Theme 1 Table 6 (Lilac)

Implications of continuously emerging technologies for learning and learners

Facilitator: Helen Galatis
Provocateur: Ruth Wallace
Topic: Remote access and indigenous communities (full title to come)

Comments from the Table to be added below

learning enviornment can be on beaches, local communities, with the elders
digital portfolios work when they are on a USB stick and stay with the learner
the students are mobile, the schoolsa re not
NB mers and leaders
assive turnover of teachers and students - need to design for a system, not a school or a class

Skills Knowledge and literacies
expertise in the community is central to the learning
eg weaver wanting to sel their weaving - bring the ICT
invest in teachers and leaders

Assessment and curriculum development
assess strenght based assessment
sment rhough voice and pictures, about them doing what they do well vs being externally assessed
deficit models of assessment v
low relevane of national curriculum


Big ideas
How do you systematise such local approaches, the only ways that work?
Have to use the online spaces that kids already inhabit (ie, on their mobile devices) rather than designing systems and ways to get the kids to the central space

The “me” in the curriculum is what makes sense... whose purpose counts
Give the kids the technology and let them work it out.. support them with “how to” not “you should”
Peple want to contribute as much as they get back – be part of a global community that makes sense to them

National curriculum will be an issue for these kids – not designed to meet their needs
Invest in indivi
Students and teachers with high mobility in communities
Technology needs to go to the communities (eg Mac with music, history)
Student portfolios work when the are on USB – in the hands of the learners
Importance of reliable infrastructure – use the lowest demoninator but the best access
Cultural safety and IP are issues that need to be specifically addressed
Move the learning to the learner and out of the institution
Balancing the personal needs of students
and recognising diverse systems

Cultural issues and awareness:
Eg digital learning objects with cartoons that are not of their world
Centre of the learner is the community, not the school
Working cross generationally with elders etc essential

Traditions are different – eg classification of objects,
Assessment – compact delivery models where take something that the ed system sees as a long course and compacting it into a 2 week block, doing intensive

Teaching methods