freedom to learn · 2014-04-17 · every child should have the opportunity to learn concepts and...

Education’s Digital Future in E-STONIA?

Bob Harrison

www.setuk.co.uk

[email protected]

Twitter @bobharrisonset

mailto:[email protected]

Jeanette M Wing –The Mother of Computational Thinking

• "Computer scientists have no clue about how children learn. They have no clue about how to teach students. So they are the last people to ask to help.“

Royal Society Report

4

Eric Schmidt Speech

5

Gove @ Bett 2012 http://is.gd/fX4ElN

6

www.vital.ac.uk

Schools, teachers and industry leaders have all told us that the current curriculum is too off-putting, too demotivating, too dull.

ICT in schools is a mess

we’re encouraging rigorous courses Computer Science

However,

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www.vital.ac.uk

KS1

KS2

KS3

KS4

Nearly two thirds of ICT teaching is

good or outstanding

Ofsted (2011) ICT in schools 2008-11 http://www.ofsted.gov.uk/resources/ict-schools-2008-11

However,

8

www.vital.ac.uk

KS1

KS2

KS3

KS4


good or outstanding


Just under half is good or outstanding.

Nearly half provided ICT curriculum and qualification routes that were not meeting needs of all students, especially at Key Stage 4

However,

9

www.vital.ac.uk

KS1

KS2

KS3

KS4


good or outstanding National Curriculum

Exam syllabi




However,

10

www.vital.ac.uk

KS1

KS2

KS3

KS4


good or outstanding National Curriculum

Exam syllabi




The ‘real’ problem is with KS4 IT GCSEs and vocational training.

and …

The Royal Society Report on Computing in Schools Executive Summary http://is.gd/Xmj9Bs

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www.vital.ac.uk

Every child should be expected to be ‘digitally literate’ by the end of compulsory education, … Every child should have the opportunity to learn concepts and principles from Computing (including Computer Science and Information Technology) from the beginning of primary education onwards, and by age 14 should be able to choose to study towards a recognised qualification in these areas. … Given the lack of specialist teachers, we recommend that only the teaching of digital literacy is made statutory at this point. However, the long-term aim should be …

(Executive Summary p.10)

Definitions

12

www.vital.ac.uk

Adapted from Royal Society’s 2012 Report on Computing in Schools (http://is.gd/UEObak)

Gove also said …

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www.vital.ac.uk

Every day we work in environments which are completely different to those of twenty-five or a hundred years ago.

A Victorian schoolteacher could enter a 21st century classroom and feel completely at home. Whiteboards may have eliminated chalk dust, chairs may have migrated from rows to groups, but a teacher still stands in front of the class, talking, testing and questioning. But that model won’t be the same in twenty years’ time. It may well be extinct in ten.

Our school system has not prepared children for this new world.

Gove @ BETT 2012 http://is.gd/fX4ElN

“ Students today cannot prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it is broken? They will be unable to write.” 1703 Teachers’ Conference

Resistance To Innovation

“ Students today depend on paper too much. They do not know how to write on slate without getting chalk dust on themselves. They cannot clean a slate properly. What will they do when they run out of paper?” 1815 Principals’ Publication


“ Students today depend too much on ink. They do not know how to use a penknife to sharpen a pencil. Pen and ink will never replace the pencil.” National Association 1907


“ Students today depend on store bought ink. They do not know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.” 1928 USA Teacher


“ Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.” 1941 PTA Gazette


“ Ball point pens will be the ruin of education in our country. Students use these devices and throw them away! The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.” 1950 Federal Teachers


“ Computers give students an unfair advantage. Therefore students who use computers to analyse data or create displays will be eliminated from the Science Fair.” 1988 Science Fair Judge – Apple Classroom of Tomorrow


“ Education as we know it is being reformed and for the worse. More and more schools are shuffling kids into computer labs and knowledge is being left at the door.” 2012 Huffington Post


Sigmoid Curve

1. One

2. Thirteen

3. Thirty - one

Pioneers

Pioneers Alan Turing

Sebastian Thrun

How would you like a graduate degree for $100?

Are the New Millennium Learners Making the Grade?

