This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI

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The pedagogical potential of ICT Resource 40 || Presentation

ICT is often referred to as “just a tool” in the sense that it helps teachers to do things they have always done... While in some ways true, technology is more than just a tool… it has the potential to transform pedagogy and create new visions of teaching and learning. Consider the following… Drawn Norton & Wiburg, 2003.

From Linear to Hypermedia Learning. From Instruction to Construction and Discovery. From Teacher-Centered to Learner-Centered. From Absorbing Material to Learning How to Navigate and How to Learn. From School to Lifelong Learning. From One-Size-Fits-All to Customized Learning. From Learning as Torture to Learning as Fun. From Teacher as Transmitter to Teacher as Facilitator.

Whole-school discussion For each of these ideas from Norton and Wiburg’s framework, lets consider the implications within our own school context. Do these ideas reflect aspects of how we already teach? Are there things that we can draw from these idea to transform the way we teach and student learn?

From Linear to Hypermedia Learning Traditional approaches to learning are linear. Most textbooks are written to be read from beginning to end. N-Geners' access to information is more interactive and nonsequential. They navigate back and forth between TV, books, video games, and the Internet. They typically participate in several activities at once (multi-tasking).

From Instruction to Construction and Discovery "The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery." (Papert, 1996, p. 67) Today's learners seek a shift toward learning partnerships and learning cultures. They want to learn by doing, experiencing, inventing, and creating rather than consuming prepackaged instruction.

From Teacher-Centered to Learner-Centered. This does not suggest that teachers play lesser roles. Teachers remain essential to the creation and structuring of learning experiences. N-Geners are challenged by teachers who engage them in discussing, debating, researching, and collaborating on projects instead of by teachers who seek to "pass on" information.

From Absorbing Material to Learning How to Navigate and How to. From Absorbing Material to Learning How to Navigate and How to Learn. N-Geners assess and analyze. More importantly, they synthesize. They engage information sources and people to build or construct higher-level structures and mental images.

From School to Lifelong Learning Previous generations divided life into the school years and the work years. Today's learners understand that in a world of constant and rapid change with knowledge doubling annually, learning is a lifelong process. They are motivated by a challenge to master or a problem to solve.

From One-Size-Fits-All to Customized Learning. Mass education was a product of the industrial economy. Today's students expect to be treated as individuals—to have highly customized learning experiences based on their background, talents, and cognitive and interpersonal styles. After all, that is the way they structure their nonschool learning experiences.

From Learning as Torture to Learning as Fun. One of the goals of schools should be to make learning fun. Entertainment has always been a profound part of the learning process and teachers have, throughout history, been asked to convince their students to entertain ideas. The best teachers are entertainers. Entertainment builds enjoyment, motivation, and responsibility for learning.

From Teacher as Transmitter to Teacher as Facilitator. As N-Geners –assume more responsibility for their own learning, –understand learning to be a social act, and –use the new technologies available to them, …they need teachers who can act as a resource and consultant to their learning. They seek teachers who can support their emerging competence as collaborators, researchers, analyzers, presenters, and resource users.

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI