Making it happen: teaching the technology generation

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This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.

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<ul><li> 1. Making it happen: Teachingthe Technology Generation Will Stewart University of Bradford</li></ul> <p> 2. Beyondno significant impact 3. Outline Why no significant difference? Impact of Government Characteristics of todays learners Model for teaching &amp; learning in 2020 4. Technology generation Sat Nav Email Memory Sticks Powerpoint Excel Word Access Internet Explorer Sky Satellite TV CDs DVDs Digital Cameras Blogs Mobile Phones 5. No Technology Generation Myspace Bebo Facebook MSN Google Youtube 4OD Ipod Limewire Laptop Xbox Wii PSP Skype Mobile Phone Firefox Games (3D) e bay 6. For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society.(Don Tapscott (1998). Growing up Digital:The Rise of the Net Generation ) 7. Why no significant impact? Over the past 20 years technology has had no significant impact on teaching and learning. 8. No significant difference to: Curriculum Assessment Pedagogy Institution 9. We have used technology to: replicate our traditional, highlycentralised, one-size-fits-all, industrialmodel of education To do what we have always done 10. As technology has become more and more pervasive, our institutions have become less and less learner-centred 11. Institution-centred system Syllabus InstitutionDecides time and place;chooses teacher TeacherChooses subjectmatter, structure,teaching methods,paceStudent Assessment 12. Characteristics of todays learners They want to learn They know what they want to learn They know how they want to learn They are all different different experiences, different learning needs 13. There is no standardised learner 14. Todays 15 year olds were born in 1993 15. 1993The yearthe Webwas born 16. The use of digital technology has been completely normalised and fully integrated by this generation 17. Because of this they have distinctive ways of thinking, communicating, and learning 18. Todays learners are. Creative producers 19. Todays learners are. Creative producers 20. .are building websites,posting movies, photos and music to share with friends,family and beyond 21. Todays learners are. Creative producers All day, every day communicators 22. Texting and MSNing to maintain their network 23. One in three people would not sacrifice theirmobile phone for one million pounds or more,with women leading the way on those mostlikely to refuse.Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007) 24. Most respondents aged between 16 and 24 would rather give up alcohol, chocolate, tea, coffee and even sex, than live without their mobile phone for a month.Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007) 25. Ill give up money, sex ... but not themobile 26. Text not sex 27. Ill give up the mobilebut notmy favourite hot drinkCarphone Warehouse and the London School of Economics: Mobile Life Survey (2007) 28. Todays learners are. Creative producers All day, every day communicators Information gatherers 29. Google and Wikipedia are their first port of call Cut and paste as a way of life 30. Todays learners are. Creative producers All day, every day communicators Information gatherers Social networkers 31. They share and collaborate They access a global audience 32. Question So how do these learners fit into our present education system? 33. Answer Not very easily 34. Maths failure threatening UKeconomy Britains failure to teach mathematics at bothschool and university level to a high standardhas cost the economy 9 billion Standards in maths are slipping due togovernment interference, the report concludes. (Reform, 03/06/08) 35. One million pupils failed by Labour exam policyAn entire generation of school children has beenlet down by the Labour government, a newstudy has claimed. The report, by the BowGroup, reveals that almost a million teenagersfailed to achieve even the lowest grade, a G, infive GCSEs since the party came to power.(Guardian, 20/04/08) 36. In 2006 nearly 5% of pupils in stateschools - 28,000 - got no GCSEpasses almost 25% - 146,000 - got no morethan D grades. 37. Schools below 30% GCSE target 638 secondary schools in England below the governments "floor target" of 30% of pupils getting at least five good GCSEs including English and maths, in last years results.9th June 2008 38. Schools told to improve or close Almost one in five secondary schools in England is to be given a warning to improve exam results or face closure.June 10th 2008 39. The National Challenge These National Challenge Trusts will see the shutting down of the failing school and a re-opening of a new school, to be run as a joint project with a high-performing local school and a partner such as a local business or university, with up to 750,000 funding. 