Making it happen: Teaching the Technology Generation :Making it happen: Teaching the Technology Generation Will Stewart University of Bradford


Beyond “no significant impact” :Beyond “no significant impact”


Outline :Outline Why “no significant difference”? Impact of Government Characteristics of today’s learners Model for teaching & learning in 2020


Technology generation :Technology generation Sat Nav Email Memory Sticks Powerpoint Excel Word Access Internet Explorer Sky Satellite TV CDs DVDs Digital Cameras Blogs Mobile Phones


No Technology Generation :No Technology Generation Myspace Bebo Facebook MSN Google Youtube 4OD Ipod Limewire Laptop Xbox Wii PSP Skype Mobile Phone Firefox Games (3D) e bay


Slide 6:For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society. (Don Tapscott (1998). Growing up Digital:The Rise of the Net Generation)


Why “no significant impact”? :Why “no significant impact”? Over the past 20 years technology has had no significant impact on teaching and learning.


No significant difference to: :No significant difference to: Curriculum Assessment Pedagogy Institution


We have used technology to: :We have used technology to: replicate our traditional, highly centralised, one-size-fits-all, industrial model of education To do what we have always done


Slide 10:As technology has become more and more pervasive, our institutions have become less and less learner-centred


Slide 11:Institution Decides time and place; chooses teacher Teacher Chooses subject matter, structure, teaching methods, pace Syllabus Student Assessment Institution-centred system


Characteristics of today’s learners :Characteristics of today’s learners They want to learn They know what they want to learn They know how they want to learn They are all different – different experiences, different learning needs


Slide 13:There is no standardised learner


Slide 14:Today’s 15 year olds were born in 1993


1993 :1993 The year the Web was born


Slide 16:The use of digital technology has been completely normalised and fully integrated by this generation…


Slide 17:Because of this they have distinctive ways of thinking, communicating, and learning


Today’s learners are…. :Today’s learners are…. Creative producers


Today’s learners are…. :Today’s learners are…. Creative producers


Slide 20:….are building websites,posting movies, photos and music to share with friends,family and beyond


Today’s learners are…. :Today’s learners are…. Creative producers All day, every day communicators


Slide 22:…Texting and MSNing to maintain their network


Slide 23:One in three people would not sacrifice their mobile phone for one million pounds or more, with women leading the way on those most likely to refuse. Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)


Slide 24:Most respondents aged between 16 and 24 would rather give up alcohol, chocolate, tea, coffee and even sex, than live without their mobile phone for a month. Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)


Slide 25:I'll give up money, sex ... but not the mobile


Slide 26:Text not sex


I'll give up the mobile…but not my favourite hot drink :I'll give up the mobile…but not my favourite hot drink Carphone Warehouse and the London School of Economics: Mobile Life Survey (2007)


Today’s learners are…. :Today’s learners are…. Creative producers All day, every day communicators Information gatherers


Slide 29:Google and Wikipedia are their first port of call Cut and paste as a way of life


Today’s learners are…. :Today’s learners are…. Creative producers All day, every day communicators Information gatherers Social networkers


Slide 31:They share and collaborate They access a global audience


Question :Question So how do these learners fit into our present education system?


Answer :Answer Not very easily


Maths failure 'threatening UK economy’ :Maths failure 'threatening UK economy’ Britain's failure to teach mathematics at both school and university level to a high standard has cost the economy £9 billion Standards in maths are slipping due to government interference, the report concludes. (Reform, 03/06/08)


One million pupils 'failed by Labour exam policy :One million pupils 'failed by Labour exam policy An 'entire generation' of school children has been let down by the Labour government, a new study has claimed. The report, by the Bow Group, reveals that almost a million teenagers failed to achieve even the lowest grade, a G, in five GCSEs since the party came to power. (Guardian, 20/04/08)


Slide 36:In 2006 nearly 5% of pupils in state schools - 28,000 - got no GCSE passes almost 25% - 146,000 - got no more than D grades.


Schools below 30% GCSE target :Schools below 30% GCSE target 638 secondary schools in England below the government's "floor target" of 30% of pupils getting at least five good GCSEs including English and maths, in last year's results. 9th June 2008


Schools told to improve or close :Schools told to improve or close Almost one in five secondary schools in England is to be given a warning to improve exam results or face closure. June 10th 2008


The National Challenge :The National Challenge These National Challenge Trusts will see the shutting down of the failing school and a re-opening of a new school, to be run as a joint project with a high-performing local school and a partner such as a local business or university, with up to £750,000 funding.


