making it happen: teaching the technology generation
DESCRIPTION
This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.TRANSCRIPT
Making it happen: Teaching the Technology Generation
Will Stewart
University of Bradford
Beyond “no significant impact”
Outline
• Why “no significant difference”? • Impact of Government • Characteristics of today’s learners • Model for teaching & learning in 2020
Technology generation Sat Nav Email Memory Sticks Powerpoint Excel Word Access Internet Explorer Sky Satellite TV CDs DVDs Digital Cameras Blogs Mobile Phones
No Technology Generation Myspace Bebo Facebook MSN Google Youtube 4OD Ipod Limewire Laptop Xbox Wii PSP Skype Mobile Phone Firefox Games (3D) e bay
For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society.
(Don Tapscott (1998). Growing up Digital:The Rise of the Net Generation)
Why “no significant impact”?
Over the past 20 years technology has had no significant impact on teaching and learning.
No significant difference to:
Curriculum Assessment Pedagogy Institution
We have used technology to:
replicate our traditional, highly centralised, one-size-fits-all, industrial model of education
To do what we have always done
As technology has become more and more pervasive, our institutions have become less and less learner-centred
Institution Decides time and place; chooses teacher
Teacher Chooses subject matter, structure, teaching methods, pace
Syllabus
Student
Assessment
Institution-centred system
Characteristics of today’s learners
They want to learn They know what they want to learn They know how they want to learn They are all different – different
experiences, different learning needs
There is no standardised learner
Today’s 15 year olds were born in 1993
1993 The year the Web was born
The use of digital technology has been completely normalised and fully integrated by this generation…
Because of this they have distinctive ways of thinking, communicating, and learning
Today’s learners are….
Creative producers
Today’s learners are….
Creative producers
….are building websites,posting movies, photos and music to share with friends,family and beyond
Today’s learners are….
Creative producers All day, every day communicators
…Texting and MSNing to maintain their network
One in three people would not sacrifice their mobile phone for one million pounds or more, with women leading the way on those most likely to refuse.
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
Most respondents aged between 16 and 24 would rather give up alcohol, chocolate, tea, coffee and even sex, than live without their mobile phone for a month.
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
I'll give up money, sex ... but not the mobile
Text not sex
I'll give up the mobile…but not my favourite hot drink
Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)
Today’s learners are….
Creative producers All day, every day communicators Information gatherers
Google and Wikipedia are their first port of call
Cut and paste as a way of life
Today’s learners are….
Creative producers All day, every day communicators Information gatherers Social networkers
They share and collaborate They access a global audience
Question
So how do these learners fit into our present education system?
Answer
Not very easily
Maths failure 'threatening UK economy’
Britain's failure to teach mathematics at both school and university level to a high standard has cost the economy £9 billion
Standards in maths are slipping due to government interference, the report concludes.
(Reform, 03/06/08)
One million pupils 'failed by Labour exam policy
An 'entire generation' of school children has been let down by the Labour government, a new study has claimed. The report, by the Bow Group, reveals that almost a million teenagers failed to achieve even the lowest grade, a G, in five GCSEs since the party came to power. (Guardian, 20/04/08)
In 2006 nearly 5% of pupils in state schools - 28,000 - got no GCSE passes
almost 25% - 146,000 - got no more than D grades.
Schools below 30% GCSE target
638 secondary schools in England below the government's "floor target" of 30% of pupils getting at least five good GCSEs including English and maths, in last year's results.
9th June 2008
Schools told to improve or close
Almost one in five secondary schools in England is to be given a warning to improve exam results or face closure.
June 10th 2008
The National Challenge
These National Challenge Trusts will see the shutting down of the failing school and a re-opening of a new school, to be run as a joint project with a high-performing local school and a partner such as a local business or university, with up to £750,000 funding.
