The Digital Classroom

1. The Digital Classroom Five years on…. Image source: http://www.wellington.govt.nz/projects/new/broadband/images/cs-edu-innovative-large.jpg

2. Note: • Feel free to interrupt at any time • I welcome your comments and discussion • I would like this to be interactive as much as possible • We have 40 minutes….. • ENJOY

3. The Digital Classroom concept Is it like building a plane while it is flying?

4. The Digital Classroom • What changes have occurred? • What has influenced the changes? • Examine the critical success factors. • The digital classroom model: any changes?

5. 2004-2009 Background: • Original research for Master thesis: 2004 • The critical success factors in the implementation of a digital classroom in NZ • Wide variety of digital classroom styles • Success classroom: driven by a motivated constructivist teacher • The teacher made the difference: not the technology

6. Critical Success Factors • Digital classroom concept • Resources • Professional Development • Class organisation • Pedagogy • Funding and support

7. Tentative Digital Classroom Model 2004 Collaborative Activities Computer Ratio >1 comp:5 student Pupils Devices ICT is used for the majority of Classroom work

8. Digital Classroom Definition by Teachers: 2004

9. Students’ definition of a Digital Classroom 2004 Classroom environment where everyone is willing to learn.

10. Digital Classroom Model: 2005

11. Digital Classroom Concept 2004 It’s not about computers really. It is about the pedagogy of teaching. A digital classroom environment where the inquiry process is paramount.

12. Digital Classroom 2004 It’s not about computers really. It’s is about the pedagogy of teaching.

13. Digital Classroom ConceptFive years on… 2009 An effective teaching and learning environment where the use of ICT is apparent and being used in different ways. It is about developing skills more in the inquiry process.

14. Digital Classroom concept: Reflection on change… Perception: that definition had not changed. Development of an effective teaching and learning environment is still paramount. Inquiry Process is still an important factor. Focus: still on ‘learning’ rather than the ‘digital’

15. Hardware Software needs 2004 • 20 desktop computers and 8 laptops (1:1 ratio) • Citrix dumb terminal setup (server based) • Computers slow • Internet slow and restrictive • Air conditioned • Thought and planning to set up classroom • Central group tables and computers on perimeter • Video camera, digital cameras etc…..

16. Hardware Software needs 2009 • Computers now stand alone and fast • Change in Computer ratio (1 comp : 3 students) • Four servers and fibre optic cabling • Fast internet • Access to computer peripherals • Data projector • Adobe visual communicator and Moodle

17. Changes to hardware software resources • Applications now computer based • Computers faster and multimedia capable • Networking and broadband access improved • Moodle used as Learning Management System • Adobe Visual Communicator used for school television daily broadcast

18. Professional Development 2004 • School part of ICTPD cluster • PD not responsive to teacher/school needs • Opportunities to go to ICTPD conferences • Peer support from other teachers in cluster • Mixed bag of PD support

19. Professional Development 2009 • Teacher has leadership role in ICT integration • Leading a group of senior teachers in pedagogy change and School ICT policy • Difficulty getting all teachers together for effective face to face professional development

20. Solution for Professional Development Moodle: Learning Management System • Online course setup • Project: “Enhancing student achievement through digital learning” • Use of discussion forums (to share and reflect) • Use of wikis (to develop school policy) • Unbelievably SUCCESSFUL!

21. Skills based Moodle ICTPD • Lack of effective use of PowerPoint in classrooms • Online forums setup to discuss use of PowerPoint • Successful uses shared • A move away from the use of PowerPoint just as a presentation tool • Integration with internet/Web 2.0 Tools

22. Moodle for Professional Development • Fits in with teachers busy workload • ICT PD is not a add on to a staff meeting • Allows for asynchronous learning • Flow on effect to classroom use • Allows for collaborative learning • Excellent communication • Sharing of ideas • Allow integration of web 2.0 tools • Low cost open source software

23. Digital ClassroomOrganisation 2004 9.00am – 10.30am • Computers used for core subjects in morning • Central tables used for group work • Students complete individual tasks on computers

24. Digital Classroom Organisation 2004 10.30am – 12.00pm • Time with Technology Specialists 1.00pm – 3.00pm Topic based learning integrating the use of ICT where possible. A time for creative use and inquiry based learning using ICTs. Using multimedia, video, internet projects…

25. Digital Classroom Organisation 2009 • Integrated timetable where teachers have own classes more • Flow between subjects is smoother • No stopping for the bell • Integration of subjects • More flexibility for use of ICT • Negative: Afternoon creative fun time is gone • Negative: No depth in use of ICT tools

26. Digital Classroom Changes: Positive: • Integration of ICT into core subjects • Flow between subjects smoother • Flexibility in timetable Negative • Creative time for using ICT has gone • No time to use ICT for pleasure/fun • No in depth uses of ICT Tools

