Forging the Future Through Digital Worlds

NSPI 2015

Dr Kevin Cahill

“Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” ― Malcolm X

Workshop Outline

Who are our twenty-first century students?

Where do they live?

How do they learn?

What is digital literacy?

What is the policy landscape?

Critical Pedagogies

Some practical examples

Draw a picture of twenty- first century learners (3min)

ROOM: 954253

Who said technology makes things easier?

Change isn’t always easy

In centuries to come, future historians looking back on the current era could be confronted by a digital desert comparable with the dark ages — the post-Roman period in Western Europe about which relatively little is known because of the scarcity of written records.The Irish Times (14/02/15)

Dr Vinton Cerf says “The 22nd century and future centuries after that will wonder about us but they’ll have great difficulty knowing much because so much of what we’ve left behind may be bits that are uninterpretable.” The Irish Times (14/02/15)

1980s

School in the 80s/90s

Home in the 1980s/90s

2000

2015

Ireland ranks 9th out of the 28 EU Member States in the digital performance stakes according to the new Digital Economy and Society Index (DESI)[1] with an overall score of 0.52[2]. It falls into the cluster of medium performance countries[3], where it performs slightly above the average of cluster countries (0.51) and above the EU average (0.47). http://ec.europa.eu/ireland/press_office/news_of_the_day/ireland-ranks-9th-in-eu-digital-index_en.htm (25/02/15)

Homes of the future?

Connecting the physical world to the internet Can your refrigerator generate an automatic

shopping list? Can your heart rate be monitored from afar? Real-time patient updates of vital statistics of

patients to their doctors? Monitoring of homework from outside the

classroom? Setting individualised programmes of learning for

students

The Internet of Things

Childre

n watc

h their

parents

play w

ith sh

iny te

chnica

l

object

s all

day. Pare

nts cr

adle

them

, care

ss th

em, n

ever let

them

out o

f their

hands. W

hen

moth

ers b

reast

feed th

eir

infa

nts, t

he shin

y obje

cts a

re

in th

eir hands,

at their

ears.

When p

arents

brin

g their

toddle

rs to

the p

ark, t

hey

share

their

attentio

n with

the

shin

y obje

cts t

o the p

oint t

hat

child

ren a

re je

alous a

nd

indeed, o

ften g

o unatte

nded.

Playgro

und acc

idents

are

up.

As soon a

s child

ren a

re o

ld

enough to e

xpre

ss th

eir

desires,

child

ren w

ant the

object

s as w

ell and fe

w

parents

say n

o. In p

arenta

l

slang, i

t has b

ecom

e known a

s

the "p

assback

," pass

ing b

ack

the iP

hone to q

uiet y

our

toddle

r in th

e rear s

eat of t

he

car (

Turkle

, 2014)

“Object

s of

Desire”

Consume my heart away; sick with desire And fastened to a dying animal It knows not what it is; and gather me Into the artifice of eternity.Sailing to Byzantium (W.B. Yeats)

Net Children Go Mobile ( O’Neill and Dinh, 2014)

53% of children say the almost never or never access internet in school

63% of children use the internet several times a day at home

O’Neill and Dinh (2014)

School and TechnologyWhere should it go?

Junior Cycle Key Skills

Using ICT to manage myself Using ICT safely and ethically Being creative through ICT Using ICT to confidently communicate Using ICT to work with others Using ICT to access manage and share

knowledge

ICT and Key Skills

Key Competencies (21st Century Learners)

Assessing Key Competences

How is the digital world impacting on particular subject

areas?

"Time to take the technology out from under the table and put it on it!" ( Ollie

Bray, Intel summit 2012)

Digital literacy and doing literacy digitally

What do we mean by digital literacies?

•Technological Competencies

•Critical Competencies

What Do We Mean by Digital Literacies?

Developing digital literacy does not simply require the acquisition of skills in using ICT, but the development of one’s knowledge about technology and media, the application of these tools and resources to subjects, and the role of technology and media in the real world.

What do we mean by digital literacies?

Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media.

(Literacy & Numeracy for Learning and Life 2011, p.8

The “four resources” model (Luke and Freebody, 1999)

Code breaker Meaning maker Text user Text critic

Literacy meets digital literacy

http://www.readingonline.org/research/lukefreebody.html

Psycholinguistic perspectives

Cognitive perspectives

Sociocultural perspectives (New Literacies)

Critical literacy perspective

Literacy meets digital literacy

Adapted from Hall, K. (2003). Listening to Stephen read. Maidenhead & New York, Open University Press.

Literacies are multiple and embedded in social, cultural, historical and personal experiences.

Young people of today, and tomorrow, experience language, literature through a variety of modes and settings. These modes and settings are often traditional and digital.

Contemporary society is multimodal.

A sociocultural perspective

Digital Literacy and Doing Literacy Digitally

Digitally literate practices are multimodal in nature and therefore allow opportunity for communication, expression and understanding using varieties and combinations of language, visual sign systems, sound systems, gestures, images and moving images as alternatives to, and accompaniments, to traditional literacy modes

Jewitt (2008)

Digital Practices and multimodality

“Webolution”

Web 1.0 Web 2.0 Web 3.0

Teachers are often far ahead of students in this regard- in education terms anyway

Web 1.0-2.0-3.0

Digital Natives Digital Immigrants Digital Wisdom (2009)

Prensky

Game-based Learning

Learner Centred

Behaviourist?

