4001EPS 2011 L6

4001EPS ICT and Pedagogy

Dr Jason ZagamiGriffith University

Lecture 6

Digital Pedagogies

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0:59

1:07

Digital Learners

Hyper-communicatorsStudents use MP3 players, email, mobile phones, text messaging and the Internet to connect instantly to their friends, information and sounds

Digital Learners

Multi-taskersFor today’s student, it is normal to perform multiple tasks and switch between them seamlessly, such as accessing the Internet, listening to an MP3 player and text messaging a friend

Digital Learners

Goal-orientedDigital students aspire to success, are ambitious and can pursue multiple goals simultaneously through effective task switching

Digital Learners

To what extent will you engage each style? Goal-orientedMulti-taskersHyper-communicators

Digital Learners

Digital Learners

Hyper-communicatorsMulti-taskersGoal-oriented

No Extent Great Extent

To what extent will you engage each style?

Digital Learners

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Digital Learners

Does curiosity build a good unit or program?

It doesn’t matter what you call it … • Driving question• Essential question• Compelling question• Key question

Every unit or program you plan needs to have a question to hook your learners’ interest

The driving question that you come up with forms the basis for inquiry learning

The question needs to be juicy enough that it piques your learners’ interest

The standards ask us to plan learning experiences that are differentiated

• All learners need work that will be challenging• C to E learners need work at their level

A good driving question will provide opportunities for learners to ‘opt in’ to the learning at their level, while

maintaining an inclusive environment

Let’s take a look at some sample driving questions

Let’s start with an age-old unit about

coal mining

What’s this unit really about?

… Energy

How about we pose …

‘What are the forms of renewable and non-renewable energy?’

This is okay, but it is still purely content-based

If you used this question, the most you could really grade the learners is a C, as there is

no higher-order thinking involved

Consider this question …

‘What would happen if we ran out of coal?’

This is an improvement, but it’s probably not open ended enough to really push those A level learners

Let’s consider a question appealing to learners‘Why is Homer Simpson a danger at the power plant?’

From here learners can go off in a whole lot of directions• • Nuclear power and its pros and cons• Which countries use it• Nuclear waste• What the alternatives are

Try something very topical, such as …

‘How big is my carbon footprint?’

This allows you to get the spread from A to E with less complex activities, still picking up on the energy issues

but the higher-order thinking encompassing topics such as whole household usage analysis or pulling apart the

statistics Al Gore used in An Inconvenient Truth

Let’s look at the levels of these driving questions again so you can see the depth

• What is coal mining really about?• What are the forms of renewable and non-renewable energy?• What would happen if we ran out of coal?• Why is Homer Simpson a danger at the power plant?• How big is my carbon footprint?

Use a driving question with ICT connectivity to hook and inspire your Digital Age learners

They can select the ICT tools that will help them conduct their inquiry

You become the facilitator of their journey

Pedagogical Content Knowledge(PCK)

Content Knowledge

(CK)

Pedagogical Knowledge

(PK)

Technological Content

Knowledge(TCK)

TechnologicalKnowledge

(TK)

Technological Pedagogical Knowledge

(TPK)

Technological Pedagogical

Content Knowledge

(TPCK)

Context

Key TrendsTechnology increasingly impacting students’ lives


Technology increasingly impacting how we work, play, learn and socialise



Growing value being placed on creativity and innovation




Rising interest in alternative and expanded learning environments




Rising interest in alternative and expanded learning environments

Changing model of how learning environments are defined

Critical ChallengesNeed for training in digital literacy skills and techniques


Lack of alignment between how today’s students think and work vs. practice and products used to support their learning



Difficulty of deep reform without a shared vision of a new education model




Resistance to change in an established system




Resistance to change in an established system

Disconnect between student’s learning experiences inside and outside the classroom

Cloud ComputingTIME TO ADOPTION - ONE YEAR OR LESS:

Benefits of Cloud ComputingTools that can scale on demand when needed and scale back to conserve resources when usage drops


Inexpensive online storage



Cost savings for IT support, hardware and software




Access to services/tools without additional infrastructure investment




Access to services/tools without additional infrastructure investment

Access possible from range of devices

Collaborative Environments

TIME TO ADOPTION - ONE YEAR OR LESS:

Benefits of Collaborative Environments

Support user-created content



Facilitate communication and sharing of created or existing content




Support and reinforce 21st century skills




Support and reinforce 21st century skills

Can connect educators and students with peers worldwide, broadening perspectives and supporting those with shared interests

Game-Based LearningTIME TO ADOPTION - TWO TO THREE YEARS:

Benefits of Game-Based Learning

Provides digital environments for learning that are familiar to students



Engages students—all ages and both genders




Supports 21st century skill acquisition





Can be used for skill building, fostering discussion and team building





Can be used for skill building, fostering discussion and team building

Has research-based evidence of its positive value for learning

MobilesTIME TO ADOPTION - TWO TO THREE YEARS:

Benefits of MobilesAddress increasing desire and need for anytime, anywhere access


Help manage personal information, collaboration, access to and sharing of files/information, monitoring social networks



Can store and display full-length books




Are more affordable, accessible and easier to use than desktop or laptop computers




Are more affordable, accessible and easier to use than desktop or laptop computers

Do not have to be purchased or maintained by schools

Augmented RealityTIME TO ADOPTION - FOUR TO FIVE YEARS:

Benefits of Augmented Reality

Simple and portable


Simple and portable

Combines real world and virtual data


Simple and portable


Can provide powerful, contextual, real-world, discovery-based learning experiences


Simple and portable


Can provide powerful, contextual, real-world, discovery-based learning experiences

Engages and motivates students

Flexible DisplaysTIME TO ADOPTION - FOUR TO FIVE YEARS:

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Benefits of Flexible Displays

Can be easily and inexpensively produced



Are adaptable, allowing for printing on various materials and surfaces and in various shapes and contours



Are adaptable, allowing for printing on various materials and surfaces and in various shapes and contours

When fully developed, will be smaller and more portable, integrating context-specific data displays with everyday objects

Readings for Tutorial Week 7

4001EPS 2011 L6

Education

mobilesaddress

inexpensively

digital literacy

portablecombines

existing content

digital learnersto

power plant

todays students