Innovation and Excellence: Building a 21st Century School

Michael Phillips

Principal

Ringwood Secondary College

Accountability

Digital Content & Digital Learning

Professional Development

Access & Connectivity

VIRTUAL

STAFFING:

Case # 2037

Diagnosis:

Cleft Palate

Map

Compass

Destinations

Knapsack

Milestones

Some Jokers in the Pack

Map

Compass

Destinations

Knapsack

Milestones

Some Jokers in the Pack

“ We continue to educate and train people for a world that has gone, let alone for the world that is dying…….. electronic working does not mean putting your process on screen, it means changing the nature of your business.”

Professor Peter Cochrane

The Journey Ahead

• “ When faced with steam rolling technology, you either become part of the technology or part of the road.”

• (Lueke 1994)

“Ten years ago if I’d had a vision they’d have locked me up and now I can’t get a job without one”

New York Headteacher quoted by Michael Barber, head of the Government’s Standards and Effectiveness Unit UK, at a conference for new Headteachers.

Don’t bother me with your ideas now, I’ve got a job to do!

Learning for a Creative Age

• Hierarchical• Standardised• Information sparse• Vertically integrated• Based on knowledge

transmission• Centralised control• Custodial

• Complex• Unpredictable• Network based• Changing rapidly• Horizontally integrated• Open• Information rich• Out of control

Tom Bentley Demos

Learning InstitutionsSociety

We always overestimate the change that will occur in the next two years and underestimate the change

that will occur in the next ten’.

Bill GATES: Business @ The Speed of Thought (Viking,1999 p69)

Objectives-Interventions-Measurements Mismatches abound

There is no single-variable/universally true intervention that produces highly replicable results

Effective practices are conditional and contextual

21st Century objectives vs. 19th Century testing

Information age demands vs. industrial age curriculum vs. agricultural age organisation

Cognitive and personal development vs. results

U.S. education technologypolicy and the CEO Forum

The CEO Forum tracks progress toward the US DOE's 4 Pillars:– access– connectivity– professional development– digital content

Focused on enabling students to– achieve higher standards– learn 21st Century skills

Members:– Apple IBM The Washington Post

Compaq AOL Classroom ConnectDiscovery CCC Hewlett-PackardBellSouth NSBA Julien J. Studley, Inc. McKinsey NEA Sun MicrosystemsLucent QED CompassLearning Flextronics Dell NetSchoolsThinkQuest Verizon

Visit the CEO Forum at www.ceoforum.org

Low Tech

Mid Tech

High Tech

Target Tech

Students/Computer

Students/Multi-Media Computer

Students/ CD-Rom

Maintenance LAN Internet Connection

Connection Speed

2-5 3-6 6-25 on-site YES YES High speed continual dedicated

8-20 17+ 100+ off-site NO MAYBE Dial-Up irregular

5-11 8-33 50+ off-site YES YES Dial-Up irregular

4-8 5-13 17+ off-site YES YES Dial-Up regular High speed

dedicated

The CEO Forum's STaR Charts: Technology Readiness Rubric

Communications and collaboration, 24X7, regardless of location Disintermediation- new roles, new capabilities, new challengesPervasive Computing = connected content, connected users

–facilitation–mentoring

Information consumers become producers and vice versa–dissemination–continuous development

Performance focus rather than time focusAuthentic schoolingOpen accountability

–Community Awareness–Community involvement–Information-based decision-making

What are we learning?

What's different when schools integrate technology?

Abandon & Innovate

• Four walls of the classroom

• Four walls of the school

• Existing classroom structures

• On-line classrooms• On-line schools• Re-designing learning

environments to reflect teamwork and access to technology

The internet alters the roles and mechanisms of teaching & learning

Traditional Schooling

Options "Facilitation"

Options"Participation"

Options"Learner Control"

Who?

One teacher and twenty to thirty age peers

Teams of teachers work with groups of students. Older students help younger students.

Mentors, resource persons, parents, and community members participate in activities in planning, teaching and learning.

Independent students connect with teachers, mentors, and peers as needed.

Where?

In a classroom

Learning facilities include individual workstations plus small and large group areas.

Learning environments are extended to other schools and community sites.

Learning opportunities are accessed online from the home, school, or from anywhere.

When?

50-minute periods over a year

In-depth study of thematic units occurs in longer time blocks over a shorter term.

