While welive in a digital age, the essential

conversationis not just about technology in classrooms.

Rather, it is about new relationships betweenteachers and learners, between learners and

the process through which they grow incompetence and wisdom, and between what

happens in formal education and what happens in the home, the workplace and the

community.(Whitby: 2007)

http://gbwhitby.parra.catholic.edu.au/

Teachers in the twenty-first century need tosee themselves as co-learners and

collaborators within the learning environment.In their role as learners teachers learn a greatdeal about – and often from – their students.They learn from each other, too. And, as a

collaborative group, they learn together. Thistype of learning leads to new ways ofunderstanding and applying existing

knowledge. (Hough et al, 1997)

This challenge is repeated throughout theprofessional literature. According to DavidWarner (2006)4, for instance, the emergenceof information communication technologies(ICT) and the development of Web 2.0 (e.g.YouTube, Flickr, MySpace, del.icio.us) havetransformed the social and economiclandscape. These changes have a profoundimpact on schooling as educators preparestudents for life beyond the classroom – atransition which should be seamless andfamiliar. (Whitby: 2007)

The importance of schools becoming effectivelearning organisations with teachers engagedin productive dialogue, teamwork and shared

learning is imperative as they rethink theirassumptions about learning and teaching in

the 21st century. Together as learningcommunities, teachers can reshape

pedagogies that are relevant to today’slearners.

According to

in 2007, Greg was named the most innovative and creative educator in Australia by the Bulletin Magazine in its annual SMART 100 awards. He was also awarded the ACEL Presidential Citation for his contribution to Australian education and service to the Council.

http://gbwhitby.parra.catholic.edu.au/profile.htm

Proposition 1

‘Curriculum’, as it has been traditionallyunderstood, has passed its used-by date. Amore appropriate mindset leads us to speak

of ‘frameworks’ that are constructedcollaboratively and with imagination out of

mutual respect for both learner and teacher (Whitby: 2007)

Proposition 2

The skills that are appropriately learned andapplied with a 21st century framework are not

the same as those that served past eras:memorisation, specialisation, control/order,

sameness/insularity.

Rather, they the skills needed in a dynamic present and future:

interconnectedness, managing meaning,living with paradox, working intelligently

towards positive change, and maintaining aglobal perspective.

(Whitby: 2007)

Proposition 3

Such skills require transforming pedagogies which will focus on the nurturing of clear

thinking,discerning, flexible and creative

problem-solvers who will exercise theirdeveloped capacity to make the world a

betterplace.

(Whitby: 2007)

Proposition 4

The emerging technologies must be used to

enrich these transforming pedagogies.(Whitby: 2007)

Proposition 5

To facilitate such learning and teaching, theuse of learning spaces both within and

beyond the immediate school plant, must becharacterised by creativity and adaptability.

(Whitby: 2007)

those who work in and for schools will have to work differently if they are to serve their students and society in the knowledge age of the 21st century. They will need to imagine a new model of schooling to match the tools and capabilities, including Web 2.0, now available. For this to occur, transformational leadership needs to be dispersed throughout the school community. We stand together at the beginning of a transformation of schooling for life.

While we live in a digital age, the essential conversation is not just about technology in classrooms it is about new relationships between teachers and learners….(Whitby:

2007)

According to David Warlick (2008) ......As little as we know about the future for which we are preparing our students, it is clear that it will be a place that is governed by information. Accessing, processing, building with, and communicating that information is how we will all make our livings.

Being literate in this future will certainly involve the ability to read, write, and do basic math. However, the concept of literacy in the 21st century will be far richer and more comprehensive than the 3 Rs of the one room school house, a legacy that still strongly influences today's education environment.

This enlightening and thought-provoking address will make a case for a literacy model that extends out of reading, writing, and basic math to answer questions like:

* What do you need to know, when most of recorded knowledge is a mouse-click away?* How do you distinguish between good knowledge and bad knowledge?* What does it do to the value of information, when everyone is a producer?* How do we address ethics, when we are empowering our students with such prevailing skills?

We need to transform curricula so that theyfocus less on ‘things to know’ and more on‘strategies for learning the things you don’tknow’. As new technologies continue toquicken the pace of change in all parts of ourlives, learning to become a better learner isfar more important than learning to multiplyfractions or memorising the capitals of theworld. (Resnick: 2002)

The emergence of relational technologies means learning can now take place anywhere and anytime. Our schools must be able to meet the demands of a knowledge age; this requires a highly-

professionalised education system.

We know (from two decades of good theory and practice) that what makes a real difference to learning outcomes are the

highly-skilled teachers working with strong leaders in healthy learning environments.

For me, sustainable educational reform requires every teacher to be a leader of learning; building powerful networks and

continually engaged in reflective dialogue on what is good learning.

As our physical and virtual networks continue to expand, we will be able to work more collaboratively in making schooling

relevant for all young Australians.

(Whitby http://gbwhitby.parra.catholic.edu.au/index.html)