teachers responding to disruptive pedagogy integrating ict across the curriculum “it’s not...

Teachers responding to disruptive pedagogy

Integrating ICT across the curriculum“It’s not simply changing paper for digital files” (Hedberg 2006)

Terry FogartyDoctoral Candidate - UNE

Today’s PresentationIntegrating ICT across the curriculum

Reports on: a comprehensive literature review an action research pilot case study in two schools some ideas on how ICT could be integrated a reflection on a post-constructivist epistemology and learning theory that could be considered to inform any integration process

All things change (in time)

Students would teach themselves Teachers would be employed as ‘learning advisors’*

Who would have thought?

The Swiss watch would become obsolete

Celluloid would go from cinemas

The Berlin Wall would fall

* SMH 16 Sep O6: Corpus Christie High School, Oak Flats

The way students learnhas changed

Teachers now compete hourly against the Internet“learners connect understanding across disciplines, applying key concepts and evaluating multiple solutions within ethical frameworks” (MCEETYA, 2005)

The way teachers need to teachhas changed

1999: MCEETYA’s ‘Adelaide Declaration’ 2001: Decision to test ICT skills 2004: Integration of ICT across the curriculum (Stages 4 & 5)

2004: NSW Teacher’s Act 2006: Computer Skills Assessment Test

The winds of change have been:

Do students know more?

Quite possibly! students often know more about technology (Spender, 2003; Lawson, 2004; Elliott (2004)

students did better in a test on skills unfamiliar to their teachers (Fogarty, 2005)

Than their teachers?

SMH: Doherty, 2005

ICT in the Classroom

Teacher’sCMS -Wiki

Secure ClassPortal

ProductivityTools

(MS Office)

Thinking to Learn

MindTools

CommunicationsDiscuss (BB) Reflect (BLOG)

Testing Assessment

Chat

LAMS

MailCalendar

(MS Outlook)

ExternalLearning Portals

Reporting

StudentConstruction

ICT SubjectObjects

Learning Objects

MS

DESKTOP

INTERNNET

WWW

LMS

Technology

Pedagogy

Problems with ICT in the classroom

Students 1st cohort schooled for 3 rather than four years

Teachers Lack time, resources and support

Schools Concern re assuring student outcomes

Are students ready?

We find out on Monday, 11th December 2006 with the release of the NSW School Certificate results incl. CSAT

Recent in school study

Source: Fogarty 2006

Teachers claim Technology Students perform

Good skills

Lack skills

Lack skills

Good skills

MS Word

Data Base

Multimedia

www & @mail

Badly

On average

Best

OK

ICT in the classroom?

REGULARLY (20%)

5% expert users

15% serious users

Sources: Fogarty, Phelps et al, Leung et al, Conlon, Becker, Cuban

MOSTLY NOT (80%)

35% occasionally

45% never

Teachers use of

Teachers can use computers!

For administration

Personal productivity

80% use at home to prepare less lessons

communicate with colleagues

search the InternetSource: Cuban, 2000

Are teachers ready?Lack of computersPoor reliabilityLack of technology supportLack of pedagogy supportLack of resourcesLow levels of competencyLack confidenceLack timeNot part of school cultureWorking conditionsNeed to ‘unlearn’ traditional pedagogy

Sources: Hayes, Probert, Cuban, Cuttance, Dailhou, Varasidas & Glass

Fogarty (2006)

80+% want training

Many don’t know how

Teachers need

PD

ICT experts

Teams

Resources

Computers

Incentives

Flexibility

Support

SkillsPedagogyResourcesPractice

Sources: Steketee, Budgen, ACOT, Dailhou

Two schools (one state, one private)

Around 60 teachers engaged in three projects

Stage 5 English – Create a Visual Ad

Stage 5 Geography – Population Pyramid

Teacher’s Multimedia (Create a website in 3-easy steps)

Case Study: Net-ICTThe integration of ICT across the curriculum

“We’re English teachers – what’s it got to do with us?”

6.2 Students learn to: compose a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and websites

On-line student guide

ICT expert needed to:

Develop learning resources Web site ‘How to’ guides Activity task sheet

Book resourcesTrain subject teachersConduct/assist lessons (for some teachers)

Teachers

ICT

Expert

Student Exemplar

GeographyStage 5

“Create a Population Pyramid”

MS Excel, Paint & Word

Multimedia for teachers“Create a website in 3-easy steps”

82% of teachers had reported they lacked Multimedia competency44+ teachers invited to personal training – 11 accepted (25%)

Step-by-step

Learning Guide

(10 mins.)

Teacher reflections

VISUAL ADVERTISEMENT

“This activity worked well”

“ Really fitted in well with our work”

POPULATION PYRAMID

“It was a great activity – one I will use again and again”

TEACHER MULITMEDIA

“Excellent”, “Very important”

ALL DEEMED

SUCCESSFUL

Issues (raised by teachers)

“Why are subject teachers expected to teach ICT skills?”“General lack of training and experience with ICT”“Team subject and ICT specialist”“Lack of reliable access to computers”“Prefer paired or small group activities” (allows one student to assist another)

Project reflection

Teacher’s concern of lack of experience, competency and resources are valid

Appropriately supported, hesitant and cautious teachers can successfully engage students with disruptive pedagogy to develop ICT competency

Project Recommendations

Promote disruptive pedagogies

Redesign learning spaces

Release ICT experts to develop training, pedagogy and resources

Productively redeploy IT infrastructure

Adopt National ICT Standards?

