Innovation and Excellence: Building a 21st Century School

1. VIRTUAL STAFFING: Case # 2037 Diagnosis: Cleft Palate Accountability Digital Content & Digital Learning Professional Development Access & Connectivity Innovation and Excellence:Building a 21st Century School Michael Phillips Principal Ringwood Secondary College

2. Map Compass Destinations Knapsack Milestones Some Jokers in the Pack

3. “ We continue to educate and train people for a world that has gone, let alone for the world that is dying…….. electronic working does not mean putting your process on screen, it means changing the nature of your business.”Professor Peter Cochrane

4. The Journey Ahead • “ When faced with steam rolling technology, you either become part of the technology or part of the road.” • (Lueke 1994)

5. “Ten years ago if I’d had a vision they’d have locked me up and now I can’t get a job without one” New York Headteacher quoted by Michael Barber, head of the Government’s Standards and Effectiveness Unit UK, at a conference for new Headteachers.

6. Don’t bother me with your ideas now, I’ve got a job to do!

7. Hierarchical Standardised Information sparse Vertically integrated Based on knowledge transmission Centralised control Custodial Complex Unpredictable Network based Changing rapidly Horizontally integrated Open Information rich Out of control Learning for a Creative Age Society Learning Institutions Tom Bentley Demos

8. We always overestimate the change that will occur in the next two years and underestimate the change that will occur in the next ten’.Bill GATES: Business @ The Speed of Thought (Viking,1999 p69)

9. Objectives-Interventions-Measurements Mismatches abound • There is no single-variable/universally true intervention that produces highly replicable results • Effective practices are conditional and contextual • 21st Century objectives vs. 19th Century testing • Information age demands vs. industrial age curriculum vs. agricultural age organisation • Cognitive and personal development vs. results

10. The CEO Forum tracks progress toward the US DOE's 4 Pillars: • access • connectivity • professional development • digital content • Focused on enabling students to • achieve higher standards • learn 21st Century skills • Members: • Apple IBM The Washington PostCompaq AOL Classroom ConnectDiscovery CCC Hewlett-PackardBellSouth NSBA Julien J. Studley, Inc. McKinsey NEA Sun MicrosystemsLucent QED CompassLearning Flextronics Dell NetSchoolsThinkQuest Verizon U.S. education technology policy and the CEO Forum Visit the CEO Forum at www.ceoforum.org

11. The CEO Forum's STaR Charts: Technology Readiness Rubric Low Tech Mid Tech High Tech Target Tech Students/Multi- Media Computer Connection Speed Maintenance Students/ CD-Rom Students/ Computer LAN Internet Connection 8-20 17+ 100+ off-site NO MAYBE Dial-Up irregular 5-11 8-33 50+ off-site YES YES Dial-Up irregular 4-8 5-13 17+ off-site YES YES Dial-Up regular High speed dedicated 2-5 3-6 6-25 on-site YES YES High speed continual dedicated

12. What are we learning? What's different when schools integrate technology? • Communications and collaboration, 24X7, regardless of location • Disintermediation- new roles, new capabilities, new challenges • Pervasive Computing = connected content, connected users • facilitation • mentoring • Information consumers become producers and vice versa • dissemination • continuous development • Performance focus rather than time focus • Authentic schooling • Open accountability • Community Awareness • Community involvement • Information-based decision-making

13. Four walls of the classroom Four walls of the school Existing classroom structures On-line classrooms On-line schools Re-designing learning environments to reflect teamwork and access to technology Abandon & Innovate

14. Traditional Schooling Options "Facilitation" Options "Participation" Options "Learner Control" The internet alters the roles and mechanisms of teaching & learning • Who?One teacher and twenty to thirty age peers • Teams of teachers work with groups of students. Older students help younger students. • Mentors, resource persons, parents, and community members participate in activities in planning, teaching and learning. • Independent students connect with teachers, mentors, and peers as needed. • Where?In a classroom • Learning facilities include individual workstations plus small and large group areas. • Learning environments are extended to other schools and community sites. • Learning opportunities are accessed online from the home, school, or from anywhere. • When?50-minute periods over a year • In-depth study of thematic units occurs in longer time blocks over a shorter term. • School programs recognize and provide credit for performance in and out of school rather than for attendanc • Students can connect to online resources and courses 24 hours a day, 365 days a year. • How?Through face-to-face contact • Interactions with resources, teachers, peers, and mentors occur by various means. Facilitation predominates over directed instruction • Learning activities include online and onsite interactions with other participants • Independent and collaborative learning activities are guided by online teacher and mentor support. Students become producers as well as consumers of knowledge

