Bob Harrison Support for Education and Technology BobharrisonSET@aol.com / ContextLearning Learners Harnessing Technology

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Bob Harrison Support for Education and Technology BobharrisonSET@aol.com / www.setuk.co.uk ContextLearning Learners Harnessing Technology Slide 2 Context Slide 3 Context Educational change and ICT Educational change and ICT: an exploration of Priorities 2 and 3 of the DfES e-strategy in schools and colleges The current landscape and implementation issues Peter Twining, Roger Broadie, Deirdre Cook, Karen Ford, David Morris, Alison Twiner and Jean Underwood Slide 4 Complexity and human factors The reviews focus was on the technological solutions in the schools and FE sectors in relation to Priorities 2 and 3. However, it quickly became clear that the complexity of the changes that were needed in order to implement the relevant ICT functionalities effectively were such that respondents prime concerns were with the change-management issues associated with implementation. Almost invariably these implementation issues related to human factors. Context Educational change and ICT Slide 5 Context The Impact of ICT in Schools The impact of ICT in schools - a landscape review Professor Rae Condie and Bob Munro with Liz Seagraves and Summer Kenesson Quality in Education Centre, University of Strathclyde Slide 6 Context The Impact of ICT in Schools Development of ICT in Schools The development of ICT in schools is progressing unevenly across and within schools and technologies. Some seem to be content with achieving the governments targets in terms of numbers of computers and connectivity, while others are being highly innovative, attempting to capitalise on the benefits that ICT has been shown to bring. As schools grow in e-confidence, ICT becomes embedded in the everyday practices of the school, drawing on a range of technologies to support learning, teaching and attainment. Slide 7 Context The Impact of ICT in Schools Development of ICT in Schools The literature is very positive about some aspects of ICT use, rarely negative, but mainly incomplete or inconsistent. Further studies, particularly with a longitudinal element, should shed light on the processes that schools go through in becoming e-confident and e-capable, the impact on relationships within the school, between home and school and across networks, and on pedagogical practice. Using ICT effectively in schools is about more than changing resources; it is about changing practices and culture. Slide 8 Context - Kent puts 'transformation' challenge to Education 08 It may have been subtitled Pathways to Personalisation, but the central thrust of the keynotes and seminar programme of the Education 08 conference at Westminster, London, was the Building Schools for the Future programme and educational transformation. Tim Byles, chief executive of Partnerships for Schools, gave the 400-plus audience an update on the BSF programme and suggested that the pipeline is now stuffed with projects which that should give rise to more than 200 new schools opening every year by the end of the decade. The reason for the delay in the BSF programme was perfectly illustrated by Karl Limbert, BSF project manager for Kent County Council. Kent has the largest BSF programme in the country which Karl Limbert illustrated with a psychedelic chart of mind-boggling complexity, with timelines, partnerships, contracts and disruption over a 20-year timescale. He added another challenge by asking delegates what was actually meant by educational transformation? What is being transformedand from what to what? he asked. Slide 9 Context - Kent puts 'transformation' challenge to Education 08 cont Kent had had to go back to the future, Tim Byles explained, and he suggested that a 20th century school was a product of the assumptions of the time and was characterised by: The teacher as an artisan Pupils as a subject Relationships that are controlling and unemotional Pedagogy of the didactic Curriculum of one size fits all School as a production line School as a large, homogenous organisation Slide 10 Context - Kent puts 'transformation' challenge to Education 08 cont Influenced by the thinking of Stanford Universitys Linda Darling- Hammond, Charles Leadbeater, and Professors Stephen Heppell, David Hargreaves and Tim Brighouse, the Kent BSF vision was now predicated upon: Relationships as key Organisations that are data rich and emotionally intelligent Pedagogy that is is constructivist Curriculum that is deep and wide Time as non-linear Micro-design as vital School is a fragmented organisation School only one venue for learning among many. Slide 11 Context DFES ICT Test Bed Project The ICT Test Bed Project was set up by the Department for Education and Skills to explore how ICT can