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Sacha van Straten
Director of eLearning
Heads in the Cloud,
Students in the Driving Seat
Video: Alison
Students as Change Agents
   Normal expectations don’t apply

   Notions of literacy need updating

   Assessment of intelligence/ability is
    mutable

   Digital Natives
Video: Adam
Students as Change Agents
   Students come with wide ranging skills

   Teacher uncertainty can’t be a barrier

   Technology can be liberating

   Teachers can’t know everything

   What is core in the curriculum?
Theories & Perspectives

‘Many teachers resist being taught to use technology. This also
makes sense – teachers should resist, because it is not they who
should be using the technology to teach students, but rather their
students who should be using it, as tools to teach themselves.


The teacher’s role should not be a technological one, but an
intellectual one – to provide the students with context, quality
assurance, and individualized help.

(Of course, those teachers who love technology are free to learn
and use it.)’

                                MARK PRENSKY (2008)
Theories & Perspectives

  ‘We should see learning as a set of relationships, rather
  than as a system.’
                      Leadbeater (2008)


 The sage on the stage becomes the guide
               by the side

Ultimately, it is not what technology you use that counts, but
what the learner takes from it that really matters.’

                                               Dror (2008)
Theory into Practice

Pedagogical aims:

   Synchronous versus asynchronous learning

   Physical spaces for 21st century learning


Practical Considerations:

   ‘Normal way of working’ (JCQ)

   Online examinations (AQA)

   Higher Education experiences?
Theory into Practice


In a time of knowledge stability, teach; in a time of
rapid change in knowledge, learn…
                          Batson (2011)
Theory into Practice
Theory into Practice


    Pedagogical aims:

 Scaffold ideas and concepts
 Build ‘communities of practice’ (Wenger)
 Promote independent learning
 Develop research and assessment skills



                                             11
Technology enhanced learning
Freeware - Google Apps & Moodle

   The rationale – make learning
    collaborative, always available, and more
    student focused

   Make life easier for teachers, learning
    better for students
Google Apps in Moodle


From 50 u
         sers a wee    To 800 use
                   k             rs a week
Google Apps in Moodle
 The Impact on Student & Teacher Usage:

From 50 u
         sers a wee        To 800 use
                   k                 rs a week
Google Docs




Google Docs allows real-time editing and collaboration – individually or whole
                                    class
Year 12 live writing
English – Creative Writing
English – creative writers
Contact:

Sacha van Straten
Director of eLearning

svanstraten@berkhamstedschool.org

Twitter: @svanstraten

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Heads in the Cloud, Students in the Driving Seat

  • 2. Heads in the Cloud, Students in the Driving Seat
  • 4. Students as Change Agents  Normal expectations don’t apply  Notions of literacy need updating  Assessment of intelligence/ability is mutable  Digital Natives
  • 6. Students as Change Agents  Students come with wide ranging skills  Teacher uncertainty can’t be a barrier  Technology can be liberating  Teachers can’t know everything  What is core in the curriculum?
  • 7. Theories & Perspectives ‘Many teachers resist being taught to use technology. This also makes sense – teachers should resist, because it is not they who should be using the technology to teach students, but rather their students who should be using it, as tools to teach themselves. The teacher’s role should not be a technological one, but an intellectual one – to provide the students with context, quality assurance, and individualized help. (Of course, those teachers who love technology are free to learn and use it.)’ MARK PRENSKY (2008)
  • 8. Theories & Perspectives ‘We should see learning as a set of relationships, rather than as a system.’ Leadbeater (2008) The sage on the stage becomes the guide by the side Ultimately, it is not what technology you use that counts, but what the learner takes from it that really matters.’ Dror (2008)
  • 9. Theory into Practice Pedagogical aims:  Synchronous versus asynchronous learning  Physical spaces for 21st century learning Practical Considerations:  ‘Normal way of working’ (JCQ)  Online examinations (AQA)  Higher Education experiences?
  • 10. Theory into Practice In a time of knowledge stability, teach; in a time of rapid change in knowledge, learn… Batson (2011)
  • 12. Theory into Practice Pedagogical aims:  Scaffold ideas and concepts  Build ‘communities of practice’ (Wenger)  Promote independent learning  Develop research and assessment skills  11
  • 13. Technology enhanced learning Freeware - Google Apps & Moodle  The rationale – make learning collaborative, always available, and more student focused  Make life easier for teachers, learning better for students
  • 14. Google Apps in Moodle From 50 u sers a wee To 800 use k rs a week
  • 15. Google Apps in Moodle The Impact on Student & Teacher Usage: From 50 u sers a wee To 800 use k rs a week
  • 16. Google Docs Google Docs allows real-time editing and collaboration – individually or whole class
  • 17. Year 12 live writing
  • 20. Contact: Sacha van Straten Director of eLearning svanstraten@berkhamstedschool.org Twitter: @svanstraten

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