The Potential of Digital Technologies in Educating Tomorrow

1
The Potential of Digital Technologies in
Educating Tomorrows Citizens for the 21st
Century
2
WHAT TIME IS IT?
Do you ever stand back and try to see the big
picture The view from 50,000 feet of whats going
on in organizations, communities, the world?
From up there, how would you describe these
times? Margaret Wheatley (2002)
3
1/2 FULL? 1/2 EMPTY?
If we think that, generally, things are working,
then we dont question current systems or their
operating assumptions. If we believe the current
system cannot be repaired then support needs to
be given to radically different processes and
methods, new systems based on new assumptions. Mar
garet Wheatley (2002)
4
Change is driving us out of our comfort zone. We
turned around and the new world was simply here,
part of our lives, a fait accompli. Thomas
Homer-Dixon
5
and the rate of change will continue to
accelerate. Schools, must adapt to changing
conditions to thrive. Learning for the 21st
Century http//www.21stcenturyskills.org/downloa
ds/P21_Report.pdf
6
from WHERE have we COME??
In 1985 Calgarys population was 625,143
Microsoft was formed by Bill Gates and Paul Allen
turns 10 Years Old in 1985
the year was 1985
7

• 1985 - Thinning of ozone layer is reported
• 1985 - South Africa ends ban on inter-racial
  marriages
• 1985 - Air India (flight 182) blows up off coast
  of Ireland, killing 329 people
• 1986 - Space shuttle Challenger explodes,
  Chernobyl reactor burns
• 1987 - Montreal Protocol signed by 24 countries
  to curtail chlorofluorocarbon production
• 1989 - Tiananmen Square Demonstrations for
  Democracy
• 1990 Berlin Wall is dismantled
• 1990 - Nelson Mandala is freed from prison
• 1990 German Reunification
• 1991 - Iraq sets fire to oil wells in Kuwait in
  an act of ecoterrorism
• 1992 - Earth Summit in Rio de Janeiro yields
  international treaty to protect biodiversity
• 1995 Srebrenica massacre occurs Quebec
  separatists narrowly lose referendum
• 1995 - Quebec separatists narrowly lose
  referendum for a mandate to negotiate
  independence from Canada

8

• 1983 TIME Magazine named the Personal Computer
  as MAN OF THE YEAR
• 1985 first .com domain name is registered by
  Symbolics corporation .edu domain names (used
  in education) outnumber .com ones
• 1986 - 32 bit computer chip introduced
• 1989 Laptop Computer introduced
• 1989 80,000 host computers were connected to
  the Internet 1992 CD Roms Introduced
• 1992 992,000 internet hosts
• 1994 30,000,000 people use the internet
  digital satellite home systems introduced
• 1995 DVD media format is announced
• 1995 5,800,00 internet hosts
• 1998 Google Inc. formed, 1 year after domain
  name google.com registered
• 2000 - Y2K passes without a hitch
• 2000 72,398,092 internet hosts
• 2004 a GOOGLE search revealed 35 or so hits
  for the term podcast
• 2005 the same search revealed over 17,000,000
  hits!
• 2005 353,284,187 internet hosts
• 2005,- December 1, satellite, pay-for-service,
  commercial free radio is available in Canada

9
2000 359 million users (5.9 of world
population) 2005 (November) 972 million users
(15.2 of world population)
http//www.internetworldstats.com/stats.htm
10
The world we live in is (has) changed
fundamentally quantitatively and qualitatively
1985
2005
2025

• World Wide Web
• End of Cold War
• Ozone Hole
• Aids
• Emergence of China and India as global powers

• Migration
• Aging
• Globalization
• Scientific Innovation
• Widening gaps between wealth poverty across the
  globe

?
11
toward WHERE might we be HEADED??
Globalization, technological advances,
immigration, and a ubiquitous global media
culture are defining the 21st century.  And
Canada is not immune.
12
Increased complexity
"Technology, reduces the amount of time it
takes to do any one task, but it also leads to
the expansion of tasks that people are expected
to do. It's what happens to people when they get
computers and faxes and cellular telephones and
all of the new technologies that are coming out
today."
13
A world of continuously emerging technologies
If youre not using these technologies now, your
thinking is already outdated.http//www.iconinter
active.com/Article23.htm
The mainstream media is dying Radio is
officially dead especially when wifi comes to
your car! Seth Godin (2005)
MP3 players RSS feeds VoiP Instant messaging,
weBLOGs, PODcasting, SOCIAL bookmarking
Wireless and mobile technologies
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THE CHANGING LANDSCAPE in EDUCATION
Todays students have not just changed
incrementally from those of the past, . A really
big discontinuity has taken place. One might even
call it a singularity an event which changes
things so fundamentally that there is absolutely
no going back. This so-called singularity is
the arrival and rapid dissemination of digital
technology in the last decades of the 20th
century. Prensky (2001)
16
THE CHANGING LANDSCAPE in EDUCATION
Today, our students represent an unprecedented
level of diversityin abilities, learning styles,
prior educational experience, attitudes and
habits related to learning, language, culture,
and home situations. The challenge of educating
these students requires new capacities for
schools and new orientations for the educators
who make decisions that influence students
lives. Breaking Ranks Mary Ann Lachat
17
THE CHANGING LANDSCAPE in EDUCATION
The future has arrived, says the CBE.
18
THE CHANGING LANDSCAPE in EDUCATION
in 2005

