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“It Simply Isn’t the 20th Century Any More Is It?: So Why Would We Teach as Though It Was?”
Duration:
39 minutes and 20 seconds
Year: 2008
Country:
United Kingdom
Language:
English
Genre:
Instructional
Views:
1,321
(1,015
embedded)
Posted by:
k12online on Oct 16, 2008
K12 Online Conference 2008 Amplifying Possibilities PRE CONFERENCE KEYNOTE Professor Stephen Heppell St Katherine Docks, Tower of London, England Blog Stephen’s Phone Blog http://phone.heppell.mobi Originally published: 13 October 2008 http://k12onlineconference.org/
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Video Transcription
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- Hi. Welcome. Welcome all of you really.
- It's early morning here.
- There's a mist outside the window that suggests there won't be much wind ...
- um, this morning, so I ... I think my ... I think my sailing is off.
- But the result will be that we get a chance to sit and talk together.
- Uh ... for uh, um, 45 minutes or so
- and I hope you're patient because there's just a mass to put over in the time that we've got.
- I'm going to talk about three things really with you,
- I'm just going to talk through some history, it seems to me
- there are some things that we've always known
- about how technology and learning in the 21st century is going to be different
- to the last century
- and then I'm going to reflect a little on ... gosh ...
- it would be churlish of me not to reflect on the ... the new world we find ourselves in
- I mean the world economy apparently is gone to hell in a hand cart. You know we've got, um,
- banks threatening meltdown and, err, even as I speak the headlines are running, um
- here on a dawn morning, um, indicating that there around the world you know the
- the economy, we thought perhaps was, um, stable and safe is rather less
- um, so than we expected.
- And finally I’m gonna say what, what does all this mean for, for learning. You know
- we’re, we’re entering the new age of learning and we need new schools,
- new universities, new strategies. Is this a revolution?
- Is it evolution? Is it a different place, so that's, that's what, thats what we are going to cover
- and, um, and we are going to do it, err, in as gentle and conversational way
- as we can because we have a chance later to discuss some of this stuff.
- um, and so let’s start... let’s start with our history
- You can see I am very old. These are, these are lines, you know, the patina
- of centuries going on here and I’ve been around this game for a huge amount of time.
- Started putting, gosh, wooden computers and the very earliest computers into schools
- to see if there was something magical about that, that illuminated screen
- that would captivate young minds. Of course there was.
- And all those years ago, the end of the seventies, the early eighties the... the challenge
- for us really was, what could we make the technology do that was useful?
- we knew what we needed in learning we just wanted to find some way of of, of getting
- it to, to happen, through these incredibly primitive screens with their blocky graphics
- you know, do you remember those, um, those pong games of.... er. We played on our
- computer screens. Well, you know, given the restraints it wasn't very hard to be honest
- to find things that were compelling, seductive and engaging. But now... but now the
- technology is a whole 'nother world. Now I've got, you know, in my, in my pocket here
- with my little iPhone. I've got more computing power than, um, a whole school had
- back in the eighties. You know, storage and connectivity and processing power and
- the little camera on the back and the ability to run web pages. My goodness.
- So the challenge for us now isn't what can we make the technology do. The challenge is
- gosh, we're in a world where technology can do jolly well anything we want....
- In that world, what do we want? And what do we want turns out to be a very different
- thing, I think, to maybe what we were doing in the, in the last century with those
- big factory schools and those economies of scale and wisdom being delivered and a
- curriculum being received. Children reading, learning and inwardly digesting somebody
- else's information. So, what were the signs? What, where, where do we look back
- and see, rather obviously, seemed to me, that we were moving to a different world.
- Well, I, you know, gosh in the eighties. I remember putting a network of children
- together. This is before the Internet. Where we had, we had Prestel and sort of teletext
- service and electronic mail, of course, which has been around for, for eons.
- And we joined all this together and we allowed children and teachers to communicate from
- and to each other in a really rather, um, compelling way and did they enjoy it?
- Golly gosh, they did. Was it compelling? Yes. Were there the things that they wanted to do?
- They wanted to be part of a community.


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