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Do we need officers who are both strong curriculum designers AND are technologically competent? There is less of a need to embrace technology amongst officers - many of us see the need but do not have the skills to make this happen

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Is our system at that level where ubiquitous tech is a given? I feel that the tech we have in school is functioning at a very low level in relation to the tech in the real world. So we end up feeling frustrated because we feel we need to (and lack) the skills to troubleshoot tech issues, and have very little capacity to respond to (or increase our expertise on ) issues that are relevant to meaning making and engagement.

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How can we achieve deep learning in the various roles of officers/teachers/students?

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How can we achieve deep learning in the various roles of officers/teachers/students?

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Teachers need to be able to facilitate learners construction of meaning. Because they have myriad resources to pull from, they would need to be very mindful of different learners’ ZPD, and be clear about when to prioritise divergence or convergence, inductive or deductive thinking in turn. This takes a truly skilful teacher/change in mindset regarding curriculum  ‘coverage’. We as officers will need to help this mindset change happen through curriculum design (CPP

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Teachers need to be able to facilitate learners construction of meaning. Because they have myriad resources to pull from, they would need to be very mindful of different learners’ ZPD, and be clear about when to prioritise divergence or convergence, inductive or deductive thinking in turn. This takes a truly skilful teacher/change in mindset regarding curriculum  ‘coverage’. We as officers will need to help this mindset change happen through curriculum design (CPP

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Part of me believes that as the world naturally progresses towards technology related learning, that areas in education need to be mindfully curated to ensure that human interaction, AE and socialization needs are addressed.

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While these ideas sound very grand, there are not many good examples that look directly applicable to one’s own classroom. What doable (that do not take a huge budget, specialized skill sets, logistical tools) ideas are out there that would make a good starting point? Otherwise can it be enough to just enhance and enable?

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Maybe the ‘How to’ is more important than the ‘why do we need to go digital’ in working towards what Emily is sharing 

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Maybe the ‘How to’ is more important than the ‘why do we need to go digital’ in working towards what Emily is sharing 

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We should be careful not to be so elitist

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We should be careful not to be so elitist

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Why must regular students construct less

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Not sure if this is the right place to park this, or if I've correctly understood the statement, but I'm deeply uncomfortable with saying that "ubiquitous technology is A NECESSARY PREREQUISITE for deep learning to occur". What is deep learning? Have we never learnt 'deeply' prior to the advent of technology? I get that it can enable, enhance and even transform (lol) but I don't agree that one cannot learn deeply without technology. 

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Not sure if this is the right place to park this, or if I've correctly understood the statement, but I'm deeply uncomfortable with saying that "ubiquitous technology is A NECESSARY PREREQUISITE for deep learning to occur". What is deep learning? Have we never learnt 'deeply' prior to the advent of technology? I get that it can enable, enhance and even transform (lol) but I don't agree that one cannot learn deeply without technology. 

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Deeper Learning - what it means in future context 

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Deeper Learning - what it means in future context 

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This may help to differentiate between deeper learning versus current modes.

Technology will help us to get deeper, and do things like collaboration and communication better, assuming we tap on them well.

From Prof Pam Grossman CJ Koh professorial lecture on 27/9

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I disagree that GEP is about coverage. We have always been distinctive in uncovering concepts - just that we do so using low tech 

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I disagree that GEP is about coverage. We have always been distinctive in uncovering concepts - just that we do so using low tech 

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We should be careful not to be so elitist

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We should be careful not to be so elitist

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Why must regular students construct less? This is very dangerous and elitist thinking - I thought we were advised to practise inclusivity. Not doing so is no longer an option in this day and age. Pride comes before a fall...

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Are schools faster in adopting these technologies compared to us

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Stettler’s recommendation about knowledge construction % far from being elitist seems to be based on understanding that G/T learners are cognitively more disposed, comfortable and ready to inquire for themselves and need less time to master content. Regular learners may just need a little more input before they feel safe to produce knowledge. An inclusive environment INCLUDES providing differentiated facilitation and materials, not the same pedagogic moves for different learners. Inclusive does not mean same expectations or approach

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At start of Sec1 we used to get GE students to write about their interests, strengths, etc. Perhaps it's time to tap technology to organise such info n guide them in making choices on what flipped learning resources to access, on grouping, e-portfolio, publish, etc. TnL resources will need to be curated n organised to support this.

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Noticed the way space is flexibly arranged. Infrastructure/Furniture and ICT access has to be in place. What would it take for this to be 'norm'

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will the workplace of the future be this flexible? if not, i'm afraid students will grow up to be very frustrated with rules at work

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Can we assume that we "all have it" AND know how to apply it to the technoogy we are trying to embrace, learn to use, and learn to use to enhance, enrich, deepen learning?