1. 4001EPS ICT and Pedagogy
Lecture 6
Dr
Jason
Zagami
Griffith
University

3. Digital Pedagogies

4. 1:38

5. 0:59

6. 1:07

7. Digital Learners

8. Digital Learners
Hyper-communicators
Students use MP3 players, email, mobile phones, text
messaging and the Internet to connect instantly to
their friends, information and sounds

9. Digital Learners
Multi-taskers
For today’s student, it is normal to perform multiple
tasks and switch between them seamlessly, such as
accessing the Internet, listening to an MP3 player and
text messaging a friend

10. Digital Learners
Goal-oriented
Digital students aspire to success, are ambitious and
can pursue multiple goals simultaneously through
effective task switching

11. Digital Learners
To what extent will you engage each style?
Goal-oriented
Multi-taskers
Hyper-communicators

12. Digital Learners

13. Digital Learners
To what extent will you engage each style?
No Extent Great Extent
Hyper-communicators
Multi-taskers
Goal-oriented

14. Digital Learners
1:52

15. Does curiosity build
a good unit or program?

16. It doesn’t matter what you call it …
• Driving question
• Essential question
• Compelling question
• Key question
Every unit or program you plan needs to have a question
to hook your learners’ interest

17. The driving question that you come up with forms the
basis for inquiry learning
The question needs to be juicy enough that it piques
your learners’ interest

18. The standards ask us to plan learning experiences that
are differentiated
• All learners need work that will be challenging
• C to E learners need work at their level
A good driving question will provide opportunities for
learners to ‘opt in’ to the learning at their level, while
maintaining an inclusive environment

19. Let’s take a look at some sample driving questions

20. Let’s start with an age-old unit about
coal mining
What’s this unit really about?
… Energy

21. How about we pose …
‘What are the forms of renewable and
non-renewable energy?’
This is okay, but it is still purely content-based
If you used this question, the most you could
really grade the learners is a C, as there is
no higher-order thinking involved

22. Consider this question …
‘What would happen if we ran out of coal?’
This is an improvement, but it’s probably not open
ended enough to really push those A level learners

23. Let’s consider a question appealing to learners
‘Why is Homer Simpson a danger at the power plant?’
From here learners can go off in a whole lot of directions
•
• Nuclear power and its pros and cons
• Which countries use it
• Nuclear waste
• What the alternatives are

24. Try something very topical, such as …
‘How big is my carbon footprint?’
This allows you to get the spread from A to E with less
complex activities, still picking up on the energy issues
but the higher-order thinking encompassing topics such
as whole household usage analysis or pulling apart the
statistics Al Gore used in An Inconvenient Truth

25. Let’s look at the levels of these driving questions again
so you can see the depth
• What is coal mining really about?
• What are the forms of renewable and non-renewable energy?
• What would happen if we ran out of coal?
• Why is Homer Simpson a danger at the power plant?
• How big is my carbon footprint?

26. Use a driving question with ICT connectivity to hook
and inspire your Digital Age learners
They can select the ICT tools that will help them
conduct their inquiry
You become the facilitator of their journey

27. Technological
Pedagogical
Content
Knowledge
(TPCK)
Technological Technological Technological
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

29. Key Trends
Technology increasingly impacting students’ lives

30. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise

31. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation

32. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation
Rising interest in alternative and expanded learning
environments

33. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation
Rising interest in alternative and expanded learning
environments
Changing model of how learning environments are defined

34. Critical Challenges
Need for training in digital literacy skills and techniques

35. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning

36. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model

37. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model
Resistance to change in an established system

38. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model
Resistance to change in an established system
Disconnect between student’s learning experiences inside and
outside the classroom

41. TIME TO ADOPTION - ONE YEAR OR LESS:
Cloud Computing

42. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops

43. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage

44. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software

45. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software
Access to services/tools without additional infrastructure
investment

46. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software
Access to services/tools without additional infrastructure
investment
Access possible from range of devices

47. TIME TO ADOPTION - ONE YEAR OR LESS:
Collaborative
Environments

48. Benefits of Collaborative Environments
Support user-created content

49. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content

50. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content
Support and reinforce 21st century skills

51. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content
Support and reinforce 21st century skills
Can connect educators and students with peers worldwide,
broadening perspectives and supporting those with shared
interests

53. TIME TO ADOPTION - TWO TO THREE YEARS:
Game-Based Learning

54. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students

55. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders

56. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition

57. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition
Can be used for skill building, fostering discussion and team
building

58. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition
Can be used for skill building, fostering discussion and team
building
Has research-based evidence of its positive value for learning

59. TIME TO ADOPTION - TWO TO THREE YEARS:
Mobiles

60. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access

61. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks

62. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books

63. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books
Are more affordable, accessible and easier to use than desktop or
laptop computers

64. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books
Are more affordable, accessible and easier to use than desktop or
laptop computers
Do not have to be purchased or maintained by schools

66. TIME TO ADOPTION - FOUR TO FIVE YEARS:
Augmented Reality

67. Benefits of Augmented Reality
Simple and portable

68. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data

69. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data
Can provide powerful, contextual, real-world,
discovery-based learning experiences

70. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data
Can provide powerful, contextual, real-world,
discovery-based learning experiences
Engages and motivates students

71. TIME TO ADOPTION - FOUR TO FIVE YEARS:
Flexible Displays

72. 0:35

73. Benefits of Flexible Displays
Can be easily and inexpensively produced

74. Benefits of Flexible Displays
Can be easily and inexpensively produced
Are adaptable, allowing for printing on various
materials and surfaces and in various shapes
and contours

75. Benefits of Flexible Displays
Can be easily and inexpensively produced
Are adaptable, allowing for printing on various
materials and surfaces and in various shapes
and contours
When fully developed, will be smaller and more
portable, integrating context-specific data
displays with everyday objects

76. Readings for Tutorial Week 7