The Pony Express :The Pony Express


Government’s education ambitions :Government’s education ambitions * Joint Birth Registration: Recording Responsibility [2008] * Back on Track: A strategy for modernising alternative provision for young people [2008] * Raising Expectations: enabling the system to deliver [2008] * The Children's Plan: building brighter futures [2007] * Care Matters: Time for Change [2007] * FE Reform: Raising Skills, Improving Life Chances [2006] * Higher Standards, Better Schools for All [2005] * Skills: Getting on in business, getting on at work [2005] * 14-19 Education and Skills [2005] * 21st Century Skills - Realising our Potential [2003] * The Future of Higher Education [2003] * Promoting achievement, valuing success: a strategy for 14–19 qualifications [2008] * Raising Expectations: staying in education and training post-16 [2007] * Care Matters [2006] * Offender learning [2005] * Youth Matters [2005] * Parental separation [Jan 2005] * Every Child Matters [2003] * 14-19: Opportunity and Excellence [2002] * Schools: Building on Success [2001] * Meeting the childcare challenge [1998] * The Children's Plan: building brighter futures [2008] * Departmental Strategic Objective Indicators [2008] * Ten Year Youth Strategy [2007] * Progression through Partnership * Academies Sponsor Prospectus 2007 * Department Equality Schemes * The Offer to Schools 2006-2007 (Secondary National Strategy - Pupils aged 11 to 16 years) [2006] * Five Year Strategy for Children and Learners: Maintaining the Excellent Progress [2006] * e-Strategy - Harnessing Technology : Transforming learning and children's services [2005] * A Five Year Strategy for Children and Learners [2004] * National Skills Academy Prospectus * Education and Skills - Delivering Results: a Strategy to 2006 [2002] * Building Colleges for the Future: the LSC's National Capital Strategy for 2008-9 to 2010-11 (PDF 1,540KB) * Life Chances: Supporting people to get on in the labour market (PDF 1,072KB) * Innovation Nation White Paper (PDF 1,373KB) * Analytical reports in support of the Innovation Nation background evidence paper o Open By Design - The Role of Design in Open Innovation (PDF 663KB) o Absorptive Capacity and Reginal Patterns of Innovation (PDF 326KB) o Innovation Modes and Productivity in the UK (PDF 282KB) o Business Innovation Investment in the UK (PDF 436KB) o White Paper Erratum (PDF 9KB) * The Race to the Top: the response to Lord Sainsbury's Review of Government's Science and Innovation Policies (PDF 716KB) * UK Civil Space Strategy: 2008-2012 and beyond (PDF 1,438KB) * Ready to Work, Skilled for Work: Unlocking Britain's Talent (PDF 604KB) * World-class Apprenticeships: Unlocking Talent, Building Skills for All. (PDF 1,103KB) * Unlocking Britain's Talent Leaflet (PDF 511KB) * Promoting good campus relations, fostering shared values and preventing violent extremism in Universities and Higher Education Colleges (PDF 584KB) * Academies, Trusts and Higher Education:prospectus (PDF 703KB) * ESOL consultation document (PDF 526KB) * Value for Money Delivery Agreement (Word Document 176KB) * Government Office for Science: Science Review of the Home Office and the Ministry of Justice (PDF file 3,392KB) * Consultation on update to the Code of Practice for Scientific Advisory Committees: summary of responses and Government response to consultation (PDF file 256KB) * Code of Practice for Scientific Advisory Committees (PDF file 2,179KB) * Safeguarding Young People in HEIs Guidance (PDF file 462KB) * DIUS Simplification Plan 2007 (PDF file 196KB) * Science Budget Allocations Update (PDF file 2,119KB) * Train to gain: a plan for growth - full report (PDF file 260KB) * Train to gain: a plan for growth - executive summary (PDF file 132KB) * Opportunity, Employment and Progression: making skills work (PDF file 456KB) * Adult Learning and Skills - Investing in the first steps (PDF file 572KB) * LSC Grant Letter 2008-09 (PDF file 768KB) * LSC - Our Statement of Priorities (PDF file 1576KB) * Bovine tuberculosis in cattle and badgers: a report by the chief scientific adviser, Sir David King (PDF file 103KB) * New Higher Education Funding Incentives 2008-11 (PDF file 584KB) * Increased support for students in higher education (PDF file 27KB)


