2. • Who are our learners?
• What are we preparing them for?
• How are we preparing them for this?
• What are the implications of connectivity for
learning and schooling?
3.
4. • 2008 - born 16 February
• 2010 - start pre-school
• 2013 - start school
• 2023 - sit first NCEA exams
• 2026 - enter workforce
5. • The top ten in-demand jobs in 2010 did not
exist in 2004
• We are preparing students for jobs that
don’t yet exist
• Using technologies that haven’t been
invented
• In order to solve problems we don’t even
know are problems yet.
6. • In a world that is increasingly
globalised
• Where interactions with other
cultures, other languages and other
ways of doing things will be the norm
• Where the ability to move smoothly
between and among these contexts
will differentiate those who are
successful.
33. Technology changes the way the world
works. As technology evolves, so must
the skill sets of those who use it. In order
to remain competitive tomorrow, today’s
students need to develop techniques that
readily adapt to changes as they occur.
http://www.ncrel.org/engauge/skills/engauge21st.pdf
http://www.unctv.org/education/teachers_childcare/.../skillsbrochure.pdf
34. http://publications.becta.org.uk/display.cfm?resID=41343
• Increased learner effectiveness or
performance gains
• Increased learner efficiency
• Greater learner engagement or
satisfaction
• More positive student attitudes to
learning
35. a. ICT has a powerful defining
impact on all important aspects
of our lives and hence our
culture"
b. The ICT revolution is a part of a
group of intertwined revolutions
that in the past 20 years have
been transforming Western
culture from a modern into a
postmodern culture"
36. • A minimum emphasis - not a
comfortable option "
• Getting technology to serve
the system - supporting the
existing structures"
• Merge and evolve - adapt and
respond to new possibilities"
37. Schools that are well resourced in technology and show the greatest
improvement in results have the following characteristics: (p.20)
• Technology informs rather than leads decisions about teaching
and learning
• Resource decisions are addressed head-on, with a move to more
flexible approaches
• There is effective technical support that is seen as a central
element of the whole school strategy
• There is a realistic expectation of the level of support, including
development time, needed to change the educational practice of
teachers
49. • Who are our learners?
• What are we preparing them for?
• How are we preparing them for this?
• What are the implications of connectivity for
learning and schooling?