Jim_Devine_Handout Slides_UE_presidency

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Connected Thinking for Connected Classrooms

Models of Professional Development Jim Devine President, IADT, Ireland

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“The OECD …strongly pleads for a re-framing of the initial un-met expectations of the potential of technology in education, while recognising that technology has contributed to important contextual changes in education” Report of the ICT Cluster

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Any model must be prepared for disruptive change Context

Evidence -base

Policy

Review

Actions

Delivery

What’s new and disruptive today may well be commonplace tomorrow

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The Digital World: A Complex Ecosystem Initial and in-career Teacher Training:

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Communities: Informal Learning

Governments and Policy Makers

Parents Schools: Leaders, Teachers Students

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It has always been about innovation, but we got sidetracked for a while in the technology and the language of ICT Innovation Personality Traits (Wolfe) – remembering how and why we do it  Curiosity

Self-control

 Risk Taking

 Interpersonal Skills

 Critical Thinking

 Collaborative Skills

 Resilience

 Dealing with Ambiguity

Understanding the Risk Appetite of the School/Organisation

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Towards a goal of Digital Fluency: Digital Competence for Life and for Work

Technology and Professional, job-specific eSkills

‘Digital’ is all-pervasive www.iadtprojects.com

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Your vantage point determines what you can see (and‌.what you cannot see!)

Formal

Informal

Sustain

Improve

Supplement

Disrupt

Re-invent

Transform

(Charles Ledbetter)

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Social and Emotional Conditions of Learning in the Connected Digital World

Re-interpreting Maslow for The connected world

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Policy Vectors

Inclusion

Embedding Media Literacy Charter

Infrastructure and Investment Decision-making

Defining Digital Competences Leadership

Safety Home/School Teacher CPD Teacher Initial Education

Futures and Experimentation Build on Existing Initiatives

Embedding Digital Competences In the Curriculum Content Strategy

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Delivery  Thematic approach to the ‘Policy Vectors’ Agile and responsive to the rapid changes that the evidence base brings to our attention  CPD is not just for teachers  Embed concepts and tools of ‘Innovation’ and ‘Risk Management’ in all leadership CPD  Achieve scale and accreditation for CPD and introduce thematic modules within initial teacher training programmes  Acquire digital media expertise through strategic partnerships  Provide CPD on a cascaded basis: develop a core of expert trainers drawn from among the body of teachers/trainers and invest frequently in programmes to keep this group at the cutting edge  Evaluate everything. Contribute to and develop a keen awareness of the evidence base

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We are now very well-informed about ‘schools’ and we are beginning to understand the home-school nexus  New Millennium Learners  Longitudinal engagement of the ICT Cluster and their recent report  Policy Briefs and Studies undertaken by IPTS  Mature understanding of the Media Literacy and Digital Literacy Agenda and an emerging goal of Digital Fluency  Studies and repositories of ‘good practice’ e.g., www.kslll.net  Well-developed platforms and portals of particular relevance to young persons, e.g., Schools e-Twinning, e-Portfolio, EuropPASS

But all of this is still a patchwork that needs to be drawn together more effectively

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And to Conclude  There is a substantial and growing evidence base in relation to online behaviours in general and to learning behaviours in particular What has been learned to date in respect of schools ‘ICT’ programmes suggests that it is time to re-frame expectations  We are well-placed to develop policy guidelines and it is timely to do so now  Alignment of purpose and of available resources from top to bottom has to be the goal – policy should lead to credible, cohesive actions  To embed an innovation culture, we must acknowledge and manage risk Embrace a goal of universal digital fluency  We must be alert to questions of inclusion – the first and now the second digital divide

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