Presentation to the national Education Policy Forum, held in Christchurch, 31 July 2010
Published on: Mar 3, 2016
Transcripts - Nat partyedpolicyforumjuly10
Core Education Ltd
• We’re doing OK - based on evidence from our own
research an international comparisons.
– Differences evident in the ways primary & secondary schools are
– Age is a myth - not true that it’s only the younger teachers who
are working with ICTs
– Emphasis on skills as PD primary focus doesn’t work
• Teachers continuing to progress from adoption to
• Prominence describes the extent to
which ICTs are explicitly made a part of
the teaching and learning
• Connectedness describes the
explicitness of ICT use with the
curriculum goals and intent
• The relationship between the two
illustrates the extent of integration (see
following slides for more detail)
• Total or almost total focus on ICT, ICT skills, ICT
• Little or no connection to thinking, learning,
cognitive challenge, philosophy etc.
• Computer activity separated in time and place
from other learning.
• Emphasis on use per se.
• ICT a significant aspect of focus
• Some connection to curriculum, thinking,
learning, cognitive challenge, philosophy etc.
• Computer activity probably separated in time
and place from other learning.
• Emphasis on frequent use
• Some ICT consciousness still present
• High connectedness ICT activity with thinking,
learning, challenge, philosophy
• Computer activity linked in time or place with
• Emphasis on appropriate use
• Total or almost total focus on learning.
• High but subconscious connectedness between ICT
activity and curriculum, philosophy, learning
theory/styles, thinking etc.
• Computer activity embedded in long term structure
• Emphasis on spontaneous use and student choice
Impact of digital technology
From international research…
• Increased learner effectiveness or
• Increased learner efficiency
• Greater learner engagement or
• More positive student attitudes to
a. ICT has a powerful deﬁning impact on all
important aspects of our lives and hence
b. The ICT revolution is a part of a group of
intertwined revolutions that in the past 20
years have been transforming Western
culture from a modern into a postmodern
iv e r y
ucat io n a l d e l
p ly a bout e d
’s not sim
Three strategies for the future
• A minimum emphasis - not a comfortable
• Getting technology to serve the system -
supporting the existing structures
• Merge and evolve - adapt and respond to
s ta in a b le o p tio
-focu sed & su
he o n ly fu tu r e
O p tio n th r e e is t
Schools that are well resourced in technology and show the greatest
improvement in results have the following characteristics: (p.20)
• Technology informs rather than leads decisions about teaching and learning
• Resource decisions are addressed head-on, with a move to more flexible
• There is effective technical support that is seen as a central element of the
whole school strategy
• There is a realistic expectation of the level of support, including development
time, needed to change the educational practice of teachers
h o o ls
p e r ie n c e in s c
th th e liv e d e x
and v a lu e s w i
t lin k in g v is io n
• Lack of coherent vision and leadership
• Time for a new ‘metaphor’
• Locked in a ‘stable state’ mindset
• Future ICT Trends
Lack of coherent vision…
Technological change is not
additive, it is ecological.
A new technology doesn’t just
… it changes everything!
But do we really believe this…?
How is this belief reflected in policy?
A new metaphor...
TRADITIONAL CONNECTED NETWORKED
Teaching Virtual Learning
e Learning Networked schools
focus on learner
of instruction and learners
The emergence of the networked school
Beyond the stable state
The loss of the stable state means that our society and all of its institutions are in continuous
processes of transformation. We cannot expect new stable states that will endure for our own
We must learn to understand, guide, influence and manage these transformations. We must make the
capacity for undertaking them integral to ourselves and to our institutions.
We must, in other words, become adept at learning. We must become able not only to transform our
institutions, in response to changing situations and requirements; we must invent and develop
institutions which are ‘learning systems’, that is to say, systems capable of bringing about their own
The task which the loss of the stable state makes imperative, for the person, for our institutions, for
our society as a whole, is to learn about learning.
– What is the nature of the process by which organizations, institutions and societies transform themselves?
– What are the characteristics of effective learning systems?
– What are the forms and limits of knowledge that can operate within processes of social learning?
– What demands are made on a person who engages in this kind of learning? (Schon 1973: 28-9)
Beyond the stable state, Donald Schon, 1973
Future ICT Trends
Next 12 months:
• Mobile internet devices
• Personal clouds
• Open content
• Virtual, Augmented and
• Location-based learning
• Smart objects
CORE’s Ten Trends
1. Changing role of teachers and learners
2. Internet capable, mobile devices for learning
3. Globalised learning
4. Ubiquitous computing
5. Cyber citizenship
6. Digital literacy
7. Open education resources
8. Cloud computing
9. Advanced networks and school ‘loops’
10. Assessment practices
Issues to consider…
To achieve the networked school future, we need to
– Policy issues
– Technology issues
– Curriculum issues
– Staffing issues
– Pedagogical issues
– Leadership and coordination issues
– Learning resources issues
– Quality issues
• How can student funding be shared between schools?
• How can staffing, including management units, be shared
• What evidence needs to be gathered to demonstrate the
worth of this?
• Connectivity and interoperability – who sets the
• Networks – VPNs, MUSH etc
• Bridging – what is required? What technologies must be
• Scheduling – enable direct access and school level
• IAM, interoperability issues
• Assessment – developing consistency in approach
• Reporting – enabling a unified student report from
several ‘schools’ etc
• Modularisation – a different view of ‘course’
• RPL – includes recognising the value of informal learning
• Creating more flexibility in recognising teacher roles: e-
teachers, m-teachers, c-teachers,
• How to involve those with real subject expertise as
mentors, hot-seats etc
• Teacher registration issues
• Mentoring roles
• “personalisation” – what does it mean? How do we make
• Matching pedagogy to technology?
• Instructional design - learning design?
• staff training – how to train a large group of the teaching
force in these new approaches?
Leadership and coordination issues
• Who is providing the leadership
• Who should provide the leadership?
• What form should leadership take?
• What support is required for leadership?
• What coordination is required nationally, locally etc?
Learning Resource issues
• How best to provide resources for learning to support
teachers in this environment
• learning objects, repositories, search tools – who
provides them, who manages them etc?
• how to cater for user-generated resources?
• Copyright and IP issues – how are these to be managed?
• Role of creative commons and Open Education
• What is best practice?
• What benchmarks do we use?
• What are quality indicators?
• How do we know we’re preparing for their future,
not our past?
and policy makers
CORE Education Ltd