and confident in using the tools of their
age. We as digital immigrants will never be as
confident in the use of the tools - we feel we
need to learn their use, where many of todays
kids have an automatic or intrinsic knowing about
them. As teachers, much of what we need to do is
lift our feet and allow their use.
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The teacher is still the most important factor in
the classroom - as the facilitator of
learning. We need to know what it is we want our
children to learn and what standards they need to
meet. We need to teach the thinking tools and
help students to scaffold their learning. We
need to model this learning and assist students
to self review and set new goals.
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Digital Natives, Digital Immigrants

• Our students have changed radically. Todays
  students are no longer the people our educational
  system was designed to teach.
• Our students today are native speakers of the
  digital language of computers, video games and
  the Internet.
• (Marc Prensky, 2001)

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Digital Natives, Digital Immigrants

• As Digital Immigrants learn to adapt to their
  environment, they always retain, to some degree,
  their "accent," that is, their foot in the past.
• Our Digital Immigrant instructors, who speak an
  outdated language (that of the pre-digital age),
  are struggling to teach a population that speaks
  an entirely new language.
• (Marc Prensky, 2001)

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From US Secretary of Education

• education is the only business still debating
  the usefulness of technology. Schools remain
  unchanged for the most part. The way we organize
  schools and provide instruction is essentially
  the same as it was when our Founding Fathers went
  to school.

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From the US Dept of Ed

• Technology has the capability to be a
  transforming tool, enabling organizations and
  individuals to gain significant advantages in
  work and life.
• Examples of how the Internet and information
  technology are transforming our lives are
  abundantfrom retail to medical services to
  entertainment.

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From the US Dept of Ed

• The same transformation needs to happen within
  education.
• Increased access to technology alone will not
  fundamentally transform education.

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Student use of Internet

• the question is no longer whether students will
  use technology, but whether educators want to
  have any impact on how students use it.
• (T.H.E. Journal - 1997)

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Professional learning

• Recent research indicates that what teachers know
  and do is the most important influence on what
  students learn.
• to improve student learning outcomes invest in
  teacher knowledge and skill
• (Australia Council for Educational Research,
  2002)

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Thinking Digitally
Preparing kids for their future, not our past...

• Derek Wenmoth
• Director, eLearning
• Core Education Ltd
• derek_at_core-ed.net

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New Tools
Then
Now
Next?

• Pen
• Chalkboard/Whiteboard
• Banda
• Gestetner
• 16mm projector
• Slide shows
• Telephone
• Fax
• Library

• Txting/Pxting
• Blogs/Wikis
• Pod/Vod-casting
• Data projector
• LMS
• IM/SMS
• Digital cameras
• iMovie
• Google
• Peer2peer networks

• Virtual reality
• Wearable computers
• Ubiquitous identity
• Voice recognition
• Agents and avatars
• Visualisation
• Miniaturisation
• Reusable paper
• Semantic web
• PLEs

Digital
Connected
Anywhere Anytime
Analog
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Are our schools ready?
Read pages 4-6,listen to the tape
segmentComplete exercises 3-6
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Are our schools ready?
Read the URL linkComplete the web questWrite
your answers on the class wiki or your blog
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Whats changed?
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Our students are changing
Source Educating the Net Generation - available
electronically http//www.educause.edu/educating
thenetgen
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So where does ICT fit in all of this?
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Technology doesnt change anything . . .
It changes everything!
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So how would you define ICT?
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An ICT is any tool or process that man has
created in order to aid the sourcing and use of
information, and or to facilitate
communication. Jill Hammonds
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How can we begin to prepare our classrooms for
21st Century learning?
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What are 21st century learners like?
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Unpack how you will cater for this
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What is the world going to be like when our
children leave school?
What skills will they need to have developed?
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• Knowledge management
• Self management
• Communication/negotiation skills
• Collaboration/teamwork skills
• Flexibility and resourcefulness
• Confidence
• Perseverance
• Motivation / high intentions / high standards
• Creativity / Problem solving
• Critical thinking skills
• Adaptability

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Good Collaborators
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Unpack how you will cater for this
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Discovery Learning

• Every time we teach a computer skill, we miss an
  opportunity to develop problem solving skills and
  to make our students confident explorers of new
  technology.
• Every time we put students in a small group to
  teach themselves new computer skills, we create
  an opportunity for collaboration, risk taking and
  problem solving. When we share their learning we
  move forward at a greater pace. We create a
  community of learning.

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Discovery Learning

• We can scaffold discovery learning through a four
  step process
• Say what it is we want to do.
• Explore the word menus for words that mean the
  same thing.
• Explore the toolbars for symbols that mean the
  same.
• Use the menu click in the area we want to learn
• And resort to the Help menu when all else fails.

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• Explore the word menus.

• Explore all the toolbars.

• Focus on the known features,
• and then the new ones.

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• Keep focused on curriculum, dream the dream then
  unpack for success
• What are the key concepts to be gained in this
  unit or lesson?
• Where can I find resources online? - need good
  search techniques and knowledge of search
  engines, webquests, social bookmarking RSS
  etc.
• What data do students need to gather and how can
  they find and present the information - photos,
  video, tables and graphs, database?
• Who can they contact for additional information,
  support, ideas, stimulus? How? - email, www,
  social software.
• How can I get them to drive their learning and
  increase motivation?- Inquiry processes, rich
  questions, deeper thinking, graphic organisers,
  develop collaborative skills
• How can they share new knowledge with a wider
  audience? - website, blogs, podcasts,
  presentation software and more presenting.

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• Written language and word processing
• Inserting more descriptive language
• Cut and paste to resequence
• Copy and paste for repeated text in e.g. poetry
  and song
• Reviewing toolbar to see the shaping process -
  save and print each iteration.