40. The Pony Express 41. Governments education ambitions * Joint Birth Registration: Recording Responsibility [2008] * Back on Track: A strategy for modernising alternative provision for young people [2008] * Raising Expectations: enabling the system to deliver [2008] * The Childrens Plan: building brighter futures [2007] * Care Matters: Time for Change [2007] * FE Reform: Raising Skills, Improving Life Chances [2006] * Higher Standards, Better Schools for All [2005] * Skills: Getting on in business, getting on at work [2005] * 14-19 Education and Skills [2005] * 21st Century Skills - Realising our Potential [2003] * The Future of Higher Education [2003] * Promoting achievement, valuing success: a strategy for 1419 qualifications [2008] * Raising Expectations: staying in education and training post-16 [2007] * Care Matters [2006] * Offender learning [2005] * Youth Matters [2005] * Parental separation [Jan 2005] * Every Child Matters [2003] * 14-19: Opportunity and Excellence [2002] * Schools: Building on Success [2001] * Meeting the childcare challenge [1998]* The Childrens Plan: building brighter futures [2008]* Departmental Strategic Objective Indicators [2008]* Ten Year Youth Strategy [2007]* Progression through Partnership* Academies Sponsor Prospectus 2007* Department Equality Schemes* The Offer to Schools 2006-2007 (Secondary National Strategy - Pupils aged 11 to 16 years) [2006] 42. Vision 1 Our vision is one in which these aspirations are realised for all children and young people. (Gilbert 2020, 2006) 43. Vision 2 A compelling vision for the UK. The Review recommends that the UK commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels. (Leitch, 2006) 44. Vision 3 Our vision is that each individualmaximises their potential throughpersonalisation of their learning anddevelopment. (Harnessing Technology, 2005) 45. Vision 4 The Vision we need to maximise andfulfill the potential of all our people young people and adults- to contributeknowledge and skills of world-classquality. (Foster Report Realising thePotential, 2005) 46. Vision 5 Our vision is that within the next 10 years the Higher Education sector in England will be recognised as a major contributor to societys efforts to achieve sustainability through the skills and knowledge that its graduates learn and put into practice.(HEFCE e-Learning Strategy, 2005) 47. Principles of reform Greater personalisation and choice for every child Better teaching More flexibility to combine school,college and work-based learning More vocational provision A broader, richer and more interesting curriculum Support for every young person and adult to develop skills needed for employment and life Lifelong learning for all High quality university courses with excellent teaching Increased and more flexible access to higher education 48. Under 5s disadvantage starts early in life and children who get a poor start tend to fall further behind as they go through the education system. And despite the improvements we are still not providing enough childcare places in a flexible way that meets parents needs. 49. School age years There are still too few excellentsecondary schools for parents andpupils. While standards have risen,they are not yet high enough for all.Parents and teachers worry abouttruancy and bad behaviour 50. 14-19 year olds Too many pupils drift, become disenchanted with school or get into trouble and drop out at 16. Vocational learning is still seen as second best. And pupils leave school insufficiently prepared for the world of work. 51. The world of work The UK lags behind other countries in terms of output and skills. A large number of adults lack vital skills in literacy and numeracy. And too often the training system does not give employers the sort of courses and qualifications that suit their business. 52. Governments educationambitions Balls 53. What they dont understandis No matter how many reports and initiatives you produce, there will be no significant impact to the education landscape until you replace the existing model 54. As long as we continue to replicate traditional models of teaching and learning, and continue to treat all students as if they were the same, we will still find that, come 2020, that there has been no significant impact in terms of quality, achievement, relevance, skills 55. As long as we continue to bolt on technology to the traditional teaching approaches we will continue to alienate a large proportion of learners 56. Making it happen 57. So, todays learners.. Live on the Web Interact Network Aggregate resources Build communities Create Share collaborate 58. How do design an education that is relevant to them? 59. Learner-centred system Institution TeachersPeer network Web LEARNERPersonalisedPersonalisedassessment curriculumResources and activities 60. Making it happen Re-visit our conceptualisation ofteaching and learning Engage meaningfully with the world ourlearners live in Integrate the technologies that arerelevant to the demands of theirnetworked society 61. Enable real personalisation real collaboration real creativity real learner participation 62. Curriculum Dynamic Negotiated Interdisciplinary Blend formal and informal learning 63. Learning tasks Authentic Personalised Learner-driven Learner-designed Experiential Relevant Engaging 64. Resources Media rich Informal and formal sources Global Multiple Relevant 65. Communication Open Peer-to-peer Multiple types 66. Process Active Dynamic Reflective Collaborative Performance and inquiry based 67. Content Encourages thinking, understandingand discussion Offers diverse perspectives andrepresentations Involve learners creating, sharing andrevising ideas 68. Scaffolds Support for learners networks of peers, teachers, experts and communities 69. We need new approaches to learning that go beyond no significant impact 70. Teaching and Learning for theWeb 3.0 generation Its too late for the Google generation We werent ready for them and wehave undersold them. We can be ready for the Web 3.0generation 71. The technology is here to make learning excellence happen 72. We owe it to the young people who willbe coming to ask us to help them withtheir learning 73. SoMake it happen! 74. Thank you for listening...and any questions? 75. Will Stewart E-Learning AdvisorUniversity of Bradfordw.stewart@bradford.ac.uk 07775 66 55 44</p>