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Digital Educational Practices

Digital Educational Practices. Digital Educational Practices. 7. Session Seven Outline. Recapping past sessions Technology leveraging change Digital Natives – experiences with technology The processed book BREAK Finding relevant online journals Individual assignment outlines References.

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Digital Educational Practices

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  1. Digital Educational Practices Digital Educational Practices 7

  2. Session Seven Outline • Recapping past sessions • Technology leveraging change • Digital Natives – experiences with technology • The processed book BREAK • Finding relevant online journals • Individual assignment outlines • References

  3. Recapping issues from previous Sessions 1. Social and Cultural Views of ICT • Culture, cultural components and changing cultures • Technology and the speed of change • Impact of technology on our lives and in education 2. Information economy and the process of globalisation • Technology transforming society and changing our daily practices • Technology as ‘non-neutral’ • EMB’s Information literacy discussion document

  4. Recapping issues from previous Sessions 3. Networked knowledge society • Differences between information and knowledge societies - Information can be transmitted, Knowledge must be acquired and constructed • Education in a networked society • New teaching and learning spaces/environments • New competencies for teachers in a networked society • Schools as learning organisations – flexibility for continuous change

  5. Recapping issues from previous Sessions 4. Principle of magnification/reduction and Group presentations • Magnification/reduction. Every enhancement of some technology feature, there is also a reduction of other features. Such non-neutral transformations belong to all technologies • Group presentations: Overall comment – more reflection, analysis, use of digital culture literature to inform the report, implications for changes in practices

  6. Recapping issues from previous Sessions 5. Information literacy • Cognitive Dimension - critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving • Meta-cognitive Dimension - reflective learners …in context and taking A/C experiences • Affective and Socio-Cultural Dimensions -appreciate process of inquiry; and to empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. (EMB, 2006) • Visual literacies, media studies and reading images

  7. Recapping issues from previous Sessions 6. 21st Century Skills • Implications of the Demands of the Global Knowledge Economy in Terms of Required Skills and Learning Strategies • Current internet usage research in USA and comparisons to HK • Speculations on future impact of technology on youth • YouTube deconstructions of societal practices and its impact on youth • Computers and education – ‘the delusion’

  8. Key trends in education

  9. Key trends in education • Rapid ICT developments - pressures on educational ministries, schools and teacher education institutions to change teaching practices and incorporate the use of the emerging digital technologies • Embedding ICT implementation plans within a broader framework of educational reforms that aim to develop students’ capacities for lifelong learning, problem solving, critical thinking, information seeking, analysis and collaborative learning.

  10. Key trends in education • Schools - expected to implement these changes quickly in order to keep pace and prepare for further demands for changes • In the past, reforms and changes have been completed mostly by individual schools independently and their teachers within each school have worked often in isolation to implement these changes at the classroom level

  11. Key trends in education • This school isolation - no longer appropriate in the face of the major and multiple changes and reforms demanded in education today. • Hopkins and Jackson (2002) propose the establishment of networks between government, schools, the community and • schools and their teachers should network communities with schools with similar interests to establish communication and discussion and help each other work through the necessary changes. • Fullan (2004) describes this as lateral capacity building through networks, across schools establishing SIGs (Special Interest Groups)

  12. Key trends in education • Leaders and leadership – vitally important • need to review the single leaders model • Dominant model of leadership focuses on issues concerning the skills, talents and capabilities of one person. • This model of leadership, Fullan argues severely limits enabling, scaling up and sustaining school and class level change (2001; 2005). • He highlights the need to redefine leadership beyond the individual formal understanding to encompass leadership taken by many to affect school improvement and change

  13. Key trends in education • Hallinger and Heck (1999) argue for the need to redefine the term ‘leadership’ ‘away from the role-based conceptions towards distributive views’ ‘Schools and school systems need to learn not just different ways of doing things, but very different ways of thinking about the purposes of their work, and the skills and knowledge that go with those purposes. This shift requires. . . a redefinition of leadership, away from role-based conceptions and toward a distributive view. . . . Distributed leadership. . . derives from the fact that large-scale improvement requires concerted action among people with different expertise and a mutual respect that stems from an appreciation of the knowledge and skill requirements of different roles’ (Elmore, 2004, p. 87).