School programs recognize and provide credit for performance in and out of school rather than for attendanc

Students can connect to online resources and courses 24 hours a day, 365 days a year.

How?

Through face-to-face contact

Interactions with resources, teachers, peers, and mentors occur by various means. Facilitation predominates over directed instruction

Learning activities include online and onsite interactions with other participants

Independent and collaborative learning activities are guided by online teacher and mentor support. Students become producers as well as consumers of knowledge

The internet alters content and uses of content in teaching and learning

NB: Plain text indicates analogue content, bold indicates digital, and italics indicates content that can be either. *Text with an asterisk indicates networked (Internet)-based digital content.

Instructional Mode: Presentation Mediated Presentation Discovery and Construction Content Format: Fixed Mediated Manipulable

Content Access Mode: Linear

Categorical

Random

Shared

Collaborative

Technology Impact Matrix

BooksFilms/VideosJournals

"Interrupted" Methods (e.g. DRTA)

Worksheets

N/A

ListsPrint Reference Works

Guided Research Data Files

MicroficheSlidesCD ROM Storage

Study Guides"Interrupted" MethodsAnnotated FilesAlgorithmically-structured content

LegosMaths ManipulativesMulti-media Files*Web Pages

Broadcast *Web-casts *e-Mail*Set-top box/web access*Web-page creation

N/A N/A *Chat Rooms *Threaded Discussions *Synchronous White

Board*Streaming Media

Invent New Educational PracticesMaximize pervasive computing and anytime/anyplace learningExploit digital content and tools by teaching information acquisition,

qualification and creation, and creative problem-solvingLeverage connectivity and communications to support collaboration,

synchronous and asynchronous, near and remoteMake informed decisions through knowledge managementEmphasize high productivity through prioritization, focus, and alignment Transform school work into real work through authentic tasks requiring

skills in design, presentation,representation, positioning, persuading, closing and feedback

Involve community resources Connect learning communities locally and worldwide on the WebLink Home and schoolLink mentors and community expertiseCreate support and outreach by partnering with

businesses and social agencies

A few strategies for 21st Century transformations in school design

NB: Technology is necessary but not sufficient!

Ringwood Secondary Collegewill

provide high quality education to enable all students to become responsible life long learners and to develop to the fullest their academic, social, cultural and physical potential.

Facing the Future 2010

• Catchment in eastern Melbourne servicing academic and cultural needs

• Additional buildings for specific needs including ICT Training centre and specialist performing arts centre

• All students exit with defined pathways

Facing the Future2010

• Organised support structure of parents• Flexible teacher workplace arrangements

and significant involvement incentives• Past students, staff and parents recognised

and involved• On Line courses which address IT skills

shortage and disengaged students.E assessment for all courses

Facing the Future2010

• Community groups for specific projects and well established business partnerships and networks with other schools

• Individual student funding and community funding linked to quantifiable outcomes

• New management processes and outsourcing of functions

Facing the Future 2010

Key Components IdentifiedResearching ways in which children learn including

development of thinking skillsResearching teacher development needs in relation to ICTRe-design of teaching spaces to exploit ICTExpansion of off site activity and extra curricula

opportunitiesRestructuring of the school day/year & flexible

workplace arrangementsDevelopment of the autonomous learner

Facing the Future

Ringwood Secondary

College

parents

Venture Capital

Local government Macromedi

a

Government grants

XeroxXSIQ

CISCO/Aries

The challenge for Public Education:

We must transform all formal institutions of learning, from Prep through to Year 12, to ensure that we are preparing students for their future, not for our past. Schools that ignore the trends shaping tomorrow will cease to be relevant in the lives of their students and will disappear quickly .

Conditions for the Future

• Inclusive• Dynamic• Lifelong• Schools as a defining unit • Part-time teacher experts• Entry to Profession is intensively supported• Resource intensive learning• 24/7• Locked into the Community• World Class

THE FUTURE“We cannot afford poverty of vision, let

alone poverty of aspiration.There are always risks in changing, but the risk of failing to change is much greater”

Martin Cross Chief Exec.RSA

Apollinaire said

‘Come to the edge’

‘It is too high’

‘Come to the edge’

‘We might fall’

‘Come to the edge’

And they came

And he pushed them

And they flewAnonymous

“Children Are Living Messages We Send

to a Time We Will Never See”