Innovation and Learning
from the Ohio Conference:
Implications for South
Australian Education
Dr Susanne Owen
Principal Officer Strategic Research and Innovation
DECS ILE international project leader
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Outline
Nature of educational innovation & context
Educational research & what works
Ohio conference learning
SA innovative sites, characteristics &
outcomes
National frameworks; implications for SA
education & policy
Context for Innovation, Research & Learning Refocus
• Knowledge is recognised as central in transforming societies
and economies.
• New possibilities for education are arising from ICTs.
• Measuring learning outcomes is refocusing the learning
environment to make a difference.
• Traditional schools are not necessarily
delivering well for the future and for
some students and groups.
Melbourne Declaration: promoting equity & excellence; young
Australians being successful learners, confident & creative
individuals, active & informed citizens
Innovation: ‘a significantly improved product (good or
Service)’ or ‘new organisational approach’
(DECS Research & Innovation framework, 2010 :1).
From Controlling To Discerning Schooling &
Innovative Learning (ASMS, adapted from OECD, 2003)
Incremental
Innovation
Radical
Innovation
•Minor modifications to
existing product
•Significant breakthrough
representing major shift in
design
•Swims with the tide
•Swims against the tide
•Starts with the present
and works forward
•Starts with the future and
works backwards
School
improvement ?
Transformation ?
From presentation by Valerie Hannon, Innovations Unit
Sources:
• Hattie (2003) 50,000 studies
& meta-analysis of expert
teachers: deep
understanding of T& L
pedagogy, creatively solve
problems for individual
students, create optimal
classroom climate &
student engagement, know
students, monitor student
learning problems, high
student respect, passion
about teaching, provide
challenging tasks, feedback
Hattie, 2003
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• Hattie (2003) 50,000 studies
& meta-analysis of expert
teachers: deep
understanding of T& L
pedagogy, creatively solve
problems for individual
students, create optimal
classroom climate &
student engagement, know
students, monitor student
learning problems, high
Leaders create learning opportunities with staff
(TfEL, 2010)
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Research and Models for Effective
Learning
Hattie (2003): 50,000 studies
& meta-analysis re expert
teachers
• deep understanding of T& L
pedagogy
• creatively solve problems for
individual students
• create optimal classroom climate
& student engagement
• know students
• monitor student learning
problems
• high student respect
• passion about teaching
• provide challenging tasks
• feedback focus
TfEL: (based on OECD
research: focus on learning,
build on prior knowledge, reflection, scaffolding)
• build community of learners
• negotiate learning
• develop democratic relationships
• support, challenge students, high expectations
• connect learning to student lives
• communicate learning in multiple modes
• apply & authentic assess in authentic context
• teach students how to learn
• promote dialogue for learning
• foster deep understanding
• explore construction on knowledge
• build on learner understanding
Ohio conference
Background to Ohio conference
Obama Race to the Top funding : ‘Blueprint for reform’: world class standards &
yr 3-8 common assessments, improving teacher & leader quality, individual
student & teacher effectiveness, turning around bottom 5000 schools
• Ohio Department of Education invited DECS presentation at ILE– Aug 1-5, 2011
• Susanne Owen (DECS ILE Coordinator), Andrew Plastow (Principal, Alberton PS),
Graeme Oliver (DP, ASMS): re 7 DECS ILE sites & ASMS/Alberton, also
international panel
• Various highly-acclaimed international speakers regarding technology &
innovation were keynote speakers
• Finland, New Zealand, Hong Kong and South Australia were international
groups receiving funding to give presentations.
• Local US teachers & technology providers also presented
Ohio Conference Keynotes & Breakouts
Keynote: Ian Jukes: Living On The Edge
Breakouts: Ian Jukes: Teaching For Tomorrow & New Visions For The 21st Century
Keynote: Valerie Hannon: The Compelling Case For Transforming Learning: Not Improving
Breakout: Leading For Innovation: What Do We Know?