Pedagogical Content Knowledge

Shulman(1986) advanced thinking about teacher knowledge by introducing the idea of pedagogical content knowledge. He claimed that the emphases on teachers subject knowledge and pedagogy were being treated as mutually exclusive domains in research concerned with these domains (1987, p.6). The practical consequence of such exclusion was production of teacher education programs in which a focus on either subject matter or pedagogy dominated. To address this dichotomy, he proposed to consider the necessary relationship between the two by introducing the notion of PCK.

Technological Pedagogical Content Knowledge (TPCK) (Mishra &

Koehler, 2006)

Authenticity of question (Enquiry/ Problem)

Academic Rigour (build deep understandings through evidence-based explorations)

Assessment (ongoing and formative- feeding the study)

Elaborated Communication (choice of methods of presentation)

Connecting with Expertise (inside and outside the school)

Focus on evidence-based approaches to learning

Active exploration

Appropriate use of Technology

(Galileo.org-education network for twenty first century learning)

Enquiry-based learning and the digital ecosystem

be authentic i.e. relevant to the topic or practice area

use technology in ways that add value to learning

challenge students to an appropriate degree

create an artefact or record (digital or otherwise)

Embedding digital activities in the curriculum

Capture learning events for reflection Students use a digital camera or other

capture device (audio, tablet, mobile phone etc) to record aspects of a learning event or a situation in the field/lab/workplace. They manage and access those records for later reflection and/or to evidence their learning

Examples

Present academic ideas effectively using digital media

Digital media for academic presentations include dedicated tools e.g. powerpoint, keynote, prezi. Presentations can also incorporate or be based entirely around other media: video, audio, animations, graphics (photos and data visualisations), voice-overs, mind-maps, hypertext.

Digital literacies (Beetham and Sharpe, 2008)

SAMR (Puentadura)Teach above

the line!

Digital Bloom

Hybrid Pedagogies Blended Learning MOOCs Individualised learning through Digital Content Games-based learning Flipped classrooms Global classrooms Inquiry-based learning using online tools Coding Programming App development Mobile technologies in the classroom The internet of things

What do we need to prepare for

Digital divide- social class Globalisation Consumer Culture

Problematising the digital ecosystem

Digital Inclusion (Livingstone and Helsper,

2007)

Digital Inclusion

Livingstone and Helsper, 2007, p.3

What do we mean by critical?

Definition of critical literacy

Definition of critical pedagogy

Developing Critical perspectives in digital learning

Twitter/ Facebook/ social media in the classroom

Teachers and social media- CPD and student resources- examples

Edmodo, Blogger, Padlet, Weebly, Prezi, Google collaborative tools- docs, slides, sheets

Cloud-based storage Alternative forms of presentation- supporting

different types of learners and developing non-traditional qualities

Examples of use and student work

http://sduggan93.blogspot.ie/

Doing more with Digital

What is the function of the school in the digitisation of society agenda?

NCTE (2009)

Planning and Implementation protocol

Might work well in tandem with School self-evaluation

Whole school planning Pedagogical Orientation Differentiation and Personalisation Literacy and Numeracy strategy (incorporating digital literacies) Teaching digital skills SEN (Access, Participation and Benefit) Inclusion Preparation for working world New learning models (flipped classrooms, blended learning

experiences, etc) Teacher professional learning Infrastructural requirements of schools/ networks

Digital Strategy for SchoolsUsing digital technologies to transform

teaching, learning and assessment

Seamus Heaney

The digital ecosystem in action

Implications for School Planning

Beetham, H. and Sharpe, R. (2010) Rethinking pedagogy for a digital age: Designing for 21st century learning. Oxon: Routledge.

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16 Hall, K. (2003). Listening to Stephen read. Maidenhead & New York, Open University Press. Jewitt, C. (2008). "Multimodality and literacy in school classrooms." Review of research in education 32(1):

241-267. Livingstone, S. and E. Helsper (2007). "Gradations in digital inclusion: children, young people and the digital

divide." New media & society 9(4): 671-696. Luke, A. and P. Freebody (1999). "Further notes on the four resources model." Reading online 3. Prensky, M. (2001) Digital Natives, Digital Immigrants. On the Horizon . Vol. 9(5) Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher

knowledge. Teachers College Record, 108(6), 1017-1054. NCTE (2009) Planning and implementing e-learning in your school. Dublin: Government Publications. O’Neill, B. and Dinh, T. (2014) Net Children Go Mobile: initial findings from Ireland. Dublin: Dublin Institute of

Technology Prensky, M. (2001). "Digital natives, digital immigrants Part 1." On the horizon 9(5): 1-6. Prensky, M. (2009). "H. sapiens digital: From digital immigrants and digital natives to digital wisdom."

Innovate: journal of online education 5(3). Shulman, L.S. (1986). Paradigms and research programs for the study of teaching. In M.C. Wittrock (Ed.),

Handbook of research on teaching (3rd ed.). New York: Macmillan. Turkle, S (2014) “Objects of Desire.” In What Should We Be Worried About?: Real Scenarios That Keep

Scientists Up at Night, John Brockman (ed.) New York: Harper Perennial.

Galileo.org

References