"I'm yet to have a student tell me they can't use technology in class because they haven't had professional development on it."
Disclosure: My attendance at EduTECH 2017 was through a media pass provided by the organisers.
I was particularly looking forward to this presentation from Kim Maksimovic (@Kmakly). The discussion of I'm not good at tech is one that I hear from both teachers and from students. This issue of self-efficacy around the use of technology is a significant one for both students and teachers given the dependence in so many areasfor technology in our school and general society. The term digital native is one that comes up a lot and it has entered common parlance in society, yet there are a lot of issues with the binary interpretation of digital nativness (such as here and here).
Kim began by outlining the historical context of Pymble Ladies College (PLC) and that the school began their Bring Your Own Technology (BYOT) around twenty years ago. PLC has a long history of having an IT Integrator role on staff, whose purpose is to keep up to tdate with new technology and an understand of its use in pedagogical practice. This then allows them to be able to work with teachers, helping them understand how they can achieve their goals in flass through appropraite and authentic use of technology. It is a critical role and one that I am seeing more and more of across the state.
Kim next introduced us to Annie, a Year Twelve student who identified as having low self-efficacy with technology yet identified a need and founded the school's Entrepreneur society to promote links between current and former students along with Alumni. This is an incredibly powerful connection yet one that I really one see occurring in private schools. I would love to hear from anyone who has some thoughts on why that is. Is there some sort of cultural difference that creates the environment in which old boys / old girls networks are formed and maintained in private school schools but not state schools? Is it financial? Is it purely tradition? I would be very interested in people's thoughts on this area. But I am getting off point.
Students are often consumers of digital media and we need to encourage them to refocus their use of technology to productive learning and creation of content. On the back of this, Kim posed a question to the audience; what does it mean to be good at technology? This is an interesting question and I wonder how different our responses to that question would be. The question is complicated by a range of actors identified by Chris Sacco in this tweet. To that end, I have set up an open Google Form asking that question and have included it below.
As part of the Entreprenuer Society, a group of students attended the Amazon Web Summit and one stuent was quoted as saying that "...as someone who had little interest in the tech industry, I found it absolutely amazing to be able to participate in this experience. For another student it highlighted the stark gender inequality in the tech industry and that they "...feel empowered to explore [technology and its endless potentials] in order to create a movement of advancement for the future" (quotes here).
These comments highlight that just because our students now have been born in a time where technology use is ubiquitous and embedded in many ways into the fabric of our society, this does not mean that they are digital natives. While they absolutely are if we are referring to the time in which they are born, this is rarely the context in which the term is used. Having smart phone in your hand regularly from an early age is not indiative of being able to utilise that device (or other digital technology) either effectively or appropiately. I also feel it is worth noting that not being a supposed digital native is also not indicative of a lack of self-efficacy with technology. Many teachers using technology brilliantly and trying new things are from Generation X and many teachers who are not comfortable with tehnology are from Generation Y.
One strategy to support those who self-identify as having low self-efficacy with technology is to leverage the help of those who profess to high self-efficacy; a structure of students as experts. I have seen structures in schools wherein the technical support is provided by a student body, tech ninjas, and their services are bookable. There are lots of ways of managing this kind of structure depending on the school context.
Part of being a teacher, Kim commented, is about being a learner first. We need to acknowledge what we know, however, we also need to acknowledge what we do not know and seek assistance in filling those gaps, including technologically. I'm not good at IT is, in my opinion, a cop out excuse these days. When there are so many tutorial videos freely available on so many aspects of using technology I cannot see a valid excuse for not engaging (except perhaps for retiring in the next twelve months). Kim then quoted Michael Fullan who remarked that pedagogy is the driver, technology is the accelerator. For me, this means selecting technology based upon what we need or want to achieve pedagogically rather than choosing the lesson based on the shiny new tool, as Paul Hamilton shared form his experiences here.
Another strategy for helping students to utilise technology effectively and appropraitely is to work with them to explore, build and maintain their own networks. One way that we can help our students with this is to build up inter-school networks and events such makerfaires, coding clubs, or any number of other similar groups.
Kim's presentation was interesting. I enjoyed hearing from someone who had some suggestions for working with students who self-identify as having low self-efficacy with technology and had some strategies to support those students. If you work in an IT Integrator/eLearning role and can add to this conversation, feel free to add your suggestions in the comments or let me know over Twitter.
Thank you for reading this article. If you have missed any of the articles in the EduTECH 2017 series, you can find them here.
"Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning."
- Attributed to Carol Dweck
Disclosure: My attendance at EduTECH 2017 is under a media pass provided by the event organisers.
The process of selecting sessions to attend once again resulted in a spreadsheet of each stream with session details, much frustration as I realised that two sessions I wanted to attend were on at the same time, and balancing the challenge of getting to as many sessions as possible with my own mental health. I am quite happy with my selection and am looking forward to the first day of EduTECH.
It will begin early, as I am co-hosting a webinar with Ryan Gill focusing on Cultures of Thinking from the ClickView office in Pyrmont, just a short stroll away from the ICC (click here for more details and to register), and it will end, quite possible, rather late, as I am attending the EduTECH Gala Dinner (I am particularly looking forward to hearing Sam Kekovich as, like many, my knowledge of him is from the Australia Day lamb advertisements).
