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CORE's ten trends for 2010

The document outlines ten key trends impacting New Zealand educators regarding the integration of ICTs in teaching and learning, focusing on the evolving roles of teachers and students, the use of mobile devices, and the necessity for globalized learning. It highlights the importance of digital literacy, open educational resources, and cloud computing while addressing challenges such as cyber citizenship and assessment practices in education. Educators are encouraged to adapt to these changes by rethinking teaching strategies and leveraging technology to enhance student engagement and learning outcomes.

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Derek Wenmoth Director, eLearning CORE Education Ltd
The ten trends… …represent
a
view
of
some
key
areas
of interest
for
NZ
educators
with
regards
to
the impact
of
ICTs
on
teaching
and
learning.
Overview 1. Changing
role
of
teachers
and
learners 2. Internet
capable,
mobile
devices
for
learning 3. Globalised
learning 4. Ubiquitous
compuGng 5. Cyber
ciGzenship 6. Digital
literacy 7. Open
educaGon
resources 8. Cloud
compuGng 9. Advanced
networks
and
school
‘loops’ 10. Assessment
pracGces
Changing role of teachers and learners
Changing role of learners Once
they
were… Now
they
are… • Consumers • Creators • Contributors • Communicators • Collaborators • Coordinators In
an
“architecture
of par0cipa0on”
Competing philosophies Philosophy
A Philosophy
B EducaGon Broken,
but
can
be
fixed Long
term
investment
in
the (quickly) future Technology Drives
change Enables,
supports
and accelerates
change Teachers Another
problem
to
be
fixed Supported
professionals Learners The
future
workforce More
than
just
the
future workforce InnovaGon Let
a
thousand
flowers Got
to
be
scalable
and flourish sustainable Success Input
targets
and
aXainment Wider
long‐term
benefits Curriculum Don’t
trust
teachers
‐ Guidance
and
support
for ‘package’
it
up teachers
Instructional coherence “…teachers’
success
in making
coherent instrucGonal
decisions depends
on
developing
a posiGon
or
stance
on
six dimensions
: 1.knowledge, 2.
professionalism, 3.
collaboraGon, 4.
instrucGon, 5.
agency, 6.
authority, ‐
that
is
focused
on learning
and
the
learner.”
Teacher roles in a networked learning environment 1. Amplifying 2. CuraGng 3. Wayfinding
and
socially‐driven
sensemaking 4. AggregaGng 5. Filtering 6. Modelling 7. Persistent
presence http://www.connectivism.ca/?p=220
Take-aways • social
and
technological
networks
subvert
the classroom‐based
role
of
the
teacher
‐
How
can
we achieve
clear
outcomes
through
distributed means? • In
what
ways
do
we
regard
teachers
and
students as
learners
in
a
dynamic
system? • Is
school
reform
possible
without
a
change
in
the role
of
teachers? • What
sort
of
conGnuing
professional
development is
most
effecGve
for

