The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands. After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it. We conclude with a review of the assessment requirements and an opportunity to reflect on the module.

1. Innovation and the
future
Leading learning in ICT
Lecture 15, 14th May 2013

2. This morning
Assignment Roamer Innovation The future Evaluation

3. Assessment
An ICT Policy
Aims, pedagogy, legislation, AUP,
social networking,
assessment, procurement, job
description
(with links/refs please)
Outline scheme of work
24 units, titles, objectives,
outline of activities, resources,
cross curricular links
A seminar
30 minutes on an innovative
technology or pedagogic practice
Presentation slides
Handout
750 words

4. Seminar
• The complete seminar should last no more than 30
minutes. You will be allocated a date for your seminar,
which will form part of that week‟s lecture. Other ICT
specialist students and tutors are invited to attend these
seminars. (25%)
• A revised version of any presentation slides are uploaded
to Moodle at the conclusion of the modules. (10%)
• You should also create up to 750 words of notes as a
handout to accompany your presentation. A revised version
of this should be uploaded to Moodle at the conclusion of
the module. (15%)

5. Policy
A school ICT policy, which should include the following elements:
• The aims of ICT education
• Guidance on pedagogic approach
• Coverage of relevant legislation specific to ICT
• An acceptable use policy in appropriate language for primary
pupils
• Advice to teachers on the use of social networking sites
• Statements detailing the assessment of ICT
• Criteria on which resource procurement decisions are to be
based
• A job description of the ICT or e-learning coordinator
• As assessed work, this should be supported by reference to
academic or professional literature

6. An excellent policy:
• Be accessible and informative for non-specialist
staff in a primary school.
• Reflect current good practice, recent research and
government policy within ICT education,
demonstrating some synthesis of these different
perspectives
• Draw on educational theory
• Be internally consistent
• Support compliance with relevant legislation

7. Becta on AUPs
• Be clear and concise
• Reflect your setting
• Encourage end-user input
• Be written in an appropriate style for your users
• Promote positive use of new and emerging technologies
• Clearly outline acceptable and unacceptable behaviours for school
and personal technology
• Outline what monitoring takes place
• Outline sanctions for unacceptable use
• Be regularly reviewed
• Be widely and regularly communicated to all stakeholders

8. Outline Scheme of Work
An outline scheme of work for either EYFS/KS1 or
KS2. This should be organised on a half termly
basis, and provide a broad and balanced
technological education. You are advised to include:
• Topic title
• Overall learning objectives
• A brief outline of activities within the unit
• Suggested resources
• Cross curricular links

9. An excellent scheme of work:
• Be imaginative and stimulating
• Be skilfully designed to match the range of pupils‟
needs
• Ensure continuity and progression
• Provide realistic and challenging situations in which
pupils can use and develop their ICT skills and
understanding
• Meet EYFS requirements (where appropriate) and
cover the content of the draft Computing programme of
study.

10. Ofsted Excellence:
The imaginative and stimulating subject curriculum is
skilfully designed to match to the full range of pupils‟
needs and to ensure highly effective continuity and
progression in their learning. All strands of the statutory
ICT National Curriculum are covered extremely well for
all pupils, in ICT lessons or in a planned and monitored
way across the school curriculum. Pupils are able to use
their ICT skills in realistic and challenging situations.
Excellent links are forged with other agencies and the
wider community to provide a wide range of enrichment
activities to promote pupils‟ learning and engagement
with the subject.

11. ICT Mark
Systematic planning for ICT capability
is effective and includes an appropriate
level of challenge with clear
opportunities for pupils to achieve.
Planning also identifies opportunities
for pupils to apply and consolidate their
ICT capability across subjects.

12. Innovation

13. Robinson, 2011
Innovation is the process of
putting new ideas into
practice. Innovation is
applied creativity. By
definition, innovation is
always about introducing
something new, or improved,
or both and it usually
assumed to be a positive
thing.

