updated: TIME between TIMES: the joy of educating during a time of rapid technological change.

time b times wordle

In a few days, I get to present at a massive educational conference – Ulearn09 in Christchurch, New Zealand. This year there will be over 1700 educators present. I’m presenting the following paper. I publish it here now (and at Scribd) so attendees, but also the wider blogosphere and twitterverse can appreciate the great thoughts contributed by several distinguished educators from George Siemens and Stephen Heppell, to practicing classroom teachers. Enjoy! (UPDATE: slides of the presentation are now available at Slideshare HERE)

TIME between TIMES

: the joy of educating during a time of rapid technological change.


Which educator with even a vague interest in keeping pedagogy up to date hasn’t shaken their head when overhearing comments like these in staffrooms or education gatherings:

“I have a school provided laptop, but it just sits in my cupboard.”

“Our network is always down so I’ve just given up trying.”

“All mobile phones in schools should be banned.”

“I’m just a digital immigrant, so can’t be expected to learn that!”

“I’m retiring in 5 years, so I’m not going bother with technology.”

“You’re the guru, you do it!”

At my own large primary school with over 65 teaching staff, I sadly know of several for which the first comment holds true. Anyone reading this could probably similarly pick out the ones they have been exposed to. Day after day, and year after year of being an advocate for transformational learning in the face of these kinds of attitudes can have a pretty disheartening effect. Thank goodness that one of the benefits of the technology that so many educators still shun is that we can now access other colleagues via Facebook and Twitter who feel the same, but just as what is still most needed across nearly all Education sectors is not necessarily more money, but a total mindset change, so can we who are charged with leading change benefit from turning around our thinking.

The Digital revolution is a fast moving beast. Change is now a constant, not a once every now and then event. Mobile, wireless and cloud computing developments are leading very quickly towards a world of ubiquitous, or ‘everyware’ computing. Its no secret that Education has been slow to respond to rise of these technologies. In fact, a 2003 report into the ICT-intensiveness of 55 industries found that Education ranked … last. While its easy to get down about such a result, as well as the responses that many teachers still give today when invited to incorporate digital pedagogies into their students learning, there are plenty of great examples where educators have responded in wonderful ways to the digital revolution. I encourage you to seek them out, perhaps by visiting the sites of the distinguished educators you’ll find below who have responded to this:

Statement:

This is the time between times for educators working with technology. Before mobile, ubiquitous and everyware computing become the invisible norm, but after a time when educators could sit back and wait for the digital revolution to pass on by. As slow as some in education have been to respond to rapid technological change, this is however the most exciting and dynamic time to be an educator of the educators because …

George Siemens, Canada.

Founder of ‘Connectivism’, Associate Director with the Learning Technologies Centre at University of Manitoba.

www.elearnspace.org

“I believe that we are seeing, in educational technology, a rare convergence of technological transformation and ideological development. Twin trends of this sort are infrequent, last occurring with the industrial revolution when (rudimentary) concepts of democracy compounded the trends of industrialization. In education, the last century has provided growing consensus of learning as a social and participative process. While not always ideologically aligned, thinkers like Dewey, Vygotsky, Piaget, Bandura, Bruner, Engestrom, Wenger, Lave, Pea, and others have emphasized the distributed, social, and multi-faceted dimensions of learning.

The last several decades has also produced an increase in technologies that enable participants to engage with information in a manner not seen in history. The rise of social networking services, participative web, and growth in mobile technologies and broadband access, provides a compelling argument for change. When the technological movement combines with the ideological shift in learning theory, the impact on education may be transformative. The future of education will be shaped by those who are able to anticipate and understand the impact of the dual forces of social learning and participative technology”.

Tony Vincent, USA.

Former teacher, now trainer and education consultant.

www.learninginhand.com

“What I love even more than teaching is learning. And in the changing digital and social landscape, I get to learn constantly and reinforce my learning by sharing it with others”.

Dr Tony Karrer, USA.

CEO/CTO of TechEmpower, a software, web and eLearning development firm.

http://elearningtech.blogspot.com

“My only real formal learning on the metacognitive methods and tools that are the heart of the value I bring as a knowledge worker was by educators.  But I learned in an era of card catalogs, microfiche readers, notes on paper. There were no laptops or mobile devices; no instant access to trillions of web pages; no networks of millions of people; nor free access to thousands of new tools.  Educators today are in the midst of one of the most interesting transformations where individual knowledge becomes devalued but the ability to teach new metacognitive tools and methods is more important than ever”.

