Enabling education innovation with technology - a transformation framework
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This document discusses trends in education technology and transforming education through technology. It discusses how technology can both help and hinder transformation, and notes that while access to technology has increased, true transformation requires more. The document outlines different levels of digital learning contexts from disconnected schools to transformational schools personalized learning. It advocates for a holistic approach to innovation in schools through technology to support areas like leadership, pedagogy, curriculum and inclusion.
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Enabling education innovation with technology - a transformation framework
- 2. First selfie aged 3 months and 24 days.
- 3. Crawling for the first time.
- 4. 12 10 8 6 4 2 0 For phoning Watching video Playing games Photography Listening to music Devices in the home Me My son
- 7. Education technology trends The drivers of technology in the classroom Trends impacting teaching I am privileged in my role that I get a chance aton tdra vleeal trhnei nwgorld and visit many countries. Almost everywhere I go I am either shown something transformative, or I am asked the question: Where or what have you seen that is transforming education? And in most part, the question is underpinned by a curiosity about how technology in particular, and often Microsoft technology is having a transformative effect. It is never an easy question to answer. In many ways we are still a long way from transformation. In many ways, access to technology has been part of the problem, and not only in the simplistic view that lack of technology is holding us back. Often, in places where there is ubiquitous access to technology, to devices, to services etc., it can be the dependence or blind faith in technology that sometimes holds us back. Technology can be a double-edged sword…
- 8. Foundational • Some personalization and blended learning Disconnected schools • No or little IT provision and use for learning Digital learning contexts Transformational • Personalized, blended learning • Relatively few, in e.g. US, Singapore, UK, Denmark Emerging • School just starting in the process of applying ICT for education
- 9. Vision of Anytime Anywhere Learning for all Leadership and Policy Planning and Sustainability Evaluation Partnerships Teacher and Leader Capacity 21st Century Pedagogy Curriculum, Content, and Assessment Inclusion and Accessibility Personalized Learning Learning Communities Learning Environments Technology for Efficient and Effective Schools A holistic approach to innovation in schools through technology
- 11. Multiple means of representation video, audio, slide show with on-demand translation reading materials at multiple difficulty levels and embedded supports graphic representations such as concept maps, graphic organizers, diagrams and simulations Multiple means of expression alternative input: pen, speech, touch media-based: drawings, maps, diagrams, video reduced text: outlines, concept maps, tables, graphs supportive tools: spelling and grammar checkers, inking, noteteaking collaboration: chat, messaging, shared writing and peer editing Multiple means of engagement Interviews, role play, discussion Games and simulations Inquiry, projects Supporting Teacher Innovation Universal Design for Learning
- 13. Innovation spaces • Open, configurable spaces • Ubiquitous Wi-Fi connectivity • Sustainable, intelligent systems
- 14. White Papers on Transformation Framework http://aka.ms/transformationframework
- 15. Contact: Alexa Joyce Email alexa.joyce@microsoft.com Twitter @alexajoyce
Notas del editor
- Good afternoon everyone. It is a pleasure to be here sharing with you our latest ideas on teaching and learning and how technology can empower educational change. Many education institutions are going through large, complex, significant changes and many are asking for help. From the implementing of new teaching strategies, to the influx of new technologies, through the emergence of data and analytics (and the challenges it presents), education finds itself at a crossroads.
- This is my son. He took his first selfie aged 3 months and 24 days. I was trying to take a photo of him, when he grabbed my phone and pressed the camera button. I think I took my first selfie aged 21.
- I took this photo on my birthday. He decided to crawl for the first time as a birthday present. My parents don’t have photos of those kinds of impotant moments – they would have had to go to the cupboard, take out the large single reflex camera, focus and hope the photo came out well when it was developed. I could just pull out my phone and get the shot.
- This made me think about the generation gap in access. I decided to analyze my device access as a child compared to my son’s. He’s now 2, and so is getting pretty proficient at turning things on, and even navigating in simple games. As you can see I had a lot less devices – and usually the ones I had you could only use for one thing. Almost all the devices my son can access are able to do almost anything in the digital world. He’s not just a digital native – he’s hyperconnected. He’s going to start kindergarten next year– he’ll be expecting his school experience to be just as interactive as at home.
- This is the kind of classroom he’ll get once he arrives at school. It actually looks really similar to the classroom I had when I went to primary school in the UK. And in many ways, it’s a good one – stimulating colours, displays showing students’ work, tables in clusters to encourage them to collaborate. But there is no evidence of any technology. And my son isn’t able to ask for technology to be included in his schooling – only the adults in the system take that decision.
- The teacher is also the key decision maker and influencer for technology adoption in the classroom. I used to work at European Schoolnet, and while I was there we surveyed 200,000 teachers and students across Europe about their use of technology at school. We found that the number one factor influencing students’ use of technology in the classroom was the teacher: an e-confident teacher was a more important factor than the availability of technology. They could find ways to adapt to even poorly equipped settings by finding workarounds and encouraging students to use devices at home. But the second most challenging issue that teachers and head teachers reported in the survey was the lack of equipment available to use for lessons. At system level, education leaders need to devise ways to raise the level of the typical teacher to be more proficient in pedagogy, and in the use of technology to support their pedagogy – and improve the access available to students and teachers at school.
- Teachers and schools are also under increasing pressure – new trends which are top of their mind and some are taking steps to reform their approach to meet these new challenges. Student expectations are high in terms of personalization, anytime anywhere learning, and interactive content. But unlike the health system, students have little say over how much these technologies are integrated into their schooling. In surveys, students are looking for more use of almost every type of educational technology by teachers, from digital content through to Learning Management Systems.
- Explain the stages above, then point out we need system level change to move the needle. Most school heads and teachers still point to lack of infrastructure as a major challenge in deploying technology at school – but we can’t simply parachute technology in and expect it to bring about change. Countries, regions and municipalities need to look at at the wider educational vision to embed technology into a longer term change process.
- Make graphic