Theme+1+Table+6+(Lilac)

=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**

Mobility 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

Certification

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, y 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

Roles

Other