4.16.24 21st Century Movements for Black Lives.pptx
AALFs 21 Steps To 21st Century Learning Asb Unplugged Workshop
1. Sustaining Strategies for 1 to 1 laptop Schools
Re-Imagining the Possibilities
Bruce Dixon and Susan Einhorn
Anytime Anywhere Learning Foundation
2.
3.
4. ..a critical conversation..
What should ubiquitous technology
access make possible for schools, teachers
and learners?
5. A vision of learning built around a very powerful
idea...
“More and more I was thinking of the
computer not just as hardware and
software but as a medium through which
you could communicate important things.
..
….an instrument whose music is ideas."
6. "These days, computers are popularly thought of as multi-media devices,
capable of incorporating and combining all previous forms of media - text,
graphics, moving pictures, sound.
I think this point of view leads to an underestimation of the computer's
potential. It is certainly true that a computer can incorporate and
manipulate all other media, but the true power of the computer is that
it is capable of manipulating not just the expression of ideas but also
the ideas themselves.
The computer is not just an advanced calculator or camera or paintbrush;
rather, it is a device that accelerates and extends our processes of
thought. It is an imagination machine, which starts with the ideas we put
into it and takes them farther than we ever could have taken them on our
own."
Danny Hillis' book “The Pattern on
the Stone", Basic Books, 1998
7. Seeing No Progress, Some Schools Drop
Laptops
Scores of the leased laptops break down each
month, and every other morning, when the
entire school has study hall, the network
inevitably freezes because of the sheer
number of students roaming the Internet
instead of getting help from teachers.
So the Liverpool Central School District, just
outside Syracuse, has decided to phase out
laptops starting this fall, joining a handful of
other schools around the country that “After seven years, there was literally no evidence it
adopted one-to-one computing programs and had any impact on student achievement — none,”
are now abandoning them as educationally said Mark Lawson, the school board president here in
empty — and worse. Liverpool
8. ..a critical conversation..
What challenges do you see in
sustaining
and scaling innovation
in a technology-rich learning environment?
9. Imperatives driving New Visions for Education…
The Economic Imperative
• Increasing accountability
• Shifting economic foundations
The Paradox of Universal Education
• Unengaged and disenfranchised vs Rich, Relevant and Rigorous
• The existing model is simply no longer adequate
The Globalization of Education
• Unlimited access to vast resources: connecting to experts and ideas
•A shift in the context of expertise and control
21st Century Challenges
• Rethinking the essentials of what is 21st Century learning
• Collaboration with teams: Global perspectives
Digital Lifestyle
• Multi-modal, multi-literate..multi-tasking
• Continually connected through new mediums for learning
15. Sharing our Planet: issues involving the global commons
• Dangerous climate change
• Biodiversity and ecosystem losses
• Fisheries depletion
• Deforestation
• Water deficits
• Maritime safety and pollution
Sharing our Humanity: issues whose solution demands a global
commitment
• Massive step-up in the fight against poverty
•
• Education for all
21st Century
Peace-keeping, conflict prevention, combating terrorism
•
•
Global infectious diseases
Digital divide
Challenges
• Natural disaster prevention and mitigation
Sharing our Rulebook: issues needing a global regulatory approach
• Reinventing taxation for the 21st century
• Biotechnology rules
• Global financial architecture
• Illegal drugs
• Trade, investment and competition rules 20 years, 20 issues
• Intellectual property rights
• E-commerce rules
J.F. Rischard 2007
16. There is a difference in how Generation Y
are wired. They can grasp technology more quickly
and are able to effectively multi-task!
17. The web is now…
• challenging traditional approaches to how we
learn.
• challenging our assumptions about
classrooms and teaching.
• challenging our assumptions about knowledge,
information and literacy.
What are the implications for your classroom?
Web 2.0: the “architecture of participation”
Will Richardson, 2007
18. It's the change underlying these tools that I'm trying to
emphasize.
Forget blogs...think open dialogue.
Forget wikis...think collaboration.
Forget podcasts...think democracy of voice.