teachers
to
adapt?
Internet capable, mobile devices
Pockets of Potential More
than
half
of
the
world’s populaGon
now
owns
a
cell phone
and
children
under
12 consGtute
one
of
the
fastest growing
segments
of
mobile technology
users
in
the
U.S. “It
is
no
longer
a
ques0on
of whether
we
should
use
these devices
to
support
learning,
but how
and
when,
to
use
them.” Michael
H.
Levine http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
More than a phone… • Phone
(obviously) • Appointments
Calendar • Alarm
Clock • Game
device • Music
player • SGll
Camera • Video
Camera • Video
player • Address
Book • To
Do
List
Reminder • Voice
Recorder • Calculator • Email
Tool • Text
Messenger • Satellite
NavigaGon
System
• Gartner prediction that mobiles will overtake PCs as the most common web browsing device within 3 years - http://lisadawley.wordpress.com/2010/01/16/ thoughts-about-mobile-learning/
hXp://en.wikipedia.org/wiki/List_of_countries_by_number_of_mobile_phones_in_use
What’s allowed? http://www.2020.org.nz/template/ict_09_-_online_final_.pdf
What’s used? http://www.2020.org.nz/template/ict_09_-_online_final_.pdf
Take aways… • Do
you
know
what
the
ownership
of
mobile technologies
is
by
students
at
your
school? • What
policies
do
you
have
in
place
regarding the
use
of
mobile
technologies
in
your school? • Is
your
school
network
prepared
to accommodate
student‐owned
mobile devices
being
connected?
Globalised Learning
Their future? • Growing
up
in
a
world
that
is increasingly
globalised • Where
interacGons
with
other cultures,
other
languages
and
other ways
of
doing
things
will
be
the norm • Where
the
ability
to
move smoothly
between
and
among these
contexts
will
differenGate those
who
are
successful.
Connected – Able
to
relate
well
to
others – EffecGve
users
of
communicaGons
tools – Connected
to
the
land
and
environment – Members
of
communiGes – InternaGonal
ciGzens Source:
NZ
Curriculum,
2007
Global communications Modern technologies have reduced, and in some cases removed the boundaries for learning. We now live in a 'globalised' world of communications, news feeds, interaction etc. where our actions at a local level have implications at a global level.
Borderless learning Our education is no longer confined to the school we live in - we can access courses/subjects from almost anywhere and at any time. The world is our classroom! Global connectivity now enables student driven niche learning projects - if schools and teachers allow and enable them to happen.
Global awareness Putting learning in a global context involves supporting young people to make sense of their lives by understanding the global interconnections we all have. It helps pupils understand how they are affected by events around the world and to recognise that what they do affects people and the environment in other countries. This learning can help counter a sense of helplessness in the face of ‘global forces’.
Take-aways • How
are
the
issues
of
being
a
part
of
a
global village
reflected
in
your
school;
in
the
student body,
in
the
programmes
of
learning? • In
what
ways
are
ICTs
being
used
in
your
school
to enable
parGcipaGon
in
the
global
classroom? • Do
you
agree
that
global
learning
can
help
counter the
sense
of
helplessness
in
the
face
of
‘global forces’.
Ubiquitous computing
Third paradigm Ubiquitous computing Personal computing Mainframes
Ubiquitous Computing • Learning
anywhere,
at
any
Gme,
from
any device • iPod
touch
trials
‐
wireless
school environments • Home,
school,
community
spaces
as
learning locaGons
Take-aways… • How
do
your
programmes
of
learning
enable students
to
conGnue
learning
outside
of
the classroom
and
school
hours? • To
what
extent
are
staff
and
students
able
to
go online
anywhere
in
your
school
environment? • What
expectaGon
do
you,
your
staff,
your
students have
of
being
able
to
connect
to
the
internet
at any
Gme,
from
anywhere,
with
any
device?
Cyber-citizeneship
What’s it all about? • Digital
CiGzens
will
adapt their
exisGng
knowledge
to face
new
challenges. • Digital
CiGzens
make
their own
decisions
on
how
much risk
they
will
expose themselves
to. • Digital
CiGzens
contribute to
the
safety
of
their
fellow ciGzens. http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
What are the issues? • Sharing
personal • FuncGoning
effecGvely
in informaGon a
digital
world – Skills • Online
predators – Knowledge • Inappropriate
content – Integrity • Piracy • Being
discriminaGng • Social
networks • Social
parGcipaGon • Cyber‐bullying • Social
responsibility
Educator responses… Ignore
the
problem Press
the
panic buXon An
educaGve approach
Educative Responses • eLearning
‐
encourage
and
model appropriate
behaviours • Games
‐
don’t
just
play
then,
build
them • Modeling,
modeling,
modeling • Include
in
assessment
Cyber-citizen dispositions: Confident Safe Responsible http://www.netsafe.org.nz
Take-aways… • Are
your
school
cyber
safety
policies
based on
ignorance
and
fear,
or
understanding? • How
are
the
pracGces
of
cyber
ciGzens
being modelled
in
your
school? • What
would
be
the
response
of
your
staff
to a
breakdown
in
this
area?
Digital Literacy
Definition: Digital
literacy
refers specifically
to
the
range
of skills,
knowledge
and competencies
required
to operate
effecGvely
in
a world
immersed
in
digital technologies.
21st Century learners need to… • Develop
proficiency
with
the
tools
of
technology • Build
relaGonships
with
others
to
pose
and
solve
problems collaboraGvely
and
cross‐culturally • Design
and
share
informaGon
for
global
communiGes
to meet
a
variety
of
purposes • Manage,
analyze
and
synthesize
mulGple
streams
of simultaneous
informaGon • Create,
criGque,
analyze,
and
evaluate
mulG‐media
texts • AXend
to
the
ethical
responsibiliGes
required
by
these complex
environments
Take-aways… • What
is
your
personal
vision
for
being literate
in
the
21st
Century? • What
is
your
school’s
vision
for
developing 21st
Century
literacy? • How
is
this
catered
for? • How
is
it
modelled?
Open Education Resources
General Principals - OER • free, or very nearly free, • easy to use, get and pass around, • editable so teachers can customize content, • cross-platform compatible, • printable, • and accessible so it works with adaptive technology.
Creative commons
Wiki educator http://www.wikieducator.org.nz
Take-aways… • What
use
do
your
and
your
staff
currently make
of
open
educaGon
resources • Do
you
have
policies
and
pracGces
in
place regarding
the
use
of
resources
obtained online? • Do
you
have
policies
and
pracGce
in
place regarding
the
development
and
sharing
of student
and
teacher
created
resources?
Cloud Computing
What is cloud computing? maintenance storage Disaster backup recovery backup updates
Services in the Cloud
Common Services… super extra new Student Record Library LMS system System Now includes: All in one: Complete solution: ✔ Content management ✔ Content management ✔ Grading ✔ Discover ✔ Discover ✔ Audit ✔ Collaboration ✔ Cataloguing ✔ Report ✔ Course management ✔ Course management ✔ Course management ✔ Authentication ✔ Authentication ✔ Authentication ✔ Authorization ✔ Authorization ✔ Authorization ✔ Packaging ✔ Packaging ✔ Assessment
Cloud computing hXp://blog.core‐ed.net/derek/2009/06/8‐ways‐cloud‐ compuGng‐may‐change‐schools.html
Advantages to schools • Reduced
capital
outlay • Reduced
support
costs • Expert
support • AutomaGc
sorware
updates • Addresses
licensing
issues • Back‐up
and
fail‐over • Ubiquitous
access • CollaboraGon
potenGal
Take aways • How
would
you
describe
the
concept
of
the cloud
to
your
staff
or
board
of
trustees? • What
do
you
understand
to
be
the advantages
and
risks
of
storing
school
data in
the
cloud? • What
services
currently
owned
and managed
by
your
school
would
most
easily be
provided
in
the
cloud?
Advanced Networks & School loops
What is an advanced network? • An
Advanced
Network
is
a
very
high
speed
communicaGons network
of
regional
“meet
me”
points
(referred
to
as GigaPoPs)
that
are
in
turn
linked
to
internaGonal
networks. • They
typically
use
opGcal
fibre
infrastructure
as
opposed
to copper
wire
telephone
network
systems
such
as
those
used by
ADSL
(Asymmetric
Digital
Subscriber
Line). • Advanced
Networks
are
also
know
as
Next
GeneraGon Internet
(NGI)
networks
and,
in
the
USA,
as
Internet2.
What makes an AN different? • An
Advanced
Network
offers
significantly
greater access
speed: – Dial
up
connecGon
‐
around
50kbit/sec
(50,000
bits
per second) – 'High
Speed'
internet
‐
typically
2.5Mbit/sec
(2.5
million bits
per
second) – Advanced
Network
‐
from
1Gigabit/sec
(1000
million bits
per
second)
forecast
to
rise
to
around
40Gbit/sec within
the
next
few
years.
Speed comparison Speed Capacity
A School’s “Loop” Internet School A School KAREN School A School Aggregation University Point Services Public Library School A School
National Education Network
NEN Trial hXp://www.core‐ed.net/karen
Take-aways… • Do
you
know
how
much
your
current
ICT systems
actually
cost
(including
staff
Gme for
support
and
maintenance
etc?) • Are
you
acGvely
seeking
to
work
with local/regional
councils
and
business
groups to
find
soluGons
in
your
area? • Who
in
your
school/community
is
charged with
understanding
and
leading
this?
Assessment Practices
Purpose of assessment 

