Twenty-first century education..

Click Twenty-first century education.. • What does it look like in our classrooms now? • What should it look like in our classrooms now? • What will it look like in the future? This presentation is based on Kalantzis’ and Cope’s New Learning (2008) and newlearningonline.com.

Okay, then, keep going .. Imagine this scenario:It is class time.Your students are in an Art Gallery. Easy to picture?

But wait, there is more.. http://www.lsri.nottingham.ac.uk/ehy/images/pda.JPG You are not with your students at the gallery. You are connected to them via a personal, digital assistant (PDA). Impossible, you might say? What about the teacher’s duty of care? How would the teacher know what each student was doing? “…which has a global positioning system(GPS) facility that tells you exactly where they are within a range of error of one metre. (This happens to be about the same margin for positional error as in the traditional classroom)”(Kalantzis & Cope, 2008. pp 35).

Imaginable? (click)

Is this imaginable? (click) Your students are connected to you and to the world. They can work alone or collaboratively, face to face, via internet and mobile telephony, online chat, email and messaging around text, image, sound and video in content creating and sharing environments. The learners become teachers of each other. And you, as the teacher, become the expert in dialogue with the novices.

Click Mary Kalantzis and Bill Cope (bio notes)are educationalists who have formulated a theory calledNew Learning and imagine this reconception of education.Can you?(Click to continue)May Kalantzis and Bill Cope are authors of a book entitled New Learning - Elements of a Science of Education, (2008,Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi: Cambridge University Press) and a website entitledNewLearningonline

Click New Learning is an open call to read the transformations going on in the world, to imagine the corresponding transformations that may need to go on in education, and to plan ways in which educators might lead these transformations rather than fall victim to changes over which they feel they have little or no control. (Kalantzis and Cope, 2008, pp 14) http://briancreath.files.wordpress.com/2009/04/man_megaphone.jpg

Click I could not have imaginedhow rapidly and extensively the world I live in would change in my lifetime.As teachers, do we consider the global and social nature of communication and how that impacts on the education we are offering? Could you?

Click This was industrial education. • A classroom of 30 students facing one teacher • Teacher dominated classroom talk, most learners silent for most of the time • Authoritarian systems • One-size-fits-all curriculum • Transmission of correct facts and definitive theories from teachers to learners • Learners as passive receptors of knowledge:facts, theories, truths, civic values

Click This was an image from the 60’s that was supposed to exist in the realms of comedy and fantasy. … A man employed to sit in front of a screen and push buttons all day while his manager had the capability to oversee his work via a virtual environment? Ha ha!

Click This is the pedagogy of recent times: • Rearranging the classroom (sometimes an old one) • Allowing some student to student dialogue and group work • Providing experiential learning, learner-centred activities, as well as some individualised and self-paced learning. • Teaching within a curriculum framework that can provide some authentic learning and generalised learning outcomes. • The introduction of one or two computers in the classroom and sometimes a camera.

Click when ready The world is no longer flat and the pedagogical assumptions that I began with in my teaching career and have developed over the years are now not enough.Why? Greg Whitby, in September 29, 2007, says it well - http://www.youtube.com/watch?v=l72UFXqa8ZU&feature=related We are on the “cusp of the New School”. http://newlearningonline.com/learning-by-design/the-new-school/

Click when ready http://www.fieldingnair.com/Projects/ProjectImages/Bigpopup.asp?fb=soc_fb&pg=19 The New School - ? What will it look like? - flexible spaces, no physical boundaries, life-wide and lifelong learning? “Traditional school classrooms will morph into dynamic study groups, enhanced by the Web's potential for connectivity. Expert teachers will engage students in interactive global learning communities using 3D Web environments, augmented reality, and mobile technologies”. Moore, R. (2010) The Teachers of 2030Educational Leadership, 67(8). • Innovative schools • http://rubble.heppell.net/heppell/postcards/series_one/discovery1.html • http://rubble.heppell.net/heppell/postcards/series_one/not_school.html • http://rubble.heppell.net/heppell/postcards/series_one/reece.html • http://rubble.heppell.net/heppell/postcards/series_one/tk_park.html • http://rubble.heppell.net/heppell/postcards/series_one/hellrup.html • http://rubble.heppell.net/heppell/postcards/series_one/iceland.html