Keynote: Dylan Wiliam: Raising Educational Achievement: What Has Been Tried & Why It
Hasn’t Worked
Breakout: Teaching Learning Communities: A Key To Sustaining Change
Breakout: Classroom Techniques For Effective Learning Environment
Keynote: David Istance: The Innovative Learning Environment Project
Breakout: Trends Shaping Education
Keynote: Robyn Jackson: How to Support Struggling Students
Keynote & Breakout: William Kist: the Socially Networked Classroom
Keynote: Andy Hargreaves: Inspiration, Innovation & Improvement: The Indispensable Eyes
of High Performing Organisation
Breakout: Change Wars: The Challenges & Rewards of Working Together to Find Educational Solutions
Keynote: Sara Kajder: Start to finish; Building (and Assessing) New Literacies into Our
Practice Now
Keynote: Will Richardson: Eight 21st Century Shifts for every Class, Every Curriculum
Breakout: A Shifting Notion of What it Means to Teach; From Information Literacy to Information Leadership
Ian Jukes ‘Living on the Future Edge’ and ‘Understanding the Digital Generation’
Significant change happening in society but little change occurring in education, despite new digital
landscape
• Computer capacity doubling every 12-24 months
• Facts are obsolete faster: Infowhelm; Age of Disposable Information.
• Given increased access to information, what kinds of skills and habits of mind are needed for students
to effectively process and use information?
Kids are digital learners. Due to digital bombardment and sustained input, students are processing
information in a different way. Highly engaging material available online
• Teenagers spend 80 hours a week on 2-3 different pieces of technology cf 25 hours at school, 31 hours
a week online, sending 2229 text messages per month, playing 228 hours per month on video games
• 48 hours per minute of You Tube material uploaded, [see Gary Hayes’ Social Media Counts :
http://www.personalizemedia.com/garys-social-media-count/]
Digital learning and impact on students
• Digital learners prefer multiple information sources, multi-tasking, pictures rather than text, just-intime learning, instant gratification, active learning rather than rote learning
Val Hannon, UK Innovation Unit: ‘The Compelling Case for Transforming Learning, not
Improving Learning’
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Current UK Innovation Unit focus: public services ( + education) & ensuring better outcomes for all
at lower costs in UK/international contexts…. transformative, sustainable, making a difference,
working with partners & influencing policy on public services
Drivers of innovation in education: organised learning, new technologies, world recession,
globalisation, demography, distressed environment (depletion of water, food shortage, energy
crisis & needing sustainability & learning how to live better)
Schools fighting for survival, using technology, trying to control access to learning; defining learning
goals within broad standards set for content; mapping out best pathways while using technology to
open portals for students to learn from wider context & competing with other service providers
Why have transformative change: had more, tried better, now need to do things differently
• 4 key directions for innovation: connected with global learning, make learning central & rethink
curriculum content, think learning not schooling, partnerships with & between students
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Deeply engaged learners: care about outcomes, take responsibility & bring energy to learning,
locate value of learning outside school
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UK Innovation Unit Learning Futures model: school as base camp linked to other interconnected
experiences, inquiry focused, school as learning commons involving joint responsibilities and
resources, extended relationships [see http://www.innovationunit.org/sites/default/files/Pamphlet%203%20%20Principles%20and%20practice.pdf]
Dylan Wiliam: ‘Raising Educational Achievement: Why it Matters, What has been Tried
and Why It Hasn’t Worked’
Data indicates education is key to improved health & future life but many educational reforms
(textbooks, teacher aides, technology, restructure, curriculum change) are not working.
