groups.edna.edu.au

Implications for practice

• Key Issues:
  Two things that really matter \226 teaching and learning are to be respected
  Kids having the right to learn in really interesting ways
  Teachers having the right to teach in interesting ways/take risks/give it a try.
  Teachers as change agents \226 able to challenge, Plagiarism is a constant barrier, using ICT goes hand in hand with changing teaching strategies, PD for educators, logistical issue \226 availability, what happens when you can\222t book the computer room?, challenge of embedding ICT with content, celebrate positives, spread the word \226 move from school to school, sectors
  Leaders need to give people permission to take risks, opportunities for collaboration
  Process & task \226 discussing with students, based on a standard curriculum, how we are going to do it.
  Student engagement with the task \226 it doesn\222t matter what the technology is ((ancient video cameras etc) exploring with different tools
  Skunk works \226 if they have an outcome, they have a problem. If you\222re not failing you\222re not trying hard enough, not innovative enough.

• Will we have to change the way we do things?
Plagiarism, using ICT, pedagogical change
Does using ICT create a deficit group?
Excitement about covering our content
Availability of the technology \226 logistical issues how innovation spreads
Challenge of embedding ICT into curriculum
Style of teaching will have to change - negotiating
Challenge the status quo
Leadership issues
Modelling great practice
Do individuals have to take the risk and dive in to have a go? Make the change, sanctioned by the Principal \226 Leader has to give the permission for the teachers to take the risks, how can we go about this in a different way?
Process r/t content? Focusing on the learner, learning environments that support students that provide scaffolds to work with students to develop the strategies they will need.
Fostering independence, self control
• Will we get left behind if we don't consider the changing learning needs of youngsters today?
Students need to be negotiated with, a say in what they are learning
Curriculum is able to be negotiated, broad
Timetabling restrictions can be looked at HS constrained by timetabling (excuse!!!!!!!)
Still need an expert to guide the learners
How skills are taught \226 authentic learning environment, integrate into classroom. Technology is just there
Mobile digital education \226 not fixed, wireless access
Equity and access issues
Type of teaching \226 small groups
Self learners = teachers as well, Playtime is valid work time
• Will students turn away from us because we're stuck with transmission-style teaching where there is a focus on 'facts' or subject matter rather than critique, analysis, evaluation of the huge amounts of material that they need to control?
Transmission style \226 we are not now doing this. Already teaching students critical analysis. Need to move to new role, and that is as a facilitator/expert.
Connected to this is computer skills. Need to be taught in an authentic environment, integrate into day to day practice.
Needs to be mobile \226 not a fixed lab. Teachers need to use their laptops.
Filling of the equity gaps. This needs to be done at the highest policy level. Type of teaching will then change. Wireless accessibility needs to be implemented.
Teachers need to undertake self learning. Time requirements \226 playtime for teachers.
• Will language and academic skills and information literacy providers fall by the wayside if they don't begin to teach anaysis, synthesis, evaluation, critique, information management in different ways?
Students need the confidence to be able to analyse, synthesize, evaluate, critique, etc.
Do students really want to do these things \226 most seem to just want the answers \226 how do we engender these actions in schools, unis?
Expert teams, mentors to help guide students
• Do you want a self learner flying your jumbo jet?
• Issue of Pedagogy examined in this group.
  Talked about dispositions of teaching \226 resilience, adaptability etc.
  New environment has new tools. Often regarded as nuisance, people fall into a state of panic. Developing a mindset is the challenge here.
  Skills we might need to develop as teachers.
  Greater expectation of students \226 content providers, using the technology in a socially responsible way. Evaluation of new sources of information, ethics, social responsibility, accessing resources, critical thinking
  Teachers \226 greater literacy skills, etc.
  Boundaries are shifting as more and more tools come in, but issues of collaboration and creativity remain the same, but are extended.
  Expectation of perfection before you start.
  Need a command of an area of knowledge.
  Power of modeling \226 where do the kids get the models they need for the changes that are taking place.
  Process and task - Student engagement with the task, task and learning that matters
• Students are self guided learners and is it Teachers job to help guide them??