What if our digital technologies were protean?

Which matches your experience of organisational digital technology?

A

B

http://bit.ly/dtYourExp

Please complete

our poll

Aa tool that is: used when and where permitted;

standardised and preconfigured; conforms to institutional rather than individual needs; and, a directed activity

Instead of optimizing our machines for humanity…we are optimizing humans for machinery

A disastrous feature-laden hodgepodge…not really suitable for anyone

http://bit.ly/dtYourExp

Which matches your experience of organisational digital

technology?

Bhttp://bit.ly/dtYourExp

…it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes

…the first metamedium, and as such has degreesof freedom and expression never before encountered

Allows ordinary users to casually and easily

describe their desires for a specific tool

Which matches your experience of organisational digital

technology?

A

B

0 2 4 6 8 10 12 14 16 18 20

http://modernfarmer.com/2016/07/right-to-repair/

http://modernfarmer.com/2016/07/right-to-repair/

AB

Aa tool that is: used when and where permitted; standardised and preconfigured; conforms to institutional rather than individual

needs; and, a directed activity(Selwyn & Bulfin, 2016, p. 288)

Ainstead of optimizing our machinesfor humanity…we are optimizinghumans for machinery

(Rushkoff, 2010, p. 15)

the Proteus of machines…Becauseit can take on a thousand forms andcan serve a thousand functions, itcan appeal to a thousand tastes(Papert, 1980, p. viii)

B

..protean nature of the computer…as the first metamedium, and as such has degreees of freedom and expression never before encountered(Kay, 1984, p. 59)

B

…ordinary users to casually and easilydescribe their desires for a specific tool

(Kay & Goldberg, 1977, p. 40)

B

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

Why?

How?

So what?

What?

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

Why?

How?

So what?

What?

Digital technologies are the new……

coding……robotics…

(Ertmer, Ottenbreit-Leftwich, 2013, p. 175)

Educators have been striving to achieve meaningful technology use in our K-12 classroom for over 30 year

…despite significant investments of time and money ininfrastructure, training and support “we have few assurances that [educators] are able to use technologyfor teaching and learning

(Zagami et al, 2016, p. 13)

…there is surely no more reliable wayto kill enthusiasm and interest in a subjectthan to make it a madatory part of theschool curriculum.

(Lockhart, 2009, p. 8)

School boards do not understand what math is, neither do educators, …neither do most of our math teachers.

The problem is so enormous, I hardly know where to begin.

(Lockhart, 2009, p. 8)

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

Why?

How?

So what?

What?

Lead

(von Hippel, 1986, p. 791)

are familiar with conditions which lie in the future for most others,

they can serve as a need-forecasting laboratory

LeadSE Qld Secondary teacher2014 & 20157-12 IT and Business Proficient ICT user & developerBusiness & IT diploma

LeadCore 3rd year course252 (59.3%) online students4 years teacher educationProficient ICT user and developerBA in Computer Science PhD in Information Systems

Intentions

Affordances

Invariants

(adapted from Osborne, 2014, p. 82)

Aim: Understanding real-life social phenomenon

Method: Case study – thematic

Data: Our stories of digital modification

Write stories of digital modificationGoogle document• What?• Why?• Outcomes?

http://bit.ly/dtProtean

Write stories of digital modificationGoogle document• What?• Why?• Outcomes?

http://bit.ly/dtProtean

Write stories of digital modification

26 stories• 10 – Elke• 16 - David

http://bit.ly/dtProtean

Write stories of digital modification

26 stories• 10 – Elke• 16 - David

Analysis• Purpose• Cause• Impact• Type of change

http://bit.ly/dtProtean

Write stories of digital modification

26 stories• 10 – Schneider• 16 - Jones

Analysis• Purpose• Cause• Impact• Type of change

• Themes

http://bit.ly/dtProtean

Digital modification != coding

Type of modification DescriptionUse Tool used with no changeInternal configuration Use tool options to change toolExternal configuration Change tool using external meansCustomisation Change the tool by modifying codeSupplement Use another tool to offer functionality

not provided by the orginal toolReplacement Use another tool to replace original tool

(Adapted from Jones, Albion & Heffernan, 2016, p. 2881)

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

Why?

How?

So what?

What?