Given demographic factors & student background importance (accounts for 92% of difference in
learning), teacher quality is the key
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Students with high performing teacher over 3 years increased results from 50th percentile to 90
percentile, but if three years with poor teachers student results reduced by about 40% (Barber &
Mourshed, 2007)
Good teachers make up for deficits in home background: same content learned in 6 mths or 12
months or 2 years, dependent on quality of teacher (Hanushek, 2006)
Students from disadvantaged background/behaviour difficulties learn at same rate as those from
advantaged background/without behavioural difficulties, with good teacher (Hamre and Pianta, 2005)
Teacher PD not performance pay is the key ($15000 bonus offered, no change after 3 years)
Formative assessment is important teacher skill, with focus on providing diagnostic insights &
decisions regarding next steps in instruction. Key aspects: clarify learning intentions and criteria
for success; engineer effective learning experiences; provides feedback; establish active learners
as instruction resources for each other; develop learners as the owners of their learning
International presentation: Heli-Maija Nevala: ‘Finland Education System’
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Basic education pre-primary aged 6, primary age 7-16, then vocational school or upper secondary
school for those aged 16-18 years, then university or polytechnic
Education striving towards equality: publicly funded and free of charge, equal opportunities, equal
schools, flexibility to move between structures, free health care. Few private schools, schools not
ranked but evaluated nationally rather than comparatively
Teacher education: usually have Masters degree. Teaching is desirable occupation, with Uni
Helsinki only accepting 5.5% of students (and 8% accepted for medicine in 2007
National and local curricula: curricula covers content broadly but teachers adapt & select
approach
Focus is on supporting students’ balanced development and integration into Finnish society and
giving necessary skills for basic education, with student age and learning capabilities taken into
consideration through an individual study plan
Special needs education: Providing general & adjusted syllabus for every child. Special needs
education provided in various ways: specialised class or school, full or part-time, integrated or partly
integrated or in a special class involving individual learning plan
Philosophy including special education: equal education for everyone, different learning styles with
differentiation as needed, change the educational system. Special education classes work on
cooperative learning in small groups, with peer support and with discussion and exchange of
opinions
Andy Hargreaves: ‘Inspiration, Innovation and Improvement : Performing beyond
expectations’
Concern about standardised curriculum, with time limits associated & testing. Wide skills and creativity
are needed, with standardisation being the enemy of innovation & with diversity being needed and
creating strength
• Singapore: Innovative but with some standardisation & testing: developing high
creativity in classrooms, well paid teachers, 30% with Masters degree, cooperative
learning, interdisciplinary, using technology esp for recall focused tasks, teacher
overseas visits & feedback, collaborative principal networks - teach less, learn
more approach
• Alberta Canada: improvement + innovation focus: highest PISA results in
English/French speaking countries: 90% time using inquiry approach.
• Finland: 2006, highest performing in PISA : Innovative without lots of technology or
interdisciplinary: a leading knowledge economy; high quality, high status teachers
developing curriculum within state framework, scoring highly for economic
competitiveness and science, maths, technology, music. Teachers trained in
cognitive science
• Ontario Canada from 2003: improvement + innovation focus: focus on individual
low performing students and data; using online subjects
Will Richardson: ‘Learning in a Networked World’
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Education needs to prepare students for changes in society ; traditional school formats not
working, with technology having potential to individualise learning
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Students are using technology to learn and technology needs to be part of the formal learning
process
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Students wanting to learn lots of things not happening in the classroom and students turning to
the internet and social networking revolution. Need to focus on how to connect the classroom to
this desire to learn
‘Our learning institutions, for the most part, are acting as if the world has not suddenly changed..If
you think that the future will require better schools, you’re wrong. The future of education calls
for entirely different learning environments’ (Knowledge Works Foundation)
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Traditional schooling v. innovative education: Education v everyday, analog v digital, tethered v
mobile, isolated v connected, generic v personal, consumption v closed.
School learning: teacher directed, predictable, standardized, content based, predictable, filtered.
Home learning: online world, learning is networked, global, collaborative, self directed, inquiry
based, mobile, on demand, transparent, lifelong, personalised, unpredictable.
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2 billion people (potential predators) connected to the web by 2011…need to view these as 2
billion ‘teachers’ from around the world and the power of informal learning through networks.
