2. Teachers responding to disruptive pedagogy Integrating ICT across the curriculum “It’s not simply changing paper for digital files” (Hedberg 2006) Terry Fogarty Doctoral Candidate - UNE

3. Today’s Presentation Integrating ICT across the curriculum Reports on: a comprehensive literature review an action research pilot case study in two schools some ideas on how ICT could be integrated a reflection on a post-constructivist epistemology and learning theory that could be considered to inform any integration process

4. All things change (in time) Students would teach themselves Teachers would be employed as ‘learning advisors’* Who would have thought? The Swiss watch would become obsolete Celluloid would go from cinemas The Berlin Wall would fall * SMH 16 Sep O6: Corpus Christie High School, Oak Flats

5. The way students learn has changed Teachers now compete hourly against the Internet “ learners connect understanding across disciplines, applying key concepts and evaluating multiple solutions within ethical frameworks ” (MCEETYA, 2005)

6. The way teachers need to teach has changed 1999: MCEETYA’s ‘Adelaide Declaration’ 2001: Decision to test ICT skills 2004: Integration of ICT across the curriculum (Stages 4 & 5) 2004: NSW Teacher’s Act 2006: Computer Skills Assessment Test The winds of change have been:

7. Do students know more? Quite possibly! students often know more about technology (Spender, 2003; Lawson, 2004; Elliott (2004) students did better in a test on skills unfamiliar to their teachers (Fogarty, 2005) Than their teachers? SMH: Doherty, 2005

8. ICT in the Classroom Teacher’s CMS -Wiki Secure Class Portal Productivity Tools (MS Office) Thinking to Learn MindTools Communications Discuss (BB) Reflect (BLOG) TestingAssessment Chat LAMSLAMS Mail Calendar (MS Outlook) External Learning Portals Reporting Student Construction ICT Subject Objects Learning Objects MSDESKTOPMSDESKTOP INTERNNETWWWINTERNNETWWW LMSLMS Technology Pedagogy

9. Problems with ICT in the classroom Students 1 st cohort schooled for 3 rather than four years Teachers Lack time, resources and support Schools Concern re assuring student outcomes

10. Are students ready? We find out on Monday, 11 th December 2006 with the release of the NSW School Certificate results incl. CSAT Recent in school study Source: Fogarty 2006 Teachers claimTechnologyStudents perform Good skills Lack skills Good skills MS Word Data Base Multimedia www & @mail Badly On average Best OK

11. ICT in the classroom? REGULARLY (20%) 5% expert users 15% serious users Sources: Fogarty, Phelps et al, Leung et al, Conlon, Becker, Cuban MOSTLY NOT (80%) 35% occasionally 45% never Teachers use of

12. Teachers can use computers! For administration Personal productivity 80% use at home to prepare less lessons communicate with colleagues search the Internet Source: Cuban, 2000

13. Are teachers ready? Lack of computers Poor reliability Lack of technology support Lack of pedagogy support Lack of resources Low levels of competency Lack confidence Lack time Not part of school culture Working conditions Need to ‘unlearn’ traditional pedagogy Sources: Hayes, Probert, Cuban, Cuttance, Dailhou, Varasidas & Glass Fogarty (2006) 80 + % want training Many don’t know how

14. Teachers need PD ICT experts Teams Resources Computers Incentives Flexibility Support Skills Pedagogy Resources Practice Sources: Steketee, Budgen, ACOT, Dailhou

15. Two schools (one state, one private) Around 60 teachers engaged in three projects Stage 5 English – Create a Visual Ad Stage 5 Geography – Population Pyramid Teacher’s Multimedia (Create a website in 3-easy steps) Case Study: Net-ICT The integration of ICT across the curriculum

16. “We’re English teachers – what’s it got to do with us?” 6.2 Students learn to: compose a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and websites On-line student guide

17. ICT expert needed to: Develop learning resources Web site ‘How to’ guides Activity task sheet Book resources Train subject teachers Conduct/assist lessons (for some teachers) Teachers ICT Expert

18. Student Exemplar

19. Geography Stage 5 “ Create a Population Pyramid” MS Excel, Paint & Word

20. Multimedia for teachers “ Create a website in 3-easy steps” 82% of teachers had reported they lacked Multimedia competency 44+ teachers invited to personal training – 11 accepted (25%) Step-by-step Learning Guide (10 mins.)

21. Teacher reflections VISUAL ADVERTISEMENT “This activity worked well” “ Really fitted in well with our work” POPULATION PYRAMID “It was a great activity – one I will use again and again” TEACHER MULITMEDIA “Excellent”, “Very important” ALL DEEMED SUCCESSFUL

22. Issues (raised by teachers) “Why are subject teachers expected to teach ICT skills?” “General lack of training and experience with ICT” “Team subject and ICT specialist” “Lack of reliable access to computers” “Prefer paired or small group activities” (allows one student to assist another)

23. Project reflection Teacher’s concern of lack of experience, competency and resources are valid Appropriately supported, hesitant and cautious teachers can successfully engage students with disruptive pedagogy to develop ICT competency

24. Project Recommendations Promote disruptive pedagogies Redesign learning spaces Release ICT experts to develop training, pedagogy and resources Productively redeploy IT infrastructure Adopt National ICT Standards?