  14. Key trends in education • Distributed leadership - no single agreed understanding of the term - generally characterized by a collective leadership where teachers develop expertise by working collaboratively. • It ‘decentres’ the concept of the leaders (Gronn, 2002) and argues that leadership may reside in all stakeholders at all levels in the school. • distributed leadership focuses on how leadership is disseminated among formal and informal leaders. • As Spillane and others (2002) describe, distributed leadership incorporates activities of many in the school.

  15. Key trends in education • Distributed leadership – ‘dispersed rather than concentrated’ (Gronn, 2002, p. 3) in contrast to ‘focused leadership’ In this environment what role can technology play to facilitate changes?

  16. Net Generation:Digital Natives / Generation Y Group of individuals born roughly between 1980 & 1994

  17. 1st Yr Students’ Experiences with Technology: Are They Really Digital Natives?

  18. 1st Yr Students’ Experiences with Technology: Are They Really Digital Natives? September 2006 report - http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf

  19. 1st Yr Students’ Experiences with Technology: Are They Really Digital Natives? September 2006 report - http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf Voice Over Internet Protocol (VOIP)

  20. 1st Yr Students’ Experiences with Technology: Are They Really Digital Natives? September 2006 report - http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf

  21. 1st Yr Students’ Experiences with Technology: Are They Really Digital Natives? September 2006 report - http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf

  22. Implications • At the time of growing interest in the attributes of the so-called ‘Net Generation’, it is particularly important for universities to ensure that decision-making about how to enhance the learning of incoming univesity students is evidence-based and empirically informed. • By contributing to local discussions about the strategic use of ‘e-learning’.

  23. http://www.firstmonday.org/issues/issue8_3/esposito/index.htmlhttp://www.firstmonday.org/issues/issue8_3/esposito/index.html Not the electronic book copies. Can add comment and notes

  24. E-books ‘The processed book has the potential to make the contents of a book actionable, not merely readable’ e.g. give comments ‘The processed book is spatial: it takes the linear progression of a book and makes events from different times spring to mind simultaneously. It takes the primary book and makes it comment upon itself’

  25. E-books ‘A processed book can be published as a node in a network, with connections to other books, commentary, online library card catalogues, teachers’ recommendations ...’ ‘A book that stands by itself literally stands by itself. It competes with an army of networked information’

  26. http://news.bbc.co.uk/1/hi/technology/5286458.stm Changing Wiki editorial rights arising from misuse

  27. What next?

  28. Finding online journals in the library

  29. Finding online journals in the library

  30. Journals & References • ALT-J Research in Learning Technology • AJET • First Monday • Educational Technology & Society • British journal of educational technology • Canadian journal of learning and technology • Contemporary issues in technology and teacher education • Educational technology research and development : ETR & D • Electronic journal for the integration of technology in education • Electronic journal of eLearning : EJEL • International journal of educational technology • International journal on e-learning • Journal of computer assisted learning • Journal of distance education • Journal of information technology education • Journal of interactive learning research • Journal of interactive media in education : JiME • Journal of interactive online learning • Journal of research on computing in education • Journal of research on technology in education • Journal of technology and teacher education • Online learning • Open learning • Pedagogy, culture and society • Research and practice in technology enhanced learning