Will Richardson: 8 shifts needed by educators to support digital learners
•Shift 1: Build student skills to talk to strangers online (teach kids to be safe)
•Shift 2: Help development of a G portfolio (ensure students have a positive online
profile)
•Shift 3: Tell positive digital learning stories (acknowledge the passion of kids
learning online)
•Shift 4: Teach Information management (teach students to manage the
information overload)
•Shift 5: Teach Crap Detector skills (build information vetting skills)
•Shift 6: Support students in following learning interests (online to support
personalised learning)
•Shift 7: Build student online learning skills (critical skills in accessing & critiquing
information)
•Shift 8: Build problem solving online (focus on deep learning & collaborative/
creative approaches)
http://www.speedofcreativity.org/2011/01/17/%E2%80%9Clearning-in-a-networked-worldfor-our-students-and-for-ourselves-teach21esc16/
Generalised Impressions re Ohio Education
Highly centralised and content driven curriculum focused on text books, ‘pacing’ and
testing
Little opportunity for multi age, interdisciplinary work & higher order thinking
Few excursions and authentic learning opportunities
Little use of community resources
Research/inquiry based learning infrequently used
Special education individualised learning plans catering well for personalised learning
Technology focused on cognitive recall, although presenters highlighting personalised
learning opportunities
Obama’s Blueprint for Reform is about educational change
Where are SA schools?????
What’s the historical &
cultural context? Is there
‘permission’ to innovate?
Innovation in South
Australian education:
Using ‘Magpie’ groupings,
campfires and
interdisciplinary approaches
to create improved
educational outcomes
Presentation to Ohio Innovative Learning Environment
conference
August 1-5 2011
Dr Susanne Owen
Principal Officer Strategic Research and Innovation
Department of Education and Children’s Services South Australia
A new language of innovation?!!
•‘Magpie’ multi-age groupings
•River Murray enterprise business
•Graduate skills ‘Tool sheds
•Children’s Parliament
•Deadly Designers’ Studio
•‘Lady Gaga’s Shoes’ interdisciplinary theme
•Fertile questions for deep learning
•Teacher engagers
•Master classes for specialist skill-building
•Watering holes and campfire spaces
•Widening Horizons enrichment programs
Mypolonga Primary
School
“Dear Angus,
We hope this finds you well. We had a lovely visit to your school last Friday and now we are back
home in Sydney. The apricot jam was delicious and we will always have fond memories of yourself
and your school. Also, our grandchildren in Adelaide really liked your chocolate dipped dried apricots.
Please pass on a heap of praises from us to your teachers on the well run School Shop and we thank
you and everyone for the excellent time spent at your school and shop. Best wishes to you and
everyone. Sincerely, Chris and Christine Weir”
Letter from visitor!!
Mypolonga Primary School
Profile: 120 students R-7, 100 km from Adelaide including about
half from Murray Bridge
• Mypolonga PS Shop is a business run weekly for tourists from
Murray River paddle steamer
• Interdisciplinary curriculum involves all classes in business,
craft, tourism, oral/written language, mathematics,
hospitality
• Multi-age & leadership opportunities with senior students
mentoring junior students in the shop, school tours & in
literacy work
• Governing Council committees have student reps
• Community partnerships in environmental issues & events
focus for hospitality
Australian Science and Mathematics
School (ASMS)
ASMS
Profile: 325 students in yrs 10-12, with special interest/aptitude
for maths & science
• Purpose-built flexible & ICT-rich learning space
• Collaborative relationships with teachers/students &
student/student supporting the learning process
• Daily 45 minute multi-age tutor group support systems for
Personal Learning Plans, individual skill building,
Partnerships with external stakeholders (Flinders
University & others)
• Commitment to ongoing professional learning within
distributed learning model
• Interdisciplinary curriculum focused around math/science
• Holistic structures for learning
• Personalisation & self-directed learning
• Extensive PD offered for SA teachers, interstate, overseas
Bridgewater Primary School
Personal learning plans, enrichment,
multi-age groupings
Bridgewater Primary School
Profile: 150 students R-7, living locally in ‘hills’ area but with
1/3rd travelling up to 30km, also including children from