Filling holesImprove student

learningMirror the real

world

Elke DavidFilling holes 4 10Improve student learning 6 6Mirror the real world 4 3

Elke DavidFilling holes 4 10Improve student learning 6 6Mirror the real world 4 3

Missing functionality

Excel student profiles

Elke

Paper student profiles in HoD office

School

Elke DavidFilling holes 4 10Improve student learning 6 6Mirror the real world 4 3

Model effective practiceEnhanced pedagogy

Google forms

David

Moodle feedback activity

University

Elke DavidFilling holes 4 10Improve student learning 6 6Mirror the real world 4 3Authenticit

y

Student-created external blogs

David

Mahara eportfolio

University

Moodle blog

Use

Internal configuration

External configuration

Customisation

Supplement

Replacement

0 2 4 6 8 10 12 14

1

0

0

0

2

8

0

5

2

0

7

4

Schneider Jones

Use

Internal configuration

External configuration

Customisation

Supplement

Replacement

0 2 4 6 8 10 12 14

1

0

0

0

2

8

0

5

2

0

7

4

Schneider Jones

Movie maker

Use

Internal configuration

External configuration

Customisation

Supplement

Replacement

0 2 4 6 8 10 12 14

1

0

0

0

2

8

0

5

2

0

7

4

Schneider Jones

Email filters

Use

Internal configuration

External configuration

Customisation

Supplement

Replacement

0 2 4 6 8 10 12 14

1

0

0

0

2

8

0

5

2

0

7

4

Schneider Jones

Changing links

It has been bought to my attention that… - David Jones - has altered the common look and feel of StudyDesk …

Regardless of David's motives, clearly this is a breach of policy…

…to hack the action of…The hack…he has also publicised this hack publicly on his blog.

The reason this has come to our attention is that he has not been able to make this hack fully functional and has asked for…help to fix it.

Use

Internal configuration

External configuration

Customisation

Supplement

Replacement

0 2 4 6 8 10 12 14

1

0

0

0

2

8

0

5

2

0

7

4

Schneider Jones

Edublogs

What if our digital technologies were protean?

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Implications for computational thinking, learning and teaching

Why?

How?

So what?

What?

What if our digital technologies were protean?

Improve learning and teachingNecessary for teachers to grok computational thinkingBetter prepare students, teachers & schools for the “digital world”

What if our digital technologies were protean?

Improve learning and teachingNecessary for teachers to grok computational thinkingBetter prepare students, teachers & schools for the “digital world”

Some of the tinkerability/evidence ofprotean behaviour sound rather like

the old idea of a kludge – a‘quick and dirty’ workaround

…such creativity is often understood inprimarily reactive terms; it is oftenpredicated on an unspoken assumptionof resistance that depicts human agentsas seeking to work around software,rather than work with it in harmony

(Nardi & Kallinikos, 2007)

Reusability paradox

More context, better for

learning

Less context, better for reuse

(Wiley, et. al., 2004)

Organisational digital technologies

Reusability paradox

More context, better for

learning

Less context, better for reuse

(Wiley, et. al., 2004)

Kludges, work-arounds

(Koopman & Hoffman, 2003)

(Nardi & Kallinikos, 2007)

Technology and human agency mutually reinforceone another rather than working at cross purposes.

What if our digital technologies were protean?

Improve learning and teachingNecessary for teachers to grok computational thinkingBetter prepare students, teachers & schools for the “digital world”

What if our digital technologies were protean?

Necessary for teachers to grok computational thinking

When you claim to ‘grok’ some knowledge or technique,

you are asserting that you have not merely learned it in a detached instrumental way but that it has become part of you, part of your identity.

(Jargon File)

Teachers first

(Lankshear & Bigum, 1999, p. 453)

…they must first know how to use those technologiesfor their own purposes (and any benefits of doing so)

easy to subvert

(Lankshear & Bigum, 1999, p. 460)

…short-term professional development activities,designed to put teachers into classrooms with improved technological skills and understandings

Importance of

(Lankshear & Bigum, 1999, p. 460)

addressing the ongoing needs of teachersdeveloping new kinds of alignments, and associations

(Nardi & Kallinikos, 2007)

In ordinary life, Zaq is a bartender.

He has no training in computer science but has learned to

write simple scripts that he “tweaks” and “troubleshoots.”

He gains a sense of the possibilities of computational technology in an effortless way that he describes as “fun.”

(Nardi & Kallinikos, 2007)

Mods are a social resource.

Zaq shares his knowledge of LazyRogue with Jacquii.

Players discuss mods in chat and share their opinions….Players help each other find, configure, and debug mods.

What if our digital technologies were protean?

Improve learning and teachingNecessary for teachers to grok computational thinkingBetter prepare students, teachers & schools for the “digital world”

What if our digital technologies were protean?

