- being educated will take on a much broader definition than it has in the past.
(1) shift from a traditional, formal education, to work-integrated learning.
(2) Second is the emerging trend for employers to move away from using formal credentials as the gold standard.
- scale up digital with an integrated approach
- get the Board involved
- bring a digital rhythm to corporate strategy
- System and data architecture. Digital in the context of IT is focused on creating a two-part environment that decouples legacy systems—which support critical functions and run at a slower pace—from those that support fast-moving, often customer-facing interactions. A key feature of digitized IT is the commitment to building networks that connect devices, objects, and people.
Headlines: Worldwide Study: Students Who Use Computers Frequently in School ‘Do Worse’
But, from OECD Director for Education and Skills, Andreas Schleicher:
“while schools lag considerably behind the promise of technology, technology can enhance experiential learning, cooperation and collaboration, inquiry-based pedagogies, project-based learning and formative assessment,” all of which are part of a need to “provide educators with learning environments that support 21st-century pedagogies and provide children with the 21st-century skills they need to succeed in tomorrow’s world.”
OECD report concluded that:
“the key elements for success require teachers and school leaders having the vision, and ability to make connections between students, computers and learning, and that the relationship between digital technologies and learning is not a simple, linear comparison…
”tech can amplify great teaching, but great tech cannot replace poor teaching.”
"Trafalgar Castle School introduced Singapore Math to its students three years ago. This innovative method of teaching math is helping students to grasp concepts far in advance to what is expected of them. For example, students in Grade 6 are able to understand algebraic concepts that are normally expected in Grade 8. At Trafalgar, Singapore Math is proving itself year after year and our students’ grades in math prove that point. Singapore Math might not be helpful for everyone, but it has been for us."
1. School Internet Use Policies Are Restrictive
2. The Application Often Doesn't Lead to Anything Fun
3. Teachers Don't Know How to Integrate It
4. Teachers Don't Have Time to Teach It
5. Educational Inequality Is Still A Problem
"rnational early childhood conferences"
"1. Which edtech tools will my child be using in your class?"
2. What is the learning purpose for each of the tools?
3. Will I be able to access or monitor my child's work/interactions in these tools?
4. Are the sites/apps/games approved by the school, or is the teacher free to choose the edtech?
5. Does the teacher or school assess the privacy and security of a tool before letting students try it?
6. Does the school or class use a digital citizenship curriculum or any lessons to prepare students for using technology in class?
7. How much time during the day or class period will kids be using media or tech?
8. Will my kid need to have access to these tools at home?
9. What does it mean if my school is using an "adaptive learning system"?
10. Is edtech better than traditional ways of learning?
"What we really want from our connected future isn’t fully automatic, hands-off convenience but hands-on human control."
Applications of social and digital technologies
Implications of social and digital technologies
"Digitally savvy leadership style"
• Traits such as flexibility, adaptability, openness to experience, and tolerance for risk, for example, are now more important than ever.
"Since Shorten’s declaration, the teaching of coding in schools has attracted much commentary. It is something many people have an opinion about it seems."
"Adopt a growth mindset.
Get handouts prior to the lecture.
Forgive yourself for procrastinating.
Don't be lulled into overconfidence by an engaging lecturer.
Time your learning according to the type of material.
Believe in yourself."
"Analysing performance by age, the researchers discovered that the ability to identify other people's emotions peaks between the ages of 40 to 60 (i.e. there is a long plateau in peak ability); vocabulary ability peaks in the late 60s / early 70s; performance at digit symbol coding (seen as a basic measure of mental agility) peaked at 18; visual working memory peaked at 25; and working memory for numbers peaked in the early to mid-30s.
"Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails.
Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. Acknowledging the lessons learnt through past experience, the authors then explore the opportunities that mLearning provides. mLearning challenges and risks are discussed to assist those who are keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls. The paper concludes by sharing a few thoughts on the future of mLearning.
These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change."
We have a problem?
“There’s a problem in education and somebody needs to do something about it.”
What’s the answer?
Has the speaker suggested a solution?
What can be done in practical terms, right now?
Has the speaker worked in my kind of school?
Does research appear to back up their claims?
What does your gut say?
What about their kids – or yours for that matter?
"The shared work of learning: lifting educational achievement through collaboration
Tom Bentley, Ciannon Cazaly
14 May 2015
Mitchell Institute for Health and Education Policy
Link to Resource
Link to Resource
This report argues that leaving the momentum of educational improvement to the status quo will result in widening inequality and stagnation in Australia.
Overall, student performance in Australia is not improving. But some schools in Australia, serving highly disadvantaged students and families, are successfully using collaboration to support student achievement.
Common features of the practices in these diverse schools can be applied to strategies for wider, systemic change.
This research examines how the schools and their partners use:
Professional collaboration to support, sustain, evaluate and refine professional learning, and to access expertise, data and relevant practice.
Local collaboration with other schools, universities, employers and community organisations to provide structure and resources for student achievement.
Collaboration with students, parents and local community to build trust and social capital.
Collaboration – the sharing of effort, knowledge and resources in the pursuit of shared goals – is created through a wide range of flexible, trust-based relationships.
The high impact schools featured in this research:
actively seek connections and resources that create value for students;
develop ‘local learning systems’ to translate connections and resources into concrete actions; and
apply a consistent rationale, focused on student learning, to choose and prioritise collaborative projects and relationships. "
3. Fear of not knowing.
5. Inability to see the point"