Vision 1 :Vision 1 Our vision is one in which these aspirations are realised for all children and young people. (Gilbert 2020, 2006)


Vision 2 :Vision 2 A compelling vision for the UK. The Review recommends that the UK commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels. (Leitch, 2006)


Vision 3 :Vision 3 Our vision is that each individual maximises their potential through personalisation of their learning and development. (Harnessing Technology, 2005)


Vision 4 :Vision 4 The Vision – we need to maximise and fulfill the potential of all our people – young people and adults- to contribute knowledge and skills of world-class quality. (Foster Report – Realising the Potential, 2005)


Vision 5 :Vision 5 Our vision is that within the next 10 years the Higher Education sector in England will be recognised as a major contributor to society’s efforts to achieve sustainability through the skills and knowledge that its graduates learn and put into practice. (HEFCE e-Learning Strategy, 2005)


Principles of reform :Principles of reform Greater personalisation and choice for every child Better teaching More flexibility to combine school,college and work-based learning More vocational provision A broader, richer and more interesting curriculum Support for every young person and adult to develop skills needed for employment and life Lifelong learning for all High quality university courses with excellent teaching Increased and more flexible access to higher education


Under 5s :Under 5s disadvantage starts early in life and children who get a poor start tend to fall further behind as they go through the education system. And despite the improvements we are still not providing enough childcare places in a flexible way that meets parents’ needs.


School age years :School age years There are still too few excellent secondary schools for parents and pupils. While standards have risen, they are not yet high enough for all. Parents and teachers worry about truancy and bad behaviour


14-19 year olds :14-19 year olds Too many pupils drift, become disenchanted with school or get into trouble and drop out at 16. Vocational learning is still seen as second best. And pupils leave school insufficiently prepared for the world of work.


The world of work :The world of work The UK lags behind other countries in terms of output and skills. A large number of adults lack vital skills in literacy and numeracy. And too often the training system does not give employers the sort of courses and qualifications that suit their business.


Government’s education ambitions :Government’s education ambitions Balls


What they don’t understand is… :What they don’t understand is… No matter how many reports and initiatives you produce, there will be “no significant impact” to the education landscape until you replace the existing model


Slide 55:As long as we continue to replicate traditional models of teaching and learning, and continue to treat all students as if they were the same, we will still find that, come 2020, that there has been “no significant impact” in terms of quality, achievement, relevance, skills


Slide 56:As long as we continue to bolt on technology to the traditional teaching approaches we will continue to alienate a large proportion of learners


Making it happen :Making it happen


So, today’s learners….. :So, today’s learners….. Live on the Web Interact Network Aggregate resources Build communities Create Share collaborate


Slide 59:How do design an education that is relevant to them?


Slide 60:Learner-centred system Institution


Making it happen :Making it happen Re-visit our conceptualisation of teaching and learning Engage meaningfully with the world our learners live in Integrate the technologies that are relevant to the demands of their networked society


Enable :Enable real personalisation real collaboration real creativity real learner participation


Curriculum :Curriculum Dynamic Negotiated Interdisciplinary Blend formal and informal learning


Learning tasks :Learning tasks Authentic Personalised Learner-driven Learner-designed Experiential Relevant Engaging


Resources :Resources Media rich Informal and formal sources Global Multiple Relevant


Communication :Communication Open Peer-to-peer Multiple types


Process :Process Active Dynamic Reflective Collaborative Performance and inquiry based


Content :Content Encourages thinking, understanding and discussion Offers diverse perspectives and representations Involve learners creating, sharing and revising ideas


Scaffolds :Scaffolds Support for learners networks of peers, teachers, experts and communities


Slide 70:We need new approaches to learning that go beyond “no significant impact”


Teaching and Learning for the Web 3.0 generation :Teaching and Learning for the Web 3.0 generation It’s too late for the Google generation We weren’t ready for them and we have undersold them. We can be ready for the Web 3.0 generation


Slide 72:The technology is here to make learning excellence happen


Slide 73:We owe it to the young people who will be coming to ask us to help them with their learning


So… :So… Make it happen!


Slide 75:Thank you for listening….. ….and any questions?


Slide 76:Will Stewart E-Learning Advisor University of Bradford w.stewart@bradford.ac.uk 07775 66 55 44