“The
primary
purpose
of
school‐based assessment
is
to
improve
student’s learning
and
the
quality
of
learning programmes.” The
New
Zealand
Curriculum
Framework,
page
26
Methods of assessment All
assessment
involves
making
comparisons: • Standards‐based
assessment – Compares
with
an
established
standard • Achievement‐based
assessment – Uses
progressively
more
demanding
descriptors • Competency‐based
assessment – Must
meet
pre‐determined
level
of
competency • Norm‐reference
assessment – Compares
achievement
of
a
specified
group
of
learners
Key Principles • Purpose
should
always
be
explicit • Best
interests
and
progress
of
students
paramount • Should
be
an
integral
part
of
the
learning
process • InformaGon
should
be
shared
with
the
student
at
the
Gme of
the
event
–
or
shortly
arerwards • Form
of
assessment
should
be
appropriate
for
the knowledge,
skills,
attudes
to
be
assessed • Takes
into
account
learning
styles
and
cultural
expectaGons
Planning for assessment • Purpose
–
diagnosGc,
formaGve,
summaGve? • ObjecGves
–
what
objecGves
are
being
assessed? • Methods
–
how
can
the
evidence
be
obtained? • Task
–
what
will
the
learner
do
to
demonstrate? • Recording
–
how
will
the
informaGon
be
collected,
analysed,
recorded? • ReporGng
–
how/when
will
feedback
be
given?
Assessment strategies • Informal
assessment
by
teachers • ObservaGon • Self
Assessment • Peer
assessment • Conferencing • Poruolios • Benchmarks
(exemplars) • Tests
ICTs • E‐asXle • Wikis
‐
tracking
contribuGons • Online
quizzes
and
surveys • E‐poruolios
Take-aways • What
are
the
range
of
diagnosGc,
formaGve and
summaGve
assessment
pracGces
you currently
use
in

