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Bob Harrison Support for Education and [email protected] / www.setuk.co.uk

Context Learning

Learners

Harnessing Technology

Context

Context – Educational change and ICT

Educational change and ICT:an exploration of Priorities 2 and 3 of the DfES e-strategy in schools and collegesThe current landscape and implementation issuesPeter Twining, Roger Broadie, Deirdre Cook, Karen Ford, David Morris, Alison Twiner and Jean Underwood

Complexity and human factors

The review’s 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

Context – The Impact of ICT in Schools

The impact of ICT in schools - a landscape reviewProfessor Rae Condie and Bob Munro with Liz Seagraves and Summer KenessonQuality in Education Centre, University of Strathclyde


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 government’s 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.


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.

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 transformed…and from what to what?” he asked.

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

Context - Kent puts 'transformation' challenge to Education 08 cont

• Influenced by the thinking of Stanford University’s 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.

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.


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


• 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.

Context

2020 Vision

Report of the Teaching and Learning in 2020 Review Group

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.

Context - Technology Influences what, why and how

LearningTheories of learning and teachingHow do they relate to educational

technologies?

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 Säljö

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 commonconceptionof the learningprocess

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

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

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…

Learning

1908

1958

2008

Learning

1908

1958

2008

Why have schools changed so little over the past 100 years?

Learning

The education system is internally consistent and self sustaining…

Learning

Learning

The education system is internally consistent and self sustaining…

National curriculu

m

National curriculu

m StandardsStandards

League tables

League tables

Research Assessme

nt Exercise

Research Assessme

nt Exercise

QCAQCA

TDATDA

LSCLSC

HEFCEHEFCE

LEAsLEAs

SATsSATs

…but doesn’t connect with the rest of learning

Learning

Diagram with permission from “The Learning in Informal and Formal Environments (LIFE) Center” http://life-slc.org

Learning

“Sarah has twenty-one candies” “She gets

thirty more” “John has thirty four candies. Who has more?”

Children’s approximate arithmetic(Gilmore et al., Nature, 2007)

5-6 year old children

5-6 year old children

73% gave correct answers

73% gave correct answers

But these approximate arithmetic skills are not developed at schoolBut these approximate arithmetic skills are not developed at school

Learning

Rich learning outside the classroom

Rich learning outside the classroom

The 3C’s of effective lifelong learning

Constructionrelating experience to knowledge, creating new ideas

Conversationwith teachers, with learners, with ourselves, and with the world

Controlactively pursuing knowledge

ConstructionConstruction

ConstructionConstruction

ConversationConversation

ConversationConversation

ControlControl

ControlControl

ControlControl

How do we connect…

Learning

Learning in the classroom…

Learning

…and learning at home?

Learning

How do we connect…

Learning

learning about the world …

Learning

… and learning in the world?

Learning

PodcastsPodcastsTeaching on mobile phonesTeaching on

mobile phonesHome access to

the school intranet

Home access to the school intranetSend assessment questions and

receive multiple choice responses via email or SMS which can then

be auto-responded to with feedback”

www.ambientperformance.com

Send assessment questions and receive multiple choice responses via email or SMS which can then



Extend the classroom into everyday learning?

PodcastsPodcastsTeaching on mobile phonesTeaching on

mobile phonesHome access to

the school intranet

Home access to the school intranetSend assessment questions and

receive multiple choice responses via email or SMS which can then



Send assessment questions and receive multiple choice responses via email or SMS which can then



Extend the classroom into everyday learning?

“At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You're free, you're in control, it's your own world.” (Guardian, May, 2007)

What do these all have common?

Answer: They have all been banned in classrooms

10 to 1 ratio10 to 1 ratio

Learning


Learning



MobloggingMobloggingOnline

researchOnline

research

Group media creation

Group media creation

Collaborative online writing

Collaborative online writing

Serious gamingSerious gaming

Conversational language

learning

Conversational language

learning

Mobile social networking

Mobile social networking

Group learningGroup

learning

Peer teaching

Peer teaching

Personalised learning

Personalised learning

“In class I have to power down” (Guardian, May, 2007)

“In class I have to power down” (Guardian, May, 2007)

Personal technologies

Personal technologies

Cyber-bullyingCyber-

bullying

Classroom texting

Classroom texting

Exam cheatingExam

cheating

Game playingGame

playing

Disruptive mobile

learning

Loss of teacher control

Loss of teacher control

PowerfulPowerful

Connects home and

school

Connects home and

school

OwnershipOwnership

Challenges for schools and educational suppliers

RM Asus MiniBook computer from £169

RM Asus MiniBook computer from £169

Eduinnova conversational

classroom learning(Steljes)

Eduinnova conversational

classroom learning(Steljes)

