Leading Learning in a Technology Rich Environment
Digital technologies have changed the ways teachers teach and students learn. Access to low-cost technology devices and software has prompted wide-scale implementation of models such as 1:1 (one device for every student in the school), Bring-Your-Own-Device (BYOD) and Mobile Learning, with Australia now among the world leaders in technology access in schools (OECD, 2011).
However, just providing teachers and students access to tools is not enough if the tools are used ineffectively. ICT has the potential to transform how we learn and teach, but it is often used to support outmoded and traditional approaches to teaching and learning.
How can leaders of learning in contemporary schools best navigate the current technology landscape to ensure meaningful learning?
During this two-day course, participants will explore key concepts, models, and examples of leading and learning in technology rich environments. Participants experience immersive learning within a cross-platform environment that utilises tablets, laptops, smartphones and current Cloud tools, drawing on these experiences to develop a Technology Rich Toolkit for their school.
The course provides opportunities for participants to share important aspects of leadership, ICT infrastructure, funding and device choice with like-minded school leaders, and to learn about practical ways of transforming the culture of technology-based learning in school communities.
This intermediate-level course – suitable for both classroom teachers and school leaders – takes place over two days and comprises ten hours of teacher-identified professional learning.
Reference: OECD. “PISA 2009 Results: Students on Line: Digital Technologies and Performance.” OECD, 2011.
During Day 1, participants:
- explore key concepts and examples of best practice for learning in technology rich environments;
- experience immersive learning in a cross-platform environment (iOS, Android, Windows and Mac) with a range of current devices; and
- develop a Technology Rich Toolkit for use in the classroom and school.
During Day 2, participants:
- explore key concepts and examples of best practice for leadership in technology rich schools;
- apply principles of networked leadership for reflecting on the foundational elements of technology rich learning; and
- commence an implementation and cultural change plan with input from colleagues and experts.
Audience: All teachers and school leaders
Keywords: BYOD, Cloud Computing, Creativity, Design, Digital Literacy.
Developers and Facilitators
Cathie is a Professional Learning & Leadership Coordinator for the NSW Department of Education and manager of MacICT. As well as developing and delivering Professional Learning, Cathie is the creative and strategic leader of an expanding, collaborative team responsible for the design and quality of MacICT’s services. She oversees all course development and mentors many of the team members to ensure that MacICT continues to provide a consistently high level of service to schools, teachers and students.
Cathie manages, and is involved in the development of MacICT’s case studies and academic research projects. She is passionate about inspiring and empowering teachers to transform their practice by understanding what they have to teach (curriculum), how they are going to teach it (pedagogy), integrating digital tools in creative ways to enable meaningful learning to occur.
During her 20+ years both as a teacher and an executive in Primary Schools, Cathie has been recognised for her innovative practice, digital learning design and leadership.
Researcher, Developer & Facilitator
Dr Michael Stevenson is a lecturer in the School of Education at Macquarie University. Since commencing his teaching career in 2001, he has taught English, ESL, Music and Technology in secondary schools across northern and western Sydney. In addition to teaching, he worked as Leader of Learning Technologies in the secondary Catholic system Diocese of Parramatta, facilitating the implementation of learning management systems, technology mentoring, 1-1 programs and ICT-curriculum alignment. He has also been chiefly involved in developing and implementing an integrated curriculum program that incorporates Project-Based Learning and cross-curricla team teaching in open plan environments.
In 2013, he joined the School of Education as Convenor of the English Methodologies program, working with preservice teachers in areas that include Secondary English, ICT and pedagogy. As a researcher, Michael has worked on a range of technology-related research projects with Education Services Australia, the Australian Independent Schools Network (AIS) and Department of Education (DoE). His doctoral study explores the role of technology-enabled Personal Learning Networks in teacher professional learning.
Unfortunately there are no plans to run this course again. Apologies for any inconvenience.
How do I enrol?
How is payment taken?
How do I get there and do I need to bring anything?
What if I cancel or don't show up?
You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.
What's a follow-on component?
Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:
- Product (this may refer to lesson plan, unit of work or other digital product)
- evidence of creativity;
- planning and/or design;
- incorporation of key ideas in the course;
- integration of technology; and
- a published/shared product that is appropriate to audience, purpose and context.
- Online Interaction
- peer feedback; and
- community building.
- Personal Written Reflection (200 words):
- Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
- Reflect on how you achieved one or more of the specified professional learning standards.
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