Click when ready What do we want education to look like? Do we want it “to reflect the fact that for many (students and teachers alike), education is a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create”? by Mike Wesch on April 2nd, 2006 http://savageminds.org/2006/04/02/a-brief-theory-of-anti-teaching/

http://www.district196.org/District/CurriculumAssessment/Curr-Math/Images/TeacherAndStudent1.jpghttp://www.district196.org/District/CurriculumAssessment/Curr-Math/Images/TeacherAndStudent1.jpg Click now http://www.rgs.org/NR/rdonlyres/F6AB4C69-5B69-49E1-B549-8D84D7213095/0/Teachers.jpg The new teacher : takes a greater degree of control of their professional lives, designing learning experiences for their learners based on broad learning goals and curriculum standards. : is a purposeful learning designer, rather than (just) a curriculum implementer. : is able to ‘let go’, allowing learners to take more responsibility for their own learning : knows that to be authoritative does not mean being authoritarian. : is comfortable in online learning design and delivery platforms—spaces with are not just lesson planning, nor just a textbook, nor just a student workbook. : is comfortable working with learners in new, multimodal, online social media spaces. http://newlearningonline.com/learning-by-design/the-new-school/

http://www.studioghibli.net/public/GSG/People/Kara_Misc/Chiaki_Kudou/Bored_Kara.jpghttp://www.studioghibli.net/public/GSG/People/Kara_Misc/Chiaki_Kudou/Bored_Kara.jpg Click now What image of the learner do we want? • actively and purposefully engaged in their learning • belonging in their learning, connecting their identity, subjectivity and agency into their learning. • bringing their experience, interests and voice to the learning task at hand. • taking responsibility for their learning through a measure of autonomy and self-control. • producing knowledge, drawing upon a range of available knowledge resources. • working effectively in pairs or groups on collaborative knowledge projects, and creating knowledge to • be shared with peers. • continuing to learn beyond the classroom, using the social media to learn anywhere and anytime http://newlearningonline.com/learning-by-design/the-new-school/ http://static.squidoo.com/resize/squidoo_images/590/draft_lens2365905module13342783photo_1231282857teenchatgrls.jpg

Click now Are you an agent of change? SO … Mary Kalantzis and Bill Cope suggest, that as educators we can constructively contribute to the transformation of our classrooms, our schools and our society. www.scottbieser.com/fearless_FBI.html

Twenty-first century education..

Twenty-first century education..

Presentation Transcript

Chapter 33 – Into the Twenty-First Century

Shasta Twenty-first Century Career Connections

INFORMATION ETHICS IN THE TWENTY FIRST CENTURY

TWENTY-FIRST CENTURY TANK CLEANING

Twenty-First Century Psychotherapies

Business Ethics In The Twenty-First Century

Education from the nineteenth to the twenty-first century

Redefining Writing in the Twenty-first Century:

QCD in the Twenty-First Century

Center for Twenty-First Century Universities C21U

TWENTY-FIRST CENTURY LEADERSHIP FOR LIBRARIES

Marketing in the Twenty-first Century

GEOGRAPHIC ISSUES of the Twenty-first Century

ICT for twenty-first century learning

ANTIQUARIAN BOOKS IN THE TWENTY-FIRST CENTURY

TO THE TWENTY-FIRST CENTURY, 1989-

Twenty-First Century Psychotherapies

MENTORING STRATEGIES For the Twenty-First Century

Chapter 33: into the twenty-first century

The Twenty-First Century Student

Chapter 33 – Into the Twenty-First Century