Future of ICTs and Pedagogy- con't

3 Future of ICTs and Pedagogy

3.3 Three mindsets

Bigum (2012) proposes that much of what passes for the integration of ICTs into schools is locked into an on-going cycle repeating itself. A cycle where educators are locked into a cycle of

1. Identifying the "next best thing" in ICTs.
2. Buying the "next best thing" in ICTs.
3. Domesticating the "next best thing" into existing education practices.

The idea is that you can replace "the next best thing" with any ICT, such as IWBs, computers, tablets, smartphones etc.

Bigum (2012) argues that this is largely because schools and educators are stuck within the first of three mindsets around schools and ICTs. A mindset that can't escape the "grammar of school" mentioned a few pages ago.

The following table summarises those mindsets.

Mindset	Description
ICTs to improve schools	Schools are doing well in preparing students for the future. The curriculum focuses on the right answer and teaching is focused on helping students achieve the right answer. TPACK is used to understand the complexities of teaching. There's a lot of time wasted trying to identify "benefits" from the use of ICTs in learning.
Schools can't be improved	Schools are broken. They can't be fixed by anything, let alone ICTs. Education will undergo a transformation just like newspapers or record companies.
Focus on change	There are significant challenges facing schools and they need to change. Don't focus on replacing them with a single solution. When you introduce new technologies, unexpected changes happen. Need to consider both the technology and the social. Need to explore lots of different ways of doing it differently. Need to explore how to disrupt traditional relationships between: schools and knowledge, knowledge and children, children and teachers, learners and communities.

Experience during my prac

I just finish my prac in Taska Rainbow Montessori. Taska Rainbow Montessori is situated at middle to affluent place in Malaysia; most of the students’ families have stable economic background. The school is a Montessori school where the teaching group is practicing Montessori principles. In a Montessori setup, individual attention is given to children based on their nature. Teachers have to adapt their style of instruction to suit the children. Most of the lessons are planned according to children’s need. Instead of using ICT, the school are using most of the hands on materials or real life objects for teaching. However, the mentor of the school allows the incorporation of ICT in teaching. The school contains some facilities or equipment that support integrating ICT in teaching. It includes computers, laptops, printers, digital and video cameras and USB’s. The school emphasises creative teaching and learning to prepare learners for the globalisation. The school believes in changes in making a better society. I enjoyed myself during my prac in Taska Rainbow Montessori.

What does the future hold?

What does the future hold?

3 Future of ICTs and Pedagogy

3.1 Predicting the future is hard

Predictions about the future are almost entirely wrong. Here are just some of the predictions made by very smart people about how ICTs were going to revolutionise learning and teaching:

·         Thomas Edison in 1913 on the potential of movies.

Books will soon be obsolete in the schools. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed in the next ten years.

·         Sidney Pressy from the 1920s on the potential of automatic teaching machines.

Within the next twenty years special mechanical aids will make mass psychological experimentation commonplace and bring about in education something analogous to the Industrial Revolution. There must be an "industrial revolution" in education in which educational science and the ingenuity of educational technology combine to modernize the grossly inefficient and clumsy procedures of conventional education.

·         Patrick Suppes in 1966 on computer-based learning

the processing and the uses of information are undergoing an unprecedented technological revolution......One can predict that in a few more years millions of school-children will have access to what Philip of Macedon's son Alexander enjoyed as a royal prerogative: the personal services of a tutor as well-informed and responsive as Aristotle

Why?

There are many reasons for this failure of prediction. We'll focus on two. I encourage you to think about these as you are working on your Part D Essay, reading and watching the following resources and thinking about your future as an educator.

Amara's law

This "law" suggests that

We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.

We always think that "technology X" is going to have a huge impact in the next year (it usually doesn't) and we struggle to see just how "technology X" may change society in 10 years time.

Schema

Let's return to the T. S. Elliot quote that started this learning path

Nothing pleases people more than to go on thinking what they have always thought, and at the same time imagine that they are thinking something new and daring: it combines the advantage of security and the delight of adventure.

The way we understand the world is based on our internal schema, which are in turn based on our experience. How we see the future is constrained by our schema. It's difficult for us to break out of our schema, our assumptions.

If it's hard for individuals to break out of their schema, it's even harder for institutions. Schools are based on a set of schema. Tyack and Cuban (1995) describe the "grammar of school" to refer to the set of assumptions or schema that are embedded in how school's operate. Any innovation (e.g. ICTs) which doesn't make sense within that grammar is seen as nonsensical, or very soon gets appropriate and used in a way that makes sense within the grammar of school.

Hence radical change of school becomes difficult. Seymour Paper draw on these ideas to write an article titled "Why school reform is impossible".

Future of ICTs and Pedagogy

Future of ICTs and Pedagogy

3.2 The Horizon Report

What is the K12 Horizon Report?

In short it is an attempt to predict the future of ICTs and Pedagogy in K12 education. It happens every year and attempts to identify and describe "key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years". The K12 version of this report is released each June at a conference in the United States.