Inverbrackie seeking asylum in Australia
• Multi-age organisational grouping of students according to
individual learning support needs
• Personal learning plans, with core skills (literacy, maths,
science, ICT) negotiated according to interests
• Enrichment topics ‘Widening Horizons’ coordinated by
parents, teachers, other specialists
• Peer facilities sessions ‘Creative Ideas’, providing leadership
opportunities
• Focus group sessions between students and teachers for
explicit learning according to student needs
• Planning meetings with mentors who assist students in
understanding their learning progress and provide planning
advice
Birdwood High School
Birdwood HS Academy of Middle Schooling
Profile: 160 students in year 8, 75% in MS Academy (& 25% choosing traditional year
8)
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120 students & six teachers within cross-curriculum team
Generally, about 80 students work within individual learning plans & choose
what they work on, assisted by 4 teacher mentors (while about 40 students & 2
teachers work on specialised areas within Master Classes)
Integrated themes & units of work
Students do daily journals recording learning successes & set goals each day
Learning Circles three times weekly with mentors & focus on aspects of learning
progress
Creative passions units of work available for immersion for individuals
Technology: podcasts, software applications, wireless, Apple Macbook laptops
Focus classes – Technical Studies, or Home Ec, Music, Art, foreign language
Literacy & numeracy: cross curriculum & explicit leaning activities and instruction
in small groups according to ability level
Explicit criteria for assessment & flexible presentation formats & resubmissions
of work, also self- & peer-assessment
Teacher engagers use questioning, dialogue, feedback
Learning Together
Pre-schoolers learning….adults learning
Learning Together
Profile: Systems wide project in eight SA sites (low-socio-economic), operating
since 2003: Children aged 0-4 and parents (aged from 14 years), learn
simultaneously with secondary and early childhood teachers involved. Fraser
Park program has 239 adults (18 are under 19 yrs)
• Parents/carers re-engaged in learning through focus on own
children’s learning and development (supported playgroups, parents
making books for and about their children, cooking groups, Learning
Dispositions groups, SACE eg Integrated Learning)
• Children’s learning (and adults) guided by ‘Early Years Learning
Framework: Belonging, Being, Becoming’
• SACE units : Community Studies independent study projects such as
‘Welfare to work’, or ‘A teenage mother’s story’ interactive book;
Integrated Learning SACE unit has focus on Learning Dispositions eg
curiosity, purposefulness
Alberton
Primary School
Alberton PS
Profile: 300 students: 80% + low socio-economic, 30% Indigenous
• ‘Home classes’ in R-7 multi-age groups
• Multi-age ‘Discovery Time’ each afternoon: multi-disciplinary choices, inquiry,
staff prompting and questioning
• Daily balance/wellbeing activities after lunch
• Student Learning Plans within school-wide common theme/big question with
integrated focus: developing skills for learning, communicating, assessing
against agreed criteria, and linked to graduate outcomes
• Collaborative staff planning & team teaching
• Student voice committees & Children’s Parliament in 8 Ministries
• Weekly reflection time journals mapping learning over several years
• ‘Staff Tenet ‘ re expectations about performance, attitudes, understandings
• Learning and learners as central focus
• Engaging learning environments: eg Aqua Science centre, ‘the Shed’ workshop,
Deadly Designers’ Studio’, ‘The Café’
Open Access College
Open Access Middle Years Program (yrs 7-9)
Profile: Around 150-200 year 7-9s, low socio-economic plus significant health,
isolation issues
• Collegial teacher teams of 3-4 teachers for every 21-24 students (operating
in groups of 8 students, small groups, or individually) [rather than weekly
telephone lesson with specialist teacher]
• Teachers taking responsibility for developing teaching materials rather
than a specialised unit
• Integrated, interdisciplinary curriculum based on student interests and
linked to state curriculum
• Increased focus on technology role in student learning including using
Centra and online integrated learning programs, personalised learning
materials (DVDs, CDs etc)
• More personalised approach in learning with individual learning plans,
involving negotiation & flexible approaches to teaching and assessment
