IT in Education: Skills

1. IT in Education: Skills 葉賜恩 Yip Chee Yan S.T.F.A. Lee Shau Kee College 2000

2. Aims and Objectives • Learning to Know ( 學 會 認 知 ) • Learning to Do ( 學 會 做 事 ) • Learning to Live Together ( 學 會 共 處 ) • Learning to Be ( 學 會 做 人 ) The Four Pillars of Education UNESCO The Four Pillars of Education

3. Learning to Know學 會 認 知 The Four Pillars of Education

4. Trend in 21st Century • The rich are getting richer and the poor are getting poorer • Not only in Wealth • but in Technology • and most importantly, in Knowledge. Learning to Know

5. The Future Ahead • The irreversible trend towards • globalization • increased interdependence • increased communication • is pushing all communities • at varying stages • at varying speeds • towards a new and unpredictable future. Learning to Know

6. Three Questions to Answer • What one needs to know ? (The content of learning will be different) • How one gets to know ? (The process of learning will be different) • Who does the knowing of learning ? (The learner will be different) Learning to Know

7. What one needs to know? The Content of Learning will be Different Learning to Know

8. The Content of Learning • As knowledge and discovery go ever faster forward, it can be said that • Half of what students learn today will be obsolete in the next five years or so, and • half of what students need to know to succeed in the future has not been invented or developed yet. Learning to Know

9. What one needs to know • Is not only changing rapidly • but also expanding exponentially. Learning to Know

10. Difference in Way of Learning • Before • Learners were gatherers and classifiers of information. • Now • with multiple accessible sources of vast information already surrounding, the learner have to be the guide and sorters of information already gathered and classified. Learning to Know

11. The Learner in the 21st century • No longer in the desert of ignorance looking for an oasis of knowledge somewhere • Rather, he is in an ocean of information Learning to Know

12. The Teacher in the 21st Century • He is no longer • a source of information • an oasis in the desert • but rather, he is • a fellow passenger in the same boat, • helping the student sort out and make sense of the information around him or her. Learning to Know

13. Education in the 21st Century • Education must, as it were, simultaneously provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it • So that the learner is not overwhelmed by the information but that the learner can keep the development of individuals and communities at its end always in view. Learning to Know

14. Learner’s work in the past • Students has to scrounge around and seek every bit of relevant information he could found for his thesis. • Searching is a major part of learning. Learning to Know

15. Learner’s work in 21st Century • Anybody in anywhere can • access the greatest databases and libraries in the world • engage in chat rooms and discussion groups with the greatest minds. • Learner’s task would not be an effort of searching, but an effort of filtering, choosing and selecting. Learning to Know

16. Learner’s New Environment • The learner can no longer absorb most of the available knowledge on general matters. • Omni-disciplinary is a receding target, no longer reachable in an information age. Learning to Know

17. Learner’s Limitation • If a person is too narrow a specialist, it cuts him or her off from necessary wider communication and other specific knowledge areas, at the intersection of which the best advances in knowledge and research take place Learning to Know

18. Learner in need • Today a really well-trained mind needs • a broad background • the opportunity to study a small number of subjects in depth • Both need to be encouraged during the whole of a person’s education. Learning to Know

19. Foundation skills • Broad background enabling one to participate meaningfully in the community and in world society include • literacy • numeracy • basic reasoning skills Learning to Know

20. Beyond the foundation skills • What should we teach? • We tell children to go to school because it will be useful to prepare them for the future. • But what if we have a wrong idea of the future? • So, the most important thing to know is • How to Know (Learning to Learn). Learning to Know

21. Skills for Lifelong Learning • Basic Skills • skills to acquire knowledge • skills to acquire literacy, numeracy, analysis • Additional Skills • skills to analyse and organise the knowledge • skills to manage the knowledge and put it to good use. Learning to Know

22. Challenge into the 21st Century • Whether we will acquire the understanding and wisdom necessary to come to grips with the scientific revelations and progress of the 20th century will be the most important challenge of the 21st century. Karl Sagan Learning to Know

23. How One Gets to Know? The Process of Learning Will Be Different Learning to Know

24. New Learning Path • Before: Linear Pattern • Study, Work, Retire. • Now: Cyclical Pattern • One studies, works • then goes back to study, or do other things • then changes jobs • repeat interchanging study, work and rest periods several times. Learning to Know

25. New Learning Model • There is too much knowledge to learn all the time. • Children still have to go to school and get degrees first - Assembly Line Style. • Then, learn what is needed from the open shelf of learning opportunities available at any time throughout life: Supermarket Style. Learning to Know

26. Paradigm Shift • School is no longer the only knowledge store. • Students can get information from internet easily. • Teachers change to be learning facilitators. Learning to Know