Toni Twiss, NZ.

Former teacher, now a director of eLearning for secondary schools and a  lecturer at Waikato University.

http://tonitwiss.com

Of the opportunity we have to remind ourselves of and rekindle our passion for learning within a truly authentic context. We are forming our own new way forward, often through experimentation, and along the way are experiencing the feelings of satisfaction when something new is learned or achieved.  I think as teachers it is also a timely reminder of what it feels like to be a learner and perhaps at times a struggling learner.  We are put in the shoes of the very students we teach as we explore and experiment with the potential of new technologies and perhaps most importantly reconstruct and refresh understanding of our own pedagogy and practice rather than just doing what we have always done.

We are developing teaching methods to allow our students to be successful contributors to the world that they will be part of when they leave school.   It is exciting because by the choices we as teachers are making about what and how we choose to teach, we are helping to define the values and skills that we see as being key to the future”.

Shane Roberts, Australia.

Secondary HPE teacher, and Advanced Pedagogical Licence holder.

http://shanetechteach.edublogs.org

“The change in others that can be realised and witnessed is immense. This could be a time considered for preparation for anywhere, anytime learning and as such the phenomenon of educators learning from each other is a rising river. Innovators and early adopters can educate through means other than direct tuition which is impacting on the teaching and learning methodologies and practices experienced by today’s students. The range of devices available is also transforming ideas about teaching and learning, and the processes that distribute this teaching and learning.

Change is an exciting process, for me in particular as it means trial and experimentation are welcomed. Less effective or productive practices can be discovered, trialled and reported on without fear of being labeled incompetent – as long as learning is achieved and demonstrated. Accompanying this is the ability to gain feedback from a worldwide audience, leading to inspiration within one’s own practice.

Mathew Nehrling, USA.

Sr. Instructional Designer with a Fortune 500 telecommunications company.

http://mlearningworld.blogspot.com

“During a transition period like this, many minds are not in the box to solutions and ideas. Everyone is looking for how to integrate the new innovation (be it idea or technology).  After an innovation is standard, creativity is often stifled because people have the baseline as to ‘how it is’.

During the economic downturn as much off the world is having, it forces people to think about real, practical application.  It sharpens the focus like a sword.  How can you take the innovation and produce the greatest ROI?  It takes all the creative ideas and helps one hone in on what is practical.

We are at a point now where we have a perfect combination of the two. There is a technological revolution in anywhere, anytime computing, but with economic downturns, you have to focus on real, productive solutions, thus more energy is spent on what can be produced and static (data asphyxiation) is pushed aside”.

Emma Heffernan, Australia.

Manager Discovery Programs, eLearning Branch, Education Queensland.

“For the first time in history, students and teachers are consciously playing the same role; learners. Technology is a great democratiser of education. It is no longer expected that educators hold the knowledge to impart to their learners, rather that we are all learners. The role of the educator is evolving to one of true facilitator, guide and model learner. We have unprecedented access to people, information, resources and wisdom, and as we develop new ways of learning and working we are reshaping our view of education and schooling”.

Professor Stephen Heppell, U.K.

Founder, Ultralab and Think.com

www.heppell.net

“Because we are in a world recession. Every past recession has seen a step change for New Learning as Keynesian investment boost the new, rejects the old and favours public service; because we have moved from the flat start of technological progression’s exponential curve to the steep part. Where before we had good time to reflect on small changes, now we have little time to reflect on momentous changes – that means there is no time for a top-down quality control model and we must rely on people, practitioners and communities for judgement for what might be effective;

Because technology destroys cartels: music, automobiles, banks and more. Those who sought to build value from vast scale and barriers to new competition see their walls crumble as a people’s century erodes their foundations. It was people that called time on recorded music and rediscovered live performance; it’s small local mutual banks that have survived. Learning is about people, not corporations.

Because all the old certainties of a last century world of factory schools with its formulaic rigours of “met before” learning have palpably failed to meet the needs of a world full of surprises and the unexpected. It’s the death of factory education and, as I have often reflected before, the dawn of learning..

———————————————————————–

And the winner is … ? Based on all the above responses, and a word count/analysis, LEARNING is now king, and being a learner the key to educators finding a place in 21st Century learning. Many thanks to all the respondents for their key contributions.

