1. SYNCING DIGITAL LEARNING TO KEY LEARNING AREAS

2. Why sync?

3. So what does that mean for us as teachers? Classroom teachers of the Twentieth First Century require flexible and reflective pedagogical practices to engage, educate and develop students into adaptive, creative and connected learners. 3

4. ICT PEDAGOGY ICT PEDAGOGY

6. What can we learn from this as educators? 7

8. Integration of ICT occurs in powerful, novel and creative ways.

9. It is the pedagogy driving ICT and student are active producers of knowledge.

11. The learning contexts are shifting too and accelerated, high-level learning is possible and enable the teacher to become a facilitator.

13. Students in primary are doing more than mouse clicking and word processing.

15. Ethical Use and Interaction The need to supervise internet content and the risks involved are evident. ICT use is managed and controlled by the coordinator. The need for the email and the network to be filtered.

16. Teachers “Some people are quite frightened by the technology” (Karina). “Now I have the smartboard I cannot live without this” .

17. Professional Development Flexible PD is preferred. Informal professional development is already occurring in terms of colleague to colleague sharing ideas. PD is difficult when implemented in isolation for lack of validation, accountability, support and strategic thinking for future pedagogical directions.

19. Ownership and vision is vital.

21. New ICT practices can only be introduced in phases.

22. Schools should provide resources for self-learning to teachers yet access to resources are still an impediment.

23. Role of teachers as IT experts is a limitation .

24. Schools need to provide holistic support and conceptualise teachers as professionals not mere technicians.