Harnessing the power of connectedness | Growing adaptive experts
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My session presented at the Connected Education Summit, April 2015 #ConnectAU15 // A future-focused educator: implications for schools, universities, regions and countries // Connected professional learning: micro and macro levels in digital contexts // International projects focused on lifting e-capability through networked professional learning
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Harnessing the power of connectedness | Growing adaptive experts
- 1. Harnessing the power of connectedness Growing adaptive experts Karen Melhuish Spencer - ICET eFellow 2013/14 Connected Summit | April 2015 | @virtuallykaren
- 5. Why connect?
- 14. “...the person who gently closes the classroom door and performs the teaching act – the person...who is alone with students during their 15,000 hours of schooling..” Hattie (2003)
- 17. “...with an investment in collaboration, teachers become nation builders” Hargreaves & Fullan (2013)
- 19. What does it mean to ‘harness’ technologies?
- 20. The connected educator ● learner focused ● reflective ● digitally literate Source: Te Toi Tupu (NZ) – online communities
- 22. The connected cluster ● shared goals ● community vision ● collaboration [School clusters in Christchurch, NZ; Manaiakalani, Auckland – collaborative online spaces]
- 23. Connected systems? - Connected Educator Month - Future Ready Schools (US) - Glow (Scotland) & VLN (NZ)
- 24. The challenge for networks 1. High trust cultures 2. Learner focused 3. Inquiry cycles 4. Leadership and facilitation 5. Connect inwards 6. Connect outwards 7. New partnerships 8. Resources to support - Rincon-Gallardo & Fullan (2015) – discussion paper
- 26. Q & A
Notes de l'éditeur
- Central idea: A future focused learner centred education system requires adaptive experts Communication 4:15 | Harnessing the power of connectedness A future-focused educator: implications for schools, universities, regions and countries Connected professional learning: micro and macro levels in digital contexts Case Study: International projects focused on lifting e-capability through networked professional learning Karen Melhuish Spencer, Senior e-Fellow, ICET Asia-Pacific (NZ) - See more at: http://con-nect.com.au/agenda_connectededucation.html#sthash.hXG2p5DR.dpuf
- Mihi International Council on Education for Teaching ICET an International Non-Governmental Organization (INGO) with consultative status with the UNESCO Economic and Social Council.
- Steve Depolo Pincushion: https://www.flickr.com/photos/stevendepolo/3094786880/
- What is the purpose of being a connected educator? What does it mean to you?
- Drivers: efficiency technology - access, mobile, confidence economic investment and incentives permission to play and design Sources: https://www.flickr.com/photos/wolfgangkuhnle/4163909778/ | http://commons.wikimedia.org/wiki/File:Standard_Electric_Time_Co._Electromechanical_Master_Clock_02.jpg | https://www.flickr.com/photos/76657755@N04/7027596629/
- Source: https://storify.com/MaineSchoolTech/1to1techat-9-10-14-professional-development-for-1 and https://tapintoteenminds.com/2014/11/10/how-to-ensure-twitter-is-the-best-teacher-pd/
- Back in the day...industrial models of education...not only for students... Source: https://www.flickr.com/photos/mike52ad/4675715489
- You’ll be familiar with the models of education from the last century We are seeing moves towards spces that foster collaboration, learning that builds on inclusive models And this is true too for educator practice What is being developed by these ‘industrial’ models of professional learning? conformity hierarchy appraisal management tick box PD Contrast with where many still are uncertain solo classrooms overwhelmed PD is ad hoc standards driven … dropping out of education [stuff article] poorly paid TALIS
- Teachers leaving the profession The latest figures, for 2011, show just 62% of newly qualified teachers were still in teaching a year later, the ATL annual conference has heard -UK One third of new graduate Australian teachers leave the profession within five years.
- Ubiquitous technology and social engagement tools allow effective and efficient initial teacher training on virtually any subject to be done in 12 weeks and continue indefinitely. We know this because it’s being done in New Mexico and in large districts such as Philadelphia.