  31. Journals & References • ISI Journals • COMPUTERS & EDUCATION • JOURNAL OF COMPUTER ASSISTED LEARNING • EDUCATIONAL TECHNOLOGY RESEARCH & DEVELOPMENT • BEHAVIOUR & INFORMATION TECHNOLOGY • INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL • JOURNAL OF ORGANIZATIONAL COMPUTING AND ELECTRONIC COMMERCE • Journals not included in ISI • INTERNATIONAL JOURNAL ON E-LEARNING (IJEL) • INTERNATIONAL JOURNAL OF EDUCATIONAL TELECOMMUNICATIONS • JOURNAL OF INTERACTIVE LEARNING RESEARCH (JILR) • JOURNAL OF EDUCATIONAL MULTIMEDIA AND HYPERMEDIA (JEMH) • JOURNAL OF TECHNOLOGY AND TEACHER EDUCATION (JTATE) • EDUCATIONAL TECHNOLOGY REVIEW (ETR) • CONTEMPORARY ISSUES IN TECHNOLOGY & TEACHER EDUCATION (CITE) • EDUCATION AND INFORMATION TECHNOLOGIES • JOURNAL OF INTERACTIVE MEDIA IN EDUCATION • EDUCATIONAL MEDIA INTERNATIONAL • JOURNAL OF COMPUTING IN TEACHER EDUCATION • JOURNAL OF RESEARCH ON TECHNOLOGY EDUCATION • JOURNAL OF INFORMATION TECHNOLOGY FOR TEACHER EDUCATION • TECHNOLOGY, PEDAGOGY AND EDUCATION • JOURNAL OF EDUCATIONAL MEDIA

  32. http://ejournal.cite.hku.hk/articles/

  33. Google Scholar searches eg…

  34. Searches for blogs and wikis … http://delivery.acm.org/10.1145/950000/940831/p18-tepper.pdf?key1=940831&key2=8059062611&coll=GUIDE&dl=GUIDE&CFID=5181884&CFTOKEN=44515823 EJ666342 - Blogs and Wikis: Environments for On-Line Collaboration Discusses two recent innovations made available via the Internet that are useful to language educators: blogs and wikis. Blogs are on-line journals that offer opportunities for collaborative use. They are easily linked and cross-linked, thus creating larger on-line communities. Wikis feature a loosely structured set of pages, linked in multiple ways to each other and to Internet resources and an open-editing system. (VWL)

  35. Searches for social software… https://www.educause.edu/ir/library/pdf/eqm0627.pdf

  36. Searches for blogs and wikis …

  37. Searches for blogs and wikis … http://www.tltgroup.org/blogs.htm#Worksheet

  38. Searches for blogs and wikis … http://www.firstmonday.org/issues/issue9_6/huffaker/index.html

  39. http://k12onlineconference.org/?p=57

  40. http://k12onlineconference.org/?p=57

  41. Individual assignment outlines • You've all been reflecting on and writing up outlines for your individual assignment.  Some have developed their ideas well while others are still pondering on what exactly they should do.  What I'd like you all to do now is spend some time talking to each other about your ideas, noting the assignment structure I outlined in the last lesson and taking into account the searches you have already done online through Google Scholar.  • What I am expecting at this stage is a more detailed outline of your assignment, which shows that you have read some papers/articles on the topic you have chosen, which clearly impacts on what you intend to write about. • Please upload the latest drafts of your assignment outlines for my comments.

  42. Individual assignment outlines Structuring your assignment: 1. Broad contextual issues/situation 2. Statement of the problem or concern you want to address – have you been specific enough? 3. Identify the key literature that will help to inform your assignment 4. Identify the issues to be discussed in a clearly structured way 5. outline findings 6. conclusions - including the significance of your study and how it adds to the existing literature.

  43. Individual assignment outlines 1 Your assignment work should try to address, where appropriate some of the following questions: • What do people do with the technology? • What does technology do to people? • What personal meanings do people attach to what they do with technology? • What changes/impact do they see such technology applications have on society and on themselves? • What ways do people see technology adding value to their social and work lives?

  44. Individual assignment outlines 2 Your assignment work should try to address, where appropriate some of the following questions: • How does technology change/impact on our workplace? • What are the negative effects to technology adoption? • What critical awareness issues should we take into account when deciding when to use or to switch use of technologies? • Your individual assignment should also comment on the impact of digital culture on your own workplace.

  45. Individual assignment outlines

  46. References

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