Declaration of Educational Goals: ICTsMCEETYA are seeking input on the new National Declaration on Educational Goals for Young Australians for the next decade. See previous post.
- maximising the use of the latest technologies in teacher professional learning (d)
- integrating key multidisciplinary perspectives into the curriculum which includes ICT (e)
- using new technology to minimize red tape and make information easily accessible to the public (g)
Perhaps the draft declaration needs to include something about using ICTs to achieve each goal - and some/many of the 'commitment to actions' - or is that assumed? Can we assume anything if we are talking about the need for "quantum leaps" in effectiveness?
Should the document include something about using ICTs to
- enable personalised learning?
- create safe and developmentally appropriate spaces for blended learning, communities of inquiry and digital folios?
- facilitate assessment of, for and as learning?
- bridge formal and informal learning - including computer game and special interest 'affinity spaces'?
Or perhaps given the ongoing rapid rate of change in ICTs to 2020 we need to rethink our approach in this area?
How can we be ready for powerful mobile computing, complex virtual worlds, sophisticated games AI, highly interactive media, ubiquitous geo-tagging, and many more ... as they deliver new affordances in education? Particularly when they are likely to be delivered directly to most (but not all) learners? And particularly when learners won't necessarily 'see' either the new ICT or the new affordances?
How can curriculum, learning, teaching and assessment be much more responsive to this rapid change? How can we keep the focus on learning, teaching and assessment without being distracted by shiny gadgets with short lives? How can we reduce the professional learning burden on teachers?
What other questions should we be asking and which assumptions should we be questioning?
Perhaps this is where we need a 'commitment to action'.