Forget RSS/aggregation...think personal networks.
Forget any of the tools...and think instead of the fundamental
restructuring of how knowledge is created, disseminated,
shared, and validated.
George Siemens blog
Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways.
Prensky, 2005
21. The PbyP learning cycle
What to use for goals?
Lifelong competencies
Arranged in Skills Ladders
Clear progression up a ladder
Can be understood and evidenced by the
learner
22. The PbyP learning cycle
What to use for goals?
Lifelong competencies
Arranged in Skills Ladders
Clear progression up a ladder
Can be understood and evidenced by the
learner
23. The challenge of Re-imagining…
How do we become aware of our reality beyond our
concepts…..
“The hardest thing about education is to
be ambitious enough”
Stephen Heppell
“What does it take to shake
people loose?...imagination
deteriorates with experience ..we
need radical re-imagining”.
Peter Senge 2007
„Perspective is worth 80 IQ
points.‟ Alan Kay
24. What is your role in
making that
happen?
What does
transformation look
like to you?
Fundamental change, or
incremental
improvement;
the question is not so
much which is right, but
rather why has there
been so little discussion
about the question?
25. Where do you see your school?
1 2 3 4
Incremental Improvement Fundamental Change
Incremental improvement. Continual small changes to the way school
might function to provide measurable improvement.
Fundamental change/transformation looks very different. It is not
“tweaking” at the edges; this is not doubling the length of classes or
developing cross-curricular programs. Rather than build on the
successes of the past, fundamental change requires a complete
rethinking of the nature of school and learning from the “ground up”.
26. What have we learnt from our use of
technology in school to date?…
27. In too many of our schools..
the technology emperor has had no clothes!
•Technology-driven ideals, ill-defined
expectations
•Trivializing teacher competence
•Access is a major issue….5:1, 4:1 are
just better versions of the same thing!
• 59% < 59 minutes
We need to building a better
understanding of ….
the “Art of the Possible”
Edweek.org
30. Both proponents and opponents of educational
technology agree that the full effects of technology in
schools cannot be fully realized until the technology
is no longer a shared resource (Oppenheimer, 2003;
Papert, 1992, 1996).
31.
32.
33. Identifying the Key Drivers for 1 to 1…
• Laying down an economic foundation for future growth
• Equity-Narrowing the Digital Divide
• Budget/stimulus imperatives
• Improving academic benchmarks
• Improves assessment alternatives
• Provides opportunity for textbook replacement
• Marketing-competitive advantage
• Unlocking the possibility of personalised learning
• Expanded pedagogical opportunities
• Offers 21st Century Learning opportunities
-extending formal learning communities, expanding global communication and collaboration,
and develop creative expression
• Research on the impact on learning
Internal Use Only
41. What the research tells us…
• Student attendance increases and students are
more motivated and more engaged (Russell, 2004, New
Brunswick, 2004-06)
• Students write more, more often and better. (Silvernail,
2004, Warschauer, 2005)
• Overall improvement in test scores (New Brunswick,
2004-06 +)
• Students engagement in critical thinking, problem-
solving, and higher-order thinking on a task
increased with 1-to-1 students; more willing to
address/assess controversy within an assignment
(Rockman, 1998)
42. What the research also tells us…
• Increase in 21st century learning skills – including
multimedia engagement, greater quality/quantity of writing,
multiple/deeper investigation of information (Warschauer, 2005)
• Motivation, engagement, independent work, interaction, and
class preparation/participation of students with disabilities
improved (Harris, 2004)
• Access to a laptop for teachers and their students often forced
a change in teachers’ level of risk and openness to learning
(Rockman, 1997)
• As digital confidence grows, and teachers are more
ambitious…
• More students are accessing more mathematics in deeper ways.
• Students explore new dimensions of accessing new knowledge
• Students are more engaged in in-depth research (Warschauer, 2004)
43. What the research tells also us…
• Teachers perceive that students exhibit a range of
learning behaviors that are better because of the
laptops (Silvernail, 2004)
• There is a greater level of effective delivery to students
with special needs and individualized learning programs.