25. Infectious, endemic ICT – students engage & enjoy learning It means students may engage & learn!!

26. Where is the best place to start? Some IDEAS for integrating ICT Zemsky & Massey suggest: PowerPoint & Email Course Management Systems Digital interactive resources Total redesign of curriculum (using new pedagogy) Source: Zemsky & Massey

27. How ready are teachers? Teachers are reasonably confident with PowerPoint and Email Are teachers ready for Learning Management Systems? LAMS

28. ICT integration sequence for teachers PLS PD CBS CMS LMS LAMS

29. Professional learning sequence for teachers Adopt an operational strategy to match the ICT and pedagogical competencies of teachers with the technological readiness of the school Key short term goal: Manage the technology environment to establish teacher confidence in ICT PLS SMS CBS CMS LMS LAMS

30. Professional Development for teachers Develop individualised Professional ICT Development plans for teachers PLS PD CBS CMS LMS LAMS

31. Confidence Building Solution for teachers Provide teachers with: Stable, supported technology Specialist ICT support Time to learn and integrate PLS PD CBS CMS LMS LAMS

32. Content Management Solution for teachers ‘”It’s not just about changing paper for digital” (Hedberg) “But perhaps that is a place to start” (Fogarty) PLS PD CBS CMS LMS LAMS Which LMS?

33. Learning outcomes Source: Metros (2003)

34. Phase 1: Learning System Productivity Tools MS Office Thinking to Learn MindTools Communications Discuss Reflect TestingAssessment Chat Rooms Mail Calendar MS Outlook External Learning Portals Reporting ICT Subject Objects Learning Objects GRAPHICALEDITORGRAPHICALEDITOR MSFILEMGRMSFILEMGR Teacher’s Collaborative Secure Class Portal Student Construction

35. Many teachers Can electronically produce: Course outlines Assessment schedules Homework requirements Learning activity sheets Assessment Task sheets Resources lists Useful websites lists

36. Subject/Course/Class Noodles Relatively simple for teachers to: Create wiki pages Upload files Hyperlink resources

37. Graphical Web page editor

38. Upload a file

39. Class Portal (Noodle)

40. REFLECTION Enter Disruptive Pedagogy A ‘new way’ of teaching that will eventually replace current classroom practice Key dimensions include: high order thinking skills, dialogic literacy, ‘democratised’ resources generative personal construction of understandings, knowledge scaffolding representational framing of ideas, student engagement, and social interaction. Sources: Hedberg, Jonassen, Bereiter & Scardamalia, Metros, Salmon)

41. Are teachers & schools ready for Disruptive Pedagogy ? Conservative in nature Resistant to change Lack of technology infrastructure & support Lack of preparation & release time Incompatibility: traditional teaching/ spaces with constructivist learning frameworks Need for policy,curriculum, and assessment reform? Sources: Vrasidas & Glass 2005; Fogarty 2006

42. Constructivist learning Most disruptive ICT-based pedagogy tends to be constructivist in nature Constructionism Social Constructivism

43. Each teacher, known as a LEARNING ADVISOR supports the growth and learning of a small groups of students in a technology rich learning environment SMH 16 September 2006

44. A new epistemology? What is the best epistemology to inform pedagogy for the digital ‘connected’ classroom? Is Constructivism the best approach? Herron & Reason’s Participatory / Cooperative approach is of some interest (including as the basis for Action Research in schools)

45. Participatory / Cooperative Learning Epistemology Methodology Knowledge accumulation Critical subjectivity Participatory transaction Experiential, propositional Practical knowing, Co-created Political participation Collaborative action Primacy of the practical Shared experiential Communities of inquiry within communities of practice Source: Herron & Reason

46. CONNECTIVISM A new learning theory for the digital age? Diversity of opinions Connecting information sources (knowledge collectives) Critical capacity to know more Nurturing and maintaining connections Identifying connections between fields, ideas, and concepts Currency is crucial, Lens of shifting reality Decision-making as a learning process What is right today may be wrong tomorrow Source: Seimens

47. Practical Knowing Aristotelian heritage Phronesis – practical, context dependent values deliberation Episteme – theoretical knowledge Techne – pragmatic, context-dependent practical rationality Bloom’s learning domains Affective – attitudes, values, belief Cognitive – knowledge Psychomotor - skills Greenwood & Levin typify social science knowledge as bridging concrete practical intelligence with value-based reflectivity

48. Social Collectives Derive from Plato’s ‘Panpsychism’ The social mind within communities of practice Collective knowing Group mind (such as wikipedia?) Amplifying learning, knowledge and understanding – the epitome of Connectivism Sources: Seimens, Brown, Greenwood & Levin

49. Technical Credits Animations: office.microsoft.com/clipart MP3 soundtracks: freeplaymusic.com Opening herald: “Night Watch” Change theme: “Knife Fight” Multimedia for all: “Warriors Knights” Closing theme: “Holdin Back” Contact: terry.fogarty@willoughby.nsw.edu.au