your
school? • Which
of
these
could
be
or
are
enabled
by the
smart
use
of
ICTs? • How
are
you
using
data
to
support
reporGng of
student
progress
against
naGonal benchmarks?
Thank you Images
used
in
the
presentaGon
from hXp://www.freefoto.com CC
License To
conGnue
this
discussion
go
to: hXp://www.core‐ed.net/core‐ten‐trends‐2010 Email
me:
derek@core‐ed.net Blog:
hXp://blog.core‐ed.net/derek

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byDerek Wenmoth
 
PDF
Let's push some boundaries for education in the future
byDerek Wenmoth
 
PDF
Dynamic Education Leadership in a Changing World
byDerek Wenmoth
 
PDF
Agency By Design Masterclass - USBE, March24
byDerek Wenmoth
 
PDF
Agency By Design: ensuring rigor in our approach
byDerek Wenmoth
 
PDF
Leading Change in Times of Change
byDerek Wenmoth
 
PDF
Pushing the Boundaries!.pdf
byDerek Wenmoth
 
PDF
Embracing Educational Disruption
byDerek Wenmoth
 
PDF
Friction-Free Transformation
byDerek Wenmoth
 
What if we spent less time fighting change, and more time building what’s rig...
byDerek Wenmoth
 
We know what we're fighting agains, but what are we fighting for?
byDerek Wenmoth
 
Keynote - Leading in a time of change.pdf
byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
AI and Architectural Designers - what the future holds
byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
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byDerek Wenmoth
 
Let's push some boundaries for education in the future
byDerek Wenmoth
 
Dynamic Education Leadership in a Changing World
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Leading Change in Times of Change
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CORE's ten trends for 2010

