Inventing the Future of ICT in Education Dave

Inventing the Future of ICT in Education Dave Moursund University of Oregon NECC SIGTE Workshop 6/26/05 1

My Career Path as a Futurist: (With tongue in cheek. ) Them that can, do. n Then that can’t, teach. n Them that can’t teach, teachers. n Them that can’t teachers, become futurists. n Them that can’t be good futurists, write books about futures. n NECC SIGTE Workshop 6/26/05 2

Alan Kay Don't worry about what anybody else is going to do. … The best way to predict the future is to invent it. (Alan Kay) Moursund, D. G. (2005). Planning, Forecasting, and Inventing Your Computers-in-Education Future. Free book available on Moursund’s Website. http: //darkwing. uoregon. edu/~moursund/dave/ NECC SIGTE Workshop 6/26/05 3

Moursund’s 1981 Forecast By the year 2000, our schools may well have one microcomputer for every two students. A typical student may use computer assisted instruction materials for an hour or two per day. The computer, rather than textbooks and other print materials, may be the dominant mode of instruction. The potential impact upon teachers is not clear. NECC SIGTE Workshop 6/26/05 4

What Future to Invent? My Current Opinion n Current teaching and teacher-centered system driven from “above. ” versus Learning and learner-centered system designed to empower students and those who directly facilitate students learning. We need a major paradigm shift!!! n NECC SIGTE Workshop 6/26/05 5

Educational Change Fighting alligators. (There are many good & not so good models of change. ) a. “When you are up to your neck in alligators—that is not the time to start thinking about draining the swamp. ” b. “When you are up to your neck in alligators—that is the time to start thinking about draining the swamp. ” c. The swamp is a protected wetland, and alligators are a protected species. Rethink the problem; select a different metaphor. NECC SIGTE Workshop 6/26/05 6

Educational Improvement: Continual Improvement NECC SIGTE Workshop 6/26/05 7

Educational Improvement: Paradigm Shift NECC SIGTE Workshop 6/26/05 8

Learning and Learner-Centered n n Learn to learn and to self assessment. Learn to take responsibility for one’s past, current and future livelong learning. Develop needed levels of expertise in the basics —read, write, speak, listen, math, ICT, being a responsible person, etc. Develop self-satisfying and society-satisfying levels of expertise in intrinsically and extrinsically motivating areas of one’s choice. NECC SIGTE Workshop 6/26/05 9

Expertise NECC SIGTE Workshop 6/26/05 10

Problem Solving as a Component of Expertise This includes activities such as: 1. 2. 3. 4. 5. Recognizing, posing, clarifying, and answering questions. Recognizing, posing, clarifying, and solving problems. Recognizing, posing, clarifying, and accomplishing tasks. Recognizing, posing, clarifying, and making decisions. Using higher-order, critical, creative, and wise thinking to do all of the above. NECC SIGTE Workshop 6/26/05 11

Lower-order & Higher-order Components of Expertise NECC SIGTE Workshop 6/26/05 12

Lower-order & Higher-order Components of Expertise NECC SIGTE Workshop 6/26/05 13

An IEP for Every Student? The paradigm shift brought about by PL 94 -142 and related included IEPs for perhaps 10% of students. n Would education be changed if every student had an IEP, and how would that fit in with the paradigm shift I am proposing? n Roles of ICT in all of this. n NECC SIGTE Workshop 6/26/05 14

ICT Education of Every Teacher n n ISTE’s NETS for Students, 12 th grade. ISTE and NCATE’s ICT for Preservice Teachers. Competent to routinely teach in high ICT classroom and lab environments, including handling hardware & software challenges. Competent to play a significant role in the paradigm shift to learning and learner-centered education. NECC SIGTE Workshop 6/26/05 15

Some Broad 20 -Year Forecasts n n n Increased worldwide population; environmental pressures; diversity. Improved communication and transportation; global village; flatter world. ICT capabilities increased by a factor of 1, 000 to 10, 000. Factor of three growth in technology. Nanotechnology and genetic engineering use are common. NECC SIGTE Workshop 6/26/05 16

Examples of What I Teach Prerequisite is ISTE 8 th grade standards Audience is preservice & inservice teachers. NECC SIGTE Workshop 6/26/05 17

