Warning: Transformation Ahead
Warning: Transformation Ahead
Warning: Transformation Ahead
Finding
Narratives for
Talking with those who are working, advising, teaching and learning within the domain.
Finding
Narratives for
Talking with those who are working, advising, teaching and learning within the domain.
Finding
Narratives for
Talking with those who are working, advising, teaching and learning within the domain.
Stories from the frontline
Stories from the frontline
Stories from the frontline
Narratives of Change
Highlights from Primary Research
Narratives of Change
Highlights from Primary Research
How will technology disrupt or reinforce current pedagogies?
How will technology disrupt or reinforce current pedagogies?
How will technology disrupt or reinforce current pedagogies?
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
What's driving change that's not being talked about enough?
What's driving change that's not being talked about enough?
What's driving change that's not being talked about enough?
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" Obviously recently we've got a lot of tech companies breaking into the space, that are producing stuff . . that's relatively recent. Certain tools are becoming more widespread, everyone's aware of them and everyone's using them. The education landscape has taken a really long time to progress from 'chalk and talk' to using technology, and the educational tech companies have the money to produce more resources so a lot of information and training comes from them."
Meta
The Professor
"There's a lot of literature on the commercialisation of education and the role of technology companies in this space. I don’t think there is a lack of talk (academic, professional, journalistic, or lay) on the topic. Probably the one area that is relatively underexplored is how institutions have slowly opted out of the teacher professional learning space generally and specially on ed tech probably due to an inability of academic to compete with the interests of ed tech companies in providing professional learning that is product based. Also the intensification of academic workload and the relative lack of prestige associated with service to the community and professions driven by corporate higher education has meant that academics just can’t or won't compete with ed tech companies in the professional learning space".
Luke
The Digital Progressive Connector
" At the end of the day, education is a political system right? It's like . . . schools are focused on the tools, and not focused on why technology is important in the first place. You know, we're not exploring the tension between what we know and where we want to go. And lot of that comes down to capability. It just doesn't exist, a lot of educators are hiding behind the screen not knowing . . that's a big problem."
Is there a bold or contrarian view about technology in schools, that not everyone agrees with - that you find interesting?
Is there a bold or contrarian view about technology in schools, that not everyone agrees with - that you find interesting?
Is there a bold or contrarian view about technology in schools, that not everyone agrees with - that you find interesting?
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
"I guess everyone just thinks things are a bit of a fudge. Whether it's when I was working in VR ; a lot of people at the school are old fashioned and we're a very academic school and VR was totally dismissed. Right from the beginning from the top leadership, just dismissed. It's finally being integrated now as part of the hybrid design technologies curriculum . . so you eventually manage to embed it in some way but it's not easy."
Meta
The Professor
"I think there are many contrarian views on areas such as mobile phones in schools and generative AI, but the evidence base for arguing for learning or social media effectiveness just doesn’t emerge soon enough to have informed debate. Part of this is because research on ed technology isn’t funded to the degree it should be and that there will always be a lag with emerging technologies in doing research on educational efficacy. So any debates or contrarian views need to draw on research more fully."
Luke
The Digital Progressive Connector
"I came across a video not long ago called experiential avoidance . . . and I think that's exactly what attracted me to experiential learning, the opportunity to overcome that. It's nice when we put language around that. And to consider what that internal internally makes us do (experiential avoidance). And the video explains this really, well is, we want to avoid the things that actually develop grit that develop the the attributes of what you get. And you learn through adversity. This is the stuff we're saying kids need to learn but teachers aren't even doing it themselves . . And so experiential learning encapsulates lived experience, but lived experience and theory in education don't coexist that often. It's like we've got a whole bunch of people in education who love theory but that's divorced from lived experience and actually putting that theory of grit and resilience into action. I think technology brings this into focus.
