“Information technologies impact how people work, play, learn, socialise and collaborate. Increasingly, technology skills are also critical to success in almost every arena, and those who are more facile with technology will advance while those without access or skills will not. The digital divide, once seen as a factor of wealth; is now seen as a factor of education: those who have the opportunity to learn technology skills are in a better position to obtain and make use of technology than those who do not.� The 2010 Horizon Report. Xli
“The effective use of technology to transform learning requires strong organisation, leadership and vision however results so far indicate that education systems are not optimising the investment in ICT to leverage the potential it affords in changing teaching and learning practice. It is only by “building a common understanding of how students learn best and a shared vision for technology’s role in supporting such learning, can curriculum and technology leaders collaborate to create effective 21st century learning environments.” Consortium for Social Networking
"This isn't the time to use technology to refine the model we had before; this is a time to harness technology to let children go as far and as fast as they want." Stephen Heppell
"Ultimately what matters most - and what we are all working towards - is that children and young people learn what they will need to thrive in our world, and that they experience learning environments where each of them can blossom to enrich our cultures and societies." Michael Fullan
“New technologies are dramatically changing early childhood education in the 21st century, as well as the face of childhood itself. Access to new technologies – in the western world at least – provide young children with a myriad of possible activities and explorations that were not possible even a few years ago.” Nicola Yelland
“Great teachers will facilitate student learning through exploration, interaction, problem-solving, immersion and demonstration. New technologies provide engaging, interactive and experiential learning that is socially connected and collaborative.� Associate Professor Claire
Macken, Pro Vice-Chancellor (Future Learning), La Trobe University
“The digital learners have different expectations for school today and quite often the heart of that expectation is centred around their use of technology tools and resources to self-direct and self-monitor their learning experiences.� Project Tomorrow
“Technology needs to be: • Irresistibly engaging for students and teachers • Elegantly efficient and easy to use • Technologically ubiquitous 24/7 • Steeped in real life problem solving.” Michael Fullan
UNESCO clearly outlines the fact that modern societies are increasingly based on information and knowledge and describe a need to: • build workforces which have ICT skills to handle information and are reflective, creative and adept at problem-solving in order to generate knowledge • enable citizens to be knowledgeable and resourceful so they are able to manage their own lives effectively, and are able to lead full and satisfying lives • encourage all citizens to participate fully in society and influence the decisions which affect their lives • foster cross-cultural understanding and the peaceful resolution of conflict. The UNESCO ICT Competency Framework for Teachers (ICT-CFT)
“For children and young people, proficiency in 21st century skills should be the outcome of a 21st century education, but that would require a curriculum and learning environment that is conducive to the development of those skills.” Horizon Report 2012 K-12 Edition
“For the 21st century student, learning involves a blend of the physical and virtual environments. Education paradigms have shifted to include online learning, hybrid learning and collaborative models.”
Technology Outlook - Australian Territory Education 2012 2017
There’s nothing magical about any tech tool. Real magic rests in the minds and hearts of teachers using digital tools to introduce students to new individuals, ideas and opportunities. Ferriter
Technology doesn’t improve education, it changes it‌ Teachers improve education. Michael Crump
"Social network sites, online games, video-sharing sites, and The gadgets such as iPods and mobile phones are now fixtures of youth culture. They have so permeated young lives that it is hard to believe that less than a decade ago these technologies barely existed. Today's youth may be coming of age and struggling for autonomy and identity as did their predecessors, but they are doing so amid new worlds for communication, friendship, play and selfexpressi. on'' • Dr. Mizuko Ito, MacArthur Foundation Living and Learning with New Media, 2009
When we turn off the devices, we in effect turn off the child. Stephen Heppell
Kids are having a much more stimulating and rich environment out of school than they are in schools. Greg Black, CEO education.au Ltd.Australia
"Technology is not innovation in itself. We all know that. What really matters is how teachers themselves use technologies and software to craft and deliver lessons, and push their students to learn in new and sometimes unplanned ways. That's where the real value comes from when we use ICT in education". Tharrnan Shanrnugaratnarn, Minister of Education Singapore (2006)
School leaders are key actors in re-imagining schools for a digital future. They have to recognise that their students are a resource to be unleashed; that they have the knowledge, skills and understanding to contribute to and develop their own learning experience. This approach to teaching can be scaled up to reframe the role that young people play in the whole school system. Leaders need to think innovatively about the resources already within their school and how to mobilise them all to make maximum impact from invigorating ICT lessons, to embedding technologies across the curriculum. This is about focusing on small levers with the potential to create big change.
