From the Slate to Tablets: From Blackboards to Interactive Boards:

1. From the Slate to Tablets: From Blackboards to Interactive Boards: The Changing role of the Teacher and School Leaders in the 21st Century: Impact on Teacher Professional Development The Helen Still Professional Day 9thMay 2013

2. From the Slate Slate… • Slates, everybody had one, some had half while others had two. • A slate pencil (input device) was an essential tool, but you could always improvise with a piece of slate broken off your half a slate. • Slates could be wiped clean by a little water poured from your bottle or a little spittle on the end of the forefinger. Tablets… • Everybody will soon have one or have access to one! • Built in key boards, tactile keyboards, sensory keyboards • Swipe to wipe Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 2

3. Characteristics of the Slate… Tablets… Slates… • Slates had a singular, and defined, two dimensioned space. • Slates personal, individual and not a ‘shared’ space • An open space • Similar dimensions to slates, but distinguished by its capacity built on developments in research and technology • Personal, individual password secured! • Opened, it borders on omniscience and omnipresence • Defies boundaries, geographical, content knowledge, moral, linguistic, cultural Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 3

4. The use of the … Slates… • Slates were premised on, or inclined to a particular philosophy and theory of education - mostly, Behaviourist – ensured the role of teacher as font of all knowledge • Slates ensured the prevalence of aural - listening and oral –speaking as central to learning Tablets … • Tablets offers options in regard to philosophies and theories of education. • Associated theories – behaviourist – remedy weaknesses, promote fluency, support practice through tutorials, drill and practice –… Hung 2001 and Roblyer, 2003 • GoGSAT… Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 4

5. Tablets…Learning theories • Constructivism … building knowledge rather than merely receiving knowledge. – Encourages: Collaboration, cooperation between students as well as between teacher and students and learners outside of the immediate class/ or classroom – Focuses on real life problems, creative solutions, transfers of knowledge and experience and problem solving Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 5

6. The Use of the Slate… Slates … • Depended on individual memorization and, repetition • Built, was premised on the teacher-centred learning environment • Gave teachers the ‘control’ and ‘power over’ values, attitudes and morals Tablets … • Facilitate metacognitive skills, group projects, presentations, contributions of diverse learners • Student –centred learning, anytime, anywhere learning • Teacher functions as facilitator, guide, Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 6

7. Tablets… • ‘Cognitive, Social, and Radical Constructivism, Multiple Intelligences, and Situated Cognition rely on individual and group thoughts, perceptions, and actions. • Problems are solved through individual and shared meaning. • Learners use technology (hypertext and hypermedia, bulletin boards, chats, computer-supported intentional learning environments, and computer mediated environments) to gather information, conduct research, communicate, decompose problems, share documents, and participate in open-ended learning.’ • • Emerging Theories of Learning and Pre-service Teachers Demetria L. Ennis-Cole, Ph.D., Associate Professor Technology & Cognition, College of Education University of North Texas, P.O. Box 311337 Denton, Texas 76203-1337 Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 7

8. • ‘Numerous software programs can be used that involve user contact with the whiteboard. The extent to which each of these three modalities is incorporated into a lesson may determine the extent to which students are engaged in the learning process and, thus, are motivated to learn.’ Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 8

9. Interactive Boards … The whiteboard can be used to deliver instruction in a variety of ways that may be categorized based on three modalities of learning. The first modality is visual learning. Visual learning through the use of a whiteboard can range from the use of text and pictures to the use of animation and video. Auditory learning is the second modality. Activities that involve auditory learning include the use of words orally for pronunciation, speeches, and poems. The use of auditory learning might also include listening to sounds or music. The third modality of learning is tactile. Allowing students to physically interact with the board can assist with meeting the needs of tactile learners. www.pgce,soton.ac.uk, Kennewell and Beauchamp, 2007 Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 9

10. Interactive Whiteboards… • Large group, diverse learning styles accommodated • Teacher and by extension student access to all types of content – text, various media… • Require teacher to process course ware and software information prior to teaching • Support interactive learning – prediction, estimation, problem solving, content manipulation…. Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 10

11. Tablets, Interactive Boards and More… • Technology divide – access, affordability, capabilities… • Include the cell phone as a learning platform – ‘bring your own technology’ • Challenge us to move from giving information, to interacting with information to participating in making information (Dr Vogt, Nov,2012) • Knowledge is no longer protected – Open Learning Resources… Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 11

12. Tablets, Interactive Boards and More… • Moving from purveying knowledge to teaching how to learn • Understanding and deliberately using different learning processes… • The collective brain concept… • The borderless ownership of information??? • The ethics of using information that appears to be free, and open, integrity?? – Dr Gallant, Oct,2012 Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 12

13. Tablets, Interactive Boards and More… • Administration managing students learning • Students managing their own learning • Encourage mastery learning • Encourage eclectic, interest based learning Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 13

14. Professional Development Opportunities Should… • Encourage suspicion, reflection on or about learning theories – relevant? Supportive of? • Support the development one’s own philosophy of teaching and learning • Use collaborative modalities for the professional development activities – mentoring, include students!, coaching, departmental conversations, peer reviewing, modelling … Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 14

15. Professional Development Opportunities Should… • Include action research around local and contextual challenges and issues • Focus on big questions: Does the use of IT improve student outcomes? • Focus on small questions: How do I use technologies to improve student outcomes? • Use the technologies for PD: – eMentoring, Coaching, Community of Practice, Webinars…. Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 15

16. Professional Development Opportunities • Encourage knowledge sharing, making, critique and development • Personal professional leadership in regard to self knowledge and taking responsibility for own learning Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 16

17. The Principal • Lead by example.. • Provide instructional leadership • Provide opportunities and resources for PD in the use of technologies • Provide the school level policy direction for use of technologies and, make implications clear Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 17

18. MoE • Policy - • Resources • PD opportunities • Managing Learning Presented by: Elaine Foster-Allen, Permanent Secretary, MOE 18