Improve learning and teachingNecessary for teachers to grok computational thinkingBetter prepare students, teachers & schools for the “digital world”

…there is surely no more reliable wayto kill enthusiasm and interest in a subjectthan to make it a madatory part of theschool curriculum.

(Lockhart, 2009, p. 8)

School boards do not understand what math is, neither do educators, …neither do most of our math teachers.

The problem is so enormous, I hardly know where to begin.

(Lockhart, 2009, p. 8)

Fundamentally transforming the world of work andgenerating new ways of doing business on a global scale

(DET, 2015, p. 11)

(Selwyn & Bulfin, 2016, p. 288)

valuing of technology as

used when & where permitted

standardized and preconfigured

conforms to institutional rather than individual needs directed

activity

(Margolis et. al., 2010, p. 102)

disconnected from students’ lives

devoid of real-life relevancea chorus defining the subject as

‘boring’didactic nature of classesdominance of book rather than computer based

activitiestheoretical rather than practical

(Rowan & Lynch, 2011, p.88)

What if our digital technologies were protean?

Better prepare students, teachers & schools for the “digital world”

How can we do it?

(Grover & Pea, 2013)

Low floor, high ceilingsupport “use-modify-create”

scaffolding

enable transfer

support equity

Creating computationally rich environments

systemic and sustainable

David Jones

@djplaner

Elke Schneider

@elketeaches

http://bit.ly/dtProtean

Department of Education and Training. (2015). #codingcounts: A discussion paper on coding and robotics in Queensland schools. Brisbane, Australia. Retrieved from http://advancingeducation.qld.gov.au/SiteCollectionDocuments/Coding-and-robotics-booklet.pdf

Ertmer, P. a., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182. http://doi.org/10.1016/j.compedu.2012.10.008

Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. http://doi.org/10.3102/0013189X12463051

Jones, D., Albion, P., & Heffernan, A. (2016). Mapping the digital practices of teacher educators: Implications for teacher education in changing digital landscapes. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2878–2886). Chesapeake, VA: Association for the Advancement of Computing in Education.

Kay, A. (1984). Computer Software. Scientific American, 251(3), 53–59.

Kay, A., & Goldberg, A. (1977). Personal Dynamic Media. Computer, 10(3), 31–41.

Koopman, P., & Hoffman, R. (2003). Work-arounds, make-work and kludges. Intelligent Systems,IEEE, 18(6), 70–75. Retrieved from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=1249172

Lankshear, C., & Bigum, C. (1999). Literacies and new technologies in school settings. Pedagogy, Culture & Society, 7(3), 445–465. http://doi.org/10.1080/14681369900200068

Lockhart, P. (2009). A Mathematician’s Lament: How school cheats us out of our most fascinating and imagintive art forms. New York: Bellevue Literary Press. Retrieved from http://cla.sd57.bc.ca/~rgiroday/admin/pdf/LockhartsLament.pdf

Margolis, J., Estrella, R., Goode, J., Jullison Holme, J., & Nao, K. (2010). Stuck in the shallow end: Education, race, and computing. Cambridge, MA: MIT Press.

Nardi, B., & Kallinikos, J. (2007). Opening the Black Box of Digital Technologies: Mods in World of Warcraft. In 23rd EGOS Colloquium.

Osborne, R. (2014). An ecological approach to educational technology : affordance as a design tool for aligning pedagogy and technology. University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10871/16637

Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. New York: Basic Books.

Rowan, L., & Lynch, J. (2011). The continued underrepresentation of girls in post-compulsory

information technology courses: a direct challenge to teacher education. Asia-Pacific Journal of Teacher Education, 39(2), 83–95.

Rushkoff, D. (2010). Program or be programmed: Ten commands for a digital age. New York: OR Books.

Selwyn, N., & Bulfin, S. (2016). Exploring school regulation of students’ technology use – rules that are made to be broken? Educational Review, 68(3), 274–290.

Wiley, D., Waters, S., Dawson, D., Lambert, B., Barclay, M., Wade, D., & Nelson, L. (2004). Overcomingthe Limitations of Learning Objects. Journal of Educational Multimedia and Hypermedia, 13(4), 507–521.

Hippel, E. von. (1986). Lead users: A source of novel product concepts. Management Science, 32(7), 791–806.

Zagami, J., Boden, M., Keane, T., Moreton, B., & Schulz, K. (2016). Female participation in school computing : reversing the trend. Retrieved from http://digitalcareers.edu.au/wp-content/uploads/2015/04/Female-Participation.pdf

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