15. Technology Impact Matrix Instructional Mode: Presentation Mediated Presentation Discovery and Construction Content Format: Fixed Mediated Manipulable Content Access Mode: Linear Categorical Random Shared Collaborative Books Films/Videos Journals "Interrupted" Methods (e.g. DRTA) Worksheets N/A Lists Print Reference Works Guided Research Data Files Microfiche Slides CD ROM Storage Study Guides "Interrupted" Methods Annotated Files Algorithmically-structured content Legos Maths Manipulatives Multi-media Files *Web Pages Broadcast *Web-casts *e-Mail *Set-top box/web access *Web-page creation N/A N/A *Chat Rooms *Threaded Discussions *Synchronous White Board*Streaming Media NB: Plain text indicates analogue content,bold indicates digital,and italics indicates content that can be either.*Text with an asterisk indicates networked (Internet)-based digital content. The internet alters content and uses of content in teaching and learning

16. NB: Technology is necessary but not sufficient! A few strategies for 21st Century transformations in school design • Invent New Educational Practices • Maximize pervasive computing and anytime/anyplace learning • Exploit digital content and tools by teaching information acquisition, qualification and creation, and creative problem-solving • Leverage connectivity and communications to support collaboration, synchronous and asynchronous, near and remote • Makeinformed decisions through knowledge management • Emphasize high productivity through prioritization, focus, and alignment • Transform school work into real work through authentic tasks requiring skills in design, presentation,representation, positioning, persuading, closing and feedback • Involve community resources • Connect learning communities locally and worldwide on the Web • Link Home and school • Link mentors and community expertise • Create support and outreach by partnering with businesses and social agencies

17. Ringwood Secondary College will provide high quality education to enable all students to become responsible life long learners and to develop to the fullest their academic, social, cultural and physical potential.

18. Facing the Future 2010 • Catchment in eastern Melbourne servicing academic and cultural needs • Additional buildings for specific needs including ICT Training centre and specialist performing arts centre • All students exit with defined pathways

19. Facing the Future2010 • Organised support structure of parents • Flexible teacher workplace arrangements and significant involvement incentives • Past students, staff and parents recognised and involved • On Line courses which address IT skills shortage and disengaged students.E assessment for all courses

20. Facing the Future2010 • Community groups for specific projects and well established business partnerships and networks with other schools • Individual student funding and community funding linked to quantifiable outcomes • New management processes and outsourcing of functions

21. Facing the Future 2010 Key Components Identified Researching ways in which children learn including development of thinking skills Researching teacher development needs in relation to ICT Re-design of teaching spaces to exploit ICT Expansion of off site activity and extra curricula opportunities Restructuring of the school day/year & flexible workplace arrangements Development of the autonomous learner

22. Facing the Future Government grants Local government Macromedia Ringwood Secondary College parents CISCO/Aries Venture Capital Xerox XSIQ

23. The challenge for Public Education: We must transform all formal institutions of learning, from Prep through to Year 12, to ensure that we are preparing students for their future, not for our past. Schools that ignore the trends shaping tomorrow will cease to be relevant in the lives of their students and will disappear quickly .

24. Conditions for the Future • Inclusive • Dynamic • Lifelong • Schools as a defining unit • Part-time teacher experts • Entry to Profession is intensively supported • Resource intensive learning • 24/7 • Locked into the Community • World Class

25. THE FUTURE “We cannot afford poverty of vision, let alone poverty of aspiration.There are always risks in changing, but the risk of failing to change is much greater” Martin Cross Chief Exec.RSA

26. Apollinaire said ‘Come to the edge’ ‘It is too high’ ‘Come to the edge’ ‘We might fall’ ‘Come to the edge’ And they came And he pushed them And they flew Anonymous

27. “Children Are Living Messages We Sendto a Time We Will Never See”