enhancing student learning through the use of digital pedagogies

Thinking differently/Acting strategicallyThinking differently/Acting strategically

Enhancing student learning Enhancing student learning through the use of through the use of digital pedagogiesdigital pedagogies

Workshop designed and facilitated by

Dr Jennifer NaylerDr Jennifer Nayler

atat

Forest Lake College (10 September 2009)Forest Lake College (10 September 2009)

Jenny Nayler – learning [email protected]


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyOur common purpose...Our common purpose...

...increased learning for the people who matter most. ...increased learning for the people who matter most.

About the workshop (and the project generally):About the workshop (and the project generally):

• It’s about It’s about youryour professional learning and action professional learning and action andand learning and action in learning and action in relation to your team and organisation.relation to your team and organisation.

• Professional learning is most productive in a supportive and challenging Professional learning is most productive in a supportive and challenging environment. environment.

• Review and renewal is the routine work of a learning organisation.Review and renewal is the routine work of a learning organisation.

• Everyone is at a different points in their learning.Everyone is at a different points in their learning.

• An approach that builds a community of learners is good for the individual, An approach that builds a community of learners is good for the individual, the team and the organisation.the team and the organisation.


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcy

Tune in...to the BIG questionTune in...to the BIG question

ActivityTalk about things that matter through discussion circles.

ActivityShare examples of digital pedagogies that enhance student learning.

Using large post-it notes, record a summary of each digital pedagogy on the graffiti wall, Digital pedagogies we’re using.

(Note the year levels at which pedagogies are being used.)



Explore...knowledge, attitudes, questions and processesExplore...knowledge, attitudes, questions and processes

ActivityActivity• Consider the BIG question: Consider the BIG question: How do we enhance student learning How do we enhance student learning

through the use of digital pedagogies?through the use of digital pedagogies?

• Use ‘silent conversation’ through wiki or butcher’s paper to explore…Use ‘silent conversation’ through wiki or butcher’s paper to explore…1.1. knowledge: What do you know (or think you know) in relation to the BIG knowledge: What do you know (or think you know) in relation to the BIG

question?question?

2.2. questions: What sub-questions would help us to answer the BIG questions: What sub-questions would help us to answer the BIG question?question?

3.3. attitudes: What are your attitudes to the use of digital pedagogies to attitudes: What are your attitudes to the use of digital pedagogies to enhance student learning?enhance student learning?

ActivityActivity• Explore processes to be used in session including the inquiry model, Explore processes to be used in session including the inquiry model,

TELSTAR. Negotiate any changes.TELSTAR. Negotiate any changes.


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyExplore...our workshop processExplore...our workshop process

Tune in to

the BIG question: How do we enhance student learning through the use of digital pedagogies?

Explore participants’ knowledge, questions and attitudes workshop process, including the inquiry model, TELSTAR.

Look at participants’ knowledge, questions and attitudes facilitator input re: possible format of a scope and sequence of digital pedagogies;

frameworks that could be used to categorise/organise digital pedagogies; the importance of evidence-based and principle-driven evaluation.

a wider range of participants’ best practice in relation to digital pedagogies.

Sort through

knowledge explored in earlier phases to:propose draft Principles for use of digital pedagogies in upper Primary at FLCconstruct a draft Scope and sequence of digital pedagogies in upper Primary at FLC.

Test (or plan to test) draft principles as well as scope and sequence

Act to plan individual and team actions prior to next session

Reflect on what’s been learnt and how it’s been learnt.Source of TELSTAR model: Social Investigators: An Approach to Active and Informed Citizenship for Years 8–10 and The Social Education Framework: P–10 (see references).


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyLook at...a range of info that helps us answer Look at...a range of info that helps us answer

the BIG questionthe BIG questionActivityActivity

• Using a gallery walk (or guided perusal of wiki), look at participants’ Using a gallery walk (or guided perusal of wiki), look at participants’ knowledge, questions and attitudes. Discuss key issues + record knowledge, questions and attitudes. Discuss key issues + record questions for further investigation.questions for further investigation.

Facilitator inputFacilitator input

• reasons for using digital pedagogies reasons for using digital pedagogies

• what a scope and sequence of digital pedagogies might look likewhat a scope and sequence of digital pedagogies might look like

• possible frameworks that could be used to categorise/organise digital possible frameworks that could be used to categorise/organise digital pedagogiespedagogies

• the importance of evidence-based and principle-driven evaluationthe importance of evidence-based and principle-driven evaluation

ActivityActivity (after facilitator input) (after facilitator input)

• Use a think-pair-share-square to brainstorm a wider range of Use a think-pair-share-square to brainstorm a wider range of participants’ best practice in relation to digital pedagogies (recording participants’ best practice in relation to digital pedagogies (recording each on separate post-it note).each on separate post-it note).


