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"
"Maybe we educators need to take a leaf out of the Generation Entrepreneur book, be much more audacious and stop waiting to be offered a place at the innovation table."
"Growing amounts of paperwork and class sizes are stressing teachers, with the stress manifesting itself in lack of enthusiasm and morale, as well as lacking empathy for students."
"1. Know Your Purpose
2. Select Tools to Empower Students
3. Select a Variety of Content.
4. Empower Portfolio Review and Publish to an Audience
5. Know Your Timeline
6. Empower Metacognition
7. Relate Portfolios to the Entire Coursework
8. Don't Overwhelm Students
9. Link Paper and Electronic Portfolios
10. Consider the Portfolio's Longevity
11. Engage Teachers in Effective Portfolio Use
"Key eLearning Trends For 2016
2. Augmented Learning
3. Big Data
4. Going for cloud
"“The principal is the single biggest determinant of whether or not teachers want to stay in their schools, which suggests that better leadership may be a highly cost-effective way to improve teaching and learning throughout schools.” (Wallace Foundation 2012 p25)"
"'Generation M' demands a complete redesign of IT in the workplace to facilitate the mobile-first experience"
"“Education technology is not yet a proven solution for learning, and limits the experience of education and human interaction,” argued Art Langer, academic director and faculty member of the Executive Masters in Technology Management at Columbia University."
" Boosting teenagers' ability to cope with online risks, rather than trying to stop them from using the Internet, may be a more practical and effective strategy for keeping them safe, according to a team of researchers."
"Blended Learning Readiness Checklist
You’re probably not ready to go blended if…
____ You can’t quickly and easily articulate the problem that you’re “hiring” blended learning to solve.
____ You believe that you need to have everything perfect the first time and will struggle with pivots that may happen along the way.
____ You don’t like extensive research, and can’t put in the time to run content trials.
____ You haven’t done due diligence around infrastructure, and do not have the capacity to run or manage a network.
____ You have money to “make it rain devices,” but you don’t have a thoughtful budget allocation plan.
____ You choose devices based on what is cheap, what someone has offered to purchase for you, or what you’ve seen work for another school.
____ You haven’t planned out how you want to structure your blended learning classroom model (how students move across the room, what they have access to on their devices, etc.).
____ Your plan for professional development consists of using PD from content providers or visiting/collaborating with other blended schools.
____ Your staff culture predominantly includes people who are overconfident, overzealous, and/or reluctant to change. They aren’t hungry for feedback, or have a “we’ve always done it this way” attitude.
____ You don’t include all stakeholders (i.e. not just a school board or admins) into the blended learning implementation process."