Australian Computers in Education Conference Learning for the Future in a Digital World Wednesday October 4, 2006 Cairns, Queensland

CORPORATE LESSONS  So, we will be going through change  Here’s three lessons from large corporations to help you survive change….

So, the rabbit sat on the ground below the crow, and rested. CORPORATE LESSON 1 A crow was sitting on a tree, doing nothing all day. A small rabbit saw the crow, and asked him, "Can I also sit like you and do nothing all day long?” The crow answered: "Sure, why not.” All of a sudden, a fox appeared, Jumped on the rabbit... and ate it.

CORPORATE LESSON 1 Moral of the story is…. To be sitting and doing nothing you must be sitting very, very high up.

"I would love to be able to get to the top of that tree," sighed the turkey, "but I haven't got the energy.” CORPORATE LESSON 2 A turkey was chatting with a bull. "Well, why don't you nibble on some of my droppings?" replied the bull. They're packed with nutrients." The turkey pecked at a lump of dung and found that it actually gave him enough strength to reach the first branch of the tree. The next day, after eating more dung, he reached the second branch. Finally after a fortnight, there he was proudly perched at the top of the tree Soon he was spotted by a farmer Who promptly shot the turkey out of the tree.

CORPORATE LESSON 2 Moral of the story: Bullshit might get you to the top, but it won't keep you there.

CORPORATE LESSON 3 A little bird was flying south for the winter. It was so cold, the bird froze and fell to the ground in a large field. While it was lying there, a cow came by and dropped some dung on it. As the frozen bird lay there in the pile of cow dung, it began to realise how warm it was. The dung was actually thawing him out! He lay there all warm and happy, and soon began to sing for joy. A passing cat heard the bird singing and came to investigate. Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out and ate him!

CORPORATE LESSON 3 The morals of this story are: 1) Not everyone who drops shit on you is your enemy. 2) Not everyone who gets you out of shit is your friend. 3) And when you're in deep shit, keep your mouth shut

CHALLENGES FOR SCHOOLS Significant student disengagement and non completion Significant under-performance in student achievement Teaching is a profession without a practice Significant under-investment in the two skills sets of the teacher: pedagogy and relationships

CHALLENGES FOR SCHOOLS More of the Same will not Suffice Traditional schooling has run its course Time for incremental school reform is past Systems have usually failed in large scale improvement.

Nature of Childhood and extended Four trends adolescence The knowledge economy Inequity and exclusion Changing family and community life OECD SCHOOLING FOR TOMORROW

Level of Implementation Degree of Innovation Chaos Controversy No change Radical Innovation Incremental Innovation THE NEED FOR RADICAL INNOVATION

SCHOOL ICT PLAN  LAN high speed  WAN broad band  Distributed Library  Intranet - communication - collaboration - information manipulation - coordination

SCHOOL ICT PLAN  All Classrooms All Teachers All Learning Areas All Students No Exceptions No Excuses  Home links  Staff access 24 hours a day  Multimedia centre  Presentation technologies in all rooms  Administrative database  Professional Development - emotional - technical - pedagogical

SCHOOL ICT PLAN  Partnerships  Evaluation  Budgeting - capital - recurrent  Initial capitalisation from ground zero $1000 per student  Recurrent cost $300 per student $150 recapitalisation $150 operational

ICT IN SCHOOLS: SUCCESS OR FAILURE Infrastructure Student Access Teacher Access Curriculum and assessment Connectivity Hardware Software Budget Labs, pods, classrooms, 1:1 Teachers as gatekeepers 24/7 Professional learning Expectations: maybe to will Flexible: creative Higher order thinking skills

ICT ICT: Will change what we teach and how we teach Will provide seven outcomes for teaching and learning higher levels of control by learners more realistic and authentic interest and motivation greater encourages constructivist pedagogy challenge established curriculum just in time learning and; online learning

ROLE OF ICT - OECD Using ICT to assist schools in becoming learning organisations Using ICT to expand the time and space for teaching and learning Using ICT to expand access to instructional resources Using ICT to extend teacher capacity

TRENDS IN EDUCATION in one place  in any place at same time  at any time from one to many  from any to any from one direction  from many directions in one way  in many ways

 Virtual world will pervade and enrich the real world  Radical change in the organisation and delivery of curriculum  Customised, multiple entry points, multiple pathways, in depth  Improved relationships between teachers and students and between teachers and teachers  Radical change in school design and facilities TRENDS IN EDUCATION

The old paradigm Learning is listening Teaching is telling Knowledge is an object To be educated is to know TEACHING AND LEARNING MODELS Yoram Harpaz The Branco Weiss Institute for the Development of Thinking

The new paradigm To learn is to be involved To teach is to create conditions for involved learning Knowledge is imparting meaning and explaining phenomena To be educated is to relate to knowledge sympathetically, inquisitively, critically and creatively Yoram Harpaz The Branco Weiss Institute for the Development of Thinking TEACHING AND LEARNING MODELS