- Jonathan Nalder, August 2009.

6 design principles of the 21st century school

via ACOT

Came across this today and had to share. Its an overview of what a 21st century school should look like, and I like it because rather than just being theory or ideas, its very grounded in the practicalities. Something else you might notice – it doesn’t even directly mention ‘technology’ … hmmm… This is because integrating digital tools for learning = good teaching anyway. Head over to HERE (info via Apple) to read the WHY’s behind each of the categories.

21stC learning resources for ‘tech literacy’

 

Courtesy of eSchool News comes this fantastic collection of resources compiled ahead of the USA’s adding of ‘tech literacy’ to report cards from 2012.

Press release:
Our country’s global economic success in the future depends on K-20 graduates honing their “21st Century Skills.” Today’s tech-savvy generation has no shortage of user-friendly devices…and they know how to use them. But are they putting these tech skills to good use? You’ve heard of the 3Rs, but what about the 5Cs such as critical thinking, creative problem solving, communications, collaboration and cross-cultural relationship building?

Beginning in 2012, “tech literacy” will be added to our Nation’s Report Card. This means student proficiency in the application of technology will be measured for the first time. It isn’t just layering technology over traditional core competencies, though. It’s about totally integrating the two for success in an increasingly competitive world.

In preparation for the coming technology assessment, educational leaders are seeing heightened pressure to provide hard data on how well their students are progressing, how effective their teachers are, and how technology instruction is helping students solve real-world problems.

To help you prepare, eSchool News has compiled an extensive resource library that addresses all these issues and provides first-hand experience from educators who have successfully met the challenges. We invite you to access this free Educator Resource Center right now to find out how your students and teachers can pass the test on “21st Century Skills.”

– The eSchool News Editors

 


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Technology can help every learner

As a learning Intervention and Support teacher, my adventures in technology have already shown me just how powerful digital technology can be in enabling differentiated learning. This is where curriculum and learning experiences are modified and made specific to individuals learning needs. Step one of course is to know what these needs are – technology helps in the collation and storage/accessing diagnostic data immensely. Being able to call up student progress data on my iPhone from anywhere in my school enables just-in-time conversations to take place with teachers and aides – and is my own way of demo-ing the possibilities of mobile and ubiquitous computing at my site.

Now eSchool News is reporting on an International Society for Education and Technology webinar from last week that provided examples of how technology can provide this same kind of support – but directly with students.  From the article:

According to the presenters, teachers can differentiate four elements of instruction: content, process, product, and learning environment. They also can differentiate instruction based on student traits, such as readiness, learning profile, interest, and affect.

Finally, educators can differentiate instruction through a range of instructional and management strategies, including software, video streaming, and the web.

“Above all, DI should be used to promote 21st-century skills,” said Smith. “This includes digital-age literacy, inventive thinking, effective communication, and high productivity. A mastery of these skills will lead to student achievement.”

Head over HERE to read the full piece.

Report says classroom walls and industrial-age schooling can go

As reported at eSchool News recently, a new white paper from the Partnership for 21st Century Skills (P21) says that while changing the curriculum, using digital pedagogies and training teachers are all important, it is the physical environment in which learning takes place that also needs urgent adjustment if the full advantages of the digital age are to be harnessed by schools. How far along the path to this kind of physically changing learning spaces is your school/ classroom/ campus? If its a new idea for you, don’t fret – all it takes is to read up on some universal design for learning (UDL) principles  (which while coming originally from a disabilities/ learning styles perspective, does now give relevant underlying strategies for transforming learning spaces), and then start experimenting.
From the article:
“Educators can’t truly deliver 21st-century instruction in schools that reflect Industrial-Age designs, with rigid schedules, inflexible facilities, and fixed boundaries between grades, disciplines, and classrooms, according to a new white paper from the Partnership for 21st Century Skills (P21).

Sponsored by Cisco Systems, the paper–titled “21st Century Learning Environments”–describes the kinds of school structures that have been shown to facilitate successful 21st-century teaching and learning: from flexible learning spaces that can be rearranged to fit different class sizes and subjects, to more malleable units of time than the typical 50-minute class period.”

 

READ THE REST:

http://www.eschoolnews.com/news/top-news/index.cfm?i=56922

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