2014 predictions

The following table gives a summary of the 2014 reports findings. You may like to read the preview report to learn a little more about these terms.

Key Trends	Significant challenges	Technologies
Fast trends - 1 to 2 years Rethinking the roles of teachers Shift to deep learning approaches	Solvable challenges Creating authentic learning opportunities Integrating personalised learning	Adoption in 1 year or less BYOD Cloud computing
Mid-range - 3 to 5 years Increasing focus on open content Increasing use of hybrid learning designs	Difficult challenges Complex thinking and communication Increased privacy concerns	Adoption in 2 to 3 years Games and gamification Learning analytics
Long range - 5 or more years Rapid accelerations of intuitive technology Rethinking how schools work	Wicked challenges Competition from new models of education Keeping formal education relevant	Adoption in 4 to 5 years The Internet of Things Wearable technology

The 2012 K12 Horizon report identified 6 technologies and related time frames in which they will become mainstream in K-12, they are:

• Over the next 12 months
  • Mobile devices and apps.
  • Tablet computing.
• Two to three years
  • Game-based learning.
  • Personal learning environments (PLEs).
• Four to five years
  • Augmented reality.
  • Natural user interfaces.

Framework Spreadsheet from MS Word to HTML upon David's Table

Theory	Purpose	Application to Assignment 3/Professional Experience
CLEM Model	Help understand how to learn about a new ICT and how to use it to enhance student learning.	If there are any new ICTs you need to use it might help your explorations. Hence might be useful as a part of the planning process for Part B.
TPACK framework	Help student to think about the type of knowledge required to make the most effective use of ICTs and Pedagogy. It is used to describe and understand the type of knowledge required to design effective ICT-rich learning experience. Whether or not the design is successful So that teacher is able to take on leadership roles (formal and informal) in the use of ICT and be knowledgeably reflective on its integration to the level of student engage in collaboration learning (Finger et. al. p.9). Way to understand the different types of knowledge required to design effective, ICT-rich learning experiences.	In my blog, my understanding of TPACK is also another acronym of (Technology, Pedagogy and Content Knowledge) TPACK Model isn't going to be much help in measuring the success of ICT integration into my teaching. This is might be useful as part of planning process for Part B As a way to identify the different types of knowledge you may need to develop before planning the lessons you are going to teach. For example, · TK - know more about the particular technologies that are available at your PE (CLEM model can help develop this type of knowledge) · CK - learn more about the content (curriculum) you need to teach in each lesson. · PK - learn more about the type of pedagogy your teacher or site expects to be used. · TCK - learn more about the type of technologies that can be used for what you're teaching. · TPK - learn more about how particular technologies best support the pedagogy you are using.
Backwards design	3 steps of structural model to support alignment in our lesson planning (Wiggins and McTighe, 1998) A structural model to support alignment in planning.	n my blog, my first understanding of this model relates to how well the students have progressed toward these learning outcomes after our assignment 2 using Backwards DESIGN as Assessment Evidence. This is might be useful as part of planning process for Part C
SAMR Model	One of strategies involving learning design to technology integration to SAMR's v3 (mentioned by David on 17 March 2014) to adapt ICT tools with engagement in learning and teaching at the core of the wheel by interacting with Bloom’s Taxonomy capabilities against the Action Verbs & Activities based on 4 categories 1. Redefinition 2. Modification 3. Augmentation 4. Substitution A way to judge how ICTs are being used in an ICT-based learning experience.	In my blog has mentioned SAMR model is extended of Bloom’s taxonomy with a range of additional framework to implement engagement in deep learning and authentic contexts. SAMR is a useful tool for thinking about ICT learning experiences Have a look at the questions in the SAMR ladder to might be useful as part of planning process for Part B
TIP Model	Being built upon as Roblyer’s Technology Integration Planning (TIP) Model (adapted by Finger et. al, 2007 pp.250-251) to implement anticipated evidence at the stage 3 and stage 4 (p.155) on how decision about assessment is linked to TIP throughout phase 2 until phase 4 and finally the design of transformed learning environment (p.207) Some others references David used in past learning path at Study Desk are the following 1) Wiencke, W. R., & Roblyer, M. D. (2004). A Problem-based Approach to Teaching the Technology Integration Planning (TIP) Model. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2004 (pp. 1474-1477). Atlanta, GA: AACE. 2) Robylyer, M. D, & Doering, A. H. (2012). Integrating Technology into Teaching (6th Edition). Allyn & Bacon. Robleyer, 2006 as cited in Finger et. al., 2007 p.85 A planning model for designing ICT-rich learning experiences. Some similarity with Backwards design but with a more explicit focus on how to integrate ICTs into learning and teaching	In my blog, as one in the ICT Integration & Transformation Implementation Technology Integration Planning (TIP) in diverse curricula by integrating ICT capability according to the Australian curriculum (associated link with SCOOTLE. Thus, TIP framework allows more student-centred learning (p.110) and associated Seymour Papert’s (1980 cited in Finger et. al., 2007 p.120) constructionism theory (constructivism +technology) to help teachers have a practical value how to design ICT-enhanced learning experiences to meet the students’ needs by providing guidance based on the five part ICT planning model (i.e Roblyer's TIP model, 2006 as cited in Finger et. al, 2007 pp.129-130) that might be useful as part of planning process for Part B and Part C. Effective planning relates all phases with the relevant implementation questions and phases of implementation, assessment and evaluation in each respectively.
The 5Es	One of strategies involving lesson planning with initial thought of a lesson flows applying to 5E's using ICT to support learning and teaching in PCK context 1. ENGAGE- student interest in topic 2. EXPLORE- make meaning of topic 3. EXPLAIN- apply the understanding 4. ELABORATE- further research on the topic describing how it does relate 5. EVALUATE- synthesis into a new transforming knowledge A model of a teaching sequence that enables the design of constructivist learning experiences. One of many "pedagogical frameworks" mentioned with Assignment 2	5E model to a certain extent related ultimately is learning objective using ICT to gather, manipulate and presenting information during our PRAC. As this mode build on student own understanding of new ideas as based on active engagement approach in stimulating and problem solving based on Piaget’s constructivism theory (Finger et. al., 2007 p.119). This is might be useful as part of planning process for Part C.
WALT & WILF	Help to reflect upon the lessons objectives to ensure that students are producing the work in explicit teaching eg. To include as Warm Up – Opening lesson plan WALT – We are learning to … WILF – What I’m looking for …	The WALT is used to introduce the lesson objectives. The WILF explains the work they will be undertaking in this lesson. This is might be useful as part of planning process for Part C.
Connectivism	Claimed that student learning can apply from non-human sources to support integration of ICT as continual process into learning experience (Siemens, 2004)	In my blog - What raises the question here is what connectivism on how ICT and pedagogy apply for the student learning? This is might be useful as part of reflecting process for Part D
Bloom's taxonomy	One of strategies applied with the social constructivism using ICT at different level ZPD of student knowledge to highest order thinking skills (Finger et. al, 2007 p.119)	In my blog - Bloom's strategies Taxonomy used to organise thinking skill and learning objectives in TPACK by developing constructing knowledge and move onto developing transforming knowledge as learning process
Postman's 5 things	Culture always pays a price for technology. e.g. cars and pollution (and many other less obvious examples). There are always winners and losers in a technological change. Every technology embodies a philosophy, an epistemological, political or social prejudice. The printing press de-values the oral tradition. Technological change is not additive, it is ecological. The invention of the printing press in Europe, did not create “old Europe + the printing press”. It created a new and different Europe. Technology becomes mythic, it becomes seen as part of the natural order of things.	This might be useful in part c and d reflection
Toolbelt theory/TEST framework	"Toolbelt Theory" is based around the idea that as humans we are tool users, and that we choose tools most effectively when that choice begins with the Task at hand, and then considers theEnvironment in which that task must be performed, the Skill set of the individual (the tool chooser), and the Tools which are available	It help me in part c when I am planning my lesson plan
PKM	PKM: A set of processes, individually constructed, to help each of us make sense of our world & work more effectively. PKM gives you a framework to develop a network of people and sources of information that you can draw from on a daily basis. It a process of filtering, creating and discerning so that you spend less time answering email or finding that great presentation you saw, and more time focused on being a better practitioner of your craft.	I will help me in my part b on the topic on preparing and planning

