Reaching For The Stars

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Information about Reaching For The Stars

Published on February 26, 2009

Author: dwenmoth

Source: slideshare.net

Description

Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.

Reaching for the Stars ICT and the Future of Learning Derek Wenmoth Director, eLearning CORE Education Ltd

Looking back… 2009 is the international year of astronomy 400 years ago Gallileo first viewed space through a telescope 40 years ago Neil Armstrong first set foot on the moon

2009 is the international year of astronomy

400 years ago Gallileo first viewed space through a telescope

40 years ago Neil Armstrong first set foot on the moon

Where were you? Across the world students gathered in classrooms and school halls to follows the story as it unfolded. But they didn’t watch it with a data projector.. … or a colour TV.. … or even a black and white TV Most listened to the whole thing on a radio!

Across the world students gathered in classrooms and school halls to follows the story as it unfolded.

But they didn’t watch it with a data projector..

… or a colour TV..

… or even a black and white TV

Most listened to the whole thing on a radio!

39 years later… 2008 - The Phoenix Mars Lander successfully lands on the surface of Mars Another historic event that is likely to change the future in ways not yet imagined.

2008 - The Phoenix Mars Lander successfully lands on the surface of Mars

Another historic event that is likely to change the future in ways not yet imagined.

 

The Digital World Think of the communications technologies that are “taken for granted” now that weren’t around when you were at school….

Think of the communications technologies that are “taken for granted” now that weren’t around when you were at school….

New Tools Then Pen Chalkboard/ Whiteboard Banda Gestetner 16mm projector Slide shows Telephone Fax Library Now Next? Txting/Pxting Blogs/Wikis Pod/Vod-casting Data projector LMS IM/SMS Digital cameras iMovie Google Peer2peer networks Virtual reality Wearable computers Ubiquitous identity Voice recognition Agents and avitars Visualisation Miniaturisation Reusable paper Semantic web PLEs

Then

Pen

Chalkboard/ Whiteboard

Banda

Gestetner

16mm projector

Slide shows

Telephone

Fax

Library

Txting/Pxting

Blogs/Wikis

Pod/Vod-casting

Data projector

LMS

IM/SMS

Digital cameras

iMovie

Google

Peer2peer networks

Virtual reality

Wearable computers

Ubiquitous identity

Voice recognition

Agents and avitars

Visualisation

Miniaturisation

Reusable paper

Semantic web

PLEs

New Tools Then Pen Chalkboard/ Whiteboard Banda Gestetner 16mm projector Slide shows Telephone Fax Library Now Next? Txting/Pxting Blogs/Wikis Pod/Vod-casting Data projector LMS IM/SMS Digital cameras iMovie Google Peer2peer networks Virtual reality Wearable computers Ubiquitous identity Voice recognition Agents and avitars Visualisation Miniaturisation Reusable paper Semantic web PLEs Analog Digital Connected Ubiquitous

Then

Pen

Chalkboard/ Whiteboard

Banda

Gestetner

16mm projector

Slide shows

Telephone

Fax

Library

Txting/Pxting

Blogs/Wikis

Pod/Vod-casting

Data projector

LMS

IM/SMS

Digital cameras

iMovie

Google

Peer2peer networks

Virtual reality

Wearable computers

Ubiquitous identity

Voice recognition

Agents and avitars

Visualisation

Miniaturisation

Reusable paper

Semantic web

PLEs

New Literacies “ Don’t you think that our students need to be literate in terms of multimedia, images and sound… … or they’ll be as disadvantaged as we would have been if we’d left school without being able to read and write?”

“ Don’t you think that our students need to be literate in terms of multimedia, images and sound…

… or they’ll be as disadvantaged as we would have been if we’d left school without being able to read and write?”

