Presentation on theme: "World Class Teaching and Learning with ICT"— Presentation transcript:
1World Class Teaching and Learning with ICT Steve Moss, Strategic Director – ICTPartnerships for Schools
2A student’s perspective – “school is like a Qantas flight”
3“Sit down.Face forward.Switch off all electronic devices.”“If you’re lucky your trip will be enjoyable.If not, you can resume your life in 6-7 hours!”
4“Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”TS Eliot
5“Powerful tensions exist between traditional curricula - based on well-defined content and rules for students to learn and be able to reproduce – and the open, skills-based, student-centred approaches supported by ICT.Dominant curricular and organisational patterns in school were not designed for the Internet age, and often inhibit its effective use. ICT offers some gain for traditional curriculum delivery, but its full educational potential cannot be realised without radical changes in school structures and methodologies.”OECD, Learning to Change: ICT in Schools (2001)
6Top 5 excuses for not changing We’re satisfied with our results. What’s the point of changing?This is the way I was taught to teach.School was good enough for me, so it should be good enough for my children.We tried something like that once before.It sounds like a lot of work.
721st Century Learning .. it’s about rethinking teaching It’s not about the technology ..
9Visible LearningWhen teachers see learning through the eyes of the studentandwhen students see themselves as their own teachersJohn Hattie, 2009
10Research on ICT in schools 76 meta-analyses 4,498 studies 3,990,028 students / teachersover 30 years
11there is a diversity of teaching strategies ICT has most positive effect on learning whenthere is a diversity of teaching strategiesThe method of teaching is most likely to be different from whenthe teacher instructs the students.At minimum, students get to experience two different teaching strategies and are offered “deliberative practice” in learning knowledge and concepts.ICT as a supplement not a replacement for teacher instruction is best.
12ICT has most positive effect on learning when there is teacher pre-training in the use of ICT as a learning and teaching toolFor too many teachers, teaching using ICT is not part of their “grammar of schooling”.Many teachers “are still on the threshold of understanding how to design courses to maximise the potential of ICT”.More than 10 hours of training over a few weeks is the most effective model of professional development.
13there are multiple opportunities for learning ICT has most positive effect on learning whenthere are multiple opportunities for learningFor example, tutorials, programming, word processing, drill & practice, simulations, problem solving.Drill & practice is important for learners in some subjects. It can, and should, be engaging and informative.Key attributes of effective ICT use for practice include, learner control, clear learning goals, instant feedback.
14the student, not the teacher, is in “control” of learning ICT has most positive effect on learning whenthe student, not the teacher, is in “control” of learningPacing, time allocation, sequencing, choice of practice items, reviewing.Word processing (in all its forms!!) – students are more engaged and motivated in writing and also produce wokr of greater length and higher quality than students writing on paper.
15peer learning is optimised ICT has most positive effect on learning whenpeer learning is optimisedUsing ICT in pairs is much more effective than when used alone or in larger groups – perseverance, positive peer interactions, less help requested from teacher.Heterogeneous groups more effective than homogeneous groups but both more effective than working alone.
16ICT has most positive effect on learning when feedback is optimisedExplanations and remediation are more useful than simply providing the correct answer.
173 features of ICT which can enhance teaching and learning significantly
18the capacity to present or represent ideas dynamically or in multiple forms
19the facility for providing feedback to pupils as they are working
20the capacity to present information in easily changed forms Higgins et al, 1999
2121st century skills Information and communication skills Information and media literacy skillsCommunication skillsThinking and problem solving skillsCritical thinking and systems thinkingProblem identification, formulation and solutionCreativity and intellectual curiosityInterpersonal and self-directional skillsInterpersonal and collaborative skillsSelf-directionAccountability and adaptabilitySocial responsibility
22Learning through attention: BooksBlackboardsTVOverhead projectorsPowerPointPodcasts‘Interactive’ whiteboardsClassroom management software
23Interactive whiteboards Voting systems Modelling tools and simulations Inquiry-based learningConstructivismMediated learningDiscovery learningLearning as conversationProblem-based learningReflective practiceMeta-cognitionExperiential learningSocial constructivismSituated learningInteractive whiteboardsVoting systemsModelling tools and simulationsWikis and BlogsTextingCreating podcasts & videosDiscussion forumsOnline mentorsOnline conferences
24Learners as creators of content … … not simply consumers
25The Virtual Learning Space Should enable learners and teachers to find, organise and create content and learning resources in ways which are flexible and not necessarily based on taxonomies or atomised classifications. It has to be more than a content delivery system.Learners must feel that the experience is a personal one.The space should also recognise and facilitate the social dimensions of learning – encouraging collaborative work.