1. 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

2. 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.

3. 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 s in 2009
The 2012 Digital Media Lifestyle

4. 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

5. 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!

6. Reading
bit.ly/iiPWKb 

7. 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.”

8. 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]

9. 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

10. 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

11. 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 & listservs video cast/streaming webcasts meeting tools web authoring
mobiles, phones, WAP, VOIP, PDAs, tablets, desktop, laptop, future technologies

12. 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…

15. 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

16. 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.

18. This will be hyperlinked to html file of the following screen shots

20. 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?

21. 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.