QSA 09

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21st Century Teaching and Learning

• Greg Black
• CEO

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Issues Barriers and Challenges

• The rate of change in ICT is very fast, and is
  led by a society and an economy that are applying
  new technology more quickly than the education
  sector.
• ICT integration is often seen as a separate
  development activity, not connected closely to
  general curriculum implementation.
• Some of the potentially most beneficial
  attributes of using ICT in learning are difficult
  to measure, particularly when using traditional
  methods of assessment.
• There are a host of technical, attitudinal and
  pedagogical barriers and issues that need to be
  dealt with.
• Little can be achieved with technology unless the
  curriculum and assessment regimes match 21st
  Century needs for knowledge skills and
  citizenship.

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So how important is technology to learning and
teaching?

• More than just a tool but not quite the holy
  grail Toine Maes, CEO Kennisnet Foundation
• The evidence is a mixed bag

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Evidence base

• stimulates interest and motivation
• cognitive processing
• independent learning
• critical thinking
• teamwork
• enhances a student-centred learning approach
• cause and effect issues

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Letters in Motion Project, University of Leiden
and Sardis
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Digital Natives?

• Sense and nonsense
• A spectrum but an expectation
• Concept of school and learning environment
• Beginning teachers and technology
• Digital play......digital learning
• New roles for teachers

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Teachers use of technology

• Cross sectoral national survey in June 2008
• 85 use technology in their work
• Most use for administration, research, student
  project design
• Few feel confident
• Most say they dont have time to learn

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Findings from elsewhere

• Australia's experience with ICT is similar to
  that of comparable countries. A European
  Community progress report on Innovative use of
  ICT in schools states the following
• A review of studies carried out for the
  Commission confirms broad positive benefits of
  ICT for learning modes such as cognitive
  processing, independent learning, critical
  thinking and teamwork and that ICT enhances a
  student-centred learning approach.
• However, while these benefits would lend
  themselves to new pedagogical approaches, the
  majority of teachers have not used ICT in such a
  way.
• If ICT has a positive impact on learning, it has
  yet to revolutionise processes at schools. But
  the digital generation is learning by using ICT
  in everyday life. Teachers need to be part of
  this and education and training institutions need
  to take it fully on board.
• An international meeting of 63 Ministers of
  Education in January 2009 reinforced these
  findings

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Survey implications

• Continue the DER and spread across all sectors
• Develop more effective strategies for student
  welfare apart from site blocking
• Focus attention on support for teachers through
  institutional leadership, technical support and
  most importantly professional learning on digital
  pedagogies

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Professional Learning What hasnt worked

• One of workshops have limited benefit
• Many programmes to raise teachers ICT literacy
  suffer from
• lack of similar technologies being available in
  the classroom
• lack of relevance to teaching and rapid loss of
  skills through limited usage by participants once
  back at school
• Most programmes are based on teaching teachers to
  use the technology first then getting them to
  apply it. In practice identifying a technical
  solution before defining the teaching problem
  challenge or opportunity doesnt work.

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Professional Learning What hasnt worked

• In their seminal book Breakthrough, Fullan et al,
  quote research that found, ... only tenuous
  links between professional development and
  classroom instruction for many teachers. Most
  teachers seemed to experience a disconnection
  between their professional development
  experiences and their day-to-day classroom
  experiences Fullan M, Hill P, Crevola C,
  Breakthrough, 2006 Corwin Press p23
• Also indicated by the national survey the issue
  of reliability of the technology. If it doesnt
  work, is there a plan B for 30 boisterous young
  people?

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Professional Learning what works?

• openness to critical reflection,
• authentic classroom based demonstration and
• motivation based on student outcomes)
• the central role of collaborative learning teams.

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Good Practice in PL

• Seven principles of highly effective professional
  learning from the Victorian Department of
  Education and Early Childhood Development
• Professional learning is
• focused on student outcomes (not just individual
  teacher needs).
• focused on and embedded in teacher practice (not
  disconnected from the school).
• informed by the best available research on
  effective learning and teaching (not just limited
  to what teachers already know).
• collaborative, involving reflection and feedback
  (not just individual inquiry).
• evidence based and data driven (not anecdotal) to
  guide improvement and to measure impact.
• ongoing, supported and fully integrated into the
  culture and operations of the system schools,
  networks, regions and the centre (not episodic
  and fragmented).
• an individual and collective responsibility at
  all levels of the system (not just the school
  level) and it is not optional.
• Professional Learning in Effective Schools,
  Leadership and Teacher Development Branch Office
  of School Education, Department of Education
  Training Melbourne July 2005, also published on
  http//www.sofweb.vic.edu.au/blueprint/fs5/default
  .asp

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Promising methodologies

• Queensland!
• Queenslands DETA provides web based
  information Curriculum Learning, Teaching,
  Assessment - Scope and Sequence Years 1-9. The
  document for Information and Communication
  Technologies is divided into five areas
• Inquiring with ICT
• Creating with ICT
• Communicating with ICT
• Ethics, issues and ICT
• Operating ICT
• Each area is summarised in a chart with
  categories and levels of schooling and the
  excerpt from Inquiring with ICT shows the level
  of guidance given to teachers.
• Queensland Department of Education,
  Training and the Arts, Curriculum Learning,
  Teaching, Assessment - Scope and Sequence Years
  1-9 recovered 22/2/09 from http//education.qld.g
  ov.au/curriculum/scope.html

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The VICs
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Florida Technology Integration Matrix
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There is a need for

• clarification of the language and national goals
  for ICT in the curriculum
• clarification of the issue of staff and student
  skills continua
• location of ICT planning and professional
  learning in the context of generalised school
  improvement practices
• development of flexible and adaptable support for
  ICT professional learning that is focused on
  locally based activity.

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21st Century Skills and Assessment

• non-routine cognitive and non-routine
  interactive skills such as collaboration and
  orchestration
• the capacity to synthesise, work across
  disciplines and boundaries
• to extrapolate and apply knowledge
• to personalise
• to be a great explainer (that is having
  literacies in a digital age) and
• to be creative and versatile.

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Assessment and the national curriculum

• Opportunity of a generation to influence change
• Embedding 21st century skills and assessment in
  the new national curriculum
• International projectThe Transforming
  education Assessing and teaching 21st century
  skills is headed by Professor Barry McGaw,
  Chair of Australia's National Curriculum Board,
  and will link its work to that of PISA and TIMSS
  

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Performance and technology

• National initiatives on teacher performance
• Performance assessment and using technology
• MERLOT methodology and contributions to digital
  pedagogy
• Collaborative learning

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What must happen and fast!

• New approaches to professional learning including
  on-line learning communities with teacher created
  pedagogical resources and a powerful evidence
  base
• Embedding 21st century skills in the national
  curriculum and introducing new assessment tools
• Spreading the digital education revolution
  resources to all schools

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What do we want??

• New technologies looking for solutions
• Educators are very late adopters
• Profession needs to seize the agenda and
  articulate a vision for learning and teaching
  that drives technology applications
• Dialogue with the techies
• Elements of the vision are........

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What do you think?
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• Thank you
• gblack_at_educationau.edu.au