They won't acknowledge the real importance of a lived experience of learning . . maybe because it's hard to assess. It's the tangibles that are hard to measure. And so it's much easier to measure how someone performs in terms of knowing the theory. Example like resilience are much easier to define it than actually take kids on a journey to build resilience and know that they've got it through what they've done and what they've delivered as opposed to . . 'Yeah . . let's just get them to define it'."
Thinking about the epistemology of technology, is there something you wish students were learning or schools were doing, that they aren't now?
Thinking about the epistemology of technology, is there something you wish students were learning or schools were doing, that they aren't now?
Thinking about the epistemology of technology, is there something you wish students were learning or schools were doing, that they aren't now?
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."
Flash
The School Teacher
"This generation . . they know technology. They know how to use it . . but you're still going to play a really big role in teaching them around this. So I think about it as a kind of mix of pedagogy and curriculum design. You look at how you can reframe things to better integrate technology, to better support your pedagogy but it's a mix you know . . and a bit of work. When it's done well, you're thinking about it holistically but not everyone does, they sort of use it as a replacement. Which doesn't really deliver on the goal. You've gotta remember it's a really big learning curve to get teachers to use technology in their practice. There's a fair bit of resistance, they don't feel like they have the time to learn something new."
Flash
The School Teacher
"I think it's just the time and effort required to learn new skills, when they don't see any real benefit. They know how they teach and they're thinking 'I get good results, why do I have to do anything different?' . . even though it's going to increase their productivity tenfold. That's the attitude . . I know sometimes I'll introduce a new technology and you give them the basics, and they're just going to run with it. I had the same challenge when I taught coding, I wasn't an expert so the challenge is just to be a few steps ahead . . "
Luke
The Progressive Digital Connector
"People have started to get involved and interested in technology, and certainly there are graduates coming through. And the problem has been that we've largely outsourced our problem, bringing people offshore to to to do tech roles. And the Australian Computer Society tells us that they can't anyone to finish a computer degree! They have like 120,000 start at the beginning of the year and 6,000 finish by the time they graduate.
Flash
The School Teacher
" We need to be experimenting more . . I'll try things and see what works and what doesn't. We have a lot of technology . . we use Microsoft, smart boards or clever touch boards, and Sites and Sharepoint across different groups and teams. And we have 3D printers and VR, and architectural modelling where they can visualise their models from all angles, which is good for spatial reasoning."
Meta
The Professor
"The human rights implications of technology in leisure and learning needs much more attention including educating children and young people on this and listening to their views. The pastoral element of schooling is only reactive to this, or driven by crises instead of weaving a fundamental core around human rights and technology into curriculum. Part of this is ethics, some of it is digital civics and economics, and the other is understanding how machines alter or create new relationships between humans and the world and the synthetic and virtual."
Luke
The Digital Progressive Connector
" I think we try to go too wide and too broad to reach more kids rather than do deep and and and do the depth that's really important - because we compromise the integrity of what we're trying to do when we try to, you know, do things to scale too quickly. When RealTime Learning first started (Luke's business), we're working with handfuls of kids in workshops and people are going . . What? Where's the scale in that? . . but now those facilitators can reach 500 kids a week, because we've done something that's deep and that the kids have experienced it, they it can be done. Whereas you see a lot of initiatives in tech that are just one offs. Let's go in. Do a a smoke and mirrors around where where technology is going to be used in the future, and then just hope that the kids make it."
"Kids aren't being given the opportunity to to follow a pathway. They're sort of held off. It's held out there, you know . . a long way from them rather than being able to engage in it right now. I wish kids were doing more problem and passion based learning. Everything right now is focused on content and curriculum, rather than recognising - what content are we going to use to solve this? If they were developing and solving a real problem, content would be written and devised as a part of the process. And that's where the real learning happens, as opposed to just regurgitating stuff. Then there wouldn't be this disconnect, kids don't know why they're doing things because they haven't connected with the problem and why? because we're so focused on getting them to learn content. Content is easier to deliver and easier to assess. Real problem based learning, deep learning is messier, there's a lot more chaos."