Who’s in your classroom? – ICT, Schools and Learning

Who’s in your classroom? – ICT, Schools and Learning

Greg ButlerGreg ButlerDirector – Worldwide K12 Education Strategy, Solutions & Director – Worldwide K12 Education Strategy, Solutions & ProgramsProgramsMicrosoft CorporationMicrosoft Corporation

AgendaAgenda

Challenges for Schools and Education Challenges for Schools and Education in the 21in the 21stst Century Century

Who is in classrooms today?Who is in classrooms today?

Addressing the challengesAddressing the challenges

Global examples of the way ICT is Global examples of the way ICT is driving new thinkingdriving new thinking

The Global Agenda for Children: Learning for the 21st Century

The Global Agenda for Children: Learning for the 21st Century

In order for the world to survive and In order for the world to survive and prosper in the new century, people prosper in the new century, people will need to learn more and learn will need to learn more and learn differently. A child entering the new differently. A child entering the new century will likely face more risks and century will likely face more risks and uncertainties and will need to gain uncertainties and will need to gain more knowledge and master more more knowledge and master more skills than any generation before.skills than any generation before.

Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000

Challenges for Schools and Education in the 21st CenturyChallenges for Schools and Education in the 21st Century

understanding digital kids and the media understanding digital kids and the media rich life they leadrich life they leadrecognizing our responsibility to address recognizing our responsibility to address the multiple digital divides worldwidethe multiple digital divides worldwideincorporating the new science of learning incorporating the new science of learning into classroom practiceinto classroom practicereconsidering the nature and place of reconsidering the nature and place of school and learningschool and learningunderstanding the nexus between understanding the nexus between pedagogy and technology, pedagogy and technology, fluencyfluency and and flowflow, and, andrecognizing the complexity of professional recognizing the complexity of professional learning for teachers, both current and learning for teachers, both current and future, and the value of building learning future, and the value of building learning communitiescommunities

Who is in classrooms today?: The Millennials

Who is in classrooms today?: The Millennials

Today’s digital kids think of information and communications technology (ICT) as something akin to oxygen: they expect it, it’s what they breathe, and it’s how they live. They use ICT to meet, play, date, and learn. It’s an integral part of their social life; it’s how they acknowledge each other and form their personal identities. - (Seely-Brown, 2004)

Today’s digital kids think of information and communications technology (ICT) as something akin to oxygen: they expect it, it’s what they breathe, and it’s how they live. They use ICT to meet, play, date, and learn. It’s an integral part of their social life; it’s how they acknowledge each other and form their personal identities. - (Seely-Brown, 2004)Learning in the Digital Age

http://www.johnseelybrown.com/speeches.html

Today’s Students: MillennialsToday’s Students: Millennials

The largest generation: 36% of total The largest generation: 36% of total US population, as of 2000, almost US population, as of 2000, almost 100m children and youth (0-22 years)100m children and youth (0-22 years)

Most diverse: 31% minority – more Most diverse: 31% minority – more diverse than adult populationdiverse than adult population

Growing up in challenging times: 60% Growing up in challenging times: 60% of teens feel it is harder being a of teens feel it is harder being a young person today than parents young person today than parents time (up from 35% in 1966)time (up from 35% in 1966)

US DOE, 2003. Students in Today’s Schools

Education/Achievement OrientatedEducation/Achievement Orientated

96% say doing well in school is 96% say doing well in school is important to their livesimportant to their lives

Source: Students in Today’s Schools, US DOE, 2003

Grew Up With Digital TechnologyGrew Up With Digital Technology

Have come of age along with the Have come of age along with the InternetInternet

Information has been universally Information has been universally available and free to themavailable and free to them

Community is a digital place of Community is a digital place of common interest, not just shared common interest, not just shared physical spacephysical space

64% of online teens say they know 64% of online teens say they know more about the Internet than their more about the Internet than their parents, and 66% of parents agreeparents, and 66% of parents agree

Source: Students in Today’s Schools, US DOE, 2003

Teen’s Web UseTeen’s Web Use

94% use the Internet for school 94% use the Internet for school researchresearch78% believe the Internet helps them 78% believe the Internet helps them with schoolworkwith schoolwork41% use email and instant 41% use email and instant messaging messaging to contact teachers or schoolmates to contact teachers or schoolmates about class workabout class workThe Internet is their primary The Internet is their primary communication toolcommunication tool

81% email friends and relatives81% email friends and relatives70% use instant messaging to keep in 70% use instant messaging to keep in touchtouch56% prefer the Internet to the telephone56% prefer the Internet to the telephone

