Innovation and the future

Leading learning in ICTLecture 15, 14th May 2013

This morning

Assignment Roamer Innovatio

nThe

futureEvaluatio

n

Assessment

An ICT PolicyAims, pedagogy, legislation,

AUP, social networking, assessment, procurement, job

description(with links/refs please)

Outline scheme of work24 units, titles, objectives, outline of activities, resources, cross curricular links

A seminar30 minutes on an innovative

technology or pedagogic practice

Presentation slides

Handout750 words

Seminar

• The complete seminar should last no more than 30 minutes. You will be allocated a date for your seminar, which will form part of that week’s lecture. Other ICT specialist students and tutors are invited to attend these seminars. (25%)

• A revised version of any presentation slides are uploaded to Moodle at the conclusion of the modules. (10%)

• You should also create up to 750 words of notes as a handout to accompany your presentation. A revised version of this should be uploaded to Moodle at the conclusion of the module. (15%)

Policy

A school ICT policy, which should include the following elements:

• The aims of ICT education

• Guidance on pedagogic approach

• Coverage of relevant legislation specific to ICT

• An acceptable use policy in appropriate language for primary pupils

• Advice to teachers on the use of social networking sites

• Statements detailing the assessment of ICT

• Criteria on which resource procurement decisions are to be based

• A job description of the ICT or e-learning coordinator

• As assessed work, this should be supported by reference to academic or professional literature

An excellent policy:

• Be accessible and informative for non-specialist staff in a primary school.

• Reflect current good practice, recent research and government policy within ICT education, demonstrating some synthesis of these different perspectives

• Draw on educational theory

• Be internally consistent

• Support compliance with relevant legislation

Becta on AUPs

• Be clear and concise

• Reflect your setting

• Encourage end-user input

• Be written in an appropriate style for your users

• Promote positive use of new and emerging technologies

• Clearly outline acceptable and unacceptable behaviours for school and personal technology

• Outline what monitoring takes place

• Outline sanctions for unacceptable use

• Be regularly reviewed

• Be widely and regularly communicated to all stakeholders

Outline Scheme of Work

An outline scheme of work for either EYFS/KS1 or KS2. This should be organised on a half termly basis, and provide a broad and balanced technological education. You are advised to include:• Topic title• Overall learning objectives• A brief outline of activities within the unit• Suggested resources• Cross curricular links

An excellent scheme of work:

• Be imaginative and stimulating

• Be skilfully designed to match the range of pupils’ needs

• Ensure continuity and progression

• Provide realistic and challenging situations in which pupils can use and develop their ICT skills and understanding

• Meet EYFS requirements (where appropriate) and cover the content of the draft Computing programme of study.

Ofsted Excellence:

The imaginative and stimulating subject curriculum is skilfully designed to match to the full range of pupils’ needs and to ensure highly effective continuity and progression in their learning. All strands of the statutory ICT National Curriculum are covered extremely well for all pupils, in ICT lessons or in a planned and monitored way across the school curriculum. Pupils are able to use their ICT skills in realistic and challenging situations. Excellent links are forged with other agencies and the wider community to provide a wide range of enrichment activities to promote pupils’ learning and engagement with the subject.

ICT Mark

Systematic planning for ICT capability is effective and includes an appropriate level of challenge with clear opportunities for pupils to achieve. Planning also identifies opportunities for pupils to apply and consolidate their ICT capability across subjects.

Innovation

Robinson, 2011

Innovation is the process of putting new ideas into practice. Innovation is applied creativity. By definition, innovation is always about introducing something new, or improved, or both and it usually assumed to be a positive thing.

Schools need to find ways of using ICT that give young people the transformed learning opportunities that some are already experiencing with ICT at home

Attempts to use ICT in ways that transform pedagogy and learning are strongly constrained by factors beyond participants' control

Innovations in pedagogy do not lie within the teacher's gift, or even within the school's gift, because they always have implications for how students, teachers and the school are recognised and valued by the community, locally and nationally.

Somekh 2007

• different technologies can improve learning by augmenting and connecting proven learning activities

• this potential will only be realised through innovative teaching practice.

