digital pedagogies: technology and the australian curriculum
TRANSCRIPT
DIGITAL PEDAGOGIES
Daniel Groenewald
Images: courtesy of pixabay.com
Towards better Integration of ICTs in the Australian Curriculum
Digital Learning Coordinator, CEWA
http://goo.gl/8Q7Ooz
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To recap why we use ICTs in education and
Learning Intention
To suggest some improvements to how we teach with ICTs
Could Digital Aristotlechange education forever?
Over the last twenty five years, there has been an increasing focus on technology skills in Australian Curricula.
HOBART DECLARATION
1989
ADELAIDE DECLARATION
AUSTRALIAN CURRICULUM
2009
MELBOURNE DECLARATION
20111999
TECHNOLOGIESCURRICULUM
2018
An understanding of the role of science
and technology in society, together with
scientific and technological skills
Be confident, creative and
productive users of new technologies
Young people need to be highly skilled in the use of ICT…there is a need to increase there effectiveness
Students need the knowledge, skills and confidence to make ICT work for them at school, at
home, at work
Society needs enterprising
students who can make discerning
decisions about the development and
use of technologies
1990MLC first laptop program in the
world
2010 arrival of The iPad
1993 pubic Internet in
Australia
2016 Consumerisation of Virtual Reality
2020 Online learning is mainstreamed in
education?
1990 2016
How far have we come?
PC Photo credit: Rama
Gamification
Robotics
CodingSTEM
Learning Spaces
Learning analytics
Flipped learning
Virtual Reality
3D printing
Adaptive learning
Telepresence Maker spaces
Wearables
And now we are seeing an explosion in learning technologies.
This explosion in learning technologies is a reflection of broader social change termed
‘technological disruption’.
Uber
Airbnb
Tesla
Outsourcing
Automation
Globalisation
eBay
Amazon
Examples of disruption
$50 Billion $79 Billion
Source: Deloitte - Australia’s Digital Pulse: Key challenges for our nation – digital skills, jobs and education (2015)
2013-142011
5 Million: number of
Australian jobs predicted to be
replaced by computers by
2025
Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)
Australia’s Digital Economy
Technology is modifying the economy and replacing blue and white collar jobs. Computers are fast, precise an obedient. Automation is increasingly common. Global labour is cheap. If we want to preserve our way of life, we need to develop skillsets that make us inimitable.
8 Years AGO“Rapid and continuing advances in information and communication technologies (ICT) are changing the way people share, use, develop and process information and technology. In this digital age, young people need to be highly skilled in the use of ICT.”
(Melbourne Declaration 2008)
Entrepreneurial & ICT savvy
Comfortable in and through change
Adaptive and agileDigitally discerning
Productive
Collaborative
A great learner
A confident producer of new media
Socially intelligent
Growth Mindset
Creative and dynamic
Customer facingProblem seeker and solver
Expert in something
What skills do we need?
The rationale then for ICTS in the classroom is pretty clear.
I can learn anywhere,
anytime and at the point of need
I can access the best that has been thought
and done
I can collaborate
with peers and learn from
anyone
I can find things
relevant to me
I enjoy Interactive, rich visual and audio resources that
excite and inspire
I can listen to and observe lessons more than once
My world is changing and I
need these skills to live a good life
Numeracy
Critical & Creative Thinking
Ethical Behaviour
Personal & social capability
Investigating
Literacy
Intercultural understanding
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
THE ICT CAPABILITYTODAY
Values (RE)
Creatin
g susta
inable
ways of li
ving
Repairing our relationship with Aboriginal Australia
Engaging with our
Asian neighbours
So what does ICT capability look like at the end of Year 2..?
Applying Social & Ethical protocols
Students comment online on a class video accurately, thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer for learning
Investigating with ICTs
Communicating with ICTS
Creating with ICTs
Recognise that people create and own digital content
Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech
Students use colour coding and drawing to show a timeline in HASS
Managing and Operating ICTs
Students make an information report and identify and acknowledge where the information came from
Experiment with ICT to modify data for a particular audience
Use ICTs to identify, record and classify information
While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
How is ICT Capability different from Digital Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with computational and design thinking
Integrating technologies in within this complex landscape has not been easy for educators for a range of reasons
Challenges“PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education”
(PISA: 2015, 15)
CHANGE can be slow and tricky
Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg
Implementation dips
Technical issues seem to get worse before they get better
What do we most need to do now?
In summaryWe have the technology
We have the curriculum mandateWe have some exemplary practices
Methods for teaching well with
ICTS
It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint
and explore how technology changes instructional practice
Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg
Model 1
Traditional Approaches to Ed-Tech pedagogy – Primary
TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY
Traditional Approaches to Ed-Tech pedagogy – Secondary
TECHNOLOGY CONTENT KNOWLEDGE
PEDAGOGY
TPACK+CAPbTECHNOLOGY PEDAGOGY
CONTENT KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General CAPABILITIES
Investigating
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT
Critical & Creative
Thinking Personal & social
capabilityIntercultural understanding
Model 2
REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFO
RMATIO
N
ENHA
NCE
MEN
T
The SAMR ModelRuben R. Puentedura,
Transformation, Technology, and Education. (2006) Online at:
http://hippasus.com/resources/tte/
PDF with hyperlinks
Imovie
Weebly
Tech acts as a tool substitute with no functional change to task
Tech acts as a tool substitute with functional change to task
Tech enables improvement in task design
Tech enables significant improvement to task in a way that was inconceivable in the paper based world
Leveraging human learning preferences: The Ed-Tech Quintet
Mode Associated Practice ExampleSocial Communication, collaboration, Sharing YouTube, Instagram,
forums, twitter
Mobility Anytime, Anyplace Learning and Creation At home, on the bus, whatevs
Visualisation Making abstract concepts tangible Infographics, websites,
Storytelling Knowledge integration and transmission iMovie, YouTube, BookCreator,
Gaming Feedback loops and formative assessment Khan Academy, Udemy, Socrative, Maths Space
Puentedura: http://hippasus.com/rrpw
eblog/
Model 3
DIAGNOSIS
ENGAGEMENT
BUILDING KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL LEARNING AND
TEACHING CYCLE
Socrative
TedTalks
Zaption
Explain Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003
Pedagogical flow
Apps at pedagogically appropriate
stage of learning
Session Challenge – Integrating the models
Use the following planning sheet to construct and evaluate an effective lesson using ICTS
Instructional work flow
Activity ICT Capability ICT tool
SAMR level
Diagnosis
Engagement
Building Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson with ICT
D Groenewald: Adapted from K. Love et al, BUILT: 2003
Students view video quiz on figurative language and teacher collects and analyses results prior to class
Investigating Zaption – online video with analytics
Modification