(New Brunswick, 2004-06)
• There is a statistically significant change towards a
constructivist teaching practice; teachers indicated the
laptops were important in making these changes (Rockman,
2000)
• Teachers’ attitudes and beliefs significantly affect implementation
and success (Penuel, 2005)
44. 21 Steps to 21st Century Learning and 1 to 1 Success
Step 1: Research context and prior knowledge
Step 2: Clarify your vision for 1-to-1 learning
Step 3: Engage your school board or parents and citizens association
Step 4: Plan a communication strategy
Step 5: Conduct a detailed readiness assessment
Step 6: Develop a project plan
Step 7: Prepare a detailed budget
Step 8: Select a preferred ownership and finance model
Step 9: Prepare teachers with their own laptops
Step 10: Professional Development Framework s and Change Management
Strategy
Step 11: Prepare physical learning spaces
Step 12: Select software tools to fit pedagogical goals
Step 13: Explore supplier partnership opportunities and devices
Step 14: Calculate the total cost of participation in the program
Step 15: Define essential policies
Step 16: Prepare responses to anticipated questions
Step 17: Establish onsite service structures
Step 18: Conduct parent and/or community sessions
Step 19: Order devices and prepare for deployment
Step 20: Distribute student laptops
45. What we teach must change
How we teach must change
Where we teach must change
When we teach must change
46. Sustaining Innovation
Automated Idiosyncratic At Scale Cultural
Beliefs & Attitude
Opportunity & Possibilities
Pedagogical Wisdom
Innovation must be continuous, holistic,
iterative and accountable
47.
48. Where is the intersection between
technology and pedagogy?
Technology increases our
pedagogical capacity
49. Technology and Change
So technology can be used
– To sustain and support what we are
already doing (conservative use – does not
lead to change)
– To supplement and extend what we are
doing
(leads to improvement and reform)
– To subvert and transform what we are
doing
(leads to transformation and innovation)
George Thomas Scharffenberger, 2004
50. The teacher in a contemporary classroom
understands…
the more powerful technology becomes the
more indispensable good teachers are
that learners must construct their own
meaning for deep understanding to occur
technology generates a glut of information
but is not pedagogically wise
teachers must become pedagogical
design experts, (leveraging) the power of
technology
51. “My goal in life is to find ways in which
children can use technology as a
constructive medium to do things that they
could not do before; to do things at a level
of complexity that was not previously
accessible to children”
Prof. Seymour Papert 1998
52. Innovation in a 21st Century learning
environment should..
• offer extensive opportunities to significantly address
learner diversity.
• promote new dimensions of pedagogical innovation.
• Enriching teacher insight, by giving us a platform to
improve teaching effectiveness and show what
personalisation offers learners..
• challenge us to look for more appropriate and effective
means of assessment.
• allow us to re-imagine curriculum and what it might
mean for the 21st Century learner.
Using technology to increase our
capacity to innovate
53. Be curious! Innovative Pedagogy
…at the very heart of transformation.
Be Bold!
where to start, and
how to scale …
What does it
actually look like?
What are the implications for the
..how are you rewarded classroom?
for innovation?
What risks should you take?
What should I give up?
54.
55.
56. Scaffolding
• Periodic Table thinking
• Gravity across the Solar System
• Circuits and Electrons
• Linear Regressions
• Normal Distributions
• Friction
• Ohm’s Law
• Times Tables
Heart of Darkness
Blogs, Wiki and Pocasting
http://www.schoolkit.com
57. Digital Pedagogy
• the convergence of technical skills, pedagogical practices and
understanding of curriculum design appropriate for digital learners
• used effectively, it supports, enhances, enables and transforms
teaching and learning to provide rich, diverse and flexible learning
opportunities for a digital generation
• It provides the basis for engaging students in actively constructing
and applying rich learning in purposeful and meaningful ways.