• Face-to-face workshops, mini schools, visits from teachers, camps
Using the ILE framework to understand
innovations
Innovative
Innovations
in the
profile of
the learners
Innovations
regarding
those
engaged in
teaching and
orchestrating
learning
Learners
approaches
to
scheduling,
groupings,
pedagogies,
assessment,
guidance
Content
Organisation
‘Teachers’
Offering new
foci for
content,
competencies
and
knowledge
Innovative
uses of
Resources
infrastructure,
space and
technology
Some Outcomes of SA Innovations
• Low socio-economic students achieve above total state mean
in literacy & numeracy results
• Increased attendance & significantly less behaviour issues
• More student engagement & detailed assessment responses,
also reflecting higher order thinking
• Staff surveys indicating increased collegiality, professional
sharing, enthusiasm for teaching
• Parent/student surveys show increased satisfaction with
teaching and learning
• Student journals/self- & peer- assessment indicate
increasingly becoming independent learners
• Surveys indicate increased confidence and behaviour changes
related to valuing learning and education
Key messages for SA education from Ohio conference
SA innovation schools were highly recognised . These schools and others in SA
essentially reflect some aspects of keynote speaker messages re pedagogical
reform . They use multi age, personalised educational learning and
interdisciplinarity, deep learning, active learning, community links approaches,
personalised learning plans, with targeted skills for small groups as required.
There are links to state curriculum, with additional student interest groups,
inquiry based learning & varied and authentic assessment approaches.
Technology for personalised learning is very important when linked to
pedagogy. It is used to varying degrees in SA innovation schools, mostly in
middle and secondary schools with individual laptops, Open Access use of
Centra, Moodle. ASMS , operating through Flinders University, provides
opportunities for social networking access.
Social networking, blogs, ipads are an essential part of the digital learning
context & need to build in school access & teach students how to discriminate
between available information sources & teach critical digital literacy & safe
use.
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Implications for SA & ways forward
• SA has long history of commitment to flexible (innovative?) approaches
• Australian directions: national curriculum, NAPLAN, performance pay:
given varying state directions (eg NSW centralised v. Tasmania 5 core
areas), what will be the impact. Yates (2011) state’s varying
contexts/values v. consistency & prescriptiveness
• Caldwell (2011): importance of alignment of education, economy and
society & compelling vision of high moral purpose, compassion, trust &
ensuring success for all students. Not necessarily reflected in current
Australian national directions.
• Caldwell: Need focus on national curriculum which provides flexibility,
Master’s degree for teacher education & CPD, program diversity,
minimised national testing to ensure teacher focus on high levels of
knowledge/skills, community engagement, redesigned schools
Fullan (2011) Drivers currently in focus in US/Australia are complementary but
not the key drivers eg
•Accountability & test results
•Individual teachers and leaders focus
•Technology
•Fragmented strategies not systemic
Fullan (2011) Key drivers which should be used by policy makers
•Learning-instruction-assessment nexus & capacity building
•Social capital & building the profession incl. group work
•Instructional improvement & pedagogy matching technology
•Systemic synergy
Mourshed et al. (2010) 20 strongest improving education systems
22% use accountability: performance assessments,
78% use capacity building – coaching, collaboration
Giles & Hargreaves (2006) professional learning builds innovation sustainability but standardised
reform impedes
The Way Forward: UK
Innovation Unit (2007)
Systems issues: Upscaling &
Sustaining Innovation
• Higher order skills:
critical thinking &
reasoning
• Problem solving
• Collaboration
• Digitally based learning
• Citizenship
• Communication
(listening)
• Build depth of understanding
about new initiatives
• Create ownership
• Consider spread
• Sustainable
• Ensure clarity of goals &
purpose
• In UK, collaboration, coconstruction, inclusivity,
bringing about change within
framework of target setting
Discussion
What does SA education system need to do to
support sites in their innovative practices?
