The future is closer than you think

Martin Owen

http://del.icio.us/Smalti/capetown

Exaptation

Dev Psych

Assimilation

Accommodation

Expansion

Business

word-process

bill process

change process

Education

computer literacy

e-learning

change?

Martin Owen

Dosbarth IauYsgol Mornant

Ffynnongroew

1954

21% of 16-24 year olds always use the Internet while watching TV.

21% of 16-24 year olds always use the Internet while watching TV.

70 percent of online British adults who watch television go online while doing so

In 2007, in the UK, 75% of 11 year olds claim that they own each of:

photos from www.deviantart.com

What if students used technologies in ways that are rich (or at least hold potential) but that we do not always see?

What if students are “de facto” preparing themselves for the workplace of tomorrow better than many schools?

What if the 3 Rs change to the 3 Es

(explore, express, exchange ideas in new ways)?”

Subject

Mediation

Subject

Object

Form follows function

Computers become invisible

UbiquitousPervasiveEmbedded

Cheap

sub $1 processor

The world’s library in an iPod

a high speed wireless network

intelligent processors that are 5mm3

Learn Anywhere

Learn Somewhere

organic

printed

nano

What can we do?What exaptation?

What do we design?

The best way to create the future is to invent it

Alan Kay

Game like learning

Acting space - reflecting spaceStrong imagination minimal assetsCo-created narrative

Authentic, Epistemic, Locative

Collage

What would Maria Montessori do?

cta

catf

mb

catf

m

the Lego™ of meaning making

constructiondeconstruction

matchingsequencing

mixinglogic

play

Twenty-first Century Business

technology will be cheapcore functions will be free

on-demand learningresponse to userknow your user

What else can we make?

Beginner readers should be taught: grapheme–phoneme correspondences in a clearly defined, incremental sequence to apply the highly important skill of blending (synthesising) phonemes in the order in which they occur, all through a word to read it to apply the skills of segmenting words into their constituent phonemes to spell that blending and segmenting are reversible processes. The report recommends that high-quality phonic work will be most effective when: it is part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness for most children it starts by the age of 5, subject to the professional judgement of teachers and practitioners it is multisensory, encompassing simultaneous visual, auditory and kinaesthetic activities to enliven core learning it is time-limited, such that the great majority of children should be confident readers by the end of Key Stage 1 it is systematic, that is to say, it follows a carefully planned programme with fidelity, reinforcing and building on previous learning to secure childrenʼs progress it is taught discretely and daily at a brisk pace there are opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading childrenʼs progress in developing and applying their phonic knowledge is carefully assessed and monitored. • • • • • • • • • • • •

The Primary Framework for literacy and mathematics: core position papers underpinning the renewal of guidance for teaching and mathematics Ref: 03855-2006BKT-EN

Acknowledgements and copyright

2. http://www.sxc.hu/photo/465966/ (CC)3. http://en.wikipedia.org/wiki/Image:Wrightflyer.jpg 4 http://ei.cs.vt.edu/~history/50th/manchester.mark1.jpg5 http://en.wikipedia.org/wiki/Image:Gta3-pc-police.jpeg but probably EA8/9 Martin Owen10 http://gallery.nen.gov.uk/image78518-e2bn.html CC

11 http://ed-thelen.org/comp-hist/EarlyBritish-13-17.html12 http://gallery.nen.gov.uk/image59292-e2bn.html CC13 http://gallery.nen.gov.uk/image59291-e2bn.html14. teletype: http://everystockphoto.com/photo.php?imageId=3411446 (CC) and PDP11: http://upload.wikimedia.org/wikipedia/commons/e/ee/Pdp-11-40.jpg15. http://gallery.nen.gov.uk/ 0802-0000-0129-ict_equipment10_mid16 http://gallery.nen.gov.uk/ 0802-0000-0128-ict_equipment23_mid17 http://gallery.nen.gov.uk/ 0802-0000-0129-ict_equipment10_mid18 http://www.southparkcentral.com also SouthParkZone19 http://www.flickr.com/photos/angela7/75485905/21 http://www.winandmac.com/ (with original from Getty Images)22 Edith Ackermann23 http://laptopgiving.org/en/explore.php24/25/26 http://everystockphoto.com/photo.php?imageId=23769027: tv = http://aintlove.deviantart.com/art/i-m-on-tv-86204263 phone = Mobile_by_born_to_be_weird-1 (Deviant art) console: Make_games_Not_war_by_kawaii_spo0n (Deviant Art)30 Knife: Victorinox iPhone: Apple.com34 Futurelab (www.futurelab.org.uk)35 Futurelab 39 Futurelab40 video: Futurelab 42 Collage (www.ea.gr)44 http://images.wellcome.ac.uk/45-52 Smalti Techology52 cat: http://openclipart.org/people/Gerald_G/Gerald_G_Kitten_(Black).png55 Futurelab56 Images from dust jacket of Papert, S. “Mindstorms”, Basic Books, Brighton, 1980 (hardback edition).