Australian computers in education 2012 splc overview

Australian Computers in Education 2012ReflectionsPaul Herring

3D learning environments - Sasha Barab

“… A design methodology used to support powerful learning and engagement

as we foster a sense of dramatic agency as part of the learning experience.

More than a theoretical discussion, I will ground these ideas in our work on the Quest Atlantis project where we have designed numerous curricular designs to support transformational play in which players take on the role of scientists, reporters, accountants, etc. who use academic content to resolve problematic fictional storylines that unfold in virtual worlds."

He stressed that: o Games are now a service;

o that there is an Intervention invitation with contract;

o That these games have sustainable outcomes;

o That they produce Products and services with ecosystems.

3D video games are entire worlds

• 3D video games are entire worlds in which learners are

central and are places where the actions one takes have a

significant impact on the world.

• They are a place where what you know is directly related to

your world. The student can become an architect of the

future.

• There is a real sense of agency and consequential actions.

• The 'game' can transform both the 'world' and the student. 

• In these 'games', these 3D worlds; the student can have an

impact on the world whereas on a science field trip they can't.

Computational thinking: what it is and why we should

care

Teaching of Computational Thinking should be a motivating factor for schools of the future, rather than teaching skills of the past:

the power of ‘big data’ such as Bio-Informatics

Core Competencies:

Innovation across disciplines and employing diverse learning strategies

The use of different dispositions Developing confidence with complexity Developing Persistence Learning to handle ambiguity Working with open ended problems Learning to set aside differences

Dr Christine Stephenson

Computational Thinking

Not just programmingNot just thinking like a computerOver the last 10 years tools for programming

have become so much better eg. Scratch, Alice, Adobe Edge

Many teachers though are overburdened \with change and innovation

CT should be taught in a kinaesthetic manner to the lower grades

Indicate the great rise in jobs that require such IT skills vs the real paucity of jobs for those with Social Science degrees

Research indicates that if students don't do a Computer Science type course at high school they will not do it at University, despite the fact that this is now the best pathway for many toward gainful employment.

Statistics

“In Australia, ICT skills shortages continued to grow by up to 14,000 extra ICT jobs in 2012 and 35,000 by 2014.

At the same time, curriculum initiatives in ICT at the secondary level have not gone far enough to encourage high-achieving students in Years 11 and 12 to study tertiary ICT courses or promote the discipline as a rewarding and vibrant career. 

“Over the past decade, universities have not been successful attracting bright school leavers to consider ICT as a study area, compared to other professions such as (law and medicine).

– Alan Paterson ACS CEO

Draft Shape of the Australian Curriculum: Technologies

• ICT university enrolments have dropped by 50% in the last decade and by 40% in the vocational sector.

• ICT as a general discipline is less likely to attract high-achieving school leavers into tertiary study.

• < 50% of ICT professionals typically possess a degree level qualification in ICT, despite the availability of many potential employees.

• Skills shortages in ICT continue to grow despite demand forecasts of 21,000 jobs in 2013.

“The ACS believes that excellence in ICT can only be achieved through a national educational framework that meets and exceeds world best standards.

• “More research needs to be done to understand why, despite the ever more compelling opportunities of ICT, not enough students are choosing ICT as a career. 

• Without skilled ICT workers, Australia’s ICT development and capability will erode, further limiting the opportunities for our youth to participate in the most vibrant sector of our economy.”

Educational animations Are they as good as we think?

Jean-Michel Boucheix

New mobile technologies & BYOD

Teachers need to know

pedagogy, content and technology

but we need to emphasize the pedagogy and also give teachers plenty of lead time and PD.  Research demonstrating that the best PD was from ‘near peer coaching’. That is, being helped by other teachers only a little further ahead in their learning.

Keynote: Dr Milton Chen ‘6 leading edges of innovation’

Year 7 students learning to fly in commercial and very realistic flight simulators.  He spoke about the move towards learning:  any time, any place, any path, and any pace

Dr Milton Chen’s definition of a great school: “Where authentic learning and assessment take place. Where kids run in as fast as they run out.”

  Core Competencies & IT:Critical thinking and PSGlobal citizenshipPersonal developmentCommunicationCollaboration

Flipped Classroom & other crazy ideas!

Recommendations: Introduce BYOD

Teacher lead time Nexus?

eBook environment Ubiquitous Access

Risk Management Early introduction of

‘National Curriculum in Digital Technologies’

Adoption of Game-Based Learning 3D worlds

Check out Slideshare – Slidecast http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222