Comment is Free Less Dickens http://commentisfree.guardian.co.uk/ewan_mcintosh/2008/02/beyond_the_three_rs.html More Dr Kawashima What constitutes ‘text’? novels short stories plays poems comics e-mails films games TV programmes text messages blogs social networking sites

Less Dickens

Responses http://commentisfree.guardian.co.uk/ewan_mcintosh/2008/02/beyond_the_three_rs.html

 

You’ll be needing this… A 5 year-old from an ICT-rich pre-school experience, says to the new entrant teacher on his first day at primary school, “ here’s my blog address - you’ll be needing this ” Reveals lots about what the child knows and understands about learning, communicating, assessment etc!

Some things will have to change… Education in the Future: What will our schools be like? Where will learning occur? What will be the role of teachers? What technology will be used? Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?

Education in the Future:

What will our schools be like?

Where will learning occur?

What will be the role of teachers?

What technology will be used?

New Mental Models What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER http://www.nzcer.org.nz/default.php?products_id=1215

What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised?

Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

http://www.nzcer.org.nz/default.php?products_id=1215

Knowledge Knowledge is “stuff ” It can be stored - in minds, books or other kinds of databases Knowledge is true , correct, “the facts” It is something stable that accumulates slowly over time; new knowledge builds on older knowledge It is built up by people, and people can “have” it, however, it exists objectively , independently of people There are different branches of knowledge called disciplines or subjects Each discipline has its own way of doing things

Knowledge is “stuff ”

It can be stored - in minds, books or other kinds of databases

Knowledge is true , correct, “the facts”

It is something stable that accumulates slowly over time; new knowledge builds on older knowledge

It is built up by people, and people can “have” it, however, it exists objectively , independently of people

There are different branches of knowledge called disciplines or subjects

Each discipline has its own way of doing things

Minds Minds are like containers (filing cabinets or databases), they store knowledge Minds also process knowledge ; they take it in, organise it and represent it Minds are the places where thinking and learning happen Some minds have more capacity than other minds for storing and processing knowledge The mind is located in the brain , but its activities are distinct from the brain’s other functions

Minds are like containers (filing cabinets or databases), they store knowledge

Minds also process knowledge ; they take it in, organise it and represent it

Minds are the places where thinking and learning happen

Some minds have more capacity than other minds for storing and processing knowledge

The mind is located in the brain , but its activities are distinct from the brain’s other functions

Learning Learning is the process by which knowledge gets stored in minds Learning is an individual activity : it takes place in individual minds Learning is an activity that happens in more or less the same way in all individuals Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps .

Learning is the process by which knowledge gets stored in minds

Learning is an individual activity : it takes place in individual minds

Learning is an activity that happens in more or less the same way in all individuals

Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time

Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps .

New schools What would students learn? How would they learn? When would they learn? Who would they learn with? What would they learn on or with? Where would they learn? How will they/we know what they’ve learned? Who decides? Etc…

What would students learn?

How would they learn?

When would they learn?

Who would they learn with?

What would they learn on or with?

Where would they learn?

How will they/we know what they’ve learned?

Who decides?

Etc…

Role of Technology Technology changes the way the world works. As technology evolves, so must the skill sets of those who use it. In order to remain competitive tomorrow, today ’s students need to develop techniques that readily adapt to changes as they occur. http://www.ncrel.org/engauge/skills/engauge21st.pdf

Technology changes the way the world works. As technology evolves, so must the skill sets of those who use it. In order to remain competitive tomorrow, today ’s students need to develop techniques that readily adapt to changes as they occur.

http://www.ncrel.org/engauge/skills/engauge21st.pdf

New ways of writing…

New ways of publishing http://www.wikieducator.org

 

 

New ways of visualising the world

New ways of visualising the universe http://www.ted..com http://tinyurl.com/djwjx9

http://www.ted..com

http://tinyurl.com/djwjx9

2020 & Beyond… To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years? To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid? To what extent can we, as educators, help to shape the developments of technology in order to enhance human development? http://tinyurl.com/yvflfn

To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years?

To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid?

To what extent can we, as educators, help to shape the developments of technology in order to enhance human development?

Thank you Derek Wenmoth Director, eLearning CORE Education Ltd [email_address] http://blog.core-ed.net/derek

Derek Wenmoth

Director, eLearning

CORE Education Ltd

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