  • 1.
    Derek Wenmoth Director,eLearning CORE Education Ltd
  • 2.
  • 3.
    Overview 1. Changing
role
of
teachers
and
learners 2. Internet
capable,
mobile
devices
for
learning 3. Globalised
learning 4. Ubiquitous
compuGng 5. Cyber
ciGzenship 6. Digital
literacy 7. Open
educaGon
resources 8. Cloud
compuGng 9. Advanced
networks
and
school
‘loops’ 10. Assessment
pracGces
  • 4.
    Changing role ofteachers and learners
  • 5.
    Changing role oflearners Once
they
were… Now
they
are… • Consumers • Creators • Contributors • Communicators • Collaborators • Coordinators In
an
“architecture
of par0cipa0on”
  • 6.
    Competing philosophies Philosophy
A Philosophy
B EducaGon Broken,
but
can
be
fixed Long
term
investment
in
the (quickly) future Technology Drives
change Enables,
supports
and accelerates
change Teachers Another
problem
to
be
fixed Supported
professionals Learners The
future
workforce More
than
just
the
future workforce InnovaGon Let
a
thousand
flowers Got
to
be
scalable
and flourish sustainable Success Input
targets
and
aXainment Wider
long‐term
benefits Curriculum Don’t
trust
teachers
‐ Guidance
and
support
for ‘package’
it
up teachers
  • 7.
    Instructional coherence “…teachers’
success
in making
coherent instrucGonal
decisions depends
on
developing
a posiGon
or
stance
on
six dimensions
: 1.knowledge, 2.
professionalism, 3.
collaboraGon, 4.
instrucGon, 5.
agency, 6.
authority, ‐
that
is
focused
on learning
and
the
learner.”
  • 8.
    Teacher roles ina networked learning environment 1. Amplifying 2. CuraGng 3. Wayfinding
and
socially‐driven
sensemaking 4. AggregaGng 5. Filtering 6. Modelling 7. Persistent
presence http://www.connectivism.ca/?p=220
  • 9.
    Take-aways • social
and
technological
networks
subvert
the classroom‐based
role
of
the
teacher
‐
How
can
we achieve
clear
outcomes
through
distributed means? • In
what
ways
do
we
regard
teachers
and
students as
learners
in
a
dynamic
system? • Is
school
reform
possible
without
a
change
in
the role
of
teachers? • What
sort
of
conGnuing
professional
development is
most
effecGve
for

