From the Slate to Tablets: From Blackboards to Interactive Boards: The Changing role of the Teacher and School Leaders in the 21st Century: Impact on Teacher Professional Development

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From the Slate to Tablets From Blackboards to
Interactive Boards The Changing role of the
Teacher and School Leaders in the 21st Century
Impact on Teacher Professional Development

• The Helen Still Professional Day
• 9th May 2013

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From the Slate

• Slate

• Tablets

• Slates, everybody had one, some had half while
  others had two.
• A slate pencil (input device) was an essential
  tool, but you could always improvise with a piece
  of slate broken off your half a slate.
• Slates could be wiped clean by a little water
  poured from your bottle or a little spittle on
  the end of the forefinger.

• Everybody will soon have one or have access to
  one!
• Built in key boards, tactile keyboards, sensory
  keyboards
• Swipe to wipe

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Characteristics of the Slate

• Tablets

• Slates

• Similar dimensions to slates, but distinguished
  by its capacity built on developments in research
  and technology
• Personal, individual password secured!
• Opened, it borders on omniscience and
  omnipresence
• Defies boundaries, geographical, content
  knowledge, moral, linguistic, cultural

• Slates had a singular, and defined, two
  dimensioned space.
• Slates personal, individual and not a shared
  space
• An open space

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The use of the

• Slates

• Tablets

• Slates were premised on, or inclined to a
  particular philosophy and theory of education -
  mostly, Behaviourist
• ensured the role of teacher as font of all
  knowledge
• Slates ensured the prevalence of aural -
  listening and oral speaking as central to
  learning

• Tablets offers options in regard to philosophies
  and theories of education.
• Associated theories behaviourist remedy
  weaknesses, promote fluency, support practice
  through tutorials, drill and practice Hung
  2001 and Roblyer, 2003
• GoGSAT

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TabletsLearning theories

• Constructivism building knowledge rather than
  merely receiving knowledge.
• Encourages Collaboration, cooperation between
  students as well as between teacher and students
  and learners outside of the immediate class/ or
  classroom
• Focuses on real life problems, creative
  solutions, transfers of knowledge and experience
  and problem solving

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The Use of the Slate

• Slates

• Tablets

• Depended on individual memorization and,
  repetition
• Built, was premised on the teacher-centred
  learning environment
• Gave teachers the control and power over
  values, attitudes and morals

• Facilitate metacognitive skills, group projects,
  presentations, contributions of diverse learners
• Student centred learning, anytime, anywhere
  learning
• Teacher functions as facilitator, guide,

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Tablets

• Cognitive, Social, and Radical Constructivism,
  Multiple Intelligences, and Situated Cognition
  rely on individual and group thoughts,
  perceptions, and actions.
• Problems are solved through individual and shared
  meaning.
• Learners use technology (hypertext and
  hypermedia, bulletin boards, chats,
  computer-supported intentional learning
  environments, and computer mediated environments)
  to gather information, conduct research,
  communicate, decompose problems, share documents,
  and participate in open-ended learning.
• Emerging Theories of Learning and Pre-service
  Teachers
• Demetria L. Ennis-Cole, Ph.D., Associate
  Professor Technology Cognition, College of
  Education University of North Texas, P.O. Box
  311337 Denton, Texas 76203-1337

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• Numerous software programs can be used that
  involve user contact with the whiteboard. The
  extent to which each of these three modalities is
  incorporated into a lesson may determine the
  extent to which students are engaged in the
  learning process and, thus, are motivated to
  learn.

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Interactive Boards

• The whiteboard can be used to deliver instruction
  in a variety of ways that may be categorized
  based on three modalities of learning.
• The first modality is visual learning. Visual
  learning through the use of a whiteboard
• can range from the use of text and pictures to
  the use of animation and video.
• Auditory learning is the second modality.
  Activities that involve auditory learning include
  the use of words orally for pronunciation,
  speeches, and
• poems. The use of auditory learning might also
  include listening to sounds or music.
• The third modality of learning is tactile.
  Allowing students to physically interact with the
  board can assist with meeting the needs of
  tactile
• learners.
• www.pgce,soton.ac.uk, Kennewell and Beauchamp,
  2007

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Interactive Whiteboards

• Large group, diverse learning styles accommodated
• Teacher and by extension student access to all
  types of content text, various media
• Require teacher to process course ware and
  software information prior to teaching
• Support interactive learning prediction,
  estimation, problem solving, content
  manipulation.

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Tablets, Interactive Boards and More

• Technology divide access, affordability,
  capabilities
• Include the cell phone as a learning platform
  bring your own technology
• Challenge us to move from giving information, to
  interacting with information to participating in
  making information (Dr Vogt, Nov,2012)
• Knowledge is no longer protected Open Learning
  Resources

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Tablets, Interactive Boards and More

• Moving from purveying knowledge to teaching how
  to learn
• Understanding and deliberately using different
  learning processes
• The collective brain concept
• The borderless ownership of information???
• The ethics of using information that appears to
  be free, and open, integrity??
• Dr Gallant, Oct,2012

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Tablets, Interactive Boards and More

• Administration managing students learning
• Students managing their own learning
• Encourage mastery learning
• Encourage eclectic, interest based learning

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Professional Development Opportunities Should

• Encourage suspicion, reflection on or about
  learning theories relevant? Supportive of?
• Support the development ones own philosophy of
  teaching and learning
• Use collaborative modalities for the professional
  development activities mentoring, include
  students!, coaching, departmental conversations,
  peer reviewing, modelling

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Professional Development Opportunities Should

• Include action research around local and
  contextual challenges and issues
• Focus on big questions Does the use of IT
  improve student outcomes?
• Focus on small questions How do I use
  technologies to improve student outcomes?
• Use the technologies for PD
• eMentoring, Coaching, Community of Practice,
  Webinars.

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Professional Development Opportunities

• Encourage knowledge sharing, making, critique and
  development
• Personal professional leadership in regard to
  self knowledge and taking responsibility for own
  learning

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The Principal

• Lead by example..
• Provide instructional leadership
• Provide opportunities and resources for PD in the
  use of technologies
• Provide the school level policy direction for use
  of technologies and, make implications clear

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MoE

• Policy -
• Resources
• PD opportunities
• Managing Learning