Lenhart, Simon & Graziano, 2001

A Growing Challenge: The Digital DividesA Growing Challenge: The Digital Divides

Digital Divides and Digital InclusionDigital Divides and Digital Inclusion

Access to ICT has become crucial to a Access to ICT has become crucial to a sustainable agenda of economic sustainable agenda of economic development and poverty reduction development and poverty reduction

Telecommunications and Information Services for the Poor, World Bank, 2002Telecommunications and Information Services for the Poor, World Bank, 2002

Digital Divide – The ProblemDigital Divide – The Problem

The gap between individuals, The gap between individuals, households, businesses and households, businesses and geographic areas at different social-geographic areas at different social-economic levels with regard both to economic levels with regard both to their opportunities to access their opportunities to access Information & Communication Information & Communication Technologies and their use of the Technologies and their use of the Internet for a wide variety of Internet for a wide variety of activitiesactivities

OECD, 2001, 5OECD, 2001, 5

Digital Inclusion – Addressing the Problem

Digital Inclusion generally involves: Digital Inclusion generally involves: Facilitating Facilitating accessaccess to technology to technology

Contributing to Contributing to capacity buildingcapacity building so that so that people can benefit the most from digital people can benefit the most from digital technology: technology:

Helping people master the technical skills Helping people master the technical skills needed to needed to useuse digital technology digital technology

Helping people Helping people integrateintegrate technology into technology into what they do what they do

Digital Inclusion

Digital Inclusion is important because Digital Inclusion is important because it is an essential, integral, structuring it is an essential, integral, structuring feature of our society feature of our society

Digital technology directly affects Digital technology directly affects how we communicate, how we learn, how we communicate, how we learn, how we work, how we have fun – in how we work, how we have fun – in sum, how we livesum, how we live

Digital Exclusion = Social Exclusion Digital Exclusion = Social Exclusion

Eduardo Chaves, University of Campinos, Brazil, 2004Eduardo Chaves, University of Campinos, Brazil, 2004

Educational Digital ExclusionEducational Digital Exclusion

In the educational context, computer In the educational context, computer and Internet non-users will and Internet non-users will increasingly become dislocated from increasingly become dislocated from opportunities to learn from ‘the opportunities to learn from ‘the millions of organizations and learning millions of organizations and learning centers that have posted their centers that have posted their material on the Web, and less material on the Web, and less opportunity to interact with others opportunity to interact with others through email and instant through email and instant messaging.’messaging.’

Lenhart, 2003, 6Lenhart, 2003, 6

Educational Technology Use in the Strongest EconomiesEducational Technology Use in the Strongest Economies

0

10

20

30

40

50

60

70

80

90

100

using computers at schoolseveral times a week

using the Internet at schoolseveral times a week

with an Internet connectionat home

with at least one computerat home

Percentage of 15 year old students ...

Per

cen

tag

e

USA

Japan

India

Germany

France

U.K.

Italy

Russian Federation

Brazil

Technology Counts 2004, 2004, 9 Technology Counts 2004, 2004, 9

Educational digital divides within countries and regionsEducational digital divides within countries and regions

Metropolitan areas in east, southeast, Metropolitan areas in east, southeast, and south Asia – as in other areas and south Asia – as in other areas around the world – are generally around the world – are generally decades ahead in school technology decades ahead in school technology access and integration, compared access and integration, compared with underdeveloped areaswith underdeveloped areas

Borja, 2004, 24Borja, 2004, 24

Educational digital divides within countries and regionsEducational digital divides within countries and regions

In Europe a new study of secondary In Europe a new study of secondary schools in OECD countries found that schools in OECD countries found that despite considerable investment in despite considerable investment in technologies, the daily usage is low. technologies, the daily usage is low.

The main reasons for this:The main reasons for this:

‘‘difficulties in integrating technology difficulties in integrating technology into classroom instruction, problems into classroom instruction, problems in scheduling enough computer time in scheduling enough computer time for classes, and teachers’ lack of ICT for classes, and teachers’ lack of ICT skills and knowledge.’ skills and knowledge.’