• Connect learning inside and outside the classroom

• Manage children bringing their own powerful personal technologies into school

• Enable effective 1 to 1 learning in the classroom

• Support learning through construction, conversation and control

Learning

Learning Futures:Next Practice in Learningand Teaching

Paul Hamlyn Foundation

Learning – The Issues

• Teaching and learning strategies and student voice

• Innovations seeking permission

• Creativity and accountability

• Separate worlds of learning

• Pedagogy and language

Learning

Learners

Learners of the future

Learners

Their Space: Digital Beginnings

Hannah GreenCelia Hannon

headline messages: young people

• New technologies have been normalised, this generation has a different relationship to information

• Two bands of young people operating at different level; Everyday Communicators and Digital Pioneers

• Everyday digital practices promote important skills from collaboration, creativity, communication to technical confidence

• Knowledge is transferred horizontally and the formal system is not keeping pace

headline messages: parents

• Only 50% of parents chose lessons as the most important

way their child learns.

• 2/3 of parents think their child is ‘building their general

knowledge’ through their use of technology.

• Fathers more positive - 47% of men believe their child was

developing their creativity when using technology

compared to 40% of women.

• 47% thought children should have space within the

education system to showcase creative digital work.

Countering some important myths…

Moral PanicVersus

Digital Faith

Myths and misconceptions

Moral panic

– The internet is too dangerous for young people– Junk culture is poisoning young peoples’ lives– Young people are apathetic– No learning happens, they are a waste of time– The internet makes you cheat– A generation of passive consumers

Digital faith

– Revolutionary power of new technologies– We’re all digital natives now– All gaming is good

Myths and misconceptions

It’s the knowledge economy, stupid

‘In 2020 our biggest exports will be health, education and the creative industries. In the global age we cannot afford to waste the talent of one single individual.’Gordon Brown 2006

Digital pioneers

Set of characteristics that are common to the experiences of many young people and their out of school learning:

Self-motivation1. Ownership2. Purposeful creativity3. Peer to peer learning

Learners

JISC

In Their Own Words

Exploring the learner’sperspective on e-learning

What the learners say…

• “ Wikis are good sources of information and I can transfer information onto my PDA to review at a later date.”

• “Virtually all my work is done using a computer and the internet. However, I will still get books out of libraries, but will make notes on a word processor.”

• “I don’t know what I would do if I couldn’t email people. I use it much more than actually talking on the phone.”

• “Instant messaging has become THE primary form of communication for many students, so why not encourage lecturers to communicate to students in a distributed fashion?”

• “I had to leave early last week because my child minder was off … so I went onto the message board and asked for information about what I’d missed.”

2

3

5

11

2

2

3

33

39

29

53

33

22

Opinion of using computers

% Tend to agree

% Strongly agree

% Strongly disagree

I feel confident using computers

I enjoy learning more when I use computers

I learn better when I use computers

% Tend to disagree

Q Still thinking about school, how much do you agree or disagree with the following sentences?

Base: 2,417 School Pupils in Maintained Secondary Schools, 15th January – 20th March 2007, Ipsos MORI Schools Omnibus.

What do learners and parents at some of the better performing schools feel…

Learners

The pace of technological change

8%

50%

58%

63%

0

10

20

30

40

50

60

70

Dial-up only All broadband

All internet at home Internet anywhere

MORI Technology Tracker April 1998 – December 2006 Base: circa 4,000 interviews per month

A new world?

• Children lead in internet access

• The UK Children Go Online study found that 75% of 9-19 year olds have accessed the internet from home – including 70% of 9-11 year olds

• According to Ofcom, more than 70% of 16-24 year old internet users use social networking websites (compared to 41% of all UK users)

• 37% of 18-24 year old internet users have contributed to a blog or website message board (compared to 14% of all UK users)

• 34% of 9-19 year old weekly internet users have set up their own website

• 19% of 18-24 year old internet users have their own weblog or webpage

Although networks are still in their infancy,

experts think they're already creating new forms

of social behaviour that blur the distinctions

between online and real-world interactions

Jessi Hempel, Business Week

“”

As for political engagement, 54% of 12-19 year old weekly internet users have sought out sites concerned with political or civic issues

A new world?

1. The ubiquity of IT

Common classroom activities

52%

29%

25%

22%

22%

17%

16%

16%

10%

10%

9%

8%

7%

7%

4%

3%

Copy from the board or a book

Listen to a teacher talking for a long time

Have a class discussion

Take notes while my teacher talks

Work in small groups to solve a problem

Have a drink of water when I need it

Work on a computer

Listen to background music

Have some activities that allow me to move around

Create pictures or maps to help me remember

Have a change of activity to help focus

QWhich three of the following do you do most often in class?

