ICT for twenty-first century learning

ICT for twenty-first century learning Roddy Stuart Educational ICT Consultant June 2005

ICT is rapidly becoming part of everyday life June 2005

Develop skills in a transferable way Develop understanding so that learners can face new challenges Develop insights into purpose and consequences Use ICT to facilitate learning skills suitable for the twenty-first century What do Scottish schools have to do? June 2005

From Queensland's New Basics programme • This is a "rich task" • "Students will collect information about themselves, their school and their community. They will use this information to design webpages in their websites and respond to questions electronically" • It's for children in Years 1 to 3 • This is equivalent to our P2 through P4 June 2005

From a corpus of knowledge to a knowledge society • More interactive ways to learn, where the learners are actively engaged in the learning process. This will stand them in good stead in an environment where the absolutes of one decade are swept away increasingly rapidly by the growth in knowledge and the forces of technological and economic change in a global workplace • ICT offers • general purpose tools for communication using both words and a range of visual and aural media • specialist software to model the real world (eg in climate or in physical forces) • increasing use of e-learning to offer scope for learning beyond the limiting confines of the school day and timetable June 2005

John Muir of St Margaret’s Academy in Livingston, on use of the Internet "The secret to success, in my opinion, of passing Higher Physics is to practise the problems, understand fully the problem solving in the course. Outwith the classroom these pupils can access it and they can get feedback from it, they can get answers to find out how well they're doing" "Students work together at university and this is maybe a way of getting pupils to work together - have you tried this problem; have you read this bit; does it make sense? - in a bigger community and allow them to work together" June 2005

From rote learning to thinking skills and critical skills • The development of thinking and reasoning skills, eg as part of the dispositions and core skills articulated within the 5-14 curriculum, reflects an increased awareness of how youngsters learn, including the preferred learning styles of boys whose relative under-performance is a cause of increasing concern • ICT offers • advanced organisers in the form of outlining tools • brainstorming tools such as those in online learning suites (eg Think.com) • visual organisers and mind mapping tools (eg Inspiration) • templates offer the ‘big picture’ and small steps approach which appears to be particularly useful for boy-type learners June 2005

Alan Dunsmore of Stewart’s Melville College in Edinburgh on thinking skills "Something that became very clear was that we need to teach kids to think more, and give them time to think more. We need to challenge and give them problem solving contexts that will challenge them. We need to promote the idea of independent study and the idea of dependent study where they work within groups" June 2005

From learners as consumers to learners as producers • We need to ensure that youngsters are prepared for a world in which they will be expected to be versatile, self-directed and flexible in their thinking and in their actions • ICT can offer • tools for the management of learning, and assessment of learning (eg VLEs or MLEs) • an environment in which experimentation is risk free - and even sometimes fun - with structured menus/inspectors/toolbars and help systems • youngsters are able to 'own' the processes by which they tackle tasks when using ICT by making choices as to how they achieve the target June 2005

Lynn Horn from Tobermory High School on digital video production "one of the things that they're not so good at is the actual planning stages, that they have to be guided through. They can sometimes be very enthusiastic about what they think the final product might be. And we have to take them through the stages of saying … before you can film, you need a script, you need a plan, you need a storyboard of what it is you're going to go out and film" June 2005

From replication and rules to enterprise and creativity • The emphasis in the future will surely be on making something happen which has not happened before, rather than repetition, and that applies to engineering parts and the caring professions • ICT offers • a word processor or e-mail client to express oneself • the development of web pages or movies or PowerPoint and equivalent tools to report or to imagine • 2 and 3-dimensional design software to make actual 'things' June 2005

Heidi Fawcett, Glasgow City Council on primary pupil use of digital video "that's another area where there are open-ended possibilities and outcomes for pupils to direct ways in which they want us to see the world. And when we put the pupil in the driving seat that really does demand that the pupil is thinking" June 2005

From convergent uniformity to divergent metacognitive awareness • We are moving away from an era where 'regurgitation' and conformity are seen as the highest end of a youngster at the end of formal schooling • ICT can offer • tools to help to develop more consciousness about how we learn, what are the barriers to learning and all the elements in the list on the next slide • an environment in which experimentation is straightforward (and even enjoyable), where you can readily learn from mistakes, you can change your mind, you can explore alternatives June 2005

From 'Learning, Thinking and Creativity: a staff development handbook' (LTS, SEED, IDES Network May 2004) • What am I being asked to do? • Why can’t I do this? • Have I met this before? • Am I doing this correctly? • What information do I have? • Is there another way to do this? • How much do I understand? • Would I do it differently next time? • What do I need to think about? • Did I work as well as I could? • How can I find this out? • How did I learn what I learned? • Do I need a plan? • Could I use what I learned in another situation? • How can I check my progress? • Can I think of one? June 2005

HMIE video on ICT and primary education "Children are now coming to school with much more experience in the field of ICT than ever before. And in schools teachers and educationalists, we have to provide a very wide curriculum for children and the use of ICT has allowed us, it has given us access to a much wider range of materials than ever before" June 2005

