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CEGSA Conference 2008

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CEGSA

Annual Conference

17th & 18th July 2008

Australian Science and Mathematics School

Flinders University

Pre Conference Workshops
Stage 1,2 Information Technology

Meet your Moodle

Keynote Speakers

Professor Martin Westwell

Director, Flinders Centre for Science Education in the 21st Century, Flinders University

The future of the mind: how technology changes the way we think

In a technological world, environments have the capacity to change the way that young people think, behave and learn in ways that were never possible. By exploring some of the recent developments in the modern world that have modified the way young people think and learn, insights for the future of education can be gained. The power of these insights can only be fully realised when coupled with the experience, expertise and values of teachers. How do we ensure that we capitalise upon the opportunities offered by technology whilst minimising the risks?

Profile:
Martin Westwell is the first Director of the Flinders Centre for Science Education in the 21st Century. He has a PhD from Cambridge University has worked at Oxford University and in the biotech industry. In 2005, he ran the Oxford University research program on the influence of modern lifestyles and technologies on the minds of the young and the old. Throughout all of the work at the Institute for the Future of the Mind, Martin worked with government, teachers, parents and others to provide access to scientific evidence to help inform their decision-making about the learning and education of young people. Martin has won a number of awards for communicating science to non-scientists. In 1999 he was named The Times as the Scientist of the New Century, and most recently he was short-listed for the Parliamentary Science Writer of the Year award in the UK. Martin and his family moved to Adelaide in September 2007.

Dr Margaret Lloyd
Senior Lecturer in the School of Maths, Science and Technology Education, Queensland University of Technology

Professional Development - Circular Not Linear

It is frequently held that teacher professional development is a journey. This is a persuasive metaphor but one which does not account for how teachers learn in professional communities or how learning about technology can never be a straight line as the skills and dispositions we need are never finite or permanent. A different model is needed – one which addresses how we move from known to unknown, learn from and with others, and learn best when our learning meets immediate needs. Rather than starting and finishing, teacher professional development is iterative, never reaching an end.

Profile:
Dr Margaret Lloyd is a Senior Lecturer in the School of Maths, Science and Technology Education, Queensland University of Technology with a specialisation in ICT education. While she lectures in a number of related areas, she has specific responsibility for secondary computing curriculum studies. She has taken a leading role in ICT curriculum design, has co-authored an ICT textbook for junior secondary students and is a frequent presenter and contributor to state and national publications and conferences. She is the current holder of QSITE's Outstanding Leader of the Year Award. Dr Lloyd`s is also the Director of oz-teachers, the group which oversees the Oz-TeacherNet , an online community for teachers. Her doctoral dissertation was a critical history of computer education in Queensland (1983-1997). Her current research interests include the dynamics of online communication, the measurement of integration of ICT in the classroom, and the definition of effective professional development for teachers.

Steve Moss
Virtual Presentation

Partnerships For Schools, UK

New Learning, New Spaces

The challenge of designing a curriculum which is fit for purpose in the 21^st century also poses questions about the spaces in which teaching and learning take place. Building on the experience of schools and local authorities involved in the UK’s innovative Building Schools for the Future programme and the new Primary Capital Programme, this session will explore ways of using ICT to support learning that engages young minds and encourages the development of skills essential for success in the 21^st century. We will look at some examples of new learning environments (both real and virtual) created as part of the BSF and PCP schemes and examine how they match the declared aspirations of the schools with regard to transforming learning and teaching. There will also be time to look at some innovative examples from other countries.

Profile:
Steve Moss joined Partnerships for Schools as Strategic Director (ICT) in April 2005. Steve has specialist responsibility, within PfS, for ICT in the Building Schools for the Future programme. He leads the ICT team in their work with local authorities, national agencies and the ICT industry to ensure that the ICT solutions procured as part of BSF can have a transformational effect on the processes of learning, teaching and administration in schools. Prior to joining PfS, Steve was Assistant Chief Education Officer with Manchester City Council from 2003-2005, Senior Inspector / Adviser (ICT) in Cumbria from 1988 - 2002 and, prior to that, lectured in initial teacher training following a school-based career which culminated in headship of a school in Walsall.

Steve has wide-ranging experience of the strategic development of ICT in education and has worked with Office for Standards in Education (Ofsted) on local and national inspection and evaluation projects. He was Chairman of the Board of NAACE, the UK professional association for ICT advisers and consultants, in 1998. From 2000 - 2002, Steve worked with the Ministry of Education in Jordan, developing the use of ICT in the teaching of English, mathematics and science in high schools. He has also supported schools and educators in Hong Kong, Sweden, UAE, Australia, Russia and the USA.

Chris Betcher
R-12 ICT Integrator

Presbyterian Ladies College, Sydney

Learning is a Conversation

Every time we share a conversation with someone else, we open new opportunities to grow and to learn. This notion of learning as an ongoing conversation is manifesting itself through the proliferation of blogs, podcasts, personal learning networks and numerous other means. The social technologies which support these conversations have the potential to revolutionise our schools and the way our students learn in the 21st century.

In this presentation, we explore some of the ways in which networked intelligence and the wisdom of the crowds can be used to create and share knowledge in ways that were unimaginable even a few years ago. This session will also include examples and demonstrations of collaborative communication technologies.

Profile:
As someone who has been in (and occasionally out of) education for over 20 years, Chris Betcher has a few opinions on how he'd like it to work. He is particularly interested in thinking about how schools need to change to accommodate 21st century learners and how technology can be used to make learning more interesting, relevant, fun and engaging. Chris is currently the R-12 ICT Integrator at Presbyterian Ladies College, Sydney. Chris is an active member of the global edtech communities and regularly contributes to the conversations taking place in that space. Over the years he has lead a number of online initiatives and global collaborative projects, and presents regularly at various conferences and workshops around Australia on a wide range of ICT-related topics, including Interactive Whiteboards and Web 2.0 technologies. He blogs at www.betchablog.com <http://www.betchablog.com> and also produces a regular podcast called The Virtual Staffroom <http://www.virtualstaffroom.net/> . He is also currently writing a book on teaching effectively with IWBs.

Invited Speakers

Last Modified 7/20/08 2:31 PM