The opening plenary sessions look rather interesting, with Professor Carol Dweck delivering the opening keynote. I am passingly familiar with her work, but have never had the opportunity to hear her speak on it before and am looking forward to hearing about her theories on Growth Mindset than what I have had the opportunity (or time) to do so in the past. I have heard some educators comment that they believe growth mindset is an overdone theory, but I certainly have not heard enough about it to comment either way. I will of course be live-tweeting and will hopefully be able to expand my understanding of growth mindset.
Following Carol Dweck is an interesting panel session titled A Global Context for Education in meeting the 17 UN Sustainable Development Goals. This seems an interesting topic to have in a plenary session, and the personnel involved are a broad mix of education and corporate/charity. I have to profess a complete ignorance of the seventeen United Nations Sustainable Development goals as a concept, though a quick look at the list indicates that achieving all of the goals would be tantamount to a miracle. With the background of the individuals involved in the panel, I look forward to hearing their take on this broad list of goals and how we can contribute to them as educators.
The final session in the plenary session is being delivered by Bradley Loiselle and will be addressing the changing needs of education in emerging countries such as India. Specifically, the abstract for this presentation indicates that technology will be the equaliser, giving the impression that this talk will focus on how to put the technology in the hands of educators and students in those emerging countries in, presumably, an appropriate and sustainable way.
Following the plenary sessions is where my juggling act begins. I need to get to each stream at least once, allow myself time to eat (at least) lunch, give myself time to decompress and mitigate conference-itis, as well as get some writing done and catch up with colleagues and members of my online professional learning network.
I plan to start in the Higher Education stream, with Jack Hylands' presentation on Preparing Students for the economies of the future as the start facts presented by Jan Owen at FutureSchools earlier this year highlight this as being an interesting insight into how the higher education sector is adjusting to the demands placed on them by our changing society and work forces. I will be staying on theme, though shifting across to the Tertiary Education IT Leaders conference, to hear Professor Louise Stoll speak about professional learning communities and why building those networks and relationships is important.
Following Professor Stoll's presentation, I am looking forward to Kim Maksimovic speak in the K-12 Ed Leaders stream on the topic of engaging students who lack self-efficacy with technology. This whole topic is an interesting one as it really destroys the notion of digital native vs digital immigrant (which I have written about briefly before, see here). I have seen a fantastic re-imagining of the gap between those who are au fait with technology and those who are not, however, I can find no trace of it in my previous writings. It was a video shown at a conference, and it was a brilliant discussion of the difference and why digital native/immigrant was not an appropriate way of conceptualising the gap.
The next session, presented by Greg Whitby, is of particular interest to me both with my teacher hat on and my ClickView hat. Schooling in a one-to-one world is billed to be an analysis and exploration of the frameworks within which one-to-one schooling operates and how these shape pedagogy. One-to-one is not quite at the level that I would call pervasive, however, the terminology is now widely known and the vast majority of schools that I have visited this year have either moved or are in the process of moving to this scenario. The one school that I have visited who have indicated that there are no plans to roll out one-to-one have done so because of the extreme low socio-economic status of the area and the school )I did not enquire into their RAM funding as that would clearly not have been appropriate).
After Greg's session, I have about twenty minutes for a mental break. I will most likely spend it reviewing the breakout session that I will be presenting, yet will ensure that I take some time to stop and breath. The lunch break will be shortened so that I can ensure things are ready to start on time as immediately afterwards I will be presenting three x thirty minute breakout sessions. I rang the contact person to chat abut what I wanted to achieve and discovered that, where I would have been excited to have thirty people in each session, that over one hundred had chosen to attend my breakout session on flipped learning. There may have been some stunned silence on my end of the phone. I have had to tweak how I wanted to run the session due to the numbers, however, I have still been able to flip the session (pre-learning video below) to ensure that the session is as useful as possible to attendees. I have also had a few people in my twitter network indicate that they are attending which increases the (self-imposed) pressure.
After the breakout sessions is the afternoon tea break, which I will undoubtedly spend coming down from the adrenaline and nerves; and hopefully engaging in some follow up discussions with various attendees from the session, before heading into the final plenary sessions for two very interesting talks.
Abdul Chohan will be presenting on utilising classroom technologies to lead effective pedagogical change. The pedagogy should absolutely lead the choice in technology rather than the other way around, and it is a difficult balance to find. Schools that I have visited who have succesfully implemented various changes including one-to-one, makerspace, project based learning, flipped learning, have done so by beginning the change by asking what the desired impact on pedagogy and learning is. The conversations that I have had with Ryan Gill around Cultures of Thinking and the courses that he runs at Masada College; and the work they do with other schools in that area, all stem from asking what is the desired outcome, what is the pedagogical need or question driving the choice to engage with cultures of thinking. The dog/pedagogy should wag the tail/technology, not the other way around.
Finishing the day, before the networking drinks and gala dinner, is Peter Adams who will be addressing PISA, the myths and the facts around the data that emanate from PISA and what we can learn from the success of others. I have heard talks on PISA in the past (this presentation by Brett Salakas for example) and the arguments for an against PISA are plentiful. I look forward to hearing Peter expand on the facts of what PISA tells us and what, if anything, we can learn from other countries and their own PISA results.
Thank you for reading through this article. If you are heading to EduTech, let me know via Twitter as it would be great to catch up with some of my PLN, especially over dinner and a few drinks if you are attending the Gala Dinner.
For all articles in this series on EduTECH 2017, please click here.