edet9320 Beijing - Daily Summary

Lecture 1  - Introduction (John)

• Introduced the topic and the learning outcomes.
• Emphasised that students need to 'get organised' e.g. obtain the core readings, topic handbook, and lecture/tutorial notes; and ensure they receive regular emails via their Flinders email.

• Discussed first core reading by OECD e.g. Economic, social and pedagogical reasons are argued to be necessary for the use of ICT in education. 

•  Discussed a matrix to discuss that all ICT use is not the same and the need for a balance between traditional and emerging learning environments.

•  Constructivist learning theories underpin 21st century learning .
• The role of the teacher is to teach and coach.

•  The Internet has predominantly been used in education as a resource to develop students' information literacy skills e.g. BIG6.
  
• When using the internet, students need to develop their critical literacy skills.
  

• Reviewed some changes in learning and teaching approaches that have been happening in Europe (described in the elearning Europa core reading) and discussed how these changes are, or are not happening in China, especially in our particular working place. The conclusion is that although some changes are difficult, we still need to be positive by trying to work out possible solutions in our own teaching process.

• Used the Learning with ICT Matrix to analyse how teachers use the Internet with students and how this could be improved by focusing on higher order thinking skills and the characteristics of meaningful learning environments.
• Discuss how Slam Dunk Lessons using PPT can be designed by teachers to develop students higher order thinking skills.

•  Identified the many complex factors influencing the successful integration of ICT in education e.g. related to teachers, the change process and the whole school.
• Examined what the research says about how transformation of teaching and learning with ICT can only be achieved if teachers' understand how people learning and constructivist learning theories.

•  Examined what the research says about teacher professional development e.g. it is a process not an event.
• Described how professional learning communities have the best prospect of sustainable change (DuFour - Core Reading).
  

•  Discussed each of the 5 assessment tasks for this topic.
  

•  Discussed the diagram in the Core Reading by Hooper and Rieber about the 'critical turning point' along the transformation continuum.
• Transformation of how teachers' use ICT in education can only be achieved if teachers shift their learning philosophy frm a behavioural to a cognitive view.
  

• ICT has not impacted significantly on learning or organisation (Elliot - Core Reading).
  
• Micro and macro changes are needed to transform learning and teaching with ICT.
  

• The development of schools to integrate ICT and modify methodologies is a very complex process requiring high level and distributive leadership.
• If methodological transformation is a goal, staff learning communities have the best prospect of achieving sustainable change.

•  Double session role play
  

•  Double session role play
  

•  Standards based school reform dominates Western schools.
• 'Good' standards based reform is focused on student attainment. It is public (not private) and supports teachers to work in teams to compare, discuss, reflect and measure student learning outcomes.
  

•  Reflection on what you have learned during the past 5 days, your questions and planned actions to implement change.
  

•  Nominal technique process to identify the key levers of change to transform learning and teaching using ICT in schools.