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Tony Searl

Research Summary 3: Teacher PD in ICT « hELPC! - 9 views

psmytheteach.wordpress.com/...ch-summary-3-teacher-pd-in-ict

der dernsw pd change ict professionaldevelopment professional_development

shared by Tony Searl on 05 Apr 10 - Cached
  • Tony Searl on 05 Apr 10
     
    That it is necessary to shift away from ICT-skills centred PD, towards reflective, pedagogically focused learning, is clear. Unless we, as teachers, can justify using ICT and make pedagogical changes to enhance student outcomes, then efforts to 'teach' ICT will be superficial. Embracing a Communities of Practice model for ICT PD incorporates the ubiquitous recommendations; that ICT PD should be collaborative; ongoing; focused on teacher needs;and facilitate critical discussion amongst colleagues.
Nigel Robertson

The role of critical discussion in ICT PD « hELPC! - 4 views

psmytheteach.wordpress.com/...he-role-of-critical-discussion

Professional_Development change cop communitiesofpractice community_of_practice professionaldevelopment cpd elearning

shared by Nigel Robertson on 05 Apr 10 - Cached
  • Tony Searl on 05 Apr 10
     
    Prestridge identifies three professional learning activities vital for meaningful ICT teacher PD; collegial dialogue;investigation; and reflection. She chooses to investigate the role of collegial dialogue in developing learning communities and enabling pedagogical change. This is intended to inform a model for ICT professional development, using online discussion forums to facilitate discussion.
  • Nigel Robertson on 08 Apr 10
     
    "Prestridge identifies three professional learning activities vital for meaningful ICT teacher PD; collegial dialogue;investigation; and reflection. She chooses to investigate the role of collegial dialogue in developing learning communities and enabling pedagogical change. This is intended to inform a model for ICT professional development, using online discussion forums to facilitate discussion."
Nigel Coutts

Beyond consumer based ICT - 0 views

thelearnersway.net/...beyondconsumerict

education learning resources physical computing

shared by Nigel Coutts on 13 Mar 16 - No Cached
  • Nigel Coutts on 13 Mar 16
     
    There is a change taking place in how schools approach ICT, one that has been coming for some time but is at the point of moving into the mainstream. A subtle but powerful shift that sees ICT build connections with the Maker Movement as a tool for solving what Bronwyn Moreton speaking at the ICT Educators of NSW conference describes as the 'I wish it would .. .moment.
Tony Searl

THE DIGITAL EDUCATION REVOLUTION: A Dramatic and Wide-reaching Change or The Same Old R... - 11 views

mentormadness.edublogs.org/...-real-innovation-of-the-future

der dernsw evaluation 1:1 pd learning technology education teaching

shared by Tony Searl on 20 Jun 10 - Cached
  • Ray & Coulter (2010) supports this stating that currently, teachers as a collective, do not see the potential for technologies to aid in the development of new knowledge, active engagement and linkage of knowledge to a real-world setting
  • There is no doubt that the Digital Education Revolution once completely rolled out will improve the digital resources available for each school and student nationwide, and that the intent of ensuring that all education professionals in Australia are skilled up to support this roll out is well-meaning.
  • but no where is it stated that teachers are required to be trained in the use of information communication technologies and being proficient in doing so.
  • ...4 more annotations...
  • our students are already miles ahead of the politics and the policies which are just coming into play.
  • We just don’t have the luxury of time for the groundswell of teachers to find their own way.
  • it promoted an infrastructure agenda instead of a learning agenda – which then filters down to the classroom interface resulting in old things in new ways.
  • think what the agenda has lacked (with the DER and more broadly with the ICT agenda) is a clear, research-driven compelling case for change
  • Tony Searl on 20 Jun 10
     
    Ray & Coulter (2010) supports this stating that currently, teachers as a collective, do not see the potential for technologies to aid in the development of new knowledge, active engagement and linkage of knowledge to a real-world setting.
Tony Searl

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educationa... - 8 views

escholarship.bc.edu/6

1:1 laptops dernsw detnsw dervice netbooks ict change reform initiative assessment

shared by Tony Searl on 09 Jun 10 - Cached
  • Tony Searl on 09 Jun 10
     
    This article responds to a generation of techno-criticism in education. It contains a review of the key themes of that criticism. The context of previous efforts to reform education reframes that criticism. Within that context, the question is raised about what schools need to look and be like in order to take advantage of laptop computers and other technology. In doing so, the article presents a vision for self-organizing schools.
nathandh_2000

Are kids really motivated by technology? | SmartBlogs SmartBlogs - 3 views

smartblogs.com/...ds-really-motivated-technology

technology motivation education ict engagement

shared by nathandh_2000 on 19 Sep 12 - No Cached
  • What students are really motivated by are opportunities to be social — to interact around challenging concepts in powerful conversations with their peers. They are motivated by issues connected to fairness and justice. They are motivated by the important people in their lives, by the opportunity to wrestle with the big ideas rolling around in their minds, and by the often-troubling changes they see happening in the world around them. Technology’s role in today’s classroom, then, isn’t to motivate. It’s to give students opportunities to efficiently and effectively participate in motivating activities built around the individuals and ideas that matter to them.
  • Basically what I’m arguing is that finding ways to motivate students in our classrooms shouldn’t start with conversations about technology. Instead, it should start with conversations about our kids. What are they deeply moved by? What are they most interested in? What would surprise them? Challenge them? Leave them wondering? Once you have the answers to these questions — only after you have the answers to these questions — are you ready to make choices about the kinds of digital tools that are worth embracing.
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