CONDITIONS FOR EFFECTIVE LEARNING Effective learning:  Is an outcome of active construction  Results from undermining  Results from the “echoing” of learned content in the learner  Results from intrinsic motivation  Is a function of the alignment of teaching style and content to the learner’s style and intelligence  Occurs in a dialogic environment  Entails engaging in authentic problems  Is advanced by informative feedback  Is a result of positive attitudes and effort  Is the result of a productive theory of learning Yoram Harpaz The Branco Weiss Institute for the Development of Thinking

THE TEACHING FOR UNDERSTANDING FRAMEWORK Harvard

THE FUTURE Future Thinking schools will be part of learning networks or communities the boundaries between types and age ranges of schools will not exist between 5&20 present day schools will form a Learning Community or Network schools that are part private-part state funded the best learning networks will be part of a global group of world class ‘schools’ the home will be an extension of the learning network and many other networks to which the family will choose to belong

THE FUTURE All students will have individual education plans and, from the age of 14, considerable control of their own learning universities will remain core institutions in the development of knowledge and all learning communities will be linked directly to at least one the learning network will be the main provider of training to the business community and will have an active entrepreneurial section that sells the services to the local, national and international community the adults who work in the community will be teachers, para-teaching professionals, business people working part-time and other adults taking a break from other work in which they are involved

THE FUTURE The best teachers will be able to sell their services to many learning communities around the globe either directly or digitally. There will be a group of highly paid highly respected expert teachers and presenters who will have a worldwide profile students will attend school by negotiation from the age of 14 to fit in with the other demands society will place on young people. The culture of the teenager will diminish teacher training will involve the study of neuro-science, cognitive psychology, emotional intelligence and creativity, as well as a detailed study of the learning and teaching styles of each individual teacher. A special study of thinking skills and learning how to learn will also be important parts of the training

THE FUTURE The concept of the school day and term will disappear the use of technology as both a management tool for the teacher and a delivery mechanism for learning will be ubiquitous, fuelled by developments such as the electronic book and wireless technologies allowing constant networking regardless of location

THE FUTURE School becomes a place where students learn, not teachers teach. Students learn from a number of schools 9 – 4 school finished Recognise teacher’s work Teachers have individual improvement plans Recognition that the greatest differences occur within the school Massive investment in professional development Web learning environments and tools will pervade and enrich the real

THE FUTURE Print based resources to digital resources available 24 hours a day Better data to measure school improvement and teacher performance Systems to establish a culture of innovation and risk taking High level leadership qualities needed (only some schools thrive) Networks / clusters / partnerships / sharing between schools essential: one of the advantages of the public system Encourage international outlook

THE FUTURE Establish ICT as a professional obligation Provide incentives and rewards to excellent teachers to be involved in school improvement outside their own classrooms Staffing average in/actual out redress disadvantage and provide greater equity Schools funded to counsel and follow-up school leavers who are not employed or in future education and training Teaching teams - one teacher 25 students 4 times a week, one subject will disappear Dealing with failing teachers, principals and schools Private Vs public balance

TEACHERS IN A TRANSFORMED SCHOOL TYPICAL TEACHER  Like my job  School a good place  Frustrating  Get no feedback  Principal doesn’t know my teaching  Little help with welfare/discipline problems  Little time for professional learning  Do no visit other schools  Performance development a waste of time TYPICAL TEACHER IN A TRANSFORMED SCHOOL  Love my job  School is a special place  Challenging  Data proves that the quality of teaching and learning is high and still improving  We work in teams  Flexible learning spaces allow for various sized teaching groups in a wide variety of learning environments  A wide range of professionals and Para-professionals, work with students both inside and outside the school

TEACHERS IN A TRANSFORMED SCHOOL TYPICAL TEACHER  Underperformance from some teachers is not dealt with  Recognition and rewards are not linked to performance  Not much upside for classroom teachers after 10 years. WRT pay scales TYPICAL TEACHER IN A TRANSFORMED SCHOOL  All teachers are teachers, mentors to pastoral groups, curriculum designers and professional development designers and providers  ICT is used by all – no exceptions no excuses  Students can access learning modules online and from other schools  We have three learning blocks each day  Assessment is mainly used to inform teaching and learning

PRINCIPLES FOR SCHOOL DESIGN Design space for multiple users concurrently and consecutively Design to maximise the inherent flexibility within each space Design to make use if all dimensions Design to integrate previously discrete functions

PRINCIPLES FOR SCHOOL DESIGN Design to maximise teacher and student relationships Design to maximise alignment of the disciplines Design to maximise student access to, use and ownership of the learning environment

BUILDING FEATURES Welcoming entry Large, open, flexible learning spaces Learning studio Student display space Spaces for flexible cohorts of students Home-base and individual storage Casual eating area Interior and exterior vistas Dispersed technology Camp fire space FNI – Fielding Nair International.

BUILDING FEATURES Soft seating Indoor-outdoor connection Watering hole space Cave space Day lighting and natural ventilation Building as a learning object Sustainable elements Connected to the community Local signature FNI – Fielding Nair International.

Kerrie O’Keefe Demolition of school