27. Danger to the Learners • Students encountering too much knowledge results in • reducing learning to information absorption • forgetting learning social skills, ethical considerations, judgement and mental discipline Learning to Know

28. New Pedagogy • Concentrate less on • rote memory • discipline in classroom • Concentrate more on • interactive social skills • cultural skills Learning to Know

29. Who Does the Knowing ? The Learner Will Be Different Learning to Know

30. The Learner Will Be Different • If future generations are raised in an environment substantially different from ours • It must be assumed that they will think, act and be motivated in ways that are substantially different from us. Learning to Know

31. Generation X • The generation of teachers facing students in the classroom today should have recognized that they have been raised in an atmosphere that is different from the atmosphere and environment which their students (Generation X) were raised. Learning to Know

32. Understanding Generation X • Generation X is raised in an atmosphere of • McDonald • Cable TV • Satellite TV • Generation X think differently from their teachers. Learning to Know

33. The ‘Nintendo’ Generation • The teachers of tomorrow (Generation X) will face another generation (say, the ‘Nintendo’ Generation) quite different from theirs: • instant response video games • virtual reality • fading of geographical limitations. • The ‘Nintendo’ generation thinks differently Learning to Know

34. Environment of Tomorrow • Information overload • instant gratification, quick response is the norm • global competitiveness engenders a ‘me first’ mentality • messages are packaged in 30-second sound bites or video clips • sustained attention is replaced by successive MTV-type bombardment of images • printed word, indeed the logical thought process is replaced by colourful images. Learning to Know

35. Effective Teaching in Tomorrow • Unless the teachers of the future (Generation X) understand how the ‘Nintendo’ Generation thinks and learns and is motivated, they will not be effective teachers. Learning to Know

36. Learning to Do學 會 做 事 The Four Pillars of Education

37. What is Learning to Do? • Learning to do is to acquire the ability to • convert knowledge to work • face difficulty • resolve conflict • shoulder risk Learning to Do

38. Nature of Doing • Doing is • combining theory and reality • converting knowledge into daily life activities Learning to Do

39. Objective of Learning to Do • Educational Objective • cater for individual needs, abilities and potentialities • Economic Objective • cater for societal needs and employment requirements Learning to Do

40. Learning to do activity in school • should be in harmony with • relevant work ethics and codes of conduct • should promote traits such as • teamwork, attainment of communication skills, creativity, critical thinking, precision, waste control, adherence to safety standards and regulations, and appreciation of environmental issues. Learning to Do

41. Learning to Do, Doing to Learn • Doing results in experience, which becomes part of our knowledge • Experience raises the problem solving ability, and build up confidence in dealing with adverse conditions. • Solving new problems will lead to adaptation to new environment. Learning to Do

42. The Challenge ahead • Educate the students so that they can • do what they learned. • learn to do, and do to learn by themselves • Turn them into an adaptive worker • eager to learn, eager to solve existing problems and eager to solve new problems. • eager to raise their ability, and their academic and professional standard throughout their life. Learning to Do

43. Learning to Live Together學 會 共 處 The Four Pillars of Education

44. Learning to Live Together implies learning to know yourself and others • Learning to live together implies learning to know himself / herself, to know others, to discover others and to understand others. • To live together in a peaceful way, as nations, peoples, organisations, institutions and individuals, we have to know others’ histories, geographies, religions, cultural values and, one must first know oneself. Learning to Live Together

45. Learning to live together implies respecting others on the basis of equity • Equal rights should be assured regardless of sex, race, ethnicity, age, economic status, religious beliefs, and physical disabilities. • ‘Do not impose on others what you yourself do not want to be imposed on.’ Confucius. Learning to Live Together

46. Learning to live together implies tolerance of differences and resolution of conflicts through dialogues • ‘Seeking commonalties while retaining differences.’ Chinese philosophy. Learning to Live Together

47. Learning to live together implies learning to effectively express oneself and to effectively communicate with others. • Communication means expressing and conveying one’s thought to others and doing things together with others. Learning to Live Together

48. ‘Living together’ is also ‘Learning together’ • Living experience in a different cultural setting is also a cross-cultural learning experience. Learning to Live Together

49. Learning to live together refers to • Not only social relationships • but also to relationship between man and nature • between human being and his/her environment. • Mankind is not to ‘combat’ and ‘conquer’ nature but has to learn to live with nature. Learning to Live Together

50. Learning to live together means • Learning to care and to share • caring not only for oneself, but for the family, friends, and peers; for other people. • Caring for socioeconomic and ecological welfare of the society • care for other living species • care for the livability of our common planet • care for the pursuit of truth, good and beauty • care for learning throughout life Learning to Live Together