From individual learning to collaborative learning • Youngsters need to be able to operate independently and interdependently • ICT can offer • tools which can help to provide 'scaffolding' for properly structured group tasks within the classroom, and beyond • help to break down a task into component elements, offering each collaborator a worthwhile role June 2005

Maureen Balloch of St Mary's Primary School in Glasgow on using wireless "It's a great tool for collaboration between the children, and communication - as is all the ICT technology that we've used in here. Our children are not always, or were not always the most articulate, but they have really, using this media, developed their skills in communication greatly, and I now just stand back in awe when they're talking to people because they can take it on themselves and demonstrate what they're doing to anybody, and it really has raised their self-esteem and confidence greatly" June 2005

Other trends in which ICT can play its part • From a wholly cognitive curriculum to an appreciation of emotional intelligence • we are more than what we know; what we feel is a crucial determinant of our individuality; question children in a primary classroom about their experience of computers and the answer almost always starts "I like" (and sometimes "I hate it when …") • From competition to inclusion • "Pupils are generally good at sharing; they are often helpful to other pupils and often 'inclusive' when it comes to helping those who are less able" [Secondary teacher in Glasgow who attended Masterclass] June 2005

Sources - http://www.nationalpriorities.org.uk June 2005

ICT would be better without teachers. Discuss! • Will the passage of time bring a new group of ageing teachers brought up to regard ICT as a normal activity? • Is there anything that we can do with the existing cohort of ageing teachers? June 2005

MIICE • Measurement of the Impact of ICT on Children’s Education • Pronounced as “mice” (with 2 Is) June 2005

Purpose of MIICE partnership To contribute to the debate about the ends of more widespread use of ICT for learning and teaching. Use of ICT makes real demands - in money and time - on education authorities, schools, teachers and children. We need to be clearer about the benefits which we can anticipate June 2005

Who are the MIICE partners? • Currently 31 education authorities: Aberdeen, Aberdeenshire, Angus, Argyll & Bute, Clackmannanshire, Dumfries and Galloway, Dundee, East Ayrshire, East Dunbartonshire, East Lothian, East Renfrewshire, Edinburgh, Eilean Siar, Falkirk, Fife, Glasgow, Highland, Inverclyde, Midlothian, Moray, North Ayrshire, North Lanarkshire, Orkney, Perth and Kinross, Renfrewshire, Scottish Borders, Shetland, South Lanarkshire, Stirling, West Dunbartonshire, West Lothian • Currently 6 teacher education institutes: Universities of Aberdeen, Dundee, Edinburgh, Paisley, Stirling, Strathclyde • Initiated and led by the University of Edinburgh June 2005

What is the MIICE quality framework (aka toolbox)? • There are 13 learning outcomes refined from observation of qualities resulting from good use of ICT in classrooms • 7 outcomes relate to learners’ skills, attitudes and insights • 3 outcomes relate to the management of learning • 3 outcomes relate to teachers’ CPD in ICT • These are refined into components (2 to 4 per outcome), with overlap • Parallel structure to that of How good is our school? June 2005

MIICE measures • Measures are the basic building blocks of the framework • Used to derive targets or success criteria in advance • Can also be used for evaluation in retrospect • Validated through interviews with 242 Scottish teachers in 67 schools in 11 EAs • Strength of partnership and framework comes from the development of the initiative from within the education system and not through imposition from Scottish Executive • HMIE, Learning and Teaching Scotland are in sympathy with the partnership aims • Primary and secondary toolboxes • available from the MIICE website June 2005

http://www.miice.org.uk June 2005

Roddy Stuart, Educational ICT Consultant mail@roddystuart.co.uk Thank you June 2005

ICT for twenty-first century learning

ICT for twenty-first century learning

Presentation Transcript

Chapter 33 – Into the Twenty-First Century

Shasta Twenty-first Century Career Connections

TWENTY-FIRST CENTURY TANK CLEANING

Twenty-First Century Psychotherapies

QCD in the Twenty-First Century

Center for Twenty-First Century Universities C21U

TWENTY-FIRST CENTURY LEADERSHIP FOR LIBRARIES

Incineration: A Poor Solution for the Twenty First Century

Marketing in the Twenty-first Century

Twenty – One Church Planting Designs/Models for the Twenty-First Century

GEOGRAPHIC ISSUES of the Twenty-first Century

Twenty-first century education..

STEM EDUCATION for the Twenty-First Century “PROJECT-BASED LEARNING WITH STEM”

ANTIQUARIAN BOOKS IN THE TWENTY-FIRST CENTURY

Twenty – One Sponsoring Church Planting Models for the Twenty-First Century

TO THE TWENTY-FIRST CENTURY, 1989-

TATA NANO – THE MODEL FOR THE TWENTY FIRST CENTURY

Twenty-First Century Psychotherapies

MENTORING STRATEGIES For the Twenty-First Century

Chapter 33: into the twenty-first century

The Twenty-First Century Student

Twenty – One Church Planting Designs/Models for the Twenty-First Century