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyLook at…reasons for using digital pedagogies Look at…reasons for using digital pedagogies

Some themes...Some themes...

Digital pedagogies engage students.Digital pedagogies engage students.

Pedagogies that integrate information and communication technologies can engage Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance achievement, create new students in ways not previously possible, enhance achievement, create new learning possibilities and extend interaction with local and global communities. learning possibilities and extend interaction with local and global communities. (MCEETYA, 2005, p. 2)(MCEETYA, 2005, p. 2)

Pedagogies need to drive ICTs not the other way around.Pedagogies need to drive ICTs not the other way around.

ICT is just another tool. You choose the best tools for the job—it might be the ICT is just another tool. You choose the best tools for the job—it might be the telephone, the Internet or a library book. If you get into that frame of thinking and telephone, the Internet or a library book. If you get into that frame of thinking and your students have that frame of thinking, it is much easier to integrate ICT your students have that frame of thinking, it is much easier to integrate ICT across the curriculumacross the curriculum (Moss, 2002, p. 3).(Moss, 2002, p. 3).

The computer—like the TV can be a mesmerizng babysitter. The computer—like the TV can be a mesmerizng babysitter. (Cordes & Miller, 2000, p. 3) (Cordes & Miller, 2000, p. 3)

Alignment of curriculum, pedagogy, assessment (and reporting) is the main game Alignment of curriculum, pedagogy, assessment (and reporting) is the main game in town.in town.

A related theme...A related theme...If it’s to do with ICTs it must be good. If it’s to do with ICTs it must be good. See Brown (2005) for critique.See Brown (2005) for critique.



A for alignmentA for alignment

What do we teach?

How do we assess (and report) student learning? How do we teach?

Student knowledge, interests, needs &

aspirations

How do we gather and use information on student

knowledge, interests, needs & aspirations?

Source: Aligning for Achievement Module 3: Planning for alignment: What is required? (Nayler & Falls, 2009).

Connie: It’s been challenging for the students. It’s definitely engaging them in higher-order thinking, stepping out of comfort zone. This is the first unit when I have given all of my assessment up front to the students and the students have known where they are heading.



Look at...reasons for using digital pedagogiesLook at...reasons for using digital pedagogies

TIP Model (Technology Integration Model)TIP Model (Technology Integration Model)

Phase 1: Phase 1: Determine the relative advantage.Determine the relative advantage.

Phase 2:Phase 2: Decide on objectives and assessments.Decide on objectives and assessments.

Phase 3: Phase 3: Design integration strategies.Design integration strategies.

Phase 4: Phase 4: Prepare the instructional environment.Prepare the instructional environment.

Phase 5: Phase 5: Evaluate and revise integration strategies.Evaluate and revise integration strategies.

TIP Model developed by M.D. Roblyer (2004) in TIP Model developed by M.D. Roblyer (2004) in Integrating educational technology into Integrating educational technology into teaching teaching (3(3rdrd ed.). Upper Saddle River, NJ: Pearson Education. ed.). Upper Saddle River, NJ: Pearson Education.

Some additional food for thought...See Roblyer p. 43 for ‘learning problems’ and corresponding ‘high relative advantage’. See also Roblyer p. E6: How do you know when you’ve integrated technology well? (see handout).


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyLook at...template for Look at...template for

scope and sequence of digital pedagogiesscope and sequence of digital pedagogies

Digital pedagogies used across the year levels, schools and whole College (Shaded area = focus for 2009)

Categories

TBC

Prep Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10

Yr 11

Yr 12

Take a SWOT at this!


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyLook at...Look at... possible frameworks that could be used to possible frameworks that could be used to

categorise/organise digital pedagogiescategorise/organise digital pedagogies

Information and communication technologies: Cross-curriculum priorities (by the end of Yr 3, 5, 7 and 9)*

Dimensions of thinking: A framework for curriculum and instruction (Marzano et al., 1988)

Productive Pedagogies (QSRLS, 2001)

Inquiring with ICTs Acquisition and integration of knowledge Extension and refinement of knowledge Use of knowledge in meaningful ways

Intellectual quality Creating with ICT

Communicating with ICTs Ethics, issues and ICTs Operating ICTs

Positive attitudes and perceptions Development of positive habits of the

mind Connected-

ness Supportive

classroom environment

*QSA, 2007 Recognition of difference

Q: Which framework should we use to categorise/organise our scope and sequence?