be used to support the Government's wider agenda for education reform. Slide 12 Context DFES ICT Test Bed Project ICT Test Bed work focused on using ICT to: Raise standards and performance, especially in the areas of school and college improvement, student attainment and raising the quality of teaching and learning Enable more effective leadership and management in schools and colleges Help teachers to concentrate their time on their core task of teaching Enable more effective collaboration between schools and with their local colleges Improve the links between schools, homes and the community Slide 13 Context DFES ICT Test Bed Project The independent evaluation was managed by Becta's Evidence and Evaluation Directorate. It was overseen by a Project Board Sub- Group, chaired by Prof Angela McFarlane (University of Bristol). The evaluation team from Manchester Metropolitan and Nottingham Trent Universities assessed the effectiveness of the project in relation to five key themes. The evaluation comprises a range of methodologies, including a survey, maturity model, action research, qualitative investigation and benchmarking performance data. The project undertook work on ICT implementation in three ICT Test Bed areas of social disadvantage. Two of these were within inner cities and one was in a rural area. The 28 ICT Test Bed Schools and departments in three colleges had access to high levels of ICT hardware and appropriate software, as well as support to make the most effective use of this investment. Slide 14 Context 2020 Vision Report of the Teaching and Learning in 2020 Review Group Slide 15 Context - Drivers of change The pace of technological change will continue to increase exponentially. Increases in bandwidth will lead to a rise in internet-based services, particularly access to video and television. Costs associated with hardware, software and data storage will decrease further. This is likely to result in near-universal access to personal, multi-functional devices, smarter software integrated with global standards and increasing amounts of information being available to search on line (with faster search engines). Using ICT will be natural for most pupils and for an increasing majority of teachers. Slide 16 Context - Technology Influences what, why and how Slide 17 Learning Theories of learning and teaching How do they relate to educational technologies? Slide 18 What it takes to learn John Dewey Jean Piaget Lev Vygotsky Jerome Bruner Paulo Freire Gordon Pask Terry Winograd Seymour Papert Lauren Resnick John Seely Brown Ference Marton Roger Slj John Biggs Jean Lave Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning share a common conception of the learning process 1890. 1940. 1960. 1980. 2000. There is a common thread in our understanding of learning - the learner is an active agent in the learning process Slide 19 19 What it takes to learn does not change Inquiry-based learning Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning Books, Blackboards, Slides Broadcasts, Overhead projectors Tape-slides Interactive whiteboards, Powerpoint Web-pages, Podcasts Modelling tools Simulations Chat-rooms Online conferences Multiplayer games Wikis Blogs Learning through attention Slide 20 20 Give pedagogy back to the teachers. Embrace technology as part of the solution. Begin with ambition and use technology to achieve it. To summarise Slide 21 Learning 1908 1958 2008 Slide 22 Learning 1908 1958 2008 Slide 23 Why have schools changed so little over the past 100 years? Learning Slide 24 The education system is internally consistent and self sustaining Learning Slide 25 The education system is internally consistent and self sustaining National curriculum Standards League tables Research Assessmen t Exercise QCA TDA LSC HEFCE LEAs SATs Slide 26 but doesn t connect with the rest of learning Learning Slide 27 Diagram with permission from The Learning in Informal and Formal Environments (LIFE) Center http://life-slc.org Learning Slide 28 Sarah has twenty-one candies She gets thirty more John has thirty four candies. Who has more? Childrens approximate arithmetic (Gilmore et al., Nature, 2007) 5-6 year old children 73% gave correct answers But these approximate arithmetic skills are not developed at school Slide 29 Learning Rich learning outside the classroom Slide 30 The 3Cs of effective lifelong learning Construction relating experience to knowledge, creating new ideas Conversation with teachers, with learners, with ourselves, and with the world Control actively pursuing knowledge Slide 31 Construction Slide 32 Slide 33 Conversation Slide 34 Slide 35 Control Slide 36 Slide 37 Slide 38 How do we connect Learning Slide 39 Learning in the classroom Learning Slide 40 and learning at home? Learning Slide 41 How do we connect Learning Slide 42 learning about the worl