teachers
to
adapt?
  • 10.
  • 11.
    Pockets of Potential More
than
half
of
the
world’s populaGon
now
owns
a
cell phone
and
children
under
12 consGtute
one
of
the
fastest growing
segments
of
mobile technology
users
in
the
U.S. “It
is
no
longer
a
ques0on
of whether
we
should
use
these devices
to
support
learning,
but how
and
when,
to
use
them.” Michael
H.
Levine http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
  • 12.
    More than aphone… • Phone
(obviously) • Appointments
Calendar • Alarm
Clock • Game
device • Music
player • SGll
Camera • Video
Camera • Video
player • Address
Book • To
Do
List
Reminder • Voice
Recorder • Calculator • Email
Tool • Text
Messenger • Satellite
NavigaGon
System
  • 13.
    • Gartner predictionthat mobiles will overtake PCs as the most common web browsing device within 3 years - http://lisadawley.wordpress.com/2010/01/16/ thoughts-about-mobile-learning/
  • 14.
  • 15.
  • 16.
  • 17.
    Take aways… • Do
you
know
what
the
ownership
of
mobile technologies
is
by
students
at
your
school? • What
policies
do
you
have
in
place
regarding the
use
of
mobile
technologies
in
your school? • Is
your
school
network
prepared
to accommodate
student‐owned
mobile devices
being
connected?
  • 18.
  • 19.
    Their future? • Growing
up
in
a
world
that
is increasingly
globalised • Where
interacGons
with
other cultures,
other
languages
and
other ways
of
doing
things
will
be
the norm • Where
the
ability
to
move smoothly
between
and
among these
contexts
will
differenGate those
who
are
successful.
  • 20.
    Connected – Able
to
relate
well
to
others – EffecGve
users
of
communicaGons
tools – Connected
to
the
land
and
environment – Members
of
communiGes – InternaGonal
ciGzens Source:
NZ
Curriculum,
2007
  • 21.
    Global communications Modern technologieshave reduced, and in some cases removed the boundaries for learning. We now live in a 'globalised' world of communications, news feeds, interaction etc. where our actions at a local level have implications at a global level.
  • 22.
    Borderless learning Our educationis no longer confined to the school we live in - we can access courses/subjects from almost anywhere and at any time. The world is our classroom! Global connectivity now enables student driven niche learning projects - if schools and teachers allow and enable them to happen.
  • 23.
    Global awareness Putting learningin a global context involves supporting young people to make sense of their lives by understanding the global interconnections we all have. It helps pupils understand how they are affected by events around the world and to recognise that what they do affects people and the environment in other countries. This learning can help counter a sense of helplessness in the face of ‘global forces’.
  • 24.
    Take-aways • How
are
the
issues
of
being
a
part
of
a
global village
reflected
in
your
school;
in
the
student body,
in
the
programmes
of
learning? • In
what
ways
are
ICTs
being
used
in
your
school
to enable
parGcipaGon
in
the
global
classroom? • Do
you
agree
that
global
learning
can
help
counter the
sense
of
helplessness
in
the
face
of
‘global forces’.
  • 25.
  • 26.
    Third paradigm Ubiquitous computing Personal computing Mainframes
  • 27.
    Ubiquitous Computing • Learning
anywhere,
at
any
Gme,
from
any device • iPod
touch
trials
‐
wireless
school environments • Home,
school,
community
spaces
as
learning locaGons
  • 28.
    Take-aways… • How
do
your
programmes
of
learning
enable students
to
conGnue
learning
outside
of
the classroom
and
school
hours? • To
what
extent
are
staff
and
students
able
to
go online
anywhere
in
your
school
environment? • What
expectaGon
do
you,
your
staff,
your
students have
of
being
able
to
connect
to
the
internet
at any
Gme,
from
anywhere,
with
any
device?
  • 29.
  • 30.
    What’s it allabout? • Digital
CiGzens
will
adapt their
exisGng
knowledge
to face
new
challenges. • Digital
CiGzens
make
their own
decisions
on
how
much risk
they
will
expose themselves
to. • Digital
CiGzens
contribute to
the
safety
of
their
fellow ciGzens. http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
  • 31.
    What are theissues? • Sharing
personal • FuncGoning
effecGvely
in informaGon a
digital
world – Skills • Online
predators – Knowledge • Inappropriate
content – Integrity • Piracy • Being
discriminaGng • Social
networks • Social
parGcipaGon • Cyber‐bullying • Social
responsibility
  • 32.
    Educator responses… Ignore
the
problem Press
the
panic buXon An
educaGve approach
  • 33.
    Educative Responses • eLearning
‐
encourage
and
model appropriate
behaviours • Games
‐
don’t
just
play
then,
build
them • Modeling,
modeling,
modeling • Include
in
assessment
  • 34.
    Cyber-citizen dispositions: Confident Safe Responsible http://www.netsafe.org.nz
  • 35.
    Take-aways… • Are
your
school
cyber
safety
policies
based on
ignorance
and
fear,
or
understanding? • How
are
the
pracGces
of
cyber
ciGzens
being modelled
in
your
school? • What
would
be
the
response
of
your
staff
to a
breakdown
in
this
area?
  • 36.
  • 37.
  • 38.
    21st Century learnersneed to… • Develop
proficiency
with
the
tools
of
technology • Build
relaGonships
with
others
to
pose
and
solve
problems collaboraGvely
and
cross‐culturally • Design
and
share
informaGon
for
global
communiGes
to meet
a
variety
of
purposes • Manage,
analyze
and
synthesize
mulGple
streams
of simultaneous
informaGon • Create,
criGque,
analyze,
and
evaluate
mulG‐media
texts • AXend
to
the
ethical
responsibiliGes
required
by
these complex
environments
  • 39.
    Take-aways… • What
is
your
personal
vision
for
being literate
in
the
21st
Century? • What
is
your
school’s
vision
for
developing 21st
Century
literacy? • How
is
this
catered
for? • How
is
it
modelled?
  • 40.
  • 41.
    General Principals -OER • free, or very nearly free, • easy to use, get and pass around, • editable so teachers can customize content, • cross-platform compatible, • printable, • and accessible so it works with adaptive technology.
  • 42.
  • 43.
  • 44.
    Take-aways… • What
use
do
your
and
your
staff
currently make
of
open
educaGon
resources • Do
you
have
policies
and
pracGces
in
place regarding
the
use
of
resources
obtained online? • Do
you
have
policies
and
pracGce
in
place regarding
the
development
and
sharing
of student
and
teacher
created
resources?
  • 45.
  • 46.
    What is cloudcomputing? maintenance storage Disaster backup recovery backup updates
  • 47.
  • 48.
    Common Services… super extra new Student Record Library LMS system System Now includes: All in one: Complete solution: ✔ Content management ✔ Content management ✔ Grading ✔ Discover ✔ Discover ✔ Audit ✔ Collaboration ✔ Cataloguing ✔ Report ✔ Course management ✔ Course management ✔ Course management ✔ Authentication ✔ Authentication ✔ Authentication ✔ Authorization ✔ Authorization ✔ Authorization ✔ Packaging ✔ Packaging ✔ Assessment
  • 49.
  • 50.
    Advantages to schools • Reduced
capital
outlay • Reduced
support
costs • Expert
support • AutomaGc
sorware
updates • Addresses
licensing
issues • Back‐up
and
fail‐over • Ubiquitous
access • CollaboraGon
potenGal
  • 51.
    Take aways • How
would
you
describe
the
concept
of
the cloud
to
your
staff
or
board
of
trustees? • What
do
you
understand
to
be
the advantages
and
risks
of
storing
school
data in
the
cloud? • What
services
currently
owned
and managed
by
your
school
would
most
easily be
provided
in
the
cloud?
  • 52.
    Advanced Networks &School loops
  • 53.
    What is anadvanced network? • An
Advanced
Network
is
a
very
high
speed
communicaGons network
of
regional
“meet
me”
points
(referred
to
as GigaPoPs)
that
are
in
turn
linked
to
internaGonal
networks. • They
typically
use
opGcal
fibre
infrastructure
as
opposed
to copper
wire
telephone
network
systems
such
as
those
used by
ADSL
(Asymmetric
Digital
Subscriber
Line). • Advanced
Networks
are
also
know
as
Next
GeneraGon Internet
(NGI)
networks
and,
in
the
USA,
as
Internet2.
  • 54.
    What makes anAN different? • An
Advanced
Network
offers
significantly
greater access
speed: – Dial
up
connecGon
‐
around
50kbit/sec
(50,000
bits
per second) – 'High
Speed'
internet
‐
typically
2.5Mbit/sec
(2.5
million bits
per
second) – Advanced
Network
‐
from
1Gigabit/sec
(1000
million bits
per
second)
forecast
to
rise
to
around
40Gbit/sec within
the
next
few
years.
  • 55.
    Speed comparison Speed Capacity
  • 56.
    A School’s “Loop” Internet School A School KAREN School A School Aggregation University Point Services Public Library School A School
  • 57.
  • 58.
  • 59.
    Take-aways… • Do
you
know
how
much
your
current
ICT systems
actually
cost
(including
staff
Gme for
support
and
maintenance
etc?) • Are
you
acGvely
seeking
to
work
with local/regional
councils
and
business
groups to
find
soluGons
in
your
area? • Who
in
your
school/community
is
charged with
understanding
and
leading
this?
  • 60.
  • 61.
    Purpose of assessment 

