Teachers responding to disruptive pedagogy

1. Teachers responding to disruptive pedagogy Integrating ICT across the curriculum “It’s not simply changing paper for digital files” (Hedberg 2006) Terry Fogarty Doctoral Candidate - UNE

2. Today’s PresentationIntegrating ICT across the curriculum • Reports on: • a comprehensive literature review • an action research pilot case study in two schools • some ideas on how ICT could be integrated • a reflection on a post-constructivist epistemology and learning theory that could be considered to inform any integration process

3. All things change (in time) • Students would teach themselves • Teachers would be employed as ‘learning advisors’* • Who would have thought? • The Swiss watch would become obsolete • Celluloid would go from cinemas • The Berlin Wall would fall * SMH 16 Sep O6: Corpus Christie High School, Oak Flats

4. The way students learnhas changed • Teachers now compete hourly against the Internet • “learners connect understanding across disciplines, applying key concepts and evaluating multiple solutions within ethical frameworks” (MCEETYA, 2005)

5. The way teachers need to teachhas changed • 1999: MCEETYA’s ‘Adelaide Declaration’ • 2001: Decision to test ICT skills • 2004: Integration of ICT across the curriculum (Stages 4 & 5) • 2004: NSW Teacher’s Act • 2006: Computer Skills Assessment Test The winds of change have been:

6. Do students know more? Than their teachers? SMH: Doherty, 2005 • Quite possibly! • students often know more about technology (Spender, 2003; Lawson, 2004; Elliott (2004) • students did better in a test on skills unfamiliar to their teachers (Fogarty, 2005)

7. ICT in the Classroom Chat Communications Discuss (BB) Reflect (BLOG) Technology Mail Calendar (MS Outlook) M S D E S K T O P Productivity Tools (MS Office) L M S Teacher’s CMS -Wiki L A M S I N T E R N N E T W W W Secure Class Portal ICT Subject Objects Learning Objects Thinking to Learn MindTools External Learning Portals Student Construction Testing Assessment Reporting Pedagogy

8. Problems with ICT in the classroom • Students • 1st cohort schooled for 3 rather than four years • Teachers • Lack time, resources and support • Schools • Concern re assuring student outcomes

9. Are students ready? • We find out on Monday, 11th December 2006 with the release of the NSW School Certificate results incl. CSAT Recent in school study Source: Fogarty 2006

10. ICT in the classroom? MOSTLY NOT (80%) • 35% occasionally • 45% never Teachers use of REGULARLY (20%) • 5% expert users • 15% serious users Sources: Fogarty, Phelps et al, Leung et al, Conlon, Becker, Cuban

11. Teachers can use computers! • For administration • Personal productivity • 80% use at home • to prepare less lessons • communicate with colleagues • search the Internet Source: Cuban, 2000

12. Are teachers ready? • Lack of computers • Poor reliability • Lack of technology support • Lack of pedagogy support • Lack of resources • Low levels of competency • Lack confidence • Lack time • Not part of school culture • Working conditions • Need to ‘unlearn’ traditional pedagogy Fogarty (2006) 80+% want training Many don’t know how Sources: Hayes, Probert, Cuban, Cuttance, Dailhou, Varasidas & Glass

13. Teachers need • Skills • Pedagogy • Resources • Practice • PD • ICT experts • Teams • Resources • Computers • Incentives • Flexibility • Support Sources: Steketee, Budgen, ACOT, Dailhou

14. Case Study: Net-ICTThe integration of ICT across the curriculum • Two schools (one state, one private) • Around 60 teachers engaged in three projects • Stage 5 English – Create a Visual Ad • Stage 5 Geography – Population Pyramid • Teacher’s Multimedia (Create a website in 3-easy steps)

15. “We’re English teachers – what’s it got to do with us?” • 6.2 Students learn to: compose a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and websites On-line student guide

16. ICT expert needed to: Teachers ICT Expert • Develop learning resources • Web site • ‘How to’ guides • Activity task sheet • Book resources • Train subject teachers • Conduct/assist lessons (for some teachers)

17. Student Exemplar

18. GeographyStage 5“Create a Population Pyramid” • MS Excel, Paint & Word

19. Multimedia for teachers“Create a website in 3-easy steps” • 82% of teachers had reported they lacked Multimediacompetency • 44+ teachers invited to personal training – 11 accepted (25%) Step-by-step Learning Guide (10 mins.)

20. Teacher reflections ALL DEEMED SUCCESSFUL VISUAL ADVERTISEMENT “This activity worked well” “ Really fitted in well with our work” POPULATION PYRAMID “It was a great activity – one I will use again and again” TEACHER MULITMEDIA “Excellent”, “Very important”

21. Issues(raised by teachers) • “Why are subject teachers expected to teach ICT skills?” • “General lack of training and experience with ICT” • “Team subject and ICT specialist” • “Lack of reliable access to computers” • “Prefer paired or small group activities” (allows one student to assist another)

22. Project reflection • Teacher’s concern of lack of experience, competency and resources are valid • Appropriately supported, hesitant and cautious teachers can successfully engage students with disruptive pedagogy to develop ICT competency

23. Project Recommendations • Promote disruptive pedagogies • Redesign learning spaces • Release ICT experts to develop training, pedagogy and resources • Productively redeploy IT infrastructure • Adopt National ICT Standards?

