Digital Culture and Educational Practice Networked Knowledge Society KWL Model What do you already KNOW? WHAT do you want to know?

Digital Culture and Educational Practice Session 3 Networked Knowledge Society

Digital Culture and Educational Practice Session Three Outline Recapping past sessions Knowledge society Education in a networked society Schools in networked societies: leadership, change & good practices Schools as networked organisations Schools as learning organisations BREAK Group preparation for next week presentations References

Digital Culture and Educational Practice Recapping issues from previous Sessions 1. Social and Cultural Views of ICT Culture, cultural components and changing cultures Technology and the speed of change Impact of technology on our lives and in education 2. Information economy and the process of globalisation Technology transforming society and changing our daily practices Technology is ‘non-neutral’ EMB’s Information literacy discussion document

Digital Culture and Educational Practice MITE st 4 sessions Outer Circle

Digital Culture and Educational Practice MITE nd 4 sessions Inner Circle

Digital Culture and Educational Practice MITE st 4 sessions Outer Circle MITE nd 4 sessions Inner Circle

Digital Culture and Educational Practice Peer Evaluation

Digital Culture and Educational Practice Why do more than 400 million users round the world connect to the Internet? The Internet is: A collection of interconnected networks that link computers world wide A set of services for communicating, browsing, searching, and creating Digital Culture and Educational Practice

Information Society Knowledge Society Is there a difference between an Information Society and a Knowledge Society?

Digital Culture and Educational Practice Knowledge Society Information = facts, comments, opinions, expressed through words, images, sounds... Information can be stored and circulated... Knowledge = the output of the reconstruction of information by a person, according to his/her history and context. It depends on the person. Information can be transmitted Knowledge must be acquired and constructed

Digital Culture and Educational Practice Knowledge Society Information society: A society where information is ‘good’ and can be exchanged, bought, sold, stored, transported, processed. A society of the digital divide. Knowledge society: A human society, where knowledge should bring justice, solidarity, democracy, peace... A society where knowledge could be a force for changing society. A society which should provide universal and equitable access to information ( ).

Digital Culture and Educational Practice Knowledge Society Integrating ICT in order to build the Knowledge Society: Learning to know ICT and Knowledge, accessing Knowledge Learning to do New capacities, do through ICT Learning to live together New communication, the « e-citizen » Learning to be. in the knowledge society; personal development Cornu, 2005

Digital Culture and Educational Practice Networked Knowledge Society ICT changes knowledge itself: Each discipline, its concepts, processes, methods, resources available change The Knowledge Society needs new kinds of Knowledge, that cannot be reduced solely to traditional disciplines

Digital Culture and Educational Practice Networked Knowledge Society From chain to pyramid to network Cornu, 2005

Digital Culture and Educational Practice Networked Knowledge Society Network: Nodes (information, people, knowledge and links) Complexity (WWW) Many paths from one node to another Interactive, evolutive Multi-networks Movement in and across networks Changes in hierarchies

Digital Culture and Educational Practice Education in a networked society The networked society needs and reinforces a collective intelligence Education needs networks of knowledge The links: contribute to the elaboration and acquisition of knowledge

Digital Culture and Educational Practice Education in a networked society Take into account: new knowledge access to knowledge communication in a network new teaching, new learning new tools, new resources, new pedagogies new space and time new teaching profession Cornu, 2005

Digital Culture and Educational Practice Education in a networked society ‘The Internet is mainly a tool … more recently … it is used for perfecting our intelligence through cooperation and exchange… The true revolution of the Internet is not at all a revolution of machines, but of communication between human beings… The Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of the human sense… The Internet forces us to experiment with new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view…’ (Levy, 2000, p. 25)

Digital Culture and Educational Practice Education in a networked society New competences for Teachers : –teaching in the knowledge society –teaching in the networked society –developing a collective intelligence Technology – new pedagogical possibilities – new management of time and space – new knowledge – new networked form of knowledge – new expectations of Society

