Theme+3+Table+8+(Blue)

=Theme 3 Table 8 (Blue) = Implications of continuously emerging technologies for professional learning and educators

Facilitator: Jenny Millea Provocateur: **Jenny Millea** Topic: Has professional development for ICT in education failed?


 * Transcript of video**

[|Millea Provocateur session]
 * Video (large file of 19meg)**
 * Comments from the Table to be added below**

Theme 2: Implications of continuously emerging technologies for professional learning and educators

Some possible implications are here: explore those implications and add any other topics that need to be considered.

What are the implications of continuously emerging technologies on the skills needed by educators? What literacies will they need? What new skills? What will their role be in relation to students? Different? the same? new? ambiguous?

How much of formal pl part of actual pl happenning? Is it on the job,fiddling round? Just in time,incident conversations? Academic conferences? Not what happens inside the room but outside, picking up ideas DER policy – kids need to use technologies so we need ot use morem tech in teaching, is there policy which says that we want to achieve x by using technology Teaching using tech can have different ideas eg powerpoint, presentation Most pl experiences generic not customised,doesn’t address changing perceptions of teaching, not focus on transformationof teaching buton skills It’s the pedagogy stupid PD around education has failed, not specific to ICT, esp in HE. Little impact. Serial PD attenders – same people all the time Offer PD in whatever form around a topic not a technology People won’t use technology the way expected. If people don’t have time.... Is it possible to come up with good PD: exploration of good practice? Move away from prhase PD towards educational devellopment eg curriculum dev, pedagogy –catch it in those edu terms rather than PD. ‘eleanring’ an evolutionary process. Thinking about ‘learning’ - tech is just the tool Training integrated with their work, - meaningful activity Strategic thinking to build on existing knowledge Something being done to you - ‘being ‘PD’d Exemplars –show how relevant to thei teaching practice Need just in time support Focus on process (ie around a project) where people are committed and so the tech is means to deliver that process. Teach teachers and teach students at the same time Can depend on individual teachers. Scope for person with expertise in both ICT and pedagogy Require one assignment to be technology based (John Hedberg eg) Show and tell – connection between the ‘thing’ and meets a the need. Connection. Intersection points – pedagogy,technology, content Tech interacts with the content. Assessment needs to be addressed in relation to where and how tech is included in curricululm and then what is assessed. TAFE teachers in vic with PD days – not formal. PD days need to be used properly. In other professions peoplehave torecord what PD they have done and those courses need to be approved by the accrediting body. Need to do this to maintain a professional standing. In schools need more formal mentoring as well as PD days. Move resources from PD days into school-based mentoring. Issue re peer review – could peer review of teaching in HE be a possibility? Overtime, the complexity of tools will decrease and base level skills of teachers will be higher Rob Fitzgerald, Helen (DEEWR),Dave Cummings, John Hedberg, Jen Dunbabin, Christine Dennis, Barney delgardo

What skills are required of the 21st century teacher? Who teaches the teacher? What is the impact of emerging technologies on teaching? What is the impact on teachers? Are there differences between sectors? With different student cohorts?
 * Skills**

How can professional learning be 'made to work' for teachers and ICT - now and into the future? just in time/workshops/ICT mentoring/online/learning communities
 * Models of professional learning**

Can supports can be put in place to support self-directed professional learning?
 * Self directed**

student learning: What measures could or should be put in place to measure the success of professional learning? Should it measure teacher's knowledge, student performance etc

career: What are the intrinsic motivators to support self directed professional learning now and into the future?

How do systems and organisations manage and/or impose professional learning on teaching staff? How do these systems and organisations respond to constant change? What do they need to have in place?
 * Systems direction**

teaching and learning policies/plans/external assessment/career dev/school, org reviews


 * Other**