24. It means students mayengage & learn!! • Infectious, endemic ICT – students engage & enjoy learning

25. Where is the best place to start?Some IDEAS for integrating ICT Zemsky & Massey suggest: • PowerPoint & Email • Course Management Systems • Digital interactive resources • Total redesign of curriculum (using new pedagogy) Source: Zemsky & Massey

26. How ready are teachers? • Teachers are reasonably confident with PowerPoint and Email • Are teachers ready for Learning Management Systems? LAMS

27. ICT integration sequencefor teachers PLS PD CBS CMS LMS LAMS

28. Professional learning sequencefor teachers PLS SMS CBS CMS LMS LAMS Adopt an operational strategy to match the ICT and pedagogical competencies of teachers with the technological readiness of the school Key short term goal: Manage the technology environment to establish teacher confidencein ICT

29. Professional Developmentfor teachers PLS PD CBS CMS LMS LAMS Develop individualised Professional ICT Development plans for teachers

30. Confidence Building Solutionfor teachers PLS PD CBS CMS LMS LAMS Provide teachers with: • Stable, supported technology • Specialist ICT support • Time to learn and integrate

31. Content Management Solutionfor teachers PLS PD CBS CMS LMS LAMS ‘”It’s not just about changing paper for digital” (Hedberg) “But perhaps that is a place to start” (Fogarty) Which LMS?

32. Learning outcomes Source: Metros (2003)

33. Phase 1: Learning System Secure Class Portal Student Construction Chat Rooms Communications Discuss Reflect Productivity Tools MS Office M S F I L E M G R Teacher’s Collaborative G R A P H I C A L E D I T O R Mail Calendar MS Outlook ICT Subject Objects Learning Objects Thinking to Learn MindTools External Learning Portals Testing Assessment Reporting

34. Many teachers • Can electronically produce: • Course outlines • Assessment schedules • Homework requirements • Learning activity sheets • Assessment Task sheets • Resources lists • Useful websites lists

35. Subject/Course/Class Noodles • Relatively simple for teachers to: • Create wiki pages • Upload files • Hyperlink resources

36. Graphical Web page editor

37. Upload a file

38. Class Portal (Noodle)

39. REFLECTIONEnter Disruptive Pedagogy • A ‘new way’ of teaching that will eventually replace current classroom practice • Key dimensions include: • high order thinking skills, • dialogic literacy, • ‘democratised’ resources • generative personal construction of understandings, • knowledge scaffolding • representational framing of ideas, • student engagement, and • social interaction. Sources: Hedberg, Jonassen, Bereiter & Scardamalia, Metros, Salmon)

40. Are teachers & schools ready for Disruptive Pedagogy? • Conservative in nature • Resistant to change • Lack of technology infrastructure & support • Lack of preparation & release time • Incompatibility: traditional teaching/ spaces with constructivist learning frameworks • Need for policy,curriculum, and assessment reform? Sources: Vrasidas & Glass 2005; Fogarty 2006

41. Constructivist learning Most disruptive ICT-based pedagogy tends to be constructivist in nature Constructionism Social Constructivism

42. Each teacher, known as a LEARNING ADVISOR supports the growth and learning of a small groups of students in a technology rich learning environment SMH 16 September 2006

43. A new epistemology? • What is the best epistemology to inform pedagogy for the digital ‘connected’ classroom? • Is Constructivism the best approach? • Herron & Reason’s Participatory / Cooperative approach is of some interest (including as the basis for Action Research in schools)

44. Epistemology Methodology Knowledge accumulation Critical subjectivity Participatory transaction Experiential, propositional Practical knowing, Co-created Political participation Collaborative action Primacy of the practical Shared experiential Communities of inquiry within communities of practice Participatory / Cooperative Learning Source: Herron & Reason

45. CONNECTIVISMA new learning theory for the digital age? • Diversity of opinions • Connecting information sources(knowledge collectives) • Critical capacity to know more • Nurturing and maintaining connections • Identifying connections between fields, ideas, and concepts • Currency is crucial, Lens of shifting reality • Decision-making as a learning process • What is right today may be wrong tomorrow Source: Seimens

46. Practical Knowing Bloom’s learning domains • Affective – attitudes, values, belief • Cognitive – knowledge • Psychomotor - skills Aristotelian heritage • Phronesis – practical, context dependent values deliberation • Episteme – theoretical knowledge • Techne – pragmatic, context-dependent practical rationality Greenwood & Levin typify social science knowledge as bridging concrete practical intelligence with value-based reflectivity

47. Social Collectives • Derive from Plato’s ‘Panpsychism’ • The social mind within communities of practice • Collective knowing • Group mind (such as wikipedia?) • Amplifying learning, knowledge and understanding – the epitome of Connectivism Sources: Seimens, Brown, Greenwood & Levin

48. Technical Credits • Animations: office.microsoft.com/clipart • MP3 soundtracks: freeplaymusic.com • Opening herald: “Night Watch” • Change theme: “Knife Fight” • Multimedia for all: “Warriors Knights” • Closing theme: “Holdin Back” • Contact: terry.fogarty@willoughby.nsw.edu.au