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Which clippings match 'Pedagogy' keyword pg.1 of 28
15 SEPTEMBER 2015

OECD report: school technology struggles to make an impact

"Another interpretation is that schools have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st-Century technologies to 20th-Century teaching practices will just dilute the effectiveness of teaching.

If students use smartphones to copy and paste prefabricated answers to questions, it is unlikely to help them to become smarter. Educators who want to ensure that students become smarter than a smartphone need to think harder about the pedagogies they are using to teach them.

Technology can amplify great teaching but it seems technology cannot replace poor teaching.

The impact of technology on education delivery remains sub-optimal, because we may over-estimate the digital skills of both teachers and students, because of naive policy design and implementation strategies, because of a poor understanding of pedagogy, or because of the generally poor quality of educational software and courseware.

The results suggest that the connections among students, computers and learning are neither simple nor hard-wired; and the real contributions ICT can make to teaching and learning have yet to be fully realised and exploited.

But the findings must not lead to despair. School systems need to get the digital agenda right in order to provide educators with learning environments that support 21st Century pedagogies and provide children with the 21st Century skills they need to succeed in tomorrow's world."

(Andreas Schleicher, 15 September 2015, BBC News)

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TAGS

2015 • 20th Century teaching practices • 21st century literacies21st Century pedagogies21st Century skills • 21st Century technologies • Andreas Schleicher • challenges and opportunities • computers and learning • copy and paste literacycopy-and-paste culturecoursewarecurriculum delivery • digital agenda • digital literaciesdigital skills • educational software • educators • impact of technology on education delivery • learning environmentsOECDpedagogy • policy design and implementation strategies • prefabricated answers to questions • Programme for International Student Assessment (PISA) • school curriculum • school systems • teaching effectiveness • technology use in education

CONTRIBUTOR

Simon Perkins
05 SEPTEMBER 2014

EDUCAUSE: 7 things you should know about flipped classrooms

"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in–class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it.

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands–on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort."

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TAGS

2012 • 7 Things You Should Know About • active learningactivity-based instructionactivity-based learning designs • application of ideas • atelier model • class time • course podcasting • Educause • EDUCAUSE Learning Initiative • flipped approach • flipped classroomsflipping the classroomgroup tutorialshands-on activitieshomework • hybrid course design • in-class time • individual enquiry • learning and teachinglearning initiativelearning modellearning through practicepedagogic approachespedagogical modelpedagogy • short video lectures • student engagementstudio approachstudio practiceteaching methodsteaching practicestechnology transforming learninguniversity teachingvideo lectureworkshop sessions

CONTRIBUTOR

Simon Perkins
12 MARCH 2014

NZ Virtual Professional Learning and Development programme

"The Virtual Professional Learning Development programme (VPLD) provides professional learning through an online Community of Practice (CoP). The VPLD offers flexibility of choice, time and approach, and is designed to fit in with what you are already doing as teachers and/or leaders.

Participants develop their own learning goals around projects that interest them, within a learning inquiry process. The aims are to raise participants' professional knowledge and skills, while also accelerating students' achievement of learning outcomes.

A fundamental aspect of participating in the VPLD is engagement in the VPLD online Community of Practice (CoP). The CoP offers a safe environment in which educators can discuss and challenge alternative points of view about pedagogy and practice, across disciplines and sectors."

(New Zealand Ministry of Education)

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TAGS

alternative points of view • Aotearoa New Zealandcommunity of practiceCoP • CORE Education • disciplinarity sectors • e-learningeducators • enquiry process • Hazel Owen • learning goalslearning outcomes • New Zealand Ministry of Education • pedagogy • personalising professional learning virtually • professional development • professional knowledge and skills • professional learning • student achievement • Te Kete Ipurangi • Te Tahuhu o te Matauranga • teachingteaching practice • Virtual PLD programme • Virtual Professional Learning Development programme (VPLD) • VPLD

CONTRIBUTOR

Simon Perkins
21 JULY 2013

Mobile phones as cultural resources for learning: an analysis of mobile expertise, structures and emerging cultural practices

"If it is the case that mobile devices, with their specific social and technological structures and attendant cultural practices, have become an integral part of everyday life, then the educational field has to react. But how and who? Fact is that mobile devices have reached and become fully integrated in everyday life, worldwide and across social milieus. This development is 'ubiquitous' (e.g. Haythornthwaite, 2008, Beale 2007, Nyiri 2002) and is accompanied by an increase in individualisation enabled and necessitated by a variety of mobile devices characterised by media convergence. Education must ask questions about the impact of these irreversible trends on the personal development of young people and about its role in mediating them as well as about their impact on individual agency of young people in the context of emerging socio–cultural structures (see Stald 2007)."

(Ben Bachmair, Norbert Pachler and John Cook, 2009)

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TAGS

agency of access and engagement • Caroline Haythornthwaite • educational field • emerging sociocultural structures • everyday life • Gitte Stald • individual agency • individualisation • irreversible trends • knowledge integrationknowledge management • Kristof Nyiri • learningm-learningmedia convergencemediating practicesmobile devicesmobile phoneparticipatory technologiespedagogypersonal development • Russel Beale • social agency • social and technological structures • social changesocial constructionismsocial interactionsociocultural perspectiveteaching • technological transformation • ubiquitous accessubiquitous information flowsyoung people

CONTRIBUTOR

Simon Perkins
19 JULY 2013

The Education Research Global Observatory

"ERGO is a project on the National Education Policy Center at the University of Colorado, Boulder. As a signatory to the Budapest Open Access Initiative, the ERGO is dedicated to the promotion and dissemination of open access ('free to read') scholarship in education."

(Gene V Glass and Gustavo E. Fischman)

TAGS

academic journalsapplied researchavant-garde • Budapest Open Access Initiative • directory of education research • Directory of Open Access Journals in Education • educationeducation research • Education Scholarship Global Observatory • enquiry • ERGO • free to read • Gene Glass • Gustavo Fischman • list of research sources • National Education Policy Center • open accesspedagogical thoughtpedagogypeer-reviewed journalspromotion and dissemination • scholarship in education • scholarship of teachingUniversity of Colorado

CONTRIBUTOR

Simon Perkins
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