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EBest ICTPD Cluster

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  1. EBest ICTPD Cluster to infinity and beyond!

  2. The Third WaveCarolyn Stuart, NZ Principal November 2006 Wave 1 – Introduction of computers into school offices. Wave 2 – Falling prices of computers, computers in classrooms, status & debate. Wave 3 – allowing learners to collaborate & connect using computers and web-enabled technology in a much less teacher-directed way.

  3. Why do we need to change what we’ve always done? We haven’t always done it… ...we’ve just been doing it for a long time. What have we been doing?

  4. The education system, as most of the current generation of educators have experienced it, was designed to filter and select Secondary

  5. A teacher perspective Teachers tend to have a focus on “teaching” rather than “learning”, and might say/believe things like. . • Some students can learn, others can’t. • “This student shouldn’t be in my class.” • “If a student is not learning well it’s because they are not working hard enough or they are simply not bright enough.” Subjects that did the most effective filtering job (using written exams) were accorded the highest status.

  6. A student perspective Students might say/believe things like. . . • “I’m no good at . . . “ • “Some are born smart, others are not and there is nothing much you can do about it”. The most exclusive professions tend to be considered the most worthwhile and there is an inclination to follow careers that they get the marks to get into rather than that for which they might have a sense of ‘vocation.’

  7. The model of schooling that saw primary education as focusing on helping students learn to read, write, do arithmetic and become good citizens and secondary education as providing a preparatory pathway for a University education was developed at the end of the last century. Priorities & Challenges for the New Millennium- Atkin, 2000

  8. We used to focus on…Getting children ready for schooland now we need to focus on…getting schools ready for children.

  9. Why? Catching the Knowledge Wave? The Knowledge Society and the future of education. - Jane Gilbert Gilbert pages 4-6

  10. What’s changed? Campbell Live

  11. These changes do not represent the usual process of adding to and improving existing ideas: rather they represent a paradigm shift – a radical break with the past that requires us to stop and completely rethink much of what we do.

  12. Paradigm Shifts -Information is Power

  13. Creating with ICT User created content… Taking the Leap

  14. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Gilbert – page -14-15

  15. Digital Natives Today’s students – Primary through to tertiary represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. 2005 Kids

  16. Digital Natives • School, we power down for it • Email is for old people • Click it, get it • We can get past the blocked sites • Net Nazis!!!! • Second Life is cool

  17. Digital Immigrants So what does that make the rest of us? Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them. From: www.marcprensky.com

  18. Our Digital Natives are 21st Century Learners

  19. Everything, almost everything, is only a click away…information comes directly to their phone, computer, PDA, iPod etc.

  20. In a world of social software, how do we know what to teach? Social Networks Blogs Wikis Social Guides Second Life Social Bookmarking Skype Skrbl Virtual Worlds Collaborative Real-time Editors Peer-to-peer Internet Telephony

  21. Multi-modal Literacy Gilbert (2005), argues that visual symbols –images, graphs, diagrams, symbols, gestures, 3D objects, and so on – are becoming more important than print, and the screen is taking over from the book as the main medium for representing and communicating ideas.

  22. The world told or narrated, is very different from the world shown, or depicted. There are also other modes of representation – sounds, music, movements, smells even – all of which are deployed in today’s meaning systems.

  23. Knowing how to behave when you don’t know.

  24. Habits of Mind Persisting Managing impulsivity Listening to others – with understanding and empathy Thinking flexibly Thinking about our thinking (Metacognition) Striving for accuracy and precision Questioning and posing problems Applying past knowledge to new situation Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining and innovating Responding with wonderment and awe Taking responsible risks Finding humour Thinking interdependently Learning continuously Thinking Using language, symbols and texts Relating to others Managing self Participating and contributing

  25. What do you think your children and the children in your care, need to learn?

  26. What skills and competencies should they leave your school with? Brainstorm

  27. Change our mental model about Knowledge The shift in emphasis from knowledge to knowing is important. Knowing is a process, whereas knowledge is a thing. Knowing is a verb. It involves doing things and acting on things. It involves building relationships and connections.

  28. What are other schools doing successfully? • Underlying pedagogical focus • PD includes coaching & mentoring • PD includes accountabilities • Teachers demonstrate activities • Focus on learning outcomes • Evidence of student achievement • Reflect, review, refocus etc. • Learning community is active • Teachers and SM model the use of ICTs

  29. What teachers can do now.. • Work together more (your cluster is a good start) • Think of new ways to timetable • Develop their skills for working with students in small groups • Engage students in real-world research projects (not just for the chosen few) • Develop databases of community contacts • Focus on developing systems level understanding (How do scientists know what they know? What are the limits of this knowledge? What can Science not tell us?

  30. EBest ICT Cluster Allandale Paroa St Joseph’s Ohope Beach Apanui James Street

  31. When you are wandering through the school, what do you want to see? Process

  32. School as we know it. School as we know it.

  33. EBest ICTPD Cluster to infinity and beyond!