Trotter, 2004, 36Trotter, 2004, 36

Partners in LearningPartners in Learning

Access &Access &Capacity BuildingCapacity Building

Digital LiteracyDigital Literacyfor Allfor All

Technical Technical SupportSupport

Assessment & Assessment & CertificationCertification

Digital Digital ContentContent

Teacher/LeaderTeacher/LeaderTraining & DevelopmentTraining & Development

Improved Quality of LifeImproved Quality of Life

Educated CompetitiveEducated CompetitiveWorkforceWorkforce

AccessAccess

Partners in Learning – Partners in Learning – Fresh Start for Donated PCsFresh Start for Donated PCsPartners in Learning – Partners in Learning – School AgreementSchool Agreement

Capacity BuildingCapacity Building

Partners in Learning -Partners in Learning -GrantsGrants

ICT - Supporting Digital Inclusive Schools

ICT - Supporting Digital Inclusive Schools

Who is in classrooms today?:How 21st Century Children Learn (Best)

Who is in classrooms today?:How 21st Century Children Learn (Best)

First let’s talk about learning, then we’ll talk about technology - John Abbott

First let’s talk about learning, then we’ll talk about technology - John Abbott

How People Learn: Brain, mind, experience and schoolHow People Learn: Brain, mind, experience and school

Teachers must draw out and work with the Teachers must draw out and work with the pre-existing understandings that their pre-existing understandings that their students bring with themstudents bring with them

Teachers must teach some subject matter Teachers must teach some subject matter in depth, providing many examples in in depth, providing many examples in which the same concept is at work and which the same concept is at work and providing a firm foundation of factual providing a firm foundation of factual knowledgeknowledge

The teaching of metacognitive skills should The teaching of metacognitive skills should be integrated into the curriculum in a be integrated into the curriculum in a variety of subject areas variety of subject areas

Bransford et al., 2000

21st Century Skills21st Century Skills

Emphasize core subjectsEmphasize core subjects

Emphasize learning skillsEmphasize learning skills

Use 21st Century tools to develop Use 21st Century tools to develop learning skillslearning skills

Teach and learn in a 21st Century Teach and learn in a 21st Century contextcontext

Teach and learn 21st Century Teach and learn 21st Century contentcontent

Use 21st century assessments that Use 21st century assessments that measure 21st century skillsmeasure 21st century skills

Partnership for 21st Century Skills

Student Expectations for Technology Use at SchoolStudent Expectations for Technology Use at School

Increased spending to buy more Increased spending to buy more computers and better software for student computers and better software for student useuse

Expand their active online communications Expand their active online communications lives into school environmentlives into school environment

Frustrated by the access obstacles at Frustrated by the access obstacles at schoolschool

Clear sense of the value of technology to Clear sense of the value of technology to their educationtheir education

Choose their teacher as the person they Choose their teacher as the person they are most likely to share a good idea about are most likely to share a good idea about improving technologyimproving technologyNetDay: Speak Up Day 2003 National Report

12th Graders Perceptions About School12th Graders Perceptions About School

Source: Students in Today’s Schools, US DOE, 2003

28%

21%

39%

0%

10%

20%

30%

40%

50%

60%

School work is often oralways meangingful

Courses are quite or veryinteresting

School learning will be quiteor very important for later

life

1983 1990 1995 2000

Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn

Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn

Partnership for 21st Century Skillshttp://www.21stCenturySkills.org

BackPack.NETBackPack.NET

Building Your Change AgendaBuilding Your Change Agenda

To begin with the end in mind means To begin with the end in mind means to start with a clear understanding of to start with a clear understanding of your destination. It means to know your destination. It means to know where you’re going so that you better where you’re going so that you better understand where you are now so understand where you are now so that the steps you take are always in that the steps you take are always in the right directionthe right direction. – Stephen R. . – Stephen R. CoveyCovey

McTighe & Wiggins, 1998, 7McTighe & Wiggins, 1998, 7

MILE (Milestones for Improving Learning and Education) Guide:MILE (Milestones for Improving Learning and Education) Guide:

an interactive self-assessment tool for educators to help determine if their school or district is prepared to teach 21st Century skills

http://www.21stCenturyskills.org

Transforming Education In Kent Transforming Education In Kent

Opportunities for Schools and Education in the 21st Century

Opportunities for Schools and Education in the 21st Centuryunderstanding digital kids and the media understanding digital kids and the media

rich life they leadrich life they leadrecognizing our responsibility to address recognizing our responsibility to address the multiple digital divides worldwidethe multiple digital divides worldwideincorporating the new science of learning incorporating the new science of learning into classroom practiceinto classroom practicereconsidering the nature and place of reconsidering the nature and place of school and learningschool and learningunderstanding the nexus between understanding the nexus between pedagogy and technology, pedagogy and technology, fluencyfluency and and flowflow, and, andrecognizing the complexity of professional recognizing the complexity of professional learning for teachers, both current and learning for teachers, both current and future, and the value of building learning future, and the value of building learning communitiescommunities

© 2004 Microsoft Corporation. All rights reserved.© 2004 Microsoft Corporation. All rights reserved.This presentation is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS SUMMARY.This presentation is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS SUMMARY.

