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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
Slide 1, 2, 3: "Unsure Of The Next Step" by Ariel Dovas available at http://flickr.com/photos/eviloars/4837529409
under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 4, 26: "Live Straw Poll results" by Gage Skidmore available at http://flickr.com/photos/GageSkidmore/5487090921 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 7, 8, 9, 10, 11, 12: "Different perspective" by Michael Leland available at http://flickr.com/photos/mjlmadison/11485976495 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 13, 14, 15, 25, 40, 53: "Proteus" by skooksie available at http://flickr.com/photos/skooksie/16539525746 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
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Slide 22, 74: "Noob." by Garrett Dimon available at http://flickr.com/photos/GarrettDimon/1388168127 under
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Slide 38: "Full Window GVim" by Adam Bachman available at http://flickr.com/photos/adam.bachman/4285402096 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
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Slide 42: "Five-Way Portrait of Marcel Duchamp (1917)" by cea + available at http://flickr.com/photos/Cea./6795836748 under Attribution License https://creativecommons.org/licenses/by/2.0/
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Slide 56, 57, 63, 64, 71, 72, 78: "explaining speculation vs hypothesis" by Giulia Forsythe available at http://flickr.com/photos/giulia.forsythe/15813038999 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
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Slide 62, 69, 70: "heaven" by JimmyMac210 - just returned home from hospital available at http://flickr.com/photos/JimmyMac210-justreturnedhomefromhospital/14346886270 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
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Slide 76, 77: "another banksy on the wall" by Marc Brubaker available at http://flickr.com/photos/hometownzero/33334730 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
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Slide 83: "Questions?" by Marcus Ramberg available at http://flickr.com/photos/MarcusRamberg/185508448
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Slide 84, 85, 86, 87, 88, 89, 90, 91, 92: "Books" by Kenny Louie available at http://flickr.com/photos/kennymatic/8642451160 under Attribution License https://creativecommons.org/licenses/by/2.0/