• we found relatively little technological innovation in some of the more effective learning themes

• many efforts to realise the potential of digital technology in education have made two key errors: they have put the technology above teaching and excitement above evidence

Luckin et al 2012

The 'tinkering' teacher is an individualised embryo of institutional knowledge creation. When such tinkering becomes more systematic, more collective and explicitly managed, it is transformed into knowledge creation… Transfer is difficult to achieve for it involves far more than telling or simply providing information… This is most easily achieved when a teacher tinkers with information derived from another's professional practice.

Hargreaves 1999

Creating a culture of innovation

Barriers

Risk aversity

Time

School leadership

Central procurement

Succession planning

Network management

Enablers

Enlightened school leadership

Teachers

Techies

Students

Lack of moneyOpen Source

Web 2.0

Mobile devices

Informal learning

Free Schools? Academies?

Networksf2f

web 2.0

x-phase

x-sector

International

Pilots

Pedagogically led

Technologically determined

Vision

Creating a culture of innovation

Cherish autonomy

Appoint great people

Say ‘yes’

Evaluate rigorously

Be agile

20% time

Innovation transfer

• From Consumer Electronics• Tablets• Game based learning

• From Higher Education• The VLE

• From the Military• GPS

• From Finance• Datamining

Tablets

Video games

From VLE to LP

GPS

4Matrix

Data mining

Innovation in Ed Tech

OLPC

Lego

Scratch

Raspberry Pi

The future…

Watson (1958)(Chairman of IBM)

“I think there is a world market for about five computers”

Gates (1993)(CEO, Microsoft)

“The Internet? We are not interested in it”

http://www.bbc.co.uk/archive/tomorrowsworld/8008.shtml

MOORE’S LAW

The first iteration of a device, an idea or an on-line service is invariably rubbish…

If you ever find yourself dismissing an idea because the first implementation isn’t very good, then you must ask yourself if the implementation is being held back solely by the available technology.

If that is the case… you need only wait a while.

Hammersley, 2012

Illich (1970)

• Deschooling society

• Learning webs

• Reference services to educational objects

• Skill exchanges

• Peer-matching

• Reference services to educators-at-large

Asimov (1988)

Papert (1993)Using speech, touch or gesture, she would steer the machine to the topic of interest, quickly navigating through a knowledge space much broader than the contents of any printed encyclopedia.

Children who grow up with the opportunity to explore the jungles and the cities and the deep oceans and ancient myths and outer space will be even less likely to sit quietly through anything even vaguely resembling the elementary school curriculum as we have known it up to now.

How would the introduction of Knowledge Machines into the School environment compromise the primacy with which we view reading and writing?

Becta - emerging technology reports

2010

The mobile web

2009

Immersive VR, AI & robotics, history of ed tech, game based learning & teaching, sustainability, location based tech, learners’ devices, mashups

2008

Google, Information clouds, location aware, serious games & virtual worlds, search, interactive displays

2007

social software, learning networks, hidden curriculum, teaching with technology, games, ubiquitous computing

Becta: Key Trends(2009)

• 2011-2014• Social software• Increasing mobility• Low-cost mobile computers• Consumerisation of IT• Green IT

• 2014-2019• Context aware computing• New approaches to the delivery of IT• Information handling

• Beyond 2019• Pervasive computing• Emerging display and interface technology

(time to mainstream)

Berry (2008)For 2013:

• Creativity

• Re-professionalisation

• Home/School links

• VLEs to PLEs

• Mobiles

• Personalisation and community

• Datamining

Near-Term Horizon: One Year or LessBYOD (Bring Your Own Device)

Cloud Computing

Mobile Learning

Online Learning

Mid-Term Horizon: Two to Three YearsAdaptive Learning and Personal Learning Networks

Electronic Publishing

Learning Analytics

Open Content

Long-Term Horizon: Four to Five Years3D Printing

Augmented Reality

Virtual and Remote Laboratories

Wearable Technology

Horizon K12 2013 shortlist

Gartner Hype Cylce

Keri Facer – Learning Futures

Server Free

BYOD

3D Printing

Gestures

Making

Critical digital literacy

OER

Wearables

TMI

Kurzweil’s Law

Kurzweil (2009)

Classroom of the future?

Evaluations…