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Enabling and Supporting Learners in a digital age
Transcript of Enabling and Supporting Learners in a digital age
Bring Your Own Device - BYOD
National Curriculum - Computer Science
The current educational provision in schools focuses strongly on the use of computers (ICT) but fails to study how they work, or their underlying principles (Computing)
Personalised Learning (across VLE Platforms using Mobile Devices)
Much work has been done on developing Virtual Learning Environments, however there is scope to develop a more personalised learning experience to pupils utilising mobile devices.
Access To All - ('Cloud' Computing)
For the schools and System Managers that get this right, BYOD and computing has the potential to unlock the wonders of an education future in ICT that we are only just starting to imagine, such as data driven personalisation, learning analytics, seamless collaboration and technology enhanced independent learning.
The dependency on ICT capabilities within schools is frequently demonstrated with 95% of lesson material being developed to incorporate some use of ICT, whether this is an interactive whiteboard, projector, e-learning resource, computer workstation or mobile device.
"Enabling and supporting learners in a digital age"
Gary Bates 1st July 2013
BYOD is the idea that pupils and colleagues are allowed to bring their own Internet enabled device into school and use it to help them work and learn.
ICT is like learning to read; certainly a core skill that everyone should have, however computing is like learning to write by engaging in the creative process of understanding, designing and building new systems
Along with the National Curriculum our attitude to the management and development of the ICT systems within the school needs to change, allowing us to harness the technological benefits of emerging technologies by allowing some freedom for the students.
Building Learning Power through ICT
Building learning power is about helping young people to become better learners, both in school and out.
Students are increasingly coming up from lower schools with a greater understanding of the digital age having had access to emerging technology and devices - there is an expectation that the same resources and devices would be available.
ICT can play a pivotal role in achieving this by actively seeking the input from the pupils in policy making and implementation.
There are currently barriers (organisational, pedagogical, technical and cultural) that will need to be overcome but should not be a stopping block to enhancing learning through technology
As computing professionals we should be inspiring pupils and staff through our own actions in ICT, highlighting what is possible and work with the school community to achieve their full potential.
Rapid and continuing advances in information and communication technologies (ICTs) are changing the ways people share, use, develop and process information and technology.
As a metaphor for the Internet, "the cloud" is a familiar cliché, but when combined with 'computing', the meaning gets bigger and fuzzier.
Cloud computing is a marketing term. In the case of electricity, users can simply use it. They do not need to worry where the electricity is from, how it is generated, or transported.
The impact of the concept is three fold:
Increases the amount of devices in schools that can be used to enhance learning
Avoids unnecessary spending on hardware resources, and this finance can then be re-directed to other areas of ICT development within the school
Avoids the ‘doubling’ or sometimes ‘tripling’ up on devices, where a computer is redundant for much of the day because it is either at school, at home or hidden in the pocket.
Schools have traditionally used passive processes such as surveys, focus groups and other feedback mechanisms to listen to their pupils and find out about their learning experiences. Pupils need to be 'active partners' in the development of ICT.
Development of content to assist pupils to become independent learners. Work with colleagues to seek out material.