Spend time thinking quietly on my own

Talk about my work with a teacher

Learn things that relate to the real world

Teach my classmates about something

Base: All pupils (2,417) Source: Ipsos MORI

Have people from outside to help me learnLearn outside in my school’s grounds

33%

Most preferred ways to learn

55%

39%

35%

31%

21%

19%

16%

14%

12%

9%

9%

8%

5%

6%

3%

1%

In groups

By doing practical things

With friends

By using computers

Alone

From friends

With your parents

By practising

By copying

By thinking for yourself

Other

From others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) Source: Ipsos MORI

Power and control . . .

• The clue lies in the most popular sites in the UK

1. Google.co.uk

2. Yahoo!

3. MSN

4. Ebay UK

5. Google.com

6. BBC newsline ticker

7. Myspace

8. YouTube

9. Windows Live (live.com)

10. WikiPedia

• And globally?• Yahoo! – half of users go straight to

e-mail

1. MSN

2. Google

3. YouTube

4. MySpace

5. Windows Live

6. Baidu.com (Chinese search engine)

7. Orkut.com (google’s Brazilian social network)

8. www.qq.com (Chinese site)

9. WikiPedia

Where have all the content generators and controllers gone?

Watch the top five

Yahoo

MSN

Google

YouTube

MySpace

Watch the Top Five

The lesson is compelling: put simple, intuitive technology in the hands of users and they will create content and share it. The fastest-growing parts of the internet all involve direct human interactionEric Schmidt, CEO Google

“

”

Putting the user at the centre . . .

YouTube

MySpace

In the real world . . .

Hi, I’m James. I create tags for gamers and have won international competitions for my designs

16 year old boy, London

I use Skype to keep in touch with people I’ve met through gaming

I count people in America, Norway and India among my best friends

I’ve never met them and they don’t know my real name – but I feel I know them better than many people I see every day

In the real world . . .

16 year old boy, London

2. How are people using I.T.?

Learners

• There are also more practical advantages that can help learners of all ages

• Supporting new styles of learning and help learners and teachers stay in touch

• Which is increasingly important to learners/those returning to education

3

11

14

15

18

25

5

6

6

23

31

32

27

42

20

19

50

52

36

37

22

Using technology at home

% Fairly often

% Very often

% Not at all

The internet to find out things for school projects

Word processing or other software to do my homework

Texts (SMS) to discuss school work with friends

% Not very often

Q Now thinking about using technology at home, how often do you use it to do any of the following things?

The internet to find out things that I am interested in which aren’t to do with school

Email (including instant messaging) to discuss school work with friends

Base: 2,417 School Pupils in Maintained Secondary Schools, 15th January – 20th March 2007, Ipsos MORI Schools Omnibus.

3. Linking teachers and learners

- A huge class and age divide….

Internet access is plateauing – who is left behind?

Source: Ipsos MORI Social Issues OmnibusBase: c. 10,000 GB adults 15+, Oct-Dec 2006 (compared to c. 12,000 GB adults 15+, Jan-Mar 2005)

% with internet access at home or at work, 4th quarter 2006

% All 15-24 25-34 35-44 45-54 55-64 65+

All 62+2 74+1 72+1 78+4 72+2 59+5 24+1

AB 79+1 89-4 88-4 93+3 91+4 80+2 42+0

C1 73+3 85+1 85+1 86+2 81+3 70+9 27+1

C2 58+3 74+4 65+2 74+5 67+5 44+2 18+2

DE 37+1 55-1 45+4 52+7 38+8 29+1 8+1

What is your most favourite thing to use ICT for?

Learners

Pow! Wham!The Power of Children, Digital Media & Our Nation’s FutureThree Challenges for the Coming DecadeRima Shore, Ph.D.April 2008Executive Summary

Learners – Pow! Wham! The Power of Children

Three interrelated challenges emerged from this inquiry. All of them must be addressed if our nation is to realize the full potential of digital learning.

• Build a coherent R&D effort• Rethink literacy and learning for the digital age

– Use digital tools effectively and safely.– Think critically.– Understand complex systems.– Know about other countries and cultures.– Participate in collaborative learning communities.– Invent, create, and design — alone and with others.– Find wholeness in a “remix” world.

• Advance digital equity, reaching all children with today’s most powerful learning tools

Learners

Young Minds, Fast Times: The Twenty-First-Century Digital Learner

How tech-obsessed iKids would improve our schools.

Marc Prensky

Learners

“More than half of all secondary school students are excited about using mobile devices to help them learn; only 15 percent of school leaders support this idea.”

Source: Project Tomorrow. Credit: David Julian

Learners – Marc Prensky

• "The disconnect between what students want and what they're receiving is significant," said Julie Evans, CEO of Project Tomorrow, which tracks youth culture. "Student frustration is rising.“

• I've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school. Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email.

Learners – Marc Prensky cont

• "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything.“

• CPA differs from multitasking, which is motivated by a desire to be more efficient and typically involves tasks that demand little cognitive processing. We file and copy while we're talking on the phone and checking email, for instance.