- Sourec: http://www.christenseninstitute.org/wp-content/uploads/2015/03/Solving-the-nations-teacher-shortage.pdf
- The goal: Growing adaptive experts Professional learning is the single biggest influence on the way students can achieve success OECD self-efficacy - TALIS Timperley Schools for 21st Century learners - 2014 Teachers who engage in collaborative practices also reported greater self-efficacy…. (p. 53)..and self-efficacy n teachers has positive impact on student achievement
- Image source: http://commons.wikimedia.org/wiki/File:Elementary_classroom_in_Alaska.jpg Quite source: Teachers make a difference: What is the research evidence: file:///Users/karenmelhuish/Downloads/john_hattie.pdf
- PIvot to student-centred education systems. Imperatives for change Growing conversation around what system change looks like Inclusive push to design learning that engages young people Societal shifts - job change, complexity, longevity, inequity, globalisation Moore’s Law of exponential shift - it;s not that things haven’t changed in the past, its that the rate of change is so fast
- Fullan & Social Capital Source: http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-Power-of-Professional-Capital.pdf WITH AN INVESTMENT IN COLLABORATION, TEACHERS BECOME NATION BUILDERS
- Timperley
- Think of a wild horse Harnessing tames and steers - clear direction, a sens of control, purpose Rather than lettig a thousand flowers bloom, there is a focus on disciplined, single0-mnded use of technology that lifts engagement and achievent of our young people and We know that just being conected is no more useful thatn not being connected in that it is how it is used that is central here (BES) Image: http://upload.wikimedia.org/wikipedia/commons/2/25/WHITE_POPPY,_DESERT_FLOWER_-_NARA_-_544879.jpg
- Story: What does a future focused educator look like? Josie Woon - short clip Goes online and connects and shares AND also understands the focus understands the need to filter learner driven reflective support to understand how to design learner-centred engaging inquiry digital literacy access and warm yet challenge support PLD that’s flexible and grows self-efficacy Source: http://www.tetoitupu.org/impact-enabling-e-learning-community-groups-vln
- What might this mean in practice? In this session I want to focus on one case that, in many typifies both the potentail and challenge for us working at systems levels as well as at micro classroom levels. In New Zealand, there is a string push towards a system that is student-centred, flexible curriculum and assessment models, schools drive their own agendas, in consultation wiht the communities. 3 years ago, acentrally funded model focused on e-capability development, weaving student progress with connected ways of working and self-drive PD. Leading from the middle
- Clusters – LEADING FROM THE MIDDLE shared goals community vision collaboration http://www.tetoitupu.org/supporting-learning-community-clusters-within-learning-digital-technologies-programme
- System wide: clear methodology blend of approaches, online and face-toface alignment to curriculum flexible http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf
- Design curriculum that is focused on student responsive learning Design school-wide professional learning that is inclusive, flexible, student-centred and devolved across staff > self-efficacy Explicitly deisgn for and scaffold connected dispositions into professional learning, digdital literacy > make ‘connectedness’ a way of being Review the way teacher education models these ways of leaning and collaborating Support leaders to collaborate Incentivise schools to cluster [Fullan} and knowledge build System-wide focus on capacity growth models that invite collaboration
- Build the suit that fits together Source: http://www.expressions.org.nz/assets/Exhibition-Images---Archive/Exhibitions-2014/WOW-Image-414x273.jpg
- Central idea: A future focused learner centred education system requires adaptive experts Communication 4:15 | Harnessing the power of connectedness A future-focused educator: implications for schools, universities, regions and countries Connected professional learning: micro and macro levels in digital contexts Case Study: International projects focused on lifting e-capability through networked professional learning Karen Melhuish Spencer, Senior e-Fellow, ICET Asia-Pacific (NZ) - See more at: http://con-nect.com.au/agenda_connectededucation.html#sthash.hXG2p5DR.dpuf