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Dr. Kevin Marshall Microsoft Ireland. Microsoft and Education. Now is the time for change?. What do we expect students to know/ h ow do we teach it? How do we assess it What role does technology play?. Changing Demands on Student Skills…. Today’s Learning Challenge.
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Dr. Kevin Marshall Microsoft Ireland Microsoft and Education
Now is the time for change? • What do we expect students to know/ how do we teach it? • How do we assess it • What role does technology play?
Today’s Learning Challenge • Societal change from laborintensive work to knowledgeintensive work • Constant advancements in technology and ability to keep current • Future jobs can only be imagined • Today’s students — “digital natives” — learn differently than many of today’s educators. T. Shawki, Global UNESCO ICT-CFT Coordinator
Skills In Demand Have Changed Source: Levy and Murnane, for the Organization of Economic Cooperation and Development (OECD)
Personalised Learning 1:1 Learning Connected Learning Communities Analytics Optimised Education Infrastructure
Personalised Learning Address individual learning styles and learning needs Spectrum of tools and content Range of courses delivered by multiple agencies Communication and collaboration Data driven decision making Education Analytics Platform Optimised Education Infrastructure
Worldwide Programme • $500 Million in funding • In 107 Countries • Over 4 million Teachers trained
Assessment and Teaching of 21st Century Skills • Ways of thinking • Creativity and innovation • Critical thinking, problem solving, decision making • Ways of working • Communication • Collaboration (teamwork) • Tools for working • Information literacy • ICT literacy • Living in the world • Citizenship — local and global • Life and career • Personal and social responsibility • Delivering high percentage of STEM-D Skills From the ACT21S project: http://www.act21s.org
Introduction and Methodology Microsoft Partners in Learning conducted a survey among educators in 8 countries between Feb and July 2010. This survey measured educators’ attitudes and self-reported teaching practices. Partners in Learning plans to conduct this survey periodically to monitor how these attitudes and practices are changing. The objective of this research is to provide information of value to the broader education community to inform educator professional development and policy directions. Data and survey questionnaires for each country are available upon request (send requests to v-maril@microsoft.com). Method United Kingdom(UK) (n = 223) Ukraine(UA) (n = 3864) Romania(RO) (n = 590) Portugal(PT) (n = 1048) China(CN) (n = 200) Japan(JP) (n = 112) El Salvador(SV) (n = 192) Survey Sample Chile(CL) (n = 831) Response Rate Worldwide (WW) Sample: 7060
Innovative Teaching and Learning ResearchModel This study is based on theteacher survey developed for a broader multinational study called Innovative Teaching and Learning (ITL) Research which is sponsored by Microsoft Partners in Learning and has advisors from UNESCO, OECD, the World Bank and other organizations. For more information, seewww.itlresearch.com. The Innovative Teaching Survey reported in this document focuses on measuring key elements of the ITL Research Model, including teachers’ assessments of their School’s Culture and Support, ICT Access and Support, their own Attitudes and finally the extent of Innovative Teaching Practices they use in their classrooms. ITL RESEARCH MODEL THIS REPORT’S FOCUS NATIONAL SCHOOL and TEACHER CLASSROOM STUDENT School Cultureand Supports Education Policy Innovative Teaching Practices Students’ 21st Century Skills ICT Access and Supports Program Supports Educator Attitudes 13
Key Research Insights 1) Educators who participated in this survey, have strong constructivist or student-centric pedagogical philosophies; the challenge is to put these beliefs into practice in their classrooms. • These educators report frequently using innovative teaching practices such as ‘personalizing learning’ and ‘knowledge building’ for students, but they also report limited integration of ICT in learning. • Among these educators, student access to ICT, rather than educator training or access is the key challenge. (see Insight 2). • 2) Educators who took this survey reported that the top barrier to ICT usage in teaching and learning was “Not enough computers for student use.” • 77% of respondents worldwide said this was a barrier to ICT use in the classroom. • Most educators and students have more access to ICT outside of school than they do in the classroom. This suggests that when teachers practice extending learning beyond the classroom, they can leverage the access to ICT outside of the classroom that students have. • 3) Educators who participate in Partners in Learning programs, use ICT in teaching and learning significantly more frequently than educators who do not participate in these programs, and they ask their students to use ICT more as well. • Respondents who participate in Partners in Learning programs report more teacher and student ICT usage than non-participants. • However, these relationships may be due to the self-selected nature of program participants (more innovative teachers choose to participate in the programs). • 4)Though respondents see very high value in teacher and student use of ICT for teachingandlearning, they do not incorporate ICT frequently in their teaching and learning practices. • Respondents show significantly more low level tech use than medium or high level tech use. This suggests technology is still used primarily to do traditional teaching tasks. High level ICT use is associated with students’ usage of 21st Century skills in other related research.* 14 *See the Innovative Schools Program Evaluation, Year 2 Report by SRI International at www.itlresearch.com Research and Reports.