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• Inspiring purposeful writing
• Blogging
• School website pages
• Collaborative projects using email, Skype, blogs,
  podcasts
• Web based projects

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• Centre4 Online Community
• ICT PD Online Community
• Curriculum Marautanga Project
• Cluster Site

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A few samples . . .
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(No Transcript)
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c is for
cat.
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d is for
dog.
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g is for
girl.
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Rhyming with "ake"
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Lake
I went to the lake and I took my remote control
car.
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Where is Buzzy Bee?

• By Com 5 and 6

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Where is Buzzy Bee?
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on top of the bin.
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Where is Buzzy Bee?
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Underneath the bench.
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Where is he now?
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Hes back inside his buzzy bee hive.
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2
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Confident writers and speakers
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How a circuit works
Before the light can switch on it has to make a
complete circuit. This is an open circuit which
means that the light is off because the wires are
not joined at the switch.
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When the switch is closed the light will shine
because the wires are connected.

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In the picture above it has what a light looks
like when it is on. The battery is the
electricity source. The power runs from the
battery through the wire and into the screw. When
the metal strip is touching the screw the power
can flow so the light glows.
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And what about fostering creativity, oral /
visual language and communication?
Reds Fantastical Journey
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• Do not confine your children to your own
  learning as they were born in another time.
• Hebrew Proverb

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Text your DNA
Digital Native Index
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or
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Booked online?
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1
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each
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1
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1
bonus 1
Ever won an online auction?
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How many active email accounts do you keep?
for each
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1
LOL ROTFL CUL8R o)
for each
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No
?
halve your score!
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Only use
?
Multiply score by 0!
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In your home
?
multiply by 1.5!
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So what is your NDI?
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The skys the limit!Make sure you, the teacher,
are not!
Jill Hammonds CORE Education
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The Time Machine
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The Time Machine

• So what do people think of that in terms of
  presenting information from a unit study?
• Is this an effective vehicle for the message?
• Most have affirmed the delivery.
• But let us also remember that information gained
  should be for a purpose. So it was great. So
  what?!
• Where could this delivery then lead? What is the
  next step? How can this information be made more
  useful?

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• What are the opportunities of the 21st century?
• Web 1.0
• Web 2.0
• Web 3.0
• Other technologies

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Cell phones tackle reading, language barriers New
applications translate speech and read documents
in real time From eSchool News staff and wire
service reports Primary Topic Channel Handheld
technologies The software on this phone turns
the text on photographed documents into
speech. New technologies that enable cell phones
to translate speech on the fly and read documents
for the visually impaired could have important
implications for both educators and
students. Late last year, NEC Corp. announced
the development of an automatic
Japanese-to-English speech translation tool for
mobile phones sold in Japan. The software is
aimed at Japanese travelers abroad, but versions
for other languages could one day prove useful
for educators and administrators in schools with
large populations of English-language
learners. And this month, software developer Ray
Kurzweil and the National Federation of the Blind
(NFB) will begin selling what they say is the
first cell phone to incorporate text-to-speech
capability. These developments reveal how
quickly text-to-speech and speech translation
software is evolving, and they point to a day in
the not-so-distant future when students with
reading disabilities or language barriers could
hold a highly portable solution to these
challenges in the palm of their hand. NFB
spokesman Chris Danielsen recently demonstrated
the next generation of computerized aids for the
visually impaired to reporters. He fidgeted with
his cell phone, holding it over a 20 bill.
Detecting orientation, processing U.S. currency
image the phone said in a flat monotone before
Danielsen snapped a photo. A few seconds later,
the phone said, Twenty dollars. The Nokia
cell phone is loaded with software that turns
text on photographed documents into speech.
Besides telling whether a bill is worth 1, 5,
10, or 20, it also allows users to read
anything that is photographed, whether its a
restaurant menu, a phone book, or a textbook.
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If you put your focus on the ICTs . . .
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Pretty published stories without using felt pens
Goldilocks ate Baby Bears Porridge. She sat on
his chair and broke it. She slept in his bed . .
. And got found out!
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Glitzy presentations with lots of whiz bangs!
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Lots of pretty graphs
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And a huge bill for printer Cartridges!
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If you put your focus on learning . . .
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If you put your focus on learning you will create
. . .
Systems and structures that will guide children
in deepening their learning, expanding their
thinking, extending the range of resources they
can access and their ability to appraise their
accuracy and relevance.
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If you put your focus on learning you will create
. . .

• Students who can research and analyse information
  in order to
• complete a task that makes greater meaning of
  their world.
• apply the new knowledge to an activity they are
  undertaking.
• make better informed choices about their world.
• discuss and problem solve their way through tasks
  that require creativity and design.
• make others aware of issues that will affect our
  future.

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If you put your focus on learning you will foster
. . .
creativity, curiosity, self expression, confident
oral language, critical thinking skills,
collaboration, independence, social interaction,
problem solving, calculated risk taking,
decision making skills, self confidence . . . . .
. All those characteristics that we list as
skills for the learner when we are developing a
vision . . . . For teaching and learning!
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and . . .
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Students who are confident to independently and
collaboratively explore and use the existing and
the new technologies that are continually
developing, as useful tools for this learning.
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When we have succeeded, we will have
students who make the decisions about which tools
to use for what purpose.
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But . . .
The quality of the learning programme will always
be determined by the quality of the teacher.
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Aim to develop The Big Picture
Not The Big Poster
The big picture is not about things you can put
up on the wall - it is about a whole culture of
learning where teachers and students are on a
shared journey, each gaining from the strengths
of the other, and utilising all available
opportunities.