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Innovation and Excellence: Building a 21st Century School
Michael Phillips
Principal
Ringwood Secondary College
Accountability
Digital Content & Digital Learning
Professional Development
Access & Connectivity
VIRTUAL
STAFFING:
Case # 2037
Diagnosis:
Cleft Palate
Map
Compass
Destinations
Knapsack
Milestones
Some Jokers in the Pack
Map
Compass
Destinations
Knapsack
Milestones
Some Jokers in the Pack
“ We continue to educate and train people for a world that has gone, let alone for the world that is dying…….. electronic working does not mean putting your process on screen, it means changing the nature of your business.”
Professor Peter Cochrane
The Journey Ahead
• “ When faced with steam rolling technology, you either become part of the technology or part of the road.”
• (Lueke 1994)
“Ten years ago if I’d had a vision they’d have locked me up and now I can’t get a job without one”
New York Headteacher quoted by Michael Barber, head of the Government’s Standards and Effectiveness Unit UK, at a conference for new Headteachers.
Learning for a Creative Age
• Hierarchical• Standardised• Information sparse• Vertically integrated• Based on knowledge
transmission• Centralised control• Custodial
• Complex• Unpredictable• Network based• Changing rapidly• Horizontally integrated• Open• Information rich• Out of control
Tom Bentley Demos
Learning InstitutionsSociety
We always overestimate the change that will occur in the next two years and underestimate the change
that will occur in the next ten’.
Bill GATES: Business @ The Speed of Thought (Viking,1999 p69)
Objectives-Interventions-Measurements Mismatches abound
There is no single-variable/universally true intervention that produces highly replicable results
Effective practices are conditional and contextual
21st Century objectives vs. 19th Century testing
Information age demands vs. industrial age curriculum vs. agricultural age organisation
Cognitive and personal development vs. results
U.S. education technologypolicy and the CEO Forum
The CEO Forum tracks progress toward the US DOE's 4 Pillars:– access– connectivity– professional development– digital content
Focused on enabling students to– achieve higher standards– learn 21st Century skills
Members:– Apple IBM The Washington Post
Compaq AOL Classroom ConnectDiscovery CCC Hewlett-PackardBellSouth NSBA Julien J. Studley, Inc. McKinsey NEA Sun MicrosystemsLucent QED CompassLearning Flextronics Dell NetSchoolsThinkQuest Verizon
Visit the CEO Forum at www.ceoforum.org
Low Tech
Mid Tech
High Tech
Target Tech
Students/Computer
Students/Multi-Media Computer
Students/ CD-Rom
Maintenance LAN Internet Connection
Connection Speed
2-5 3-6 6-25 on-site YES YES High speed continual dedicated
8-20 17+ 100+ off-site NO MAYBE Dial-Up irregular
5-11 8-33 50+ off-site YES YES Dial-Up irregular
4-8 5-13 17+ off-site YES YES Dial-Up regular High speed
dedicated
The CEO Forum's STaR Charts: Technology Readiness Rubric
Communications and collaboration, 24X7, regardless of location Disintermediation- new roles, new capabilities, new challengesPervasive Computing = connected content, connected users
–facilitation–mentoring
Information consumers become producers and vice versa–dissemination–continuous development
Performance focus rather than time focusAuthentic schoolingOpen accountability
–Community Awareness–Community involvement–Information-based decision-making
What are we learning?
What's different when schools integrate technology?
Abandon & Innovate
• Four walls of the classroom
• Four walls of the school
• Existing classroom structures
• On-line classrooms• On-line schools• Re-designing learning
environments to reflect teamwork and access to technology
The internet alters the roles and mechanisms of teaching & learning
Traditional Schooling
Options "Facilitation"
Options"Participation"
Options"Learner Control"
Who?
One teacher and twenty to thirty age peers
Teams of teachers work with groups of students. Older students help younger students.
Mentors, resource persons, parents, and community members participate in activities in planning, teaching and learning.
Independent students connect with teachers, mentors, and peers as needed.
Where?
In a classroom
Learning facilities include individual workstations plus small and large group areas.
Learning environments are extended to other schools and community sites.
Learning opportunities are accessed online from the home, school, or from anywhere.
When?
50-minute periods over a year
In-depth study of thematic units occurs in longer time blocks over a shorter term.
