Considerations for ICT in Learning
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This document outlines a role to establish requirements for ICT in learning and develop a renewed strategic action plan. It discusses gathering evidence on the current state, aligning with national policies, and the skills needed for the 3rd millennium like searching information critically. It reviews where ICT is now in learning and technologies that enable substitution, augmentation, modification and redefinition of tasks. The vision is for inspired learners using relevant technologies anywhere through efficient infrastructure, appropriate tools, good practice, school leadership and professional learning.
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Considerations for ICT in Learning
- 2. ICT in Learning Reprovision Lead - Role Establish the ‘requirements’ of ICT in Learning for the future – transition & transformation What do we want for the future? A renewed ‘Vision’ for ICT in Learning How are we going to deliver this? Development of the revised ICT in Learning Strategic Action Plan
- 3. What’s the evidence base for the above? ‘Building the Case for Learning’ Engagement activities that gather the widest possible evidence
- 4. National Policy Drivers CfE, GIRFEC and Education Acts Scottish 5 ICT in Education Objectives
- 5. 3rd Millennium Digital Literacy Skills : The ability to: Search effectively, find information and critically analyse information for accuracy, bias and relevancy. organise, store, protect and publicise information and content. Understand the various forms of text, which are multi-modal, visual video content, images, traditional text, bite sized messages or spoken. Generate new ideas and not just test ideas but the assumptions behind them, be curious. Protect and defend the use of technology, digital environments, networks and infrastructures identify the cross-overs and boundaries between personal and professional roles. be to express thoughts appropriately in online environments communicate individually, in groups and publicly be a good digital citizen, know how to report concerns understand how technology functions, be willing and able to adapt to new technologies understand copyright, ownership rights and usage of intellectual and digital property participate and collaborate effectively understand social contexts understand location contexts such as GPS technology and Meta-Data be responsible about the places visited online keep safe, secure and keep others safe online know one’s rights and responsibilities
- 6. Where are we now? ICT for in Learning
- 7. What do we know for sure?
- 8. Education Landscape is Changing MOOCs and Real Time Collaboration
- 9. Whole lifestyle digital transformation But what has changed for education?
- 10. Technologies for learning or ‘substitution’
- 11. SAMR – Dr Ruban Puentedura Substitution Technology acts as a direct tool substitute, with no functional change Augmentation Technology acts as a direct tool substitute, with functional improvement Modification Technology allows for significant task redesign Redefinition Technology allows for the creation of new tasks, previously inconceivable Technology IN Learning
- 12. Tools to be creative and share! Embeddable, multi-site share - and receive meaningful feedback!
- 13. Learning in a meaningful context Using relevant technology
- 14. Collaboration, creativity and real time contexts Using culturally relevant technology
- 15. Infrastructure Requirements Be secure but allow schools flexibility
- 16. Infrastructure Requirements Unrestrictive filtering, ubiquitous access, multi-device and mobile
- 17. Infrastructure Requirements Supporting one pupil to MANY devices
- 18. Inspired Learners Anywhere, anytime learning for everyone Knowing the whole child Efficient, effective use of resources 1.Infrastructure • Enabling • Access • Systems & Support 2. Appropriate Technologies • Relevant Tools • Relevant Devices 3. Good Pedagogical Practice • Effective Learning • Meeting Needs 4. School Leadership • School Strategy • ICT in Learning Approaches 5. Professional Learning • CPD • Communities of Practice Vision for ICT in Learning At the heart of our vision are our learners, who have a basic entitlement to access appropriate technologies for their learning. The vision contains three dimensions and five key strategic areas Infrastructure PLUS Pedagogy, leadership and development
- 19. We need to start preparing them for what comes next… What might the future be like?
Editor's Notes
- I was lucky enough to be on the Top Talent programme sponsored by SOCITM and BT, I would recommend it to anyone, details about Top Talent can be found here. http://www.socitm.net/membership/professional-development/top-talent-programme Thank you for the opportunity, it’s a pleasure to come back here today and speak to you about the work I’ve been involved in.
- Since January I have undertaken a new role for the Highland Council. This is partly as are looking to establish our requirements for the future, the three main work streams are very closely linked, you cannot have one without the other. We have had a strategic action plan for ICT but this is being revised to show how we are going to deliver our vision.
- In order to progress the 3 make work streams I have been undertaking a wide range of engagement activities which I have playfully called ‘building the case for learning. This is because we are constantly asked for the ‘Business Case’ for using ICT which of course is difficult to do when you are providing tools for learning, tools by the very essence of learning require risks, support to be curious, test out theories and assumptions. Hacking used to be a ‘dirty word’ associated with criminal activity, but actually hacking something, making it better, as in ‘life hacks’ or a culture of making things, the maker generation.
- There are the well know recognised policy drivers, but there are a number of skills not explicit with CfE but can be seen as essential for children and young people to progress their careers, enabling businesses here in Scotland to tap into the global digitla marketplace, we know there is a shortfall in Industry skills too, these documents require educators to create the right infrastructures to facilitate these skills, digital literacy skills as well as industry standard skills for ICT.
- What do we mean by digital literacy skills, well all of the above, these take into account the e-safety / cybersecurity skills as well as skills essential for life and work.
- Pic courtesy of http://theconnectedcause.com/crm-for-nonprofits-past-present-and-future/
- www.olliebray.com
- What is important in this slide is the fact that pupils chose this medium, it allows for real time collaboration, it has the ability to be embedded on a number of popular sites which are relevant. It also allows for direct feedback.
- This is a creative example from Wick High School, these pupils created an ‘App for Good’ it is based on their local contenst (farming) they made it using great skills and now it’s been launched Cattle Manager, what a great example.
- More examples from another high school, the school are performing live in a debating competition, which is being streamed live, the school and other school community members were notified through the Facebook page, they can comment, share and like giving real time feedback for the pupils who are super enthusiastic and exciting about being streamed live from the Scottish parliament. The school has also used Skype in the classroom, participating by using a Skype map where you can connect to a mystery school anywhere in the world. They have also been using lego evo3, making robots, programming them and making a video about their love of lego for a national competition, this is shared on youtube.
- So in essence, we know there needs to be security but we need the flexibility to use these types of software, types of access, trust and risk need to be balanced but not prohibit learning.
- iPads in school have transformed PE, using video to capture ‘swing’s and playbal and analyse performances, we therefore need wireless access through the whole school grounds. The ability to use smart devices and put these onto the netwrok, 3G access is still sketchy and many devices will not have mobile data signal through contracts, wireless access is an essential commodity. Glow can provide big wins for the authority in supporting anytime, anywhere access and office apps in the cloud. But essentially, whatever digital ecosystems young people create, they have to be accessible, e.g mobility for creating/ curating content as well as passive access.
- 1-1 pupil to device, 1-access when you need it and 1-many, a main device and other devices as companion devices, data loggers, capture tools, scanners and phones. Pic courtesy - http://www.securedgenetworks.com/secure-edge-networks-blog/bid/102209/Mobile-Device-Management-Mistakes-Pitfalls-Schools-Should-Avoid
- This is our draft vision and 3 supporting dimensions, it’s also vital that 1ll of the 5 strategic areas are realised to ensure we advance ICT in learning.
- Pic – source unknown. We don’t know what the future might be like, but we do know that we must prepare children and young people. The infrastructures must enable this and but putting this in place we are facilitating the kinds of skills that wil stand the test of time, no matter what technology comes along.