The Innovation Framework highlights four areas related to what
and how students learn:
21st Century
Skills & Standards
Curriculum &
the Learning Paradigm
Assessment
Innovative Uses
of ICT
How should a curriculum be designed, and how should students be
assessed? How can student-directed learning be encouraged?
In most countries, school curricula and
instruction are mostly didactic based on subject-based knowledge transmission
and large amounts of rote learning. This ignores many skills that are
increasingly necessary for life and work and often fails to engage students. Of
course, schools implement and work according to national standards and other
learning requirements, but they can also consider more effective teaching and
learning strategies and encourage student-centered learning and assessment
processes.4
Many
innovative schools actively engage students in their learning and in the
co-design of the learning process. There are a variety of ways of doing this,
from the use of student councils to students as researchers within schools, to
online student feedback on the quality of teaching and learning. Technology
skills are crucial in the 21st Century skill set, but technology should play a
bigger role in the transformation of learning practices. High-level ICT
integration increases the possibility of personalizing learning processes,
making learning accessible to students anytime and anywhere.
Trudy Sweeney on 24 Feb 12Abstract AER 56 explores national and international policy priorities for building students' innovation capabilities through information and communication technologies (ICT) in Australian schools. Section 1 sets out the Australian policy context for digital education and highlights some of the emerging challenges. It provides an overview of two Australian school education policy priorities: that of how to meaningfully include technologies into teaching and learning; and how to build innovation capabilities in students. Section 2 critically examines the education and economic policy contexts for digital education in Australia, their intersections with international economic priorities, and the role of commercial technologies markets in schools. Section 3 discusses those Australian education policy priorities that focus on how students build both their discipline-based knowledge and general capabilities, such as creativity and innovation, using technologies. Section 4 provides some insights into how students currently use technologies for learning and communicating with each other inside and outside of school, and reflects upon what are the implications of these practices for students and policy implementation in schools. In Section 5 the discussion focuses on the physical and human characteristics required by all stakeholders to enable learning with technologies in 21st century schools. Section 6 challenges existing policy approaches to technology-use in schools, and argues for more open approaches to the deployment and use of technologies and digital resources in schools.
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