CLEM Model

CLEM is an acronym and thus has four components. A simple overview of CLEM's components includes:

1.    Community;

What, where and how active is the community of teachers who use this ICT to enhance student learning? Are there different communities? How do you engage with this community? Where do you go to get help?

2.    Literature;

What academic literature exists around the use of this ICT to enhance student learning? What does it reveal about how to apply this ICT to learning? What does it say about how to use this ICT and how not to use this ICT? What is this ICT good for when it comes to student learning? What are the common problems and limitations?

3.    Examples; and,

What examples exist of this ICT being used to enhance student learning? What makes a good example? What makes a bad example? Are there examples applicable to you? What can you learn from these examples?

4.    Model.

How does this ICT work? What is the vocabulary associated with this ICT? What does it offer that's different from other ICTs? What are the common technical problems with this ICT and how do you fix them?

Planning for my practicum

Planning for my practicum

1.    Identify what curriculum you will be using while on Professional Experience.

2.    Identify what (if anything) that curriculum document has to say about what your students should be able to

• ·         already do with ICTs; and,
• ·         what they should be able to do by the end of this year.

For the Australian Curriculum you will be interested in the ICT capability learning continuum

3.    Do you understand the expectations? Can you fulfill those expectations? Do you have the knowledge and skills?

4.    How are you going to know exactly what your students are able to do?

5.    How are you going to help them?