ICTLT2012 Round-up

The last two days at ICTLT2012 have provided me with some unique insights in to the Singapore education system as well as current educational trends. The conference has given me a chance to reflect on (and feel good about) the position that I am in currently. I’ve been disheartened by the number of teachers who are still marvelling at the potential of educational technologies.

However, what I have appreciated the most is how each of the terrific presenters here no longer focus their presentations around this or that tool, but around the way that educational systems need to change and around learning. Teachers need to step back and give students more control, we need to allow students to connect, problem solve and evaluate each other more often, we need to provide constant feedback to allow students to grow as they learn, we need to let students learn about what they want to and when they want to, we need to teach learning skills… And all of this can be achieved and enhanced through the use of information and communication technologies. Each presenter has spoken about learning first and how technology fits in to make learning better, not technology and how we can adjust our teaching to work with technology. Nice to see.

Some points that particularly resonated with me include:

  • the future is tablet: no other platform has so rapidly been implemented in to schools like the iPad has over the last few years. It is a device that is still in its infancy and so too are the apps that run on it. There is no doubt that as touch computing and its apps continue to develop, devices that allow for such personalised learning anywhere, anytime will continue to find their way into classrooms and begin to redefine education. However, as Tom Daccord explained, the move to such platforms will not go from textbook to apps only. It is likely that textbooks will be the transitional step towards a redefined learning platform. Tom showed one particular textbook that already exists (the name of which I forget now) that, as you would expect, includes more than just text and pictures to include 3D interactive models, videos, built-in dictionaries, etc. However, the feature that exists already and will begin to redefine how education works is the ability to connect textbooks and comment, collaborate and discuss the learning. Does your current textbook do that? Does your laptop offer that? It’s easy to see this extend into assignment submitting, collaborative problem solving tasks, and connections to others around the world.
  • plan in reverse: Backwards by design is not a new concept for many schools, particularly those focussed around inquiry learning or the International Baccalaureate. It was nice to see Tom Daccord (again) apply this model of planning to the integration of technology. As teachers we need to focus on the objective of the learning. What do we want students to achieve, learn or understand? From this, we then need to decide on the skills necessary to achieve this. Finally we can decide on the best tool (technology or not) to help us help the students achieve the desired outcome. From this we are able to begin to assess the skills and processes students work through to create and share their learning, and not just the final product itself. Students to are able to be more thoughtful in their learning process and decision-making. Let’s move away from the wow factor of technology and towards the learning potential of technology.
  • shared vision:  it is critical for a shared vision to exist within our schools. Immediately, one probably lumps the lack of this shared vision on the leaders of the school. While this is important, one element of this shared vision that is often told about the shared vision rather than asked to help develop it is the student body. As teachers and schools, we need to begin to ask our students what education should be for them and to allow the students to help us to develop the shared vision within the schools. I guarantee that when posed the question, students will demand that they should be able to learn when and where they want and about topics that interest and are relevant to them. So how do we cater for this? Through technology.
  • allow students to participate, not submit: our students operate in a ‘participatory world’. They participate in networks, they create and share ideas through blogs, videos, and more, they comment on others’ creations (whether they know the creator or not)… In essence, they participate in the world around them, often through technology. Yet, our schools often ask them not to participate, but to isolate and submit. We want them to create by themselves, submit their work to the teacher who is the only one to see the work, and then accept the judgment made upon them from their teacher’s one voice. We need to allow our students more options to participate as a learner and advisor, not submit into being a student.
  • we have to think about the world that they grow up in, not the one we grew up in: Now, where do I begin with this? … Larry Johnson, in his final keynote, spoke very articulately about ‘the network’ that surrounds us, helps us, and ultimately is us…. well, at least is the students we teach. The network, while a wonderful ‘new’ advancement in our lives, just is in our students’ lives. It is everywhere, it exists to allow them to learn and connect, essentially it is a part of their lives. They don’t know a life without a network that provides information, media and connections whenever and wherever they demand it. So, we need to stop thinking about a world where the network is optional, as something we can control, filter, switch off, because this is not how it is for our students. An un-networked world is not their world – it is a foreign place that they don’t belong in. As teachers we need to think in this way in order to solve the educational dilemmas that we are seeing around the world. Those of disconnected, disinterested students who see school as a place where they are forced to slow down their learning.

photo credit: flickingerbrad via photopin cc

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