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21st century learning and ICT: what are we trying to do

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21st century learning and ICT: what are we trying to do? Tony Richardson Executive Director, e-strategy Making IT happen! RM Primary conference March 2006 – PowerPoint PPT presentation

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Title: 21st century learning and ICT: what are we trying to do


1
21st century learning and ICT what are we trying
to do?
  • Tony Richardson
  • Executive Director, e-strategy
  • Making IT happen!
  • RM Primary conference March 2006

2
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3
Learners taking more control over the direction
of their learning with ICT
Iteration and modelling using ICT eg in writing,
design, maths, science PE and music
Creative development and media literacy e.g.
digital video, photography animation, music
Developing thinking skills and problem solving
strategies
Gaining knowledge, understanding and skills
beyond that of the teacher
ICT in teaching and learning
Deeper analysis of concepts, processes and
visualisation
Use of ICT to locate, gather, synthesis, analyse
reconstruct, communicate and present information
and understanding
Learning out of school in other settings and
environments
Social collaboration on joint tasks both
face-to-face and in online collaboration
4
entertain
engage
enthuse
embed
e-learning?
exchange
empower
enrich
enhance
extend
5
Learning
and ICT
Where is embedded?
Empower Pupils take control of learning Use ICT
to research and manage own learning
??
Evaluation
Extend Significantly alter the way that teaching
and learning takes place using ICT
Synthesis
Enhance Deeper learning though the use of ICT
based teaching and learning resources
Analysis
Enrich whiteboards used interactively and with
wider range of teaching resources and
methodologies
Exchange Exchange OHPs for data projectors,
using whiteboards as projection screens
Application
Comprehension
Edutainment? Computer assisted learning? Content
based software? Computer games?
Knowledge
6
Dimension shift
Empower Pupils take control of learning Use ICT
to research and manage own learning
Extend Significantly alter the way that teaching
and learning takes place using ICT
Enhance Deeper learning though the use of ICT
based teaching and learning resources
Enrich whiteboards used interactively and with
wider range of teaching resources and
methodologies
Exchange Exchange OHPs for data projectors,
using whiteboards as projection screens
7
  • Learning styles
  • VAK Visual, Auditory, Kinaesthetic
  • Howard Gardner multiple intelligences
  • Viewpoints, Kolb
  • Learning models
  • Vigotsky scaffolded learning
  • Blooms Taxonomy Levels of learning

Integrating ICT into Learning strategies and
theories
  • Learning skills
  • Thinking Skills
  • CASE, CAME
  • Accelerated learning,
  • Whole Brain Learning
  • Project based learning
  • WebQuests
  • Big6

8
Use ICT to learn away from school
Has a wide range of generic ICT skills
Uses technology creatively, with ease, in life
outside school
Able to learn new skills as needed
e-confident learner
Prepared to explore and experiment in their use
of ICT
Has high level of information literacy
Can select appropriate tool for the task
Can talk about the way ICT can enhance their
learning
Knows when ICT can assist their learning
9
How many e-confident schools?
Source PricewaterhouseCoopers LLP, DfES Dec 2004
10
Identify potential new approaches for the use of
ICT in their teaching/subject
Use ICT effectively at a personal and
professional level
Have high levels of information literacy
Uses the technology to learn online
Confident to judge standards
Use ICT effectively in their own work
e-confident workforce
Encourage pupils to make choices about their use
of ICT
Builds on their knowledge of pupils ICT
capabilities for effective learning
Envision the future of an ICT rich education for
pupils.
Prepared for pupils to know more than they do
about ICT
11
Judges whether the schools strategy and
implementation of ICT is secure and impacting on
quality and standards
Judges standards in ICT and the degree of
embedding within the curriculum and pedagogy
Monitors, evaluates, make judgements and provides
constructive feedback about teaching and learning
Understands how the application of ICT can
enhance, improve and enrich the quality of
learning and teaching now and in the future
e-confident leader
Assesses impact on the wider school, staffing and
budgets for sustaining ICT
Demonstrates effective use and application of ICT
within own leadership role(s)
Conceptualises what the school is currently doing
and envisions, communicates and engages others in
action
Knows how ICT systems can improve organisational
effectiveness through internal and external
communication, analysis and data exchange
12
Self review framework
  • Developed and supported by all National agencies
  • 100 professionals contributing to its development
  • Building on the work of Ofsteds Common
    Evaluation Framework
  • Online self review tool with
  • Action planning
  • Links to support materials
  • Phase specific exemplars
  • Benchmarking
  • Evidence examples
  • Linked to ICT mark accreditation

