Quality teaching and learning enabled by ICT There’s nothing magical about any tech tool. Real magic rests in the minds and hearts of teachers using digital tools to introduce students to new individuals, ideas and opportunities. Ferriter

The technology is only an enabler. Our use of technology needs to be driven by the teaching and learning. It’s not about the technology, it’s about the pedagogy.

The 2012 Digital Media Lifestyle over 1 billion videos served per day over 4 billion photos 140 thousand podcasts iTunes 500 million profiles 234 million web sites 126 million active blogs 28 million tweets per day digital media has made kids different - its an emerging genre, kids are immersed - a proliferation of devices... smaller, faster, portable - our kids are constantly connected, networked Just look at the stats and the complexity of narrative and visual representations that now exist There is a dominant screen culture and an associated culture of constant connectedness. So what does this mean for how we sustain 21st Century Learning? what are the implications and responsibilities for teachers? ...and what do we do to bring together and better align...curriculum, pedagogy, ICT and assessment to build quality learning and teaching 90 trillion emails in 2009 The 2012 Digital Media Lifestyle

participatory culture Kids of today… creators, contributors, communicators, collaborators and coordinators Creations Lynn... This participatory culture provides low barriers to artistic expression, strong support to create and share, social connection, and empowerment How do we take advantage of this? What are our intentions as educators? Kids want to contribute - be producers!!!! They want to participate, they have so many opportunities What’s clear - there is a lack of alignment between digital reality of young people’s lives and the schools they attend We have to help them develop and build self concept, a curiosity and excitement for learning and... design activities to help students grasp concepts and deepen understanding communities collaborations circulations participatory culture

Kids of today… No waiting, no delay! Kym disenchanted with traditional learning multi-task well constantly visually engaged are wired and wirelessly connected Kym No waiting, no delay, instant everything - digital convergence! the Internet, instant messaging, mobile phones, mobile computers and the mass media provide us with instant communication. The dMedia landscape has generated new language, new grammar, new communication, new imagination Centered around the increasing communication and information intensity of life in the 21C here are some interesting facts and figures. 1. Parents spend 40% less time with their children than they did 30 years ago 2. On average teenagers of today spend over 40 hours per week interacting with media highly influenced by the power of the media have a vast and diverse array of choices driven by self-image, identity and acceptance No waiting, no delay!

Reading bit.ly/iiPWKb 

Glance through the article… We the web kids “The internet to us is not something external to reality but a part of it; an invisible, yet constantly, present layer intertwined with the physical environment.”

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 Fullan [Fullan, 1998]

they could not do before; to do 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

The unconnected classroom / learner during school time occasional expert visits school community occasional class excursions teachers school library snail mail mobiles, phones, fax machines, TV, video

any where ~ any time ~ in time The connected learner any where ~ any time ~ in time Primary sources Secondary sources learning objects learning communities writers world libraries and museums original artefacts and documents people’s experience online learning websites experts digital repositories organisations collective thinking Unis/Colleges all teachers any school RSS feeds speakers peers collaborative projects original works common interest groups networks original photos, images, video, audio world news action learning groups commercial companies global groups world events Carr 2006 MOO chat forum wikis blogs LMS CMS podcast data/tele/video conferencing messaging email & listservs video cast/streaming webcasts meeting tools web authoring mobiles, phones, WAP, VOIP, PDAs, tablets, desktop, laptop, future technologies

View the videos and discuss… What evidence of quality teaching and learning did you observe? Does ICT add value? Consider what teachers and students contributed…

It is important to note that when technology does not produce improvements in student outcomes, it is often because the necessary conditions for the effective integration of technology, such as a school-wide strategy for teaching and learning and teachers trained in its use, have not been met. Equipping Every Learner for the 21st Century - CISCO

This model is based on the degree of innovativeness of the individual or organisation, with the innovators being the leaders of innovation and the laggards being least innovative. The 2.5% identified as innovators are categorised as being venturesome and play “a gatekeeping role in the flow of ideas into a system” (Rogers, 1995: 264). Early adopters play a powerful role in having the respect of his or her peers. It is important that the change agent, usually a member of the early adopter population, be trusted and respected by the rest of the adopting population because “most individuals evaluate an innovation, not on the basis of scientific research by experts, but through the subjective evaluations of near-peers who have adopted the innovation” (Rogers, 1995: 36). The near-peers are seen as role models, and their behaviour tends to be imitated by others. In contrast, innovators are usually viewed with mistrust by the rest of the population because they deviate too far from the norms of the system (Sherry, 2004).   The early majority represents a large group in terms of supporting innovation. They will deliberate for some time before completely accepting the innovation. Once they have adopted the innovation others will follow. The late majority, while initially sceptical, will follow once the ground work has been undertaken. The laggards, as the most traditional of the group, will want to make certain that a new idea will succeed before opting in to the change. www.thinkbeyond.co.nz

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Final thoughts Digital technologies … cannot replace teachers, but can support them in accomplishing much higher levels of student engagement and achievement. Similarly, great teachers cannot effectively reach young learners without adopting new pedagogies that align with web 2.0 principles, and few education systems can prepare their learners for prosperity without supporting the development of 21st century skills. Cisco Equipping Ever y Learner for the 21st Century - CISCO Consider this quote what are the implications?

Positive deviance Somewhere in your organisation, groups of people are already doing things differently and better. To create lasting change, find areas of positive deviance and fan their flames. -Pascale & Sternin, Harvard Business Review They were ‘positive’ because they were doing things right, and ‘deviants’ because they engaged in behaviors that most others did not. http://www.positivedeviance.org/