• When asked,
• 62 of Grade 4s say they prefer the Internet to
  look for information
• 38 choose the library
• 91 of Grade 11s say they prefer the Internet

• 99 of children aged 6 17 report they use the
  Internet at least to some extent, most of whom
  used it for the first time whey they were 8 10
  years old
• 94 use Internet at Home (up from 79 in 2001)
• 37 - (20 of Grade 4 and 51 of Grade 11) access
  internet on their own computer
• 23 have cell phones
• 44 of which have internet capability
• 56 have cell phone with text messaging
• 17 have cameras
• 86 have email accounts (up from 71 in 2001)
• 72 use free email services (Hotmail GMail etc)
• 89 of grade 4s play games
• 28 of grade 4s use instant messaging 43 by
  Grade 5 86 by Grade 11
• Chat rooms very unpopular compared to instant
  messaging
• 14 of Grade 4s write in a personal blog

75 of young people go on-line to do school work
Young Canadians in A Wired World -
http//www.media-awareness.ca/english/special_init
iatives/surveys/index.cfm
19
THE CHANGING LANDSCAPE in EDUCATION
our children live in a global, digital world
a world transformed by technology and human
ingenuity. Many of todays youngsters are
comfortable using laptops, instant messaging,
chat rooms, and cell phones to connect to
friends, family, and experts in local communities
and around the globe. Given the rapid rate of
change, the vast amount of information to be
managed, and the influence of technology on life
in general, students need to acquire different,
evolving skill sets to cope and to thrive in this
changing society .  enGauge 21st Century Skills
for 21st Century Learners
20
THE CHANGING LANDSCAPE in EDUCATION
The ease and speed of technology is changing the
way students learn. Educators cannot change
that.
No generation has ever had to wait so little to
get so much information!
Educational Leadership, April 2005
21
Changing our schools is like designing a jumbo
jet in flight or changing the wheel on a moving
car! Dimmock and ODonoghue (1997)
22

• We CAN plan for the future
• We SHOULD plan for future
• We SHOULD NOT be disappointed when we dont get
  the future we planned for

23
RESPONDING TO THE CHANGING LANDSCAPE
The Opportunity to foster public dialogue on
the a preferred future in public schooling and
the role technology will have.
24
RESPONDING TO THE CHANGING LANDSCAPE
"... for schools to do more of what they have
always done is to prepare pupils for a world that
is rapidly disappearing. Louise Stoll and Dean
Fink
25
RESPONDING TO THE CHANGING LANDSCAPE
Our public schools need our thoughtful attention.
They are struggling to address rapid and
unprecedented social and technological
changes Failing our Kids Ungerleider
(2003)
26
RESPONDING TO THE CHANGING LANDSCAPE

• New understandings
• about the brain
• about how people learn
• about the potential of information communication
  technologies
• changes in patterns of work
• necessitate a profound rethinking of the
  structures of education.
• The 21st Century Learning Initiative

27
RESPONDING TO THE CHANGING LANDSCAPE
Technology allows students to do things at a
level of complexity and sophistication impossible
without a computer. It permits them to move with
ease and confidence in real and virtual worlds
where things change. It allows them to create,
not simply consume and reproduce knowledge.
Clifford and Friesen (2002)
28
RESPONDING TO THE CHANGINGLANDSCAPE
Differentiating Teaching and Learning
http//www.cast.org/teachingeverystudent/ideas/tes
/
29
Our legacy .
Public Education is as vital to the economic and
cultural future of this country as our oil and
gas reserves, as our freshwater supply, as our
international trading partners. We simply
cannot compete without a robust public school
system. And if we don't invest in public
education now, we'll all be paying a terrible
price just a few years down the road. Public
education is nothing less than the cornerstone of
culture, peace and prosperity. Henry Adams said,
"A teacher affects eternity he can never tell
where is influence stops." That's the absolute
truth. Lois Hole (2002)

30

• Where do we begin?
• Start by standing back.
• Its time to step back from our traditional
  thinking about learning and rethink schools,
  classrooms, curriculum, evaluation, the roles of
  teachers learners and particularly, what it
  means and what it will be mean to be learned in
  the light of the modern changing world.