The Pony Express
Government’s education ambitions * Joint Birth Registration: Recording Responsibility [2008] * Back on Track: A strategy for modernising alternative provision for young people [2008] * Raising Expectations: enabling the system to deliver [2008] * The Children's Plan: building brighter futures [2007] * Care Matters: Time for Change [2007] * FE Reform: Raising Skills, Improving Life Chances [2006] * Higher Standards, Better Schools for All [2005] * Skills: Getting on in business, getting on at work [2005] * 14-19 Education and Skills [2005] * 21st Century Skills - Realising our Potential [2003] * The Future of Higher Education [2003] * Promoting achievement, valuing success: a strategy for 14–19 qualifications [2008] * Raising Expectations: staying in education and training post-16 [2007] * Care Matters [2006] * Offender learning [2005] * Youth Matters [2005] * Parental separation [Jan 2005] * Every Child Matters [2003] * 14-19: Opportunity and Excellence [2002] * Schools: Building on Success [2001] * Meeting the childcare challenge [1998]
* The Children's Plan: building brighter futures [2008] * Departmental Strategic Objective Indicators [2008] * Ten Year Youth Strategy [2007] * Progression through Partnership * Academies Sponsor Prospectus 2007 * Department Equality Schemes * The Offer to Schools 2006-2007 (Secondary National Strategy - Pupils aged 11 to 16 years) [2006] * Five Year Strategy for Children and Learners: Maintaining the Excellent Progress [2006]
Vision 1 Our vision is one in which these aspirations
are realised for all children and young people. (Gilbert 2020, 2006)
Vision 2
A compelling vision for the UK. The Review recommends that the UK commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels. (Leitch, 2006)
Vision 3
Our vision is that each individual maximises their potential through personalisation of their learning and development.
(Harnessing Technology, 2005)
Vision 4
The Vision – we need to maximise and fulfill the potential of all our people – young people and adults- to contribute knowledge and skills of world-class quality.
(Foster Report – Realising the Potential, 2005)
Vision 5
Our vision is that within the next 10 years the Higher Education sector in England will be recognised as a major contributor to society’s efforts to achieve sustainability through the skills and knowledge that its graduates learn and put into practice.
(HEFCE e-Learning Strategy, 2005)
Principles of reform Greater personalisation and choice for every child Better teaching More flexibility to combine school,college and work-based
learning More vocational provision A broader, richer and more interesting curriculum Support for every young person and adult to develop skills
needed for employment and life Lifelong learning for all High quality university courses with excellent teaching Increased and more flexible access to higher education
Under 5s
disadvantage starts early in life and children who get a poor start tend to fall further behind as they go through the education system. And despite the improvements we are still not providing enough childcare places in a flexible way that meets parents’ needs.
School age years
There are still too few excellent secondary schools for parents and pupils. While standards have risen, they are not yet high enough for all. Parents and teachers worry about truancy and bad behaviour
14-19 year olds
Too many pupils drift, become disenchanted with school or get into trouble and drop out at 16. Vocational learning is still seen as second best. And pupils leave school insufficiently prepared for the world of work.
The world of work
The UK lags behind other countries in terms of output and skills. A large number of adults lack vital skills in literacy and numeracy. And too often the training system does not give employers the sort of courses and qualifications that suit their business.
Government’s education ambitions Balls
What they don’t understand is… No matter how many reports and
initiatives you produce, there will be “no significant impact” to the education landscape until you replace the existing model
As long as we continue to replicate traditional models of teaching and learning, and continue to treat all students as if they were the same, we will still find that, come 2020, that there has been “no significant impact” in terms of quality, achievement, relevance, skills
As long as we continue to bolt on technology to the traditional teaching approaches we will continue to alienate a large proportion of learners
Making it happen
So, today’s learners…..
Live on the Web Interact Network Aggregate resources Build communities Create Share collaborate
How do design an education that is relevant to them?
LEARNER
Teachers
Web
Personalised curriculum
Resources and activities
Personalised assessment
Peer network
Learner-centred system
Institution
Making it happen Re-visit our conceptualisation of
teaching and learning Engage meaningfully with the world our
learners live in Integrate the technologies that are
relevant to the demands of their networked society
Enable
real personalisation real collaboration real creativity real learner participation
Curriculum
Dynamic Negotiated Interdisciplinary Blend formal and informal learning
Learning tasks
Authentic Personalised Learner-driven Learner-designed Experiential Relevant Engaging
Resources
Media rich Informal and formal sources Global Multiple Relevant
Communication
Open Peer-to-peer Multiple types
Process
Active Dynamic Reflective Collaborative Performance and inquiry based
Content
Encourages thinking, understanding and discussion
Offers diverse perspectives and representations
Involve learners creating, sharing and revising ideas
Scaffolds
Support for learners networks of peers, teachers, experts and communities
We need new approaches to learning that go beyond “no significant impact”
Teaching and Learning for the Web 3.0 generation
It’s too late for the Google generation We weren’t ready for them and we
have undersold them. We can be ready for the Web 3.0
generation
The technology is here to make learning excellence happen
We owe it to the young people who will be coming to ask us to help them with their learning
So…
Make it happen!
Thank you for listening…..
….and any questions?