Strength of this document is the cross-agency
input as ties together many areas of
development.  Head Primary School Cambridgeshire
13
The Elements of the self-review framework
Impact on the Learner
Professional development (People resource)
Resources
Leadership and management
14
Aspirational e-confident
Strategy in place
Nothing in place
Coherence
Made a start
15
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16

Benchmarking (all)
Benchmarking (where I am)
17
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18
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19
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20
Harnessing Technology Transforming Learning and
Childrens Services
Harnessing Technology Transforming Learning and
Childrens Services Michael Stevenson, Director
of Technology
21
E-strategy vision
  • Each individual maximises their potential
    through the personalisation of their learning and
    development

22
Key Stakeholder Outcomes
23
through delivery of a Strategic Portfolio
Strategic technology provision
Learner-centric knowledge architecture
Personalised content
E-maturity
24
Ultimately.IcTs a leadership issue..
25
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26
Harnessing Technology Transforming Learning and
Childrens Services Bectas strategy to deliver
the co-ordination role for the e-strategy
Harnessing Technology Transforming Learning and
Childrens Services Michael Stevenson, Director
of Technology
27
Foster and extend relationships with the ICT
industry, broadcasters and content/learning
application producers to lever high quality to
maximise access, reach and engagement
Work with DfES, JISC, sector agencies, NDPBs,
LAs, build high level commitment to action and
endorsement of the e-strategy and provide timely,
authoritative advice
Exercise collective leadership from the Board
and Executive to achieve high priority and focus
through interactions with government, industry
and public bodies
Engage all delivery, support, challenge and
development channels, to ensure institutional
leaders are equipped to develop, lead and
implement the vision
Leading a new relationship and partnership with
commercial and public sectors
Bectas board and management as strategic
champions
Leading to build commitment
Developing institutional strategic leadership
Utilise Bectas research capability and
collaborate with partners, agreeing
output/outcome targets for all strands with a
focus on e-maturity, staff development,
leadership capability and impact on learning and
achievement
Children, parents and learners maximising
achievement and well-being e-confident leaders,
teachers and broader workforce more strategic,
e-enabled government driving performance more
dynamic, vibrant and responsive market
Identify and promote actions to transform
teaching, personalise learning, assessment and
innovatively embed ICT throughout the curriculum
Securing e-maturity to transform teaching,
learning and assessment
Evidence informed, impact, outcomes and
accountability
Co-ordinating the e-strategy
Leadership and Vision
Influence and engagement
Management and delivery
Implement a rigorous approach to internal and
stakeholder programme management ensuring all
strands of activity hit milestones and achieve
delivery combined with a disciplined approach
to reporting, monitoring and evaluation of impact
Ensure co-ordination of CPD across all sectors,
embedding appropriate use to extend, enhance,
enrich and establish clear, agreed competency
standards
Effective programme and project management
Co-ordinate and influence to ensure coherence,
continuity and progression through better
availability and use of data supporting
personalisation
Professional development and support
Establish an internal team structure with outward
facing delivery capability and capacity - link
with and engage talent, energy and expertise from
within Becta and partner organisations
Fit for purpose internal team
Progression and continuity for learners
28
Exchange Exchange OHPs for data projectors,
using whiteboards as projection screens
29
Enrich whiteboards used interactively and with
wider range of teaching resources and
methodologies
30
Enhance Deeper learning though the use of ICT
based teaching and learning resources
31
Extend Significantly alter the way that teaching
and learning takes place using ICT
32
Empower Pupils take control of learning Use ICT
to research and manage own learning
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