Your Potential, Our PassionYour Potential, Our Passion

References:References:Borja, R. (2004). Asia. In V. Edwards (Ed.), Borja, R. (2004). Asia. In V. Edwards (Ed.), Global Links: Lessons from the World. Global Links: Lessons from the World.

Technology Counts 2004.Technology Counts 2004. (pp. 24 - 8). Bethesda, MD.: Education Week. (pp. 24 - 8). Bethesda, MD.: Education Week.Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). (2000). Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). (2000). How People Learn: Brain, How People Learn: Brain,

mind, experience and schoolmind, experience and school. Washington D.C.: National Academy Press.. Washington D.C.: National Academy Press.Chaves, E. (2004) Partners in Learning: Digital Inclusion. Unpublished Presentation.Chaves, E. (2004) Partners in Learning: Digital Inclusion. Unpublished Presentation.Lenhart, A. (2003). The Ever-Shifting Internet Population. A new look at Internet Lenhart, A. (2003). The Ever-Shifting Internet Population. A new look at Internet

access and the digital divide. Retrieved June 29, 2004, from access and the digital divide. Retrieved June 29, 2004, from http://www.pewinternet.org/pdfs/PIP_Shifting_Net_Pop_Report.pdfhttp://www.pewinternet.org/pdfs/PIP_Shifting_Net_Pop_Report.pdf

McTighe, J., & Wiggins, G. (1998). Understanding by Design. Alexandria: Association McTighe, J., & Wiggins, G. (1998). Understanding by Design. Alexandria: Association of Supervision and Curriculum Development.of Supervision and Curriculum Development.

NetDay. (2003). NetDay Speak Up Day 2003. Retrieved May 1, 2004, from NetDay. (2003). NetDay Speak Up Day 2003. Retrieved May 1, 2004, from http://www.netday.org/speakupday2003_report.htmhttp://www.netday.org/speakupday2003_report.htm

OECD. (2001). Understanding the Digital Divide. Retrieved 30 June, 2004OECD. (2001). Understanding the Digital Divide. Retrieved 30 June, 2004Partnership for 21st Century Skills. (2003). Learning for the 21st Century. Partnership for 21st Century Skills. (2003). Learning for the 21st Century.

Washington, D.C.Washington, D.C.Seely-Brown, J. (2004). Learning in the Digital Age. Retrieved March 1, 2004, from Seely-Brown, J. (2004). Learning in the Digital Age. Retrieved March 1, 2004, from

http://www.johnseelybrown.com/speeches.html#digitalagehttp://www.johnseelybrown.com/speeches.html#digitalageShaeffer, S., Dykstra, A., Irvine, J., Pigozzi, M. J., & Torres, R. M. (2000). The Global Shaeffer, S., Dykstra, A., Irvine, J., Pigozzi, M. J., & Torres, R. M. (2000). The Global

Agenda for Children: Learning for the 21st Century. Retrieved 10 September, Agenda for Children: Learning for the 21st Century. Retrieved 10 September, 2002, from http://www.unicef.org/pdeduc/education/learn21.htm2002, from http://www.unicef.org/pdeduc/education/learn21.htm

Technology Counts 2004. (2004). Global Links. In V. Edwards (Ed.), Global Links: Technology Counts 2004. (2004). Global Links. In V. Edwards (Ed.), Global Links: Lessons from the World. Technology Counts 2004. Bethesda, MD.: Education Lessons from the World. Technology Counts 2004. Bethesda, MD.: Education Week.Week.

Trotter, A. (2004). Europe. In V. Edwards (Ed.), Global Links: Lessons from the Trotter, A. (2004). Europe. In V. Edwards (Ed.), Global Links: Lessons from the World. Technology Counts 2004. (pp. 36-40). Bethesda, MD.: Education Week.World. Technology Counts 2004. (pp. 36-40). Bethesda, MD.: Education Week.

US Department of Education. (2003) Students in Today’s SchoolsUS Department of Education. (2003) Students in Today’s SchoolsWorld Bank, (2002). Telecommunications and Information Services for the Poor. World Bank, (2002). Telecommunications and Information Services for the Poor.

Retrieved October 20, 2004 from Retrieved October 20, 2004 from http://rru.worldbank.org/Documents/PapersLinks/1210.pdfhttp://rru.worldbank.org/Documents/PapersLinks/1210.pdf