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Global ICT Trends in Education Implications for the classroom. Baldev Singh Imagine Education www.imagineeducation.net. Outline. Global trends Technology and opportunities Measure and develop 21 st century skills: Classroom impact. The world is getting…. Smaller? Bigger?.

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slide1

Global ICT Trends in Education

Implications for the classroom

Baldev Singh

Imagine Education

www.imagineeducation.net

outline
Outline
  • Global trends
  • Technology and opportunities
  • Measure and develop 21st century skills: Classroom impact
what do we mean by capacity building
What do we mean by capacity building
  • Anything that is done to increase the collective effectiveness of a group
  • This requires the coming together of 3 areas:
    • New skills/competencies
    • New resources/ideas
    • New commitments
  • In the case of new technologies not only must educators acquire new skills and understandings, they must integrate technology into curriculum, teaching and learning, and the assessment of learning.

Fullan (2002) www.is-toolkit.com

there is a crisis
There is a crisis!

Globalisation and the future economic prosperity

Develop 21st Century Skills?

skills
Skills?

Basic Knowledge/Skills

  • English Language (spoken)
  • Reading Comprehension (in English)
  • Writing in English (grammar, spelling, etc.)
  • Mathematics
  • Science
  • Government/Economics
  • Humanities/Arts
  • Foreign Languages
  • History/Geography

Applied Skills

  • Critical Thinking/Problem Solving
  • Oral Communications
  • Written Communications
  • Teamwork/Collaboration
  • Diversity
  • Information Technology Application
  • Leadership
  • Creativity/Innovation
  • Lifelong Learning/Self Direction
  • Professionalism/Work Ethic
  • Ethics/Social Responsibility

Traditional

21st century

key trends impacting education systems
Key trends impacting education systems

http://www.nmc.org/pdf/2011-Horizon-Report.pdf

key trends
Key Trends
  • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing
  • People expect to be able to work, learn, and study whenever and wherever they want
  • The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured
  • The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized
itl research why
ITL Research-Why?
  • How can educational ecosystems, and the very life streams of teaching and learning, renew themselves to adjust to emerging dynamics (globalized, knowledge based economies)-educational renewal
  • Educational renewal is at the heart of the Innovative Teaching and Learning Research inquiry.
  • The ITL Research findings shed light on the conditions that support education renewal in ways that help students develop the skills they will need to thrive in life and work in our emerging world.
innovative teaching
Innovative Teaching?
  • What do you understand by innovative teaching?
innovative teaching1
Innovative Teaching
  • Student-centered pedagogies that promote personalized and powerful learning for students;
  • Extending learning beyond the classroom in ways most relevant to knowledge-building and problem-solving in today’s world; and
  • ICT integration into pedagogy in ways that support learning goals. It is important to note that ICT use is not a goal in itself, but a tool to broaden and deepen learning opportunities.
slide14

IV. THE STUDENT EXPERIENCE

We begin with the innermost layer of the ecosystem that most directly shapes the evolution of students’ skills: the classroom. Does innovative teaching make a difference for students?

The teachers and school leaders we spoke with believe that it does. Teachers who had begun to embed elements of student-centered, collaborative approaches into their pedagogies described a host of observed student outcomes consistent with the 21st century skills that education and business leaders seek: across participating countries, the most commonly cited were collaboration, problem-solving, critical thinking, independence, creativity, resourcefulness, and ICT skills.

ITL Research measures the relationship between innovative teaching and student skills directly by analyzing samples of assigned learning activities (looking for evidence of students’ opportunities to build 21st century skills) and the actual work that students completed (looking for evidence that those skills were being used). The findings are clear: The characteristics of an assigned learning activity strongly predict the skills demonstrated in student work. We found a strong association between learning activity scores and corresponding student work scores (Figure 2; r = .68). This suggests that students are much more likely to build and exhibit 21st century skills if the learning activities in which they engage as part of a class ask them to demonstrate those skills.

Education System Change

“What I’m especially proud of is that new ideas are starting to be developed from students.” – teacher in Finland

“With ICT, students have increased their capacity and knowledge to compete with foreign students. ICT has given students the chance to express their talent and creativity.” – teacher in Indonesia

School Leadership and Culture

Notes:

a. For a given learning activity, this chart plots the learning activity’s score (collapsed across dimensions) to the mean score for its corresponding pieces of student work. A larger bubble represents a higher concentration of data points.

b. LA and SW score points can range from 1-4.

c. Source: ITL LASW data, 2011

Students’ 21C Skills Scores

Innovative Teaching Practices

Learning Activities/Innovative Teaching

Individuals with skills for life and work today

Based on Analysis by SRI International

Figure 2: Learning Activity Scores Predict Student Work Scores

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summary
Summary
  • Teachers within the same school vary considerably in their levels of innovative teaching
  • The use of ICT in learning also varied widely within schools
  • Specific supports that predict innovative teaching:
    • Collaboration
    • Professional development
    • System for incentives and support
  • There was a lack of coherent national, systemic support of innovationin many countries
we found innovative practices rather than innovative schools
“We found innovative practices, rather than innovative schools.”

Innovative teachers exist in every school, but there are often not many of them.

ITL Research Report 2011

brain rules
Brain Rules
  • Every brain is wired differently
  • We don’t pay attention to boring things
  • Stressed brain don’t learn the same way
  • Exercise boosts brain power
  • Stimulate more of the senses
  • Vision trumps all other senses
is the internet rewiring our brains

Activity for internet searching, relative to reading:

Is the internet rewiring our brains?

a) Naive users b) Experienced users

  • Experienced users using more search strategies
  • Additional activity: decisions making, reasoning
  • Dr. Paul Howard Jones (Bristol University) http://bit.ly/p4bmyc
systemic scalable and sustainable s3
Systemic, Scalable and Sustainable (S3)

“If you want to go quickly, go alone. If you want to go far, go together”

African Proverb

systemic and sustainable change
Systemic and sustainable change

“If you want to go quickly, go alone. If you want to go far, go together”

African Proverb

slide27

The rules are changing

From: The Next Silicon Valley Leadership Group – Innovation & Competition

key trends1
Key Trends

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing

slide39
ICT

-Information Communication Technology

-Information Collaboration Technology

-Information Connecting Technology

-Information Culture Change Technology

slide40

Thank you

baldev@imagineeducation.net