Infectious, endemic ICT – students engage & enjoy learning

It means students mayengage & learn!!

Where is the best place to start?Some IDEAS for integrating ICT

Zemsky & Massey suggest:

• PowerPoint & Email

• Course Management Systems

• Digital interactive resources

• Total redesign of curriculum (using new pedagogy)

Source: Zemsky & Massey

How ready are teachers?Teachers are reasonably confident with PowerPoint and Email

Are teachers ready for Learning Management Systems?

LAMS

ICT integration sequencefor teachers

PLS

PD

CBSCMS

LMS

LAMS

Professional learning sequencefor teachers

Adopt an operational strategy to match the ICT and pedagogical competencies of teachers with the technological readiness of the school

Key short term goal: Manage the technology environment to establish teacher confidence in ICT

PLS

SMS

CBS

CMS

LMS

LAMS

Professional Developmentfor teachers

Develop individualised Professional ICT Development plans for teachers

PLS

PD

CBS

CMS

LMS

LAMS

Confidence Building Solutionfor teachers

Provide teachers with:

Stable, supported technology

Specialist ICT support

Time to learn and integrate

PLS

PD

CBS

CMS

LMS

LAMS

Content Management Solutionfor teachers

‘”It’s not just about changing paper for digital” (Hedberg)

“But perhaps that is a place to start” (Fogarty)

PLS

PD

CBS

CMS

LMS

LAMS

Which LMS?

Learning outcomes

Source: Metros (2003)

Phase 1: Learning System

ProductivityTools

MS Office

Thinking to Learn

MindTools

CommunicationsDiscuss Reflect

Testing Assessment

Chat Rooms

MailCalendar

MS Outlook

ExternalLearning Portals

Reporting

ICT SubjectObjects

Learning Objects

GRAPHICAL

EDITOR

MS

FILE

MGR

Teacher’sCollaborative

Secure ClassPortal

StudentConstruction

Many teachers

Can electronically produce: Course outlines Assessment schedules Homework requirements Learning activity sheets Assessment Task sheets Resources lists Useful websites lists

Subject/Course/Class NoodlesRelatively simple for teachers to:

Create wiki pages

Upload files

Hyperlink resources

Graphical Web page editor

Upload a file

Class Portal (Noodle)

REFLECTIONEnter Disruptive Pedagogy

A ‘new way’ of teaching that will eventually replace current classroom practiceKey dimensions include:

high order thinking skills, dialogic literacy, ‘democratised’ resources generative personal construction of understandings, knowledge scaffolding representational framing of ideas, student engagement, and social interaction.

Sources: Hedberg, Jonassen, Bereiter & Scardamalia, Metros, Salmon)

Are teachers & schools ready for Disruptive Pedagogy?

Conservative in nature Resistant to changeLack of technology infrastructure & supportLack of preparation & release timeIncompatibility: traditional teaching/ spaces with constructivist learning frameworksNeed for policy,curriculum, and assessment reform?

Sources: Vrasidas & Glass 2005; Fogarty 2006

Constructivist learning

Most disruptiveICT-based pedagogy

tends to be constructivist in

nature

Constructionism

Social

Constructivism

Each teacher,

known as a

LEARNING

ADVISOR supports

the growth and

learning of a small

groups of students

in a technology

rich learning

environment

SMH 16 September 2006

A new epistemology?

What is the best epistemology to inform pedagogy for the digital ‘connected’ classroom?

Is Constructivism the best approach?Herron & Reason’s Participatory / Cooperative approach is of some interest (including as the basis for Action Research in schools)

Participatory / Cooperative Learning

Epistemology

Methodology

Knowledge accumulation

Critical subjectivity

Participatory transaction

Experiential, propositional

Practical knowing, Co-created

Political participation

Collaborative action

Primacy of the practical

Shared experiential

Communities of inquiry within communities of practice

Source: Herron & Reason

CONNECTIVISM

A new learning theory for the digital age?

Diversity of opinionsConnecting information sources (knowledge collectives)Critical capacity to know moreNurturing and maintaining connections Identifying connections between fields, ideas, and conceptsCurrency is crucial, Lens of shifting realityDecision-making as a learning processWhat is right today may be wrong tomorrow

Source: Seimens

Practical Knowing

Aristotelian heritagePhronesis – practical, context dependent values deliberation

Episteme – theoretical knowledge

Techne – pragmatic, context-dependent practical rationality

Bloom’s learning domains

Affective – attitudes, values, belief

Cognitive – knowledge

Psychomotor - skills

Greenwood & Levin typify social science knowledge as bridging concrete practical intelligence with value-based reflectivity

Social Collectives

Derive from Plato’s ‘Panpsychism’

The social mind within communities of practice

Collective knowing

Group mind (such as wikipedia?)

Amplifying learning, knowledge and understanding – the epitome of Connectivism

Sources: Seimens, Brown, Greenwood & Levin

Technical Credits

Animations: office.microsoft.com/clipart

MP3 soundtracks: freeplaymusic.com Opening herald: “Night Watch” Change theme: “Knife Fight” Multimedia for all: “Warriors Knights” Closing theme: “Holdin Back”

Contact: terry.fogarty@willoughby.nsw.edu.au