• a new way of working and learning with ICT to facilitate quality
learning experiences for 21st Century learners
• moves the focus from ICT tools and skills, to a way of working in
the digital world
DETA (2008) “elearning for smart classrooms”, Smart Classrooms BYTES, August 2008
58. Social Learning
• Most eLearning simply automates the traditional pedagogy or
traditional model of learning-the only difference is they don’t
have to be in the same place at the same time...they can be
anywhere, anytime.
• People are now developing their own Personal (informal) learning
– They search and access all kinds of resources –videos,wikis, blogs,
podcasts...whatever they need and store them for easy retrieval
• They make connections with like-minded people with whom they
connect and share ideas, resources and experiences.
• Social Learning is pedagogy for the connected, collaborative age.
Jane Hart http://c4lpt.co.uk/sociallearning/about.html
59.
60.
61. Younger teachers are generally more
Willing and able to find creative ways to incorporate
ICT into their teaching and learning.
62.
63. Getting everyone on board..
The “Transformers”
.....what’s possible!
The Adventurers
No. of Staff
the “unwise”
Very Technology Comfort level Not
64. Creating a culture for innovation
“An innovative society demands innovation learning rather than imitation
learning”
Brigitte Ederer
CEO CEE Cluster, Siemens
• From managing change to leading innovation
– Alignment on purpose and values
– High trust – a learning community
– Collaboration and interdependence
– Openness to innovation and risk
• de-privatisation-Open Practice
– Shared leadership
– Celebration
Innovation must be continuous, holistic,
iterative and accountable.
65. Bold and ambitious teaching practice:
What are the resulting experiences for your students?
• Is it what they did before, but done with technology?
• Is it something different, rather than innovative?
• Is it genuinely improving the learning experiences for
students? If so how? Can you very clearly articulate
that improvement?
• How is it impacting on the lives of your students?
• How is immersive access increasing the learning
opportunities for your students?
• What is the scale of improved experience? ie how
often, across which classes, and over what period of
time?
68. Dimensions of Innovation
Pedagogy and professional learning
– To what extent is there a genuine professional learning
community across the school?
– To what extent has teaching practice been de-
privatized?
– How professional freedom do faculty have?
– Are the professional learning opportunities provided
both diverse and continuous?
– How is the impact of training and development
measured?
– How are teacher skills identified, taught and measured?
– How is innovative practice evaluated?
69. Pedagogical Leadership…
Instructional theory
• What instructional frameworks do you use to define a common
language of learning?
• How do you use evidence based pedagogical practices to inform
learning design?
Blended delivery models
• How will e-learning be supported pedagogically?
Learning delivery models
• How will learning look inside and outside the physical learning space?
Individualizing instruction
• How is technology used to meet diverse learning needs and curiosities?
• In what ways do devices, platforms and learning modalities help to
individualise instruction?
Knowledge of students
• How will technology allow you to understand and embrace the whole
child?
1 2 3 4
70. Keys to Innovation
Innovative Classroom Environments
• Educators use methods that ensure success for all
learners
• There are high expectations for achievement
• Multiple forms of feedback is provided to learners for
further improvement
• Learners are actively engaged in authentic,
meaningful tasks that develop critical thinking and
problem solving skills within the context of their lives
• Student peer learning, such as in an open
discussion, is encouraged
• Learners display pleasure in learning
• Learners have access to multiple audiences
Anytime Anywhere Learning Foundation www.aalf.org
71. Keys to Innovation
Innovative School Environments
• There is a shared understanding and vision for
innovation
• Leadership promotes improvement through
professional development
• Leadership comes from many levels in the school
• The school’s learning community uses shared
vocabulary
• Sustained professional development is connected with
learner success
• Time is provided within the school day for collaboration
and school networking
• Innovation is encouraged and supported with no
repercussions for trying new things
• All staff are receptive to implementing ideas from
teachers and learners Anytime Anywhere Learning Foundation www.aalf.org
72. Keys to Innovation
Innovative Educators
• Have a vision that includes the kind of learning needed
to prepare today’s learners for their future
• Are passionate about teaching and learning
• Are willing to take risks, embrace change, and face
difficulties
• Are reflective and use analytical skills on a continuous
basis
• Openly continue learning and updating professional
knowledge and skills
• Are willing to accept and give constructive criticism to
learn from peers
• Facilitate learner-centered activities and are willing to let
students take a lead
• Effectively manage unplanned or unspecified questions
and situations
Anytime Anywhere Learning Foundation www.aalf.org
73. Key Attributes of a good
Technology Coach
• Good listener, with excellent social skills, and able to work closely with
staff.