14. Schools need to find ways of using ICT that
give young people the transformed learning
opportunities that some are already
experiencing with ICT at home
Attempts to use ICT in ways that transform
pedagogy and learning are strongly
constrained by factors beyond participants'
control
Innovations in pedagogy do not lie within the
teacher's gift, or even within the school's gift,
because they always have implications for
how students, teachers and the school are
recognised and valued by the community,
locally and nationally.
Somekh 2007

15. • different technologies can improve
learning by augmenting and connecting
proven learning activities
• this potential will only be realised through
innovative teaching practice.
• we found relatively little technological
innovation in some of the more effective
learning themes
• many efforts to realise the potential of
digital technology in education have made
two key errors: they have put the
technology above teaching and
excitement above evidence
Luckin et al 2012

16. The 'tinkering' teacher is an
individualised embryo of
institutional knowledge creation.
When such tinkering becomes more
systematic, more collective and
explicitly managed, it is transformed
into knowledge creation…
Transfer is difficult to achieve for it
involves far more than telling or
simply providing information…
This is most easily achieved when a
teacher tinkers with information
derived from another's professional
practice.
Hargreaves 1999

17. Creating a culture of
innovation

18. Barriers
Risk aversity
Time
School leadership
Central procurement
Succession planning
Network
management

19. Enablers
Enlightened school
leadership
Teachers
Techies
Students
Lack of money
Open Source
Web 2.0
Mobile devices
Informal learning
Free Schools?
Academies?

20. Creating a culture of innovation
Cherish autonomy
Appoint great
people
Say „yes‟
Evaluate rigorously
Be agile
20% time

21. Innovation transfer
• From Consumer Electronics
• Tablets
• Game based learning
• From Higher Education
• The VLE
• From the Military
• GPS
• From Finance
• Datamining

22. Tablets

23. Video games

24. From VLE to LP

25. GPS

26. 4Matrix
Data mining

27. Innovation in Ed Tech

28. OLPC

29. Lego

30. Scratch

31. Raspberry Pi

32. The future…

34. Watson (1958)
(Chairman of IBM)
“I think there is a world market for
about five computers”

35. Gates (1993)
(CEO, Microsoft)
“The Internet?
We are not interested in it”

37. MOORE’S LAW

38. The first iteration of a device, an
idea or an on-line service is
invariably rubbish…
If you ever find yourself
dismissing an idea because the
first implementation isn‟t very
good, then you must ask
yourself if the implementation is
being held back solely by the
available technology.
If that is the case… you need
only wait a while.
Hammersley, 2012

39. Illich (1970)
• Deschooling society
• Learning webs
• Reference services to educational
objects
• Skill exchanges
• Peer-matching
• Reference services to educators-at-
large

40. Asimov (1988)

41. Papert (1993)
Using speech, touch or gesture, she would steer
the machine to the topic of interest, quickly
navigating through a knowledge space much
broader than the contents of any printed
encyclopedia.
Children who grow up with the opportunity to
explore the jungles and the cities and the deep
oceans and ancient myths and outer space will be
even less likely to sit quietly through anything even
vaguely resembling the elementary school
curriculum as we have known it up to now.
How would the introduction of Knowledge
Machines into the School environment compromise
the primacy with which we view reading and
writing?

42. Becta - emerging technology
reports
2010
The mobile web
2009
Immersive VR, AI & robotics, history of ed tech, game based learning &
teaching, sustainability, location based tech, learners‟ devices,
mashups
2008
Google, Information clouds, location aware, serious games & virtual
worlds, search, interactive displays
2007
social software, learning networks, hidden curriculum, teaching with
technology, games, ubiquitous computing

43. Becta: Key Trends(2009)
• 2011-2014
• Social software
• Increasing mobility
• Low-cost mobile computers
• Consumerisation of IT
• Green IT
• 2014-2019
• Context aware computing
• New approaches to the delivery of IT
• Information handling
• Beyond 2019
• Pervasive computing
• Emerging display and interface technology
(time to mainstream)

44. Berry (2008)
For 2013:
• Creativity
• Re-professionalisation
• Home/School links
• VLEs to PLEs
• Mobiles
• Personalisation and
community
• Datamining

45. Near-Term Horizon: One Year or Less
BYOD (Bring Your Own Device)
Cloud Computing
Mobile Learning
Online Learning
Mid-Term Horizon: Two to Three Years
Adaptive Learning and Personal Learning Networks
Electronic Publishing
Learning Analytics
Open Content
Long-Term Horizon: Four to Five Years
3D Printing
Augmented Reality
Virtual and Remote Laboratories
Wearable Technology
Horizon K12
2013 shortlist

46. Gartner Hype Cylce

47. Keri Facer –
Learning Futures

48. Server Free

49. BYOD

50. 3D Printing

51. Gestures

52. Making

53. Critical digital literacy

54. OER

55. Wearables

56. TMI

57. Kurzweil‟s Law

58. Kurzweil (2009)

59. Classroom of the future?

60. Evaluations…