tag:blogger.com,1999:blog-3957020211298187393.post3069951451379337523..comments2013-06-06T19:39:36.976+12:00Comments on Quest for Ithaca: Scenario Planning for primary/secondary education in NZpaz11uchttp://www.blogger.com/profile/01091502295464578793noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-3957020211298187393.post-71928251753885351382013-06-06T19:39:36.976+12:002013-06-06T19:39:36.976+12:00Thank you for your comment Mark – your point reall...Thank you for your comment Mark – your point really made me think more about the presence of interaction in education and the role of the teacher. I agree with you – interaction has almost always been there but I would like to challenge the idea that it hasn't changed the role of the teacher. I am thinking about education in ancient times, before Socrates and the Socratic method that involves student-teacher interaction – what was the role of the teacher before that? Later, when group learning was introduced in schools, involving more interaction between students – how did that affect teacher and student roles?<br /> <br />Today, new technologies enable more interaction within and mainly beyond the class, opening new windows to students and teachers. The students can interact with other people, share and collaborate beyond the four walls of their class. In addition, with the increased availability of information because of ICT, knowledge is no longer something that the teacher passes to students. It is something that students can easily research and find themselves or learn through interaction, with the teacher now helping them to develop the skills to assess that information, to critically reflect on it and generate new knowledge.<br /> <br />One of the articles that I’ve read and really helped me to clarify this is Jane Gilbert’s Knowledge, the disciplines and learning in the digital age. You can find an open version here: http://edisdat.ied.edu.hk/pubarch/b15907314/full_paper/KeynoteAddress_Gilbert.pdf<br /><br />I’m really interested to keep this dialogue going. Let me know what you think :-) <br /><br /><br />Reference: <br />Gilbert, J. (2007). Knowledge, the disciplines and learning in the digital age. Journal of Educational Research for Policy and Practice, 6(2), 115-122.<br />paz11uchttps://www.blogger.com/profile/01091502295464578793noreply@blogger.comtag:blogger.com,1999:blog-3957020211298187393.post-20066675901179902412013-06-06T01:04:25.491+12:002013-06-06T01:04:25.491+12:00Very interesting work Pinelopi. I'm interested...Very interesting work Pinelopi. I'm interested in the tension between "21st C." and "Traditional Teaching and Learning." Your citation, "The abundance of resources and relationships made easily accessible via the Internet is challenging us to revisit our roles as educators" suggests that technology will somehow cause this change, but I didn't look at the source. So, I don't see how BYOD is going to result in a change in the roles of teachers and learners. Interaction has always been possible in a face to face environment but this possibility hasn't caused any change in the dominant, teacher / materials centered paradigm. Professional development can be part of this change, but this can't be a catalyst either - we have been doing this, too, for 80 years at least. For me this refocusing on learning will require a major change in the way teachers see education, and how they see themselves in this process. Mark Johnstonehttps://www.blogger.com/profile/01456590146719396927noreply@blogger.comtag:blogger.com,1999:blog-3957020211298187393.post-59021262892387129322013-06-05T20:28:49.363+12:002013-06-05T20:28:49.363+12:00Thank you for your feedback Niki - you know how I ...Thank you for your feedback Niki - you know how I like diplomacy, but I agree with you that sometimes being a bit more provocative helps! I will try and make the contrast clearer on the next post :-)paz11uchttps://www.blogger.com/profile/01091502295464578793noreply@blogger.comtag:blogger.com,1999:blog-3957020211298187393.post-53458038857518241922013-06-03T14:21:31.034+12:002013-06-03T14:21:31.034+12:00Your scenario set is very good as it is but I thin...Your scenario set is very good as it is but I think I might have made the contrast stronger, if only to be more provocative. For example, in scenario ‘3. 21st century teaching & learning – inequitable access’ high inequitable access may cause tension and disruption, which is a risk we may face in New Zealand and abroad when there is high bandwidth in highly populated high income areas, but low elsewhere.<br /><br />Excellent work at the postgraduate level Pinelopi given your relevant citations of quality sources. For 21st century skills a useful reference to add would be:<br />Bolstad, R., & Gilbert, J. et al. (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Retrieved June 3, 2013 from http://www.nzcer.org.nz/research/publications/supporting-future-oriented-learning-and-teaching-new-zealand-perspective<br />Niki Davishttps://www.blogger.com/profile/03035425189301547168noreply@blogger.com