Syllabi and Resources Detailed syllabi at: http: //darkwing. uoregon. edu/~moursund/d ave/teaching_courses. htm n Free books and other materials that cover the content of all of my courses: http: //darkwing. uoregon. edu/~moursund/d ave/index. htm n NECC SIGTE Workshop 6/26/05 18

Prerequisite Assumptions Intellectual maturity & self-responsibility. n Fluency in word processing. Email, and use of the Web. n Skillful (or, can gain skill on their own) in desktop publication & presentation. n Access to students in school settings. n Intrinsically & extrinsically motivated. n NECC SIGTE Workshop 6/26/05 19

Desktop Publication and Presentation Learning on your own. n Taking responsibility for your own learning. n Self assessment. n Informal peer instruction. n NECC SIGTE Workshop 6/26/05 20

Hit the Road Running Learn to translate theory into practice. n Through use of journaling, short assignments, and term-length assignments students are expected to explore classroom applications of the general ideas covered in my course. Typically they are doing in-school practicum during this time. n NECC SIGTE Workshop 6/26/05 21

ICT in the Craft and Science of Teaching and Learning Examine various components of what students have learned and are learning in their teacher education program. n Transfer of learning to and from ICT and non-ICT components of teacher ed. n Emphasis on understanding theories of education and roles of ICT in implementing these theories. n NECC SIGTE Workshop 6/26/05 22

Problem Solving n n n The general topic of problem solving and roles of ICT in problem solving lies at the heart of my courses. Problem solving is a significant component of the content of every discipline taught in the K-12 curriculum and of increasing expertise in every discipline. Information retrieval and problem solving. NECC SIGTE Workshop 6/26/05 23

ICT-Assisted Project-Based Learning Reasons for this: • • • Routine integration of ICT. Learner and learning-oriented. Intrinsic motivation. Authentic content and assessment. Rubrics, milestones. Learning to learn & work in a team environment. Produce a product, performance, or presentation in a “revise, revise” time-limed environment. NECC SIGTE Workshop 6/26/05 24

ICT Integrated into the Content of Disciplines n n ICT as a “basic” of education and a routine tool used in all disciplines. Domain specificity: ICT tools that are especially designed for problem solving in specific disciplines. For example: • • Theoretical, experimental, and computational sciences. Music Art and animation. Business and economics. NECC SIGTE Workshop 6/26/05 25

Artificial intelligence As an important topic in its own right. n As a component of the spelling and grammar checkers in a word processor. n As an opponent and/or a partner in computer games. n As a competitor and/or partner in problem solving and other cognitive aspects of productivity. n NECC SIGTE Workshop 6/26/05 26

Computer-Assisted Learning and Distance Learning n n These two areas come together as CAL is delivered via the Web or other network. Highly Interactive Intelligent Computer-Assisted Learning (HIICAL) • Facilitates individualization of instruction. • Can out perform human teaching in an increasing number of situations. n n DL and HIICAL are a major paradigm shift in education. The environment supporting DL and HIICAL also supports routine integration of ICT. NECC SIGTE Workshop 6/26/05 27

Students with Exceptionalities n Roles of ICT in working with: • • n Special Education Talented & Gifted Education Students with dual or multiple exceptionalities Value of physical and mental augmentative aids Rate of learning and capacity to learn: typical classroom has a factor of four to five in learning rate between fastest and slowest student. NECC SIGTE Workshop 6/26/05 28

Staff Development Possible paradigm shift to each teacher thinking of him or her self as: • • • Routine participant in self-development as a professional educator. Routine contributor to staff development of others in one’s school and district. One-on-one staff developer and demonstration teacher in their schools. NECC SIGTE Workshop 6/26/05 29

Grant Writing and Other Ways to Obtain Resources I routinely teach a two-week unit on this. n Students like it and write reasonably good grant proposals for the assignment. n It is a good way to draw together ideas covered in other components of the course. n I get good feedback from past students on how they have used this learning. n NECC SIGTE Workshop 6/26/05 30

Assessment Authentic content, instruction, and assessment. n Computerized testing—traditional or adaptive. n Self assessment; roles of rubrics. n Peer assessment and peer feedback. n NECC SIGTE Workshop 6/26/05 31

Final Questions and Discussion NECC SIGTE Workshop 6/26/05 32