31

• Where do we begin?
• Examine how Educational Aims
• Socialization (useful knowledge)
• Initiation (academic knowledge)
• Development (constructed knowledge)
• can be aligned and measured within 21st Century
  understandings, expectations, outcomes, Ends.

32
How could educational technologies

• Broaden opportunities to be informed from
  multiple perspectives?
• Support universal access to information and
  communication networks
• Extend opportunities to participate in shaping
  and sharing opinion?
• Serve to engage young people in democratic
  processes and decision making?

33
How could educational technologies

1. Develop and broaden assessment that measures 21st
   Century learning?
2. Provide authentic and relevant learning options?
3. Provide anytime, anywhere learning?
4. Support universal access to information,
   communication environments and tools?

34
How could educational technologies

• Build student (parent) awareness of personal
  learning styles, strengths and directions?
• Establish trust/mentoring relationships with
  adults (teachers) and peers?
• Articulate personal learning history data
  gathering?
• Explore future directions/opportunities within a
  community and society?
• 21st CENTURY LEARNING

35

• Where do we begin?
• Examine our 21st Century learners?
• What digital technologies shape their reality?
• How are they living and learning out of school?

36
SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATIONS
(experiencing diverse perspectives and points of
view)

Real-time CommunicationDiscussion
ForumsVideo-conferencingEmailChattingParallel
Working Environments
Clifford and Friesen (2002)
37
SIMULATIONS, MICROWORLDS AND GAMES
Becoming intellectually and emotionally
engagedCreating and working in simulated
environmentsExploiting the power of play and of
the imagination
Clifford and Friesen (2002)
38
MULTI-MEDIA (create by using many of our senses)

Authoring Composing Imaging Developing functional
literacies
Clifford and Friesen (2002)
39
DATA BASES/SPREADSHEETS
Effective Collection of Data Classifying
Things Looking for Commonalities and
Differences Analyzing relationships Working
collaboratively to determine categories or
fields, to decide what data will count and to
collect effectively

Clifford and Friesen (2002)
40
HYPERMEDIA (composing text where ideas are
related in non-linear ways)

• Using structure as part of meaning
• Working in places of experiences and
  possibilities
• Establishing fundamental relationships
• Finding links between (among) ideas
• Linking various forms of media words, pictures,
  sounds

Clifford and Friesen (2002)
41

• Where do we begin?
• Examine opportunities
• to exploit rapid and unprecedented social and
  technological changes
• to embrace adaptive and distributed learning for
  students and for educators
• to work with broad communities who support public
  education
• that reflect our choices for a preferred future

42
THE CHANGING LANDSCAPE in EDUCATION

• The present school system is increasingly
  irrelevant to todays technological and
  information based society.
• Jukes, Ian (2005)

43

• Changes in our world are so rapid and so decisive
  that it will not be possible for schools to
  remain as they were or simply to introduce a few
  superficial adjustments. If schools do not
  change quite rapidly and quite radically, they
  are likely to be replaced by other, more
  responsive (though perhaps less comfortable and
  less legitimate) institutions.
• Howard Gardner (2000)

44
The Classroom of the Future ? (in 2025 - or
sooner)

• One of our issues as a society going forward is
  to teach kids to express themselves in the medium
  of their generation The drive over the next 20
  years is to integrate multimedia tools to the
  point where people become authors in the medium
  of their day Steve Jobs

45
The Classroom of the Future ? (in 2025 (or
sooner)

• The real transformation will occur when we have
  the new ways of organizing people and knowledge.
  Instead of fragmenting knowledge into subjects
  and segregating children by age we will see
  groups formed around common interests. I see
  children using computers for making music,
  movies, robots whatever evokes their passion.
  The assumptions we made as to why writing was
  superior to speaking no longer hold up in many
  ways. Voice recognition makes possible the
  recording and indexing of spoken language in new
  ways. In the very, very long run, maybe well
  just give up reading. Mathematics will breakout
  of the box we've put it in this very abstract,
  pure manipulation of symbols. If we look
  imaginatively at technology, new directions are
  open. Seymour Papert

46
The Classroom of the Future ? (in 2025 (or
sooner)

• We should be developing habits of mind and the
  kind of thoughtful interpersonal relationships
  needed to direct technology rather than seeing
  technological competence as an end in itself.
  Its the habits of mind that are critical.
  Deborah Meier

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In summation What trends (political, economic,
social ...) are acting as forces to reshape
education in the 21st century? Who is the 21st
Century Learner? What do we understand the needs
of 21st century learners to be? What role should
technology play in meeting these needs? What is
the educational problem to which digital
technology is the solution? Whose problem is
it? What new problems are being
created? What sort of people and institutions
might acquire special economic and political
power because of technological change? What
changes in language are being employed by new
technologies, and what is being gained and lost
by such changes? To what extent are current
schooling practices meeting the needs of students
today?
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The END!
50
THANK YOU !!
51
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No problem can be solved from the same level of
consciousness that created it.