“The
primary
purpose
of
school‐based assessment
is
to
improve
student’s learning
and
the
quality
of
learning programmes.” The
New
Zealand
Curriculum
Framework,
page
26
  • 62.
    Methods of assessment All
assessment
involves
making
comparisons: •Standards‐based
assessment – Compares
with
an
established
standard • Achievement‐based
assessment – Uses
progressively
more
demanding
descriptors • Competency‐based
assessment – Must
meet
pre‐determined
level
of
competency • Norm‐reference
assessment – Compares
achievement
of
a
specified
group
of
learners
  • 63.
    Key Principles • Purpose
should
always
be
explicit •Best
interests
and
progress
of
students
paramount • Should
be
an
integral
part
of
the
learning
process • InformaGon
should
be
shared
with
the
student
at
the
Gme of
the
event
–
or
shortly
arerwards • Form
of
assessment
should
be
appropriate
for
the knowledge,
skills,
attudes
to
be
assessed • Takes
into
account
learning
styles
and
cultural
expectaGons
  • 64.
    Planning for assessment • Purpose
–
diagnosGc,
formaGve,
summaGve? • ObjecGves
–
what
objecGves
are
being
assessed? • Methods
–
how
can
the
evidence
be
obtained? • Task
–
what
will
the
learner
do
to
demonstrate? • Recording
–
how
will
the
informaGon
be
collected,
analysed,
recorded? • ReporGng
–
how/when
will
feedback
be
given?
  • 65.
    Assessment strategies • Informal
assessment
by
teachers • ObservaGon • Self
Assessment • Peer
assessment • Conferencing • Poruolios • Benchmarks
(exemplars) • Tests
  • 66.
    ICTs • E‐asXle • Wikis
‐
tracking
contribuGons • Online
quizzes
and
surveys • E‐poruolios
  • 67.
    Take-aways • What
are
the
range
of
diagnosGc,
formaGve and
summaGve
assessment
pracGces
you currently
use
in

your
school? • Which
of
these
could
be
or
are
enabled
by the
smart
use
of
ICTs? • How
are
you
using
data
to
support
reporGng of
student
progress
against
naGonal benchmarks?
  • 68.