Their Space Education for a digital generation, Green and Hannon, Demos 2007 p.66
"We need to embrace digital technology right across the education enterprise; access data we have never had; expertise we didn’t dream possible; make connections we have never been able to make; organise our days and work with students in different and unimagined ways; improve our accuracy and reliability; use our strengths and find others to balance our weaknesses. In short we must boost our capacity to make better professional decisions and provide better guidance to our students, their parents and the community. We need digitally powered teachers to set the pace and direction of change to pen new routes and opportunities for our students, our profession and our society." Dellit (2007)
A simple question t o ask is, "How has the world of a child changed in the last 150 years?" And the answer is, "It's hard to imagine a n y way in which it hasn't' changed." Children know more about what's going on in the world today than their teachers, often because of the media environment they grow up in. They are immersed in a media environment of all kinds of stuff that was unheard o f 150 years ago, and yet if you look at schools today versus 100 years ago, they are more similar than dissimilar. Peter Senge, MIT Sloan School
"I think that the amazing moment we have right now in time is to kind of go back and rethink what Dewey really was about. I think we have to reinvent Dewey for the 21st Century - finding a way to bring productive inquiry, bring the social basis of learning, bring the cognitive b a s i s of learning a l l together. And I think now we can actually start to do that in a much more authentic way for kids at almost any age in a way that there's truly authentic things that these kids are doing that are being picked up by other kids and shared and built on and so on and so forth". John Seely Brown on Web 2.0 and the Culture o f Learning ( School 2.0, Part 6)
Schools exist to promote learning. This core purpose must drive everything we do. At the same time, we need to ensure that the pedagogy we use reflects current theory and best practice, with a focus on the essential and an eye on the future. Aden
Students currently enjoy powerful technology that continuously assesses skills and interest and customizes content delivery. Unfortunately it occurs after school when they play games. Tom Vander Ark, Present X PRIZE Foundation
Organisations that survive and grow into the 21st Century will have as a prime goal the development of the specific strengths and knowledge of each individual. Quote from "Managing Change for 21st Century" By Peter Drucker
Caring is the core value that permeates our principles, and is the key to strengthening the relationship in learning communities. Omotani, in Senge et a(,y 480
New learning ... will be about creating a kind of p e r s o n , with kinds of d i s p o s i t i o n s and orientations to t h e world, rather than simply commanding a body of knowledge. (Australian Council of Deans of Education, 2001)
There is a growing acceptance of the idea that general improvements in student academic performance and social and moral development will only occur when classrooms become learning communities ... however ... the idea of making c l a s s r o o m s i n t o learning communities for s t u d e n t s will r e m a i n more r h e t o r i c than real unless schools also become learning communities for teachers. Sergiovanni
"Start with the teacher, if I want my students to make global connections then I am going to give the tools to my teachers first" Stephen Heppell, CEO Heppell Net.Ltd, UK
"This isn't the time to use technology to refine the model we had before; this is a time to harness technology to let children go as far and as fast as they want." Stephen Heppell
We shouldn’t be mapping the use of new technologies onto old curricula, rather, we need to rethink our curricula and pedagogies in light of the impact that we know technologies can have on learning and meaning making in contemporary times. Nicola Yelland
In every school there is a hidden curriculum, which is about the way people treat each other, how teachers treat kids, how kids treat kids... Lickona, 1994
Today’s education system faces irrelevance unless we bridge the gap between how students live and how students learn.
'Schools must inquire deeper into their own practices, explore new ways to motivate their learners, make use of the learning styles, introduce multiple intelligences, integrate learning, and teach thinking, and in the process discover the passion and moral purpose that makes teaching exciting and effective." Fullan and Hargreaves
Voice from a learning community. I feel that I belong here. There is a place for me. I make a difference here. I have the power and the skills to change what needs to be changed. I am known as an individual and I am acknowledged for what I am. I know that people here care about me. They know when I am absent, they sense when I am hurt. I feel needed: I am part of a learning family, who need each other. I feel safe here. And most of all, I feel fully myself.
Glatthorn and Jailall, 2000 (Adaptation)
your children to your own learning. for they have been born in another time. c:Yeebrew Proverb
Teacher and school improvement requires teachers to be innovative and improve their teaching practices. We need far more intensive professional learning within a culture of continuous deliberation, and that this learning needs to be tested continually by external ideas or standards about what is best practice.
Michael Fullan 33