School programs recognize and provide credit for performance in and out of school rather than for attendanc
Students can connect to online resources and courses 24 hours a day, 365 days a year.
How?
Through face-to-face contact
Interactions with resources, teachers, peers, and mentors occur by various means. Facilitation predominates over directed instruction
Learning activities include online and onsite interactions with other participants
Independent and collaborative learning activities are guided by online teacher and mentor support. Students become producers as well as consumers of knowledge
The internet alters content and uses of content in teaching and learning
NB: Plain text indicates analogue content, bold indicates digital, and italics indicates content that can be either. *Text with an asterisk indicates networked (Internet)-based digital content.
Instructional Mode: Presentation Mediated Presentation Discovery and Construction Content Format: Fixed Mediated Manipulable
Content Access Mode: Linear
Categorical
Random
Shared
Collaborative
Technology Impact Matrix
BooksFilms/VideosJournals
"Interrupted" Methods (e.g. DRTA)
Worksheets
N/A
ListsPrint Reference Works
Guided Research Data Files
MicroficheSlidesCD ROM Storage
Study Guides"Interrupted" MethodsAnnotated FilesAlgorithmically-structured content
LegosMaths ManipulativesMulti-media Files*Web Pages
Broadcast *Web-casts *e-Mail*Set-top box/web access*Web-page creation
N/A N/A *Chat Rooms *Threaded Discussions *Synchronous White
Board*Streaming Media
Invent New Educational PracticesMaximize pervasive computing and anytime/anyplace learningExploit digital content and tools by teaching information acquisition,
qualification and creation, and creative problem-solvingLeverage connectivity and communications to support collaboration,
synchronous and asynchronous, near and remoteMake informed decisions through knowledge managementEmphasize high productivity through prioritization, focus, and alignment Transform school work into real work through authentic tasks requiring
skills in design, presentation,representation, positioning, persuading, closing and feedback
Involve community resources Connect learning communities locally and worldwide on the WebLink Home and schoolLink mentors and community expertiseCreate support and outreach by partnering with
businesses and social agencies
A few strategies for 21st Century transformations in school design
NB: Technology is necessary but not sufficient!
Ringwood Secondary Collegewill
provide high quality education to enable all students to become responsible life long learners and to develop to the fullest their academic, social, cultural and physical potential.
Facing the Future 2010
• Catchment in eastern Melbourne servicing academic and cultural needs
• Additional buildings for specific needs including ICT Training centre and specialist performing arts centre
• All students exit with defined pathways
Facing the Future2010
• Organised support structure of parents• Flexible teacher workplace arrangements
and significant involvement incentives• Past students, staff and parents recognised
and involved• On Line courses which address IT skills
shortage and disengaged students.E assessment for all courses
Facing the Future2010
• Community groups for specific projects and well established business partnerships and networks with other schools
• Individual student funding and community funding linked to quantifiable outcomes
• New management processes and outsourcing of functions
Facing the Future 2010
Key Components IdentifiedResearching ways in which children learn including
development of thinking skillsResearching teacher development needs in relation to ICTRe-design of teaching spaces to exploit ICTExpansion of off site activity and extra curricula
opportunitiesRestructuring of the school day/year & flexible
workplace arrangementsDevelopment of the autonomous learner
Facing the Future
Ringwood Secondary
College
parents
Venture Capital
Local government Macromedi
a
Government grants
XeroxXSIQ
CISCO/Aries
The challenge for Public Education:
We must transform all formal institutions of learning, from Prep through to Year 12, to ensure that we are preparing students for their future, not for our past. Schools that ignore the trends shaping tomorrow will cease to be relevant in the lives of their students and will disappear quickly .
Conditions for the Future
• Inclusive• Dynamic• Lifelong• Schools as a defining unit • Part-time teacher experts• Entry to Profession is intensively supported• Resource intensive learning• 24/7• Locked into the Community• World Class
THE FUTURE“We cannot afford poverty of vision, let
alone poverty of aspiration.There are always risks in changing, but the risk of failing to change is much greater”
Martin Cross Chief Exec.RSA
Apollinaire said
‘Come to the edge’
‘It is too high’
‘Come to the edge’
‘We might fall’
‘Come to the edge’
And they came
And he pushed them
And they flewAnonymous