Digital Culture and Educational Practice Education in a networked society ICT confirm the essential and core role of the teacher: be the MEDIATOR between knowledge and the student …the face-to-face relationship between the teacher and the pupil remains essential The human dimension of teaching supported and enhanced by technology

Digital Culture and Educational Practice Leading schools into the information age is not simply a process of adding ICT to the curriculum but one of innovation and change Law 2002 Good Pedagogical Practices Change Management Leadership Schools in networked societies: leadership, change & good practices Adapted from Law 2002 See Resources folder for the full paper

Digital Culture and Educational Practice 1.Fundamental changes in teaching and learning 2.Role of teachers and learners 3.Nature of the schools Critical issues in instituting change and innovation for sustainability

Digital Culture and Educational Practice From:To: ContentProcess Cognitive developmentMetacognitive, affective development ( understanding how best they learn, helpful framework, learn how learn effective) Learning as an individual enterprise Learning through collaboration Learning as reproduction of what is already known Learning as production of new understandings and solutions Fundamental changes in teaching and learning Critical issues in instituting change and innovation for sustainability

Digital Culture and Educational Practice From:To: Teachers as authority and custodian of knowledge Teachers as facilitator and co- learner Learners as passive recipients of defined knowledge and skills Knowledge workers actively engaged in learning about and solving personally meaningful problems Role of teachers and learners Critical issues in instituting change and innovation for sustainability

Digital Culture and Educational Practice Nature of the schools From:To: Schools as providers of well- defined educational services Learning organizations engaged in preparing children and youth for life in the 21 st century Critical issues in instituting change and innovation for sustainability

Digital Culture and Educational Practice Vision Skills Incentives Resources Action Plan CollegialityChange **** SkillsIncentives Resources Action Plan Collegiality Confusion Vision****IncentivesResourceAction plan Collegiality Anxiety VisionSkills****ResourceAction plan Collegiality Resistance VisionSkillsIncentives****Action plan Collegiality Frustration VisionSkillsIncentivesResource****Collegiality Treadmill VisionSkillsIncentivesResourceAction plan **** Isolation Newhouse et. al. (2002)

Digital Culture and Educational Practice New Old New Old Practices Technology Cultural Change in Teaching and Learning Continuous change & review

Digital Culture and Educational Practice

1.Personal mastery – personal visions & awareness 2.Mental models – to be shared 3.Shared vision –iterative and ongoing 4.Team learning – through ongoing collective enquiry 5.Systems thinking – viewing goals and problems as part of larger whole and not isolated issues Change described above can only take place if it is led by dynamic and visionary leadership capable of developing and implementing a collective plan to bring about changes in organization culture, belief and practices. Senge et al. (2000) - 5 principles crucial for schools to become learning organizations

Digital Culture and Educational Practice Networked knowledge society KWL Model What have you LEARNT? Reflections

Digital Culture and Educational Practice Break

Digital Culture and Educational Practice Group Preparation for next week

Digital Culture and Educational Practice Group Assignment Some guiding questions What issue/problem does your group want to address? What do you hope to find out? What is the context of the study? What are some of the readings that inform your study? How will you go about collecting data? How will you collate and analyse the data? How will you present your study?

Digital Culture and Educational Practice Group Assignment Please upload latest group outline to ILN

Digital Culture and Educational Practice Presentations next week Write a review of each presentation you hear

Digital Culture and Educational Practice References Cornu, B. (2005). Being a teacher in the knowledge society. Council of the European Conference on Teacher Training. Law, N. (2002). Leadership, Change Management and Good Pedagogic Practices. Paper presented at the ACEC Workshop on e-educational leadership, Bangkok, March Levy, P. (2000) Collective Intelligence, Mankind’s Emerging World in Cyberspace. New York: Perseus Books Group Newhouse, P., Trinidad, S., & Clarkson, B. (2002). Framework for implementation of ICT in Schools – Outcomes, guidelines, equipment and processes. Specialist Educational Services: Perth. Senge, P.et al. (2000) (eds). Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Doubleday.

Digital Culture and Educational Practice