Integrating ICT • What do we mean by integrating ICT? • How far can we take this: • Do you know of any really good examples of ICT integration? • What are the implications for: • the role of the teacher • the content and skills being learned
Competency Framework for Teachers (CFT) • Designed by UNESCO as a world wide standard • To help educational policy-makers and curriculum developers identify the skills teachers need to harness technology in the service of education. • Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE)
CFT Purpose • Outlines a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties. • Identifies levels of progression from technology literacy to knowledge creation.
Developing the CFT MatrixICT Components Connecting education policy with economic development • Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge. • Increase the ability to use knowledge to add value to society and the economy. • Increase the technological uptake of students, citizens, and the workforce. KNOWLEDGE CREATION KNOWLEDGE DEEPENING TECHNOLOGY LITERACY
ICT Competencies Some changes in focus: • From teacher to student • From content to skills • From individual to group learning Approaches Components
The Competency Standards I.D.11. Use common communication and collaboration technologies, such as text messaging, video conferencing, and web-based collaboration and social environments. III.E.1. Play a leadership role in creating a vision of what their school might be like with ICT integrated into the curriculum and classroom practices. II.C.1. Describe how collaborative, project-based learning and ICT can support student thinking and social interaction, as students come to understand key concepts, processes, and skills in the subject matter and use them to solve real-world problems.
Bringing it all together • Microsoft, one of the original CFT partners has taken this on to the next step by creating Educators Learning Journeys. • Ireland has been chosen as the first country to pilot this world-wide so you are the first teachers to use this.
Educator Learning Journeys Basic Digital Literacy Skills Hosted Learning System Microsoft Technology Literacy Certification for Teachers Assess Learning Gaps • Learning Content • Tech Literacy Strand of CFT Certificates of Completion Demonstrate teacher progress Provide courses when and where required Internationally recognised certification Indentify teacher needs
Educator Learning Journeys Curriculum • Project Objectives • 21st Century Teacher • Courses • 40+ hours content • 6 courses • 24 units • 62 tutorials • 6 assessments • Global Program – multilingual • Hosted Learning System • Skills gap analysis • Rich content presentation • Social Media tools
ELJ Self Assessment • Using the ELJ self assessment to determine where you are at. • It beings you through a series of scenarios and you are provided with four options. • There is not necessarily a right or wrong answer – you need to go with your gut instinct rather than trying to determine what the correct choice is. • This will provide you with a list of recommended learning units tailored to your own needs. Report
ELJ Website http://eljmicrosoft.intuition.com
Piloting in Ireland • First world-wide use of ELJ with teachers • 220 teachers in Ireland, working with: • City of Dublin VEC • Meath VEC • INTO • St. Patrick’s College of Education • Marino Institute of Education • How does this fit into a CPD programme for teachers in Ireland?
ELJ – Results * Based on 112 completed unit surveys
ELJ – Teacher Feedback • “The ELJ made me appreciate how much more tutors need to integrate ICT into all areas of teaching and learning - even my own learning!” • “I come from an adult learning area, where the emphasis is on learner centred learning. Now I can follow through on the ICT side, facilitating adult learners to maximise their ICT potential alongside their literacy development.” • “Content very relevant and inspiring. Good mix of styles of presentation, text, buttons and video helped keep the module interesting.”
