Potent practices
Another excellent Edublogs.org weblog
So what should we be teaching our kids?

This compendium of ICT-related skills for the 21st century is worth scrutinizing – Blooms digital taxonomy.

The original version of Bloom’s taxonomy, and the revised version, are fine as far as they go.  But, as author of the digital taxonomy, Andrew Churches, notes:

“The elements and actions cover many of the actions we undertake in our classroom practice, but they do not address the newer objectives, processes and actions presented by the emergence and integration of ICT into the classroom and the impact on the lives of our students”. 

This digital taxonomy is an attempt to build on Bloom’s revised taxonomy and to redress the omission.

November 20th, 2008 at 9:49 pm and tagged , ,  | Comments & Trackbacks (1) | Permalink
The Power of Collaboration

Upon creating my first blog and being plagued and frustrated by all sorts of problems when attempting to edit, I put out an S.O.S. Sure enough, my colleague and friend, Marie Salinger relplied with this message:

“Not sure why these issues are happening. I have always found the interface very easy to use. Don’t recall any error messages similar to the ones you describe. Will try to do a few things here – just to test. You can delete when ready”

And the insert that she added to this blog (see just below in this post), as part of the process to test out how it was working, was fascinating itself. I was stuck by the serendipidous irony that the general theme of the main video she inserted (and the other videos associated with it) was about the power of people sharing ideas (using online platforms, for example, to pool and unleash their combined creative energies to solve problems and come up with brilliant innovations). Thanks for sharing Marie!

November 15th, 2008 at 4:54 pm and tagged , , ,  | Comments & Trackbacks (0) | Permalink
schools and schooling – what’s changed and what needs to change?
Are we adequately equipping our students to confidently and competently navigate the complex and changing world in which they find themselves now and in which they will find themselves in the future?
 
It is a question that educators the world over have asked themselves since time immemorial and a question that perhaps has an urgency now as great or greater than ever before. 

I teach at Whitefriars College, a secondary college in Melbourne, Australia.  10 years ago, Whitefriars College decided that all students would be equipped with laptop computers.  It was envisioned that such tools would give the students and the teachers tha ability to communicate with each other any time and the potential to access a wealth of information anytime, anywhere.  It was anticipated that they would have access to a cornucopia of resources from the biggest library in the world  – the world-wide web

 
For most of the last 10 years we have focused on the notion of the internet primarily as an incredibly rich, if somewhat chaotic, source of information that teachers and students alike could mine to enrich their understandings (assuming that they were taught the skills to efficiently search, critically filter and evaluate the wealth of information ‘out there’).  Similarly, our own College intranet was seen primarily as a repository of all sorts of useful information – if not a ‘one-stop shop’ then, potentially at least, a ‘first-stop shop’ for the bulk of the information most relevant to our learning programs. 

Today, enormous mountains of information about every conceivable topic can be quickly accessed at the touch of a button.  It is easy to be buried under a huge avalanche of facts, figures, insights, utterances and opinions about every subject under the sun.  Frenetic change, usually riding on the back of new discoveries and ideas (as well as the reworking, evolution and synthesis of older ideas), is the norm in virtually every facet of life.  And such change, ubiquitous and pervasive, leads to the creation of new mountains of information. 

In such a context, what should we be teaching our children?

 Many facts that were deemed, years ago, to be vitally important for us to teach our children are now seen to be of dubious relevance for today’s world. Additionally, the facts that might still have currency can be found quickly by judicious use of an internet search engine. 

Increasingly, it is acknowledged that the skills and understandings that we should be teaching are those that have utility across many disciplines, and whose relevance is more likely to be enduring in today’s rapidly changing world.  These include the skills and understandings;
- to quickly find, critically sift, check and analyse a wide variety of sources of information,
- to share and critique ideas (and have one’s own ideas critiqued by others, near and far),
- to create and refine, and
- to present ideas clearly, effectively and efficiently, in a variety of ways appropriate for different audiences. 

So, if these sorts of skills and understandings are deemed to be of critical importance, how has Whitefriars utilised (and helped students to utilise) ICT to help develop them? Our use of computers and information communications technology at the College has evolved over the years.  Yes, we probably have the first ‘dot point’ (efficiently finding and judiciouslly filtering information) covered ‘in spades’. Yes, email communication between teachers and students remains an important method of seeking and obtaining quick feedback.  Yes, use of the internet and intranet remains a useful and very efficient way to find information.  The rest of the listed skills and understandings we are working on but still have a way to go. Various software applications are utilised which are helpful for filtering, manipulating, creating or demonstrating ideas and products.  The sorts of learning resources that we are creating, and providing student and teacher access to, have evolved to include an increasing number of interactive programs and learning activities.  Up until recent years, however, the interactivity has generally been between the student and the program rather than simultaneous/synchronous interactions between multiple users. 

In the last few years this paradigm has been challenged by the notion of so-called web 2.0 technologies.  The internet is no longer viewed merely as a place where we can find (or to which we can upload) static information.  Increasingly, it is seen as a platform that individuals can use to communicate or network with others, to share and critique and collegially edit information and ideas.  Use of blogs, wikis, and various online social networks are just some examples of the many types of human intra- and inter-group online connections that are becoming increasingly ubiquitous. 

 

The challenge for educators over the last few years has been, and remains, manifold; to keep focused on what they believe to be the highest priority learning outcomes that will best serve our students, to keep abreast of and become skilled users of information and communication technologies, and to continually reflect on and re-appraise the nexus between the technology available and the ways it might be adapted and utilized to foster the skills, insights and understandings deemed to be most valuable.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

November 12th, 2008 at 8:15 am and tagged , , ,  | Comments & Trackbacks (0) | Permalink