27. Digital Classroom Pedagogy 2004 • Constructivist Pedagogy • Development of independent lifelong learners • Teacher takes a facilitators role • Empowerment of learners • Group learning/individual learning mix • Students highly motivated • ICT integrated into all aspects of learning • Development of thinking skills

28. Digital Classroom Pedagogy 2009 • Constructivist Pedagogy • Connectivism increased in importance • Independent online access • Learning style recognition • Personalising learning • Blurring the gap between home and school • Importance of group/collaborative learning

29. Classroom Pedagogy 2009 • Empowerment of learners to facilitate their OWN learning • Learning structure/scaffolding set up online • Facilitation available 24/7 • Learning style support • Use of Solo taxonomy Bloom taxonomy • Emphasis on group work/collaboration • Flexibility of learning (individualisation)

30. Assessment No sign of a computer here? Summative?

31. Assessment • Self assessment • Peer assessment • Record of learning is digital • School is looking at an ePortfolio system (probably NZ designed Mahara which integrates nicely into Moodle)

32. Learners are more digital. • Do we need to change our education system so it fits our learners? • At the moment our learners are being molded to fit a system that does not meet their needs. • Is teaching our digital kids like herding cats?

33. Herding Cats?:You better believe it.

34. Connectivism • How can we prepare children for jobs/knowledge that do not exist at the present time? • Informal learning now plays a major role • Life time learning will involve making electronic/internet connections • Children are thinking differently using ICT • Should they be learning differently?

35. Project Natal: is this the future of leearning?

36. Connectivism • ICT Tools if used appropriately can improve/support the thinking process • The KNOW WHAT and KNOW HOW are no longer important • The KNOW WHERE has become important • The learning management system such as Moodle, Knowledge NET can facilitate the learning of our digital learners. • 24/7 access is the future: think outside the box (classroom). • It is all about the PEDAGOGY!

37. Connectivism • Principles of connectivism: • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning.

38. Connectivism • Ability to see connections between fields, ideas, and concepts is a core skill. (Inquiry learning) • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. • There is no ‘right’ answer: it is all contextual. • Source: http://www.elearnspace.org/Articles/connectivism.htm

39. Stakeholder Perception 2004 • Strong support from: • Students (selection process for classroom) • Board of Trustees • Principal • Parents • Webpage used to communicate with stakeholders • No charge for parents

40. Stakeholder Perception 2009 • Strong support from: • Board of Trustees and Principal • Parents (although frustrated that classroom is no longer a pure digital classroom) • Student support has weakened (no application process, students are placed in classroom, not as much buy in)

41. School Concept of a Digital Classroom • Every class in school is now a digital classroom • Even all classes are digital not all teachers are digital • Use of ICT equipment varies between classes • Has the digital classroom concept morphed? • Is the digital classroom dead? (tape-recorders, movie projectors)

42. Five years on…..changes • Constructivism still a dominant pedagogy • Connectivism a rising pedagogy • Emphasis more on student and learning • Personalised learning • Connections with LMS/internet/people • Home/school connection strengthened • Learning style identification and choice of working partners • The INTERNET is a domineering force…

43. Biggest Change: Moodle • Students are very highly motivated to learn online • Student ownership of own learning space • Moodle quizzes are marked immediately giving instant feedback • Teacher loads forums/discussions according to topic/subject • Much student interaction occurring online both during and after school hours • Thinking module: has graphic organisers that students can download and use

44. Moodle • Topic “Destination New Zealand” • Aim • Why NZ is being promoted as an international tourist destination • Student discussion forums • Internet links • Group chat

45. Moodle has been used for: • Chat • Student Blogs/Reflective journals (between the student and the teacher) • Forums (the most powerful learning tool, allows asynchronous learning) Current Events • Internet links • Homework resources/activities

46. Other uses of ICT • Adobe Visual Communicator • Students plan and run a daily television broadcast shown to all the school • Planning the programme • Presentation of: • News, school notices, weather, sports reports, birthdays, interviews • Presentation of inquiry research • Group work so students are rostered on • Details of how this work is outside of this case study

47. Conclusion • Teachers concept of a digital classroom has altered slightly: core components the same • Hardware/Software has improved leading to faster more connected ICTs • Teacher has become a leader of ICT PD using online learning with the teachers effectively • School timetable changes have led to a change in class organisation

48. Conclusion • ICT is now more integrated into the daily programme • Teacher feels the original digital classroom concept has been weakened • Afternoon sessions are more structured and there is no room for fun student led activities

49. Conclusion • ICT activities are not completed in any depth • Every classroom in the school is in theory digital which has effected the original digital class concept • Pedagogy has evolved: • Constructivist to Connectivist • Personalised learning • Empowering lifelong learners • Inquiry learning • Focus on learning and teaching, not digital • Empowering students to independent learning

50. Individual Classroom change is not enough: • Teachers move on • Resourcing is difficult for one special class • Resistance/jealousy from other teachers • One year not enough time to change learners • Lack of collegial support