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Connected Thinking for Connected Classrooms
Models of Professional Development Jim Devine President, IADT, Ireland
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“The OECD …strongly pleads for a re-framing of the initial un-met expectations of the potential of technology in education, while recognising that technology has contributed to important contextual changes in education” Report of the ICT Cluster
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Any model must be prepared for disruptive change Context
Evidence -base
Policy
Review
Actions
Delivery
What’s new and disruptive today may well be commonplace tomorrow
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The Digital World: A Complex Ecosystem Initial and in-career Teacher Training:
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Communities: Informal Learning
Governments and Policy Makers
Parents Schools: Leaders, Teachers Students
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It has always been about innovation, but we got sidetracked for a while in the technology and the language of ICT Innovation Personality Traits (Wolfe) – remembering how and why we do it Curiosity
Self-control
Risk Taking
Interpersonal Skills
Critical Thinking
Collaborative Skills
Resilience
Dealing with Ambiguity
Understanding the Risk Appetite of the School/Organisation
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Towards a goal of Digital Fluency: Digital Competence for Life and for Work
Technology and Professional, job-specific eSkills
‘Digital’ is all-pervasive www.iadtprojects.com
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Your vantage point determines what you can see (and‌.what you cannot see!) Formal
Informal
Sustain
Improve
Supplement
Disrupt
Re-invent
Transform
(Charles Ledbetter)
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Social and Emotional Conditions of Learning in the Connected Digital World
Re-interpreting Maslow for The connected world
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Policy Vectors
Inclusion
Embedding Media Literacy Charter
Infrastructure and Investment Decision-making
Defining Digital Competences Leadership
Safety Home/School Teacher CPD Teacher Initial Education
Futures and Experimentation Build on Existing Initiatives
Embedding Digital Competences In the Curriculum Content Strategy
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Delivery Thematic approach to the ‘Policy Vectors’ Agile and responsive to the rapid changes that the evidence base brings to our attention CPD is not just for teachers Embed concepts and tools of ‘Innovation’ and ‘Risk Management’ in all leadership CPD Achieve scale and accreditation for CPD and introduce thematic modules within initial teacher training programmes Acquire digital media expertise through strategic partnerships Provide CPD on a cascaded basis: develop a core of expert trainers drawn from among the body of teachers/trainers and invest frequently in programmes to keep this group at the cutting edge Evaluate everything. Contribute to and develop a keen awareness of the evidence base
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We are now very well-informed about ‘schools’ and we are beginning to understand the home-school nexus New Millennium Learners Longitudinal engagement of the ICT Cluster and their recent report Policy Briefs and Studies undertaken by IPTS Mature understanding of the Media Literacy and Digital Literacy Agenda and an emerging goal of Digital Fluency Studies and repositories of ‘good practice’ e.g., www.kslll.net Well-developed platforms and portals of particular relevance to young persons, e.g., Schools e-Twinning, e-Portfolio, EuropPASS
But all of this is still a patchwork that needs to be drawn together more effectively
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And to Conclude There is a substantial and growing evidence base in relation to online behaviours in general and to learning behaviours in particular What has been learned to date in respect of schools ‘ICT’ programmes suggests that it is time to re-frame expectations We are well-placed to develop policy guidelines and it is timely to do so now Alignment of purpose and of available resources from top to bottom has to be the goal – policy should lead to credible, cohesive actions To embed an innovation culture, we must acknowledge and manage risk Embrace a goal of universal digital fluency We must be alert to questions of inclusion – the first and now the second digital divide
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