• Has enough depth and breadth of pedagogical knowledge and
strategies to help teachers who are at various stages of technology
integration.
• Knowledge of how to organize/structure a technology-rich classroom,
and awareness of relevant classroom management skills.
• Planning technology rich activities or projects with individual teachers
• Knowledge of effective grouping strategies, and able to partner with
staff in developing integration opportunities.
• Knowledge of curriculum framework and how technology can support
it.
• Recognized by staff as a strong teacher/ perhaps an outstanding
teacher who will keep teachers up to date with current research on
issues related to the integration of learning technologies.
..and a good sense of humor!
74. Building a Policy Framework for Success..
• Policies for effective implementation
• Taking care of the detail to develop fidelity of
implementation
• Ensuring all parties are kept informed
• Addressing change management issues
• Policies that ensure equity and scalability
• Build digital and learning equity
• Allowing all students to participate
• Policies that build sustainability across all
dimensions
• Focus on addressing effective classroom practice
• What really matters, and what’s worth doing
Guiding Principles to
78
ensure success.
75.
76. Issues around Notebook Use in Class
Handwriting and Exams
“If my son is taught keyboarding, his
handwriting will deteriorate””
“”If my son uses his notebook too much,
his handwriting will deteriorate”
“ My son has to handwrite his Year 12
exams so he needs keep handwriting
regularly otherwise he will get out of
practice”
“Until our students are allowed to take
notebooks into exams, we will need to
ensure that students can handwrite
quickly and legibly”
77. Issues around Notebook Use in Class
Spelling
“Of course spellcheckers
allow my son to cheat”
“My son has become a lazy
speller because of his spell-
check”
“Spellcheckers harm my
son’s spelling ability”
78.
79. Setting the Guidelines: Policy
Devices left at home – spare devices, penalties
Development… – division of responsibility, home v
Backup / Data storage
school, (CD, DVD, Server, other)
Virus protection / removal (cost of re-imaging)
Storage – mandatory v optional secure storage
Allocation of storage to students v grade level / subject
selection
School based service / support (cost, level of support,
supplier agreements)
Transport – responsibility between home & school
Printing credits - school supplied v student purchase
Device model flexibility – single unit v limited range options
Service / Support policies, pricing, guidelines
School bags – mandatory v optional (durable hard case
alternatives)
80. Setting the Guidelines: Policy
Development… v optional / School v home
Insurance - Mandatory
Parental training? Mandatory v optional
Internet / network policy (in line with existing EQ policy)
Home v School
Data limit for downloading v purchasing more credit
Email (MIS v Yahoo v Hotmail etc)
Reporting lost / stolen laptops
Chat (Yahoo, MSN, Other) – allowed v restricted v
banned
Electronic Games policy
Personal software policy
Battery charging student / parent responsibility, swap out
batteries, penalties
81. Setting the Guidelines: Policy
Devices left at home – spare devices, penalties
Development… – division of responsibility, home v
Backup / Data storage
school, (CD, DVD, Server, other)
Virus protection / removal (cost of re-imaging)
Storage – mandatory v optional secure storage
Allocation of storage to students v grade level / subject
selection
School based service / support (cost, level of support,
supplier agreements)
Transport – responsibility between home & school
Printing credits - school supplied v student purchase
Device model flexibility – single unit v limited range options
Service / Support policies, pricing, guidelines
School bags – mandatory v optional (durable hard case
alternatives)
82. Group Discussion:
Building Policy
A Groups… Games / MP3’s personal software
B Groups… Web 2.0 access-software / Chat
C Groups… Charging-Batteries / Power /
Storage/Carriage
D Groups… Backup / Data
management/reimaging