Given the potential for national approaches to
stifle innovation, how do we move forward
in our current Australian context?
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Barber, M. & Mourshed, M. (2007). How the World's Best-Performing School. Systems come
out on Top . London: McKinsey.
Caldwell, B. (2011). The Importance of being Aligned. Professional Educator. August.
Cordingley, P. & Bell, M. (2007). Transferring Learning and Taking Innovation to Scale. UK
Innovation Unit. Curee. URL: www.innovation-unit.co.uk
Fisher, K. (2003). Clicks, Bricks and Spondulicks. Summary of OECD conference. URL:
http://www.oecd.org/dataoecd/28/27/2494207.pdf
Foster M. (2010). Northern Area Quality Teaching and Learning Portfolio. URL:
http://www.decs.sa.gov.au/northernadelaide/files/links/TfELmargotFoster.pdf
Fullan, M. (2011). Choosing the Wrong Drivers for Whole System Reform. Melbourne. Centre
for Strategic Education.
Giles, C. & Hargreaves, A. (2006). The Sustainability of Innovative Schools as Learning
Organisations and Professional Learning Communities during Standardised Reform. URL:
http://schoolcontributions.cmswiki.wikispaces.net/file/view/The+Sustainability+of+Innovative
+School s+as+LO.pdf
Hattie, J. (2003). Teachers Make a Difference. URL:
http://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdf
Hattie, J. (2009). Making Learning Visible. a synthesis of over 800 meta-analyses relating to
achievement London; Routledge.
Mourshed, M., Chinezi, C. & Barber, M. (2010) How the World’s Most
Improved School Systems Keep Getting Better,
McKinsey & Company, London.
Richardson, W. (2011). Learning in a Networked World. URL:
http://www.speedofcreativity.org/2011/01/17/%E2%80%9Clearning-in-anetworked-world-for-our-students-and-for-ourselves-teach21esc16/
Wiliam D. (2011). Embedded Formative Assessment. Solution Tree Press:
Bloomington, IN.
UK Innovation Unit. Learning Futures model. URL:
http://www.innovationunit.org/sites/default/files/Pamphlet%203%20%20Principles%20and%20practice.pdf]
Yates, L. (2011). Points of Difference. Education Review. May . URL:
www.educationreview.com.au
/
Technology Websites of interest
•Khan Academy of maths/biology/chemistry/history topics podcasts and exercises
and detailed reports on student progress URL: http://www.khanacademy.org/about
•US National Council of Teachers of English 21st century literacies framework URL:
www.ncte.org/governance/literacies
•Positive branding using twitter, facebook etc URL: http://brandyourself.com
•New York Times article: ‘The Children of Cyberspace: Old Fogies by their 20s’ (Kindle
for books) URL: http://www.nytimes.com/2010/01/10/weekinreview/10stone.html
•‘The Emergence of “Educational Networking”: Can Non‐commercial,
Education‐based Social Networking Sites Really Address the Privacy and Safety
Concerns of Educators? Holcomb, L, Brady K, Smith B 2010 URL:
http://jolt.merlot.org/vol6no2/holcomb_0610.pdf (benefits of Ning for Social
Networking)
•Teach and Reflect Blog: ‘2010 Social Networking in Schools. Do the benefits outweigh
the risks’ URL :
http://teachandreflect.wordpress.com/2010/03/29/social‐networking‐in‐schools‐%e2
%80%93‐ do‐the‐benefits‐outweigh‐the‐risks/
DECS Innovations website
http://www.innovations.s
a.edu.au
Dr Susanne Owen
Principal Officer, Strategic Research
& Innovation
Susanne.owen@sa.gov.au