Sort through...Sort through...knowledge to propose knowledge to propose principles + scope and sequenceprinciples + scope and sequence

ActivityActivity• Through small group collaboration based on mixed groups Through small group collaboration based on mixed groups

(re: year levels and campuses) develop principles.(re: year levels and campuses) develop principles.• As a whole group discuss: As a whole group discuss:

Q: What’s similar? Q: What’s similar?

Q: What’s different? Q: What’s different?

Q: How could we develop a consensus set of principles?Q: How could we develop a consensus set of principles?

ActivityActivity• Working in year level groups, sort through all post-it notes Working in year level groups, sort through all post-it notes

(from ‘tune in’ and from ‘look’ phases) and distribute on (from ‘tune in’ and from ‘look’ phases) and distribute on scope and sequence according to the framework headings. scope and sequence according to the framework headings.

• Take a gallery walk with tour commentary provided by Take a gallery walk with tour commentary provided by representatives from each year level. representatives from each year level.


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyTest...Test...(or plan to test) draft principles and scope and (or plan to test) draft principles and scope and

sequencesequenceBuilding the Building the Scope and sequence of digital pedagogies in upper Primary at FLCScope and sequence of digital pedagogies in upper Primary at FLC

1.1. What are the key digital pedagogies suited to our particular year level related to each category What are the key digital pedagogies suited to our particular year level related to each category of our chosen framework? Which sites are appropriate and effective for specific pedagogies?of our chosen framework? Which sites are appropriate and effective for specific pedagogies?

2.2. How does our suite of digital pedagogies align with other framework/s? What other How does our suite of digital pedagogies align with other framework/s? What other pedagogies should be incorporated?pedagogies should be incorporated?

Testing our Testing our Principles for use of digital pedagogies at upper Primary at FLCPrinciples for use of digital pedagogies at upper Primary at FLC

3.3. Do these pedagogies align with principles? Do principles need modification? What Do these pedagogies align with principles? Do principles need modification? What modifications do we need to make?modifications do we need to make?

Gathering evidence Gathering evidence

4.4. What have we found through use of these specific pedagogies with our students? What What have we found through use of these specific pedagogies with our students? What evidence can we gather (and from whom) in relation to the usefulness/success of these evidence can we gather (and from whom) in relation to the usefulness/success of these pedagogies? pedagogies? How can we use our principles to evaluate our pedagogies?How can we use our principles to evaluate our pedagogies?

5.5. What have we found through wider research about these digital pedagogies and whether they What have we found through wider research about these digital pedagogies and whether they enhance learning (e.g. about digital pedagogies generally and about specific pedagogies)?enhance learning (e.g. about digital pedagogies generally and about specific pedagogies)?

Celebrating and sharing our findingsCelebrating and sharing our findings

6.6. How will we celebrate and share our findings at 7 December session? How will we use digital How will we celebrate and share our findings at 7 December session? How will we use digital pedagogies?pedagogies?

Planning actionPlanning action

7.7. What are our plans for 2010?What are our plans for 2010?Q: What do you think of these as our community

of inquiry questions?


Jenny Nayler – Learning Jenny Nayler – Learning aJeNcyaJeNcyAct...Act... to plan individual and team actions prior to next to plan individual and team actions prior to next

sessionsession

HowHow could we go about working within a community of learners (at the year level + could we go about working within a community of learners (at the year level + across year levels + across campuses) to investigate these questions.across year levels + across campuses) to investigate these questions.

WhenWhen? ? WhereWhere? ? WhoWho??

How How can we use our wiki to share our work?can we use our wiki to share our work?

People learn when they seek answers to questions that matter to them.Dewey (1933) quoted in Anderson Steeves, p. 65)

Targets prior to 7 December session 1.Develop your year level section of Scope and sequence of digital pedagogies in upper Primary College at FLC.2.Confirm (at your year level and beyond) the draft Principles for use of digital pedagogies in upper Primary College at FLC.3.Share your findings to inquiry questions via our wiki.



Reflect...using Jenny’s WoW reflectionReflect...using Jenny’s WoW reflection

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Talk does not cook rice.Talk does not cook rice.

(Chinese proverb)(Chinese proverb)

A journey of a thousand miles begins with a single A journey of a thousand miles begins with a single step. step.

(Chinese proverb)(Chinese proverb)

enhancing student learning through the use of digital pedagogies

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