Virginia Mario: Teaching with Technology: digital skills for 21st century teachers

Eaquals International Conference, Lisbon, 21 – 23 April 2016

Teaching with Technology: digital skills for 21st century teachers

Overview

• Background• Lesson #1: Audience requirements• Lesson #2: New paradigms• Lesson #3: Professional development frameworks• Lesson #4: A different mindset• Final thoughts

Professional Development 2

Background

3

www.oup.com/elt/oxfordteachersacademywww.oup.com/elt/oxfordteachersacademy

Who is the course for?

• In-service teachers• Professional Development / CPD• New and experienced teachers• Recommended B2 level of English• Individual teachers • Institutions

Lesson #1


What we gathered

• Teachers want a little bit of input and lots of practical ideas• Director of studies, coordinators tend to think teachers

need more theoretical input• Some experts place more emphasis on equipping teachers

with the knowledge to use tools and resources (focus on the ‘how to)

• Some experts place more emphasis on developing an understanding on the pedagogical value of using technology in class, and in learning about new pedagogies that emerge from the use of technology (e.g. flipped classroom, blended learning, etc.)


In the course…


Some theorySome theory

In the course…


Some theorySome theory

In the course…


Some practiceSome practice

In the course…


Some practiceSome practice

In the course…


Some reflectionSome reflection

In the course…


Some reflectionSome reflection

Audience and requirements

Low connectivity vs. high

connectivity

Institutions with own equipment vs. bring

your own device approach

Institution with a defined strategy around technology vs.

teachers use technology according to their needs / skills

No pre-service training around incorporating

technology in classClasses where students

don’t have regular access to technology in their

lives.

Teachers have an interest in technology and use it in class vs. Teachers don’t

see the point of using technology in class.

Students’ use of technology is second

nature to them.

Lesson #2


Approaches and frameworks in education

• In Europe: Key competences

• In the US: P21 21st century skills

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090

http://www.p21.org/

Core competencies for the 21st century

Key competences (EU) P21 Framework

Eight key competences:communication in the mother tongue, to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;communication in foreign languages, main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. mathematical competence and basic competences in science and technology. to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);learning to learn is related to learning, the ability to pursue and organise one's own learningsocial and civic competences, to participate in an effective and constructive way in social and working life. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential.sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

Key Subjects and 21st Century ThemesKey subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography,history, government and civics.In addition, schools must weave 21st century interdisciplinary themes into core subjects:• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental LiteracyLearning and Innovation SkillsThey include:• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and CollaborationInformation, Media and Technology SkillsEffective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:• Information Literacy• Media Literacy• ICT (Information, Communications and Technology) LiteracyLife and Career SkillsSome of those skills are:• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility

In the course…


Awareness of what digital Awareness of what digital literacy means literacy means

In the course…


Activities around some Activities around some of these core skillsof these core skills

In the course…


Activities around some Activities around some of these core skillsof these core skills

Lesson #3


EAQUALS TD-Fram

Cambridge English Teaching Framework

CPD Framework for teachers (British Council)

In the course…


Course is Course is mapped to the mapped to the

EAQUALS EAQUALS frameworkframework

In the course…


Can-do Can-do statements to statements to

reflect on reflect on outcomesoutcomes

Lesson #4


A different mindset


New context ImplicationsAccess to information and communication expanded thanks to technology.

Students have multiple ways of accessing information / new challenges regarding the validity of sources.

Governments are making new efforts to embed technology in education.

Teachers are required to keep up-to-date with continuous professional development training around this area.

More Quality Assurance demands. Teachers are more accountable for their choices in teaching practice.

Policies view digital skills to be delivered as part of all subjects.

Teachers will need to promote digital skills along the subject they teach.

Some final thoughts

• Teachers that don’t use any technology in class now will have to build If they haven’t done it so far, teachers will have to start to think differently about technology. More emphasis on the pedagogical value of using technology, less emphasis on using technology just because you wan to try something new.

• There is a growing expectation that teachers use technology more ‘naturally’ in class. More demand for pre-service training that includes teaching with technology programmes.

• Teachers will be expected to use / design activities where a range of new skills need to be present: technology skills but also critical thinking, creativity, etc.

• More demand for robust training programmes for teachers, especially when new technology is adopted (e.g. one laptop per child sort of programme)

Some final thoughts

‘New technologies are providing unprecedented access to ideas, information, people and organisations throughout the world, as well as to new modes of creativity, personal expression, cultural exchange and understanding.’

All Our Futures: Creativity, Culture and Education (May 1999)


Thank you!

• Questions?

[email protected]


Appendix: What are digital skills?• According to EU:"Digital competence involves the confident and critical use of information Society technology (IST) for work, leisure, learning and communication. It is

underpinned by basic skills in ICT: the use of computers to retrieve, access, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.“

• According to P21:INFORMATION LITERACY Access and Evaluate Information o Access information efficiently (time) and effectively (sources) o Evaluate information critically and competentlyUse and Manage Information o Use information accurately and creatively for the issue or problem at hand o Manage the flow of information from a wide variety of sources o Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

MEDIA LITERACY Analyze Media o Understand both how and why media messages are constructed, and for what purposes o Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs

and behaviors o Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of mediaCreate Media Products o Understand and utilize the most appropriate media creation tools, characteristics and conventions o Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments

ICT LITERACYApply Technology Effectivelyo Use technology as a tool to research, organize, evaluate and communicate information P21 Framework Definitions Page 6 of 9 Publication date: 5/15o Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access,

manage, integrate, evaluate and create information to successfully function in a knowledge economy o Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

• Other views: Coding (15 EU countries have integrated coding in their curricula, whether at national, regional or local level - Austria, Bulgaria, the Czech Republic, Denmark,

Estonia, France, Hungary, Ireland, Lithuania, Malta, Spain, Poland, Portugal, Slovakia and the UK)