Are the New Millennium Learners Making the Grade? Technology use and Educational performance in Pisa Centre for Educational Research and Innovation

The Future of Learning: Preparing for Change

The Future of Learning: Preparing for Change European Commission Joint Research Centre Institute for Prospective Technological Studies Authors: Christine Redecker, Miriam Leis, Matthijs Leendertse, Yves Punie, Govert Gijsbers, Paul Kirschner, Slavi Stoyanov and Bert Hoogveld

Human-Computer Interaction in 2020

Being Human – Human – Computer interaction in the Year 2020 Edited by Richard Harper, Tom Rodden, Yvonne Rogers and Abigail Sellen Published by Microsoft

Equipping Every Learner for the 21st Century

Equipping Every Learner for the 21st Century

The Future of Thinking

The Future of Thinking Learning Institutions in a Digital Age Cathy N. Davidson and David Thea Goldberg with the assistance of Zoe Marie Jones

The Learning Society

The Learning Society

The Digital World Of Young Children: Impact on Emergent Literacy

The Digital World Of Young Children: Impact on Emergent Literacy Jay Blanchard | Terry Moore Arizona State University College of Teacher Education and Leadership

Disrupting College

Learning In a Digital age

Transforming learning through mEducation

Education Reform For The Digital Era

The Digital Learning Imperative

Innovating Pedagogy 2012

System Upgrade

Decoding Learning

The Impact Of Digital Technology On Learning

Innovating Pedagogy 2013

What it takes to learn

John Dewey

Jean Piaget

Lev Vygotsky

Jerome Bruner

Paulo Freire

Gordon Pask

Terry Winograd

Seymour Papert

Lauren Resnick

John Seely Brown

Ference Marton

Roger Säljö

John Biggs

Jean Lave

Inquiry-based education

Constructivism

Mediated learning

Discovery learning

Learning as problematization

Learning as conversation

Problem-based learning

Reflective practice

Meta-cognition

Experiential learning

Learner-oriented approach

Social constructivism

Situated learning

share a

common

conception

of the learning

process

1890

.

.

1940

.

.

1960

.

.

1980

.

.

2000

.

.

There is a common thread in our

understanding of learning

- the learner is an active agent in

the learning process

57

What it takes to learn does not change

Inquiry-based learning

Constructivism

Mediated learning

Discovery learning

Learning as conversation

Problem-based learning

Reflective practice

Meta-cognition

Experiential learning

Learner-oriented approach

Social constructivism

Situated learning

Books, Blackboards, Slides

Broadcasts, Overhead projectors

Tape-slides

Interactive whiteboards, Powerpoint

Web-pages, Podcasts

Modelling tools

Simulations

Chat-rooms

Online conferences

Multiplayer games

Wikis

Blogs

Learning through attention

Common classroom activities

52%

29%

25%

22%

22%

17%

16%

16%

10%

10%

9%

8%

7%

7%

4%

3%

Copy from the board or a book

Listen to a teacher talking for a long time

Have a class discussion

Take notes while my teacher talks

Work in small groups to solve a problem

Have a drink of water when I need it

Work on a computer

Listen to background music

Have some activities that allow me to move around

Create pictures or maps to help me remember

Have a change of activity to help focus

Q

Which three of the following do you do most often in class?

Spend time thinking quietly on my own

Talk about my work with a teacher

Learn things that relate to the real world

Teach my classmates about something

Base: All pupils (2,417) Source: Ipsos MORI

Have people from outside to help me learn

Learn outside in my school’s grounds

33%

Most preferred ways to learn

55%

39%

35%

31%

21%

19%

16%

14%

12%

9%

9%

8%

5%

6%

3%

1%

In groups

By doing practical things

With friends

By using computers

Alone

From friends

With your parents

By practising

By copying

By thinking for yourself

Other

From others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) Source: Ipsos MORI

Learners of the future

Learners of The Future

Teachers of the future…?

“One of the clinical definitions of

insanity is doing the same thing

over and over again and expecting

to get a different result.”

John Abbott

BSF

Learning

1908

1958

2004

2010

2012

Learning

1908

1958

2010

2012

Centre for Learning and Performance Technologies-Top Tools for Learners 2013.

1. Twitter

2. Google Drive/Docs

3. You Tube

4. Google Search

5. PowerPoint

6. Evernote

7. Dropbox

8. WordPress

9. FaceBook

10.Google+/Hangouts

11.Moodle

12.LinkedIn

13.Skype

The ewords framework

Swap

traditional

practices

with ICT

Exchange

Engage learners by

using a richer mix of

media

Enrich

Deepen

learning

through the

use of ICT

Enhance

Change the content,

process and location of

learning

Extend

Enable learners to take control of their own

learning

Empower

shallo

w

deep

Martin Blows

the ewords framework

It’s not about the technology ….

… it’s about new thinking.

Almost all the barriers are in our heads. We cannot change policy but we can change practice.

The only barriers are in our heads!

Policy or Practice?

"The reality is that the circumstances, rationale and representations for learning have changed....lets confront it "Richard Noss #altc2012

freedom to learn · 2014-04-17 · every child should have the opportunity to learn concepts and...

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