Researching ICLT 'Best' Practice Opening activity Introduction Weaving Web 2.0 laboratory Scrapheap challenge Paradoxes around digital learning Knowledge producing schools Knowledge producing classes Knowledge producing teachers Debrief Michael Ryan Faculty of Education, QUT [email protected]All Hallows' School April 23, 2010
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Researching ICLT 'Best' Practice
Opening activityIntroductionWeavingWeb 2.0 laboratoryScrapheap challengeParadoxes around digital learningKnowledge producing schoolsKnowledge producing classesKnowledge producing teachersDebrief
Paradoxes around digital learninglate age of print ←→ a post-typographic society
Paradoxes around digital learning
Warshauer's (2007) paradoxes:
the what paradox: ... what do students need to learn in the new digital classroom? what is replaced? ... but traditional literacies can provide gateways to the new, and are more valuable than ever.
the how paradox: ... the ability to learn autonomously will indeed be critical in the digital future. However, paradoxically, strong mentorship is required for students to achieve this autonomy, while an overemphasis on student independence can leave students floundering.!
the where paradox: ... at the same time that new opportunities increase for powerful out-of-school learning, formal education is actually rising rather than falling in its impact on peopleʼs lives.
late age of print ←→ a post-typographic society
Paradoxes around digital learning
Warshauer's (2007) paradoxes:
the what paradox: ... what do students need to learn in the new digital classroom? what is replaced? ... but traditional literacies can provide gateways to the new, and are more valuable than ever.
the how paradox: ... the ability to learn autonomously will indeed be critical in the digital future. However, paradoxically, strong mentorship is required for students to achieve this autonomy, while an overemphasis on student independence can leave students floundering.!
the where paradox: ... at the same time that new opportunities increase for powerful out-of-school learning, formal education is actually rising rather than falling in its impact on peopleʼs lives.
late age of print ←→ a post-typographic society
Warshauer's (2007):
rejects determinist and instrumentalist positions
advocates a critical, interventionist position involving stronger roles for teachers.
schooling is no longer the job of providing a set of skills to equip students for a stable, non interrupted career
the focus shifting to dispositions: critical understandings, strong sense of self, harmonious living in diverse cultures, life-long & life-wide learning, potential to contribute.
the schoolʼs role as future proofing: all students to have the potential as skilled, active, productive members of (overlapping) communities
schooling is no longer the job of providing a set of skills to equip students for a stable, non interrupted career
the focus shifting to dispositions: critical understandings, strong sense of self, harmonious living in diverse cultures, life-long & life-wide learning, potential to contribute.
the schoolʼs role as future proofing: all students to have the potential as skilled, active, productive members of (overlapping) communities
Bigum's & Rowan (2009) envisage KPS with:
authentic tasks, with authentic products, associated with the production of knowledge supported by experts and/or specialist communities
exposure to, and feedback from a real audience (beyond the school)
meaningful use of contemporary technologies in achieving goals, rather than a focus on technological mastery for its own sake
fundamental and substantial interdisciplinary connections
multiple forms of student contributions allowing identification with the category 'good student' by diverse children."
Web Inquiry ProjectsFrom the work of Molebash & Dodge (2003), Webquests are a model for inquiry involving, structured, role-based collaboration, construction of productions for authentic audiences and reflection on processes.
Web Inquiry Projects are a more open-ended form, suitable for more sophisticated productions in middle, upper and tertiary sectors.
Knowledge Producing TeachersBreuleux (2001) advocates communities of interpretation that:
represent and share emergent good practice
share risk and innovation load
tackle reforms across-curriculum, across-time
Knowledge Producing TeachersBreuleux (2001) advocates communities of interpretation that:
represent and share emergent good practice
share risk and innovation load
tackle reforms across-curriculum, across-time
In groups:
• Sketch out a professional learning project that involves designing around a cross-curriculum and/or cross-time issue.
• It should involve authentic, purposeful knowledge production by students.! !
• Who would need to get involved? How? What evidence would you gather? How long would it take?
DebriefWhy do Web 2.0 appliances need to be “interpreted” or “reappropriated”?
What are some of the down-sides of using Web 2.0 appliances for classroom work?
If we donʼt completely replace traditional literacies while accommodating more (visual, information, interaction, collaborative, etc), wonʼt it make our jobs harder?
Getting students to work with real world issues and audiences is risky, messy and hard to assess. Why should we bother?
Canʼt we just buy a book on best practice?
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