2016 Qld Digital Technologies Summit Communique - Outcomes and Actions
The School of Education and Professional Studies at Griffith University, with the support of the Queensland Deans of Education and the Queensland College of Teachers (QCT), hosted the successful 2016 Queensland Digital Technologies Summit: Initial Teacher Education in Brisbane on 16 June 2016. (Watch our video here).
The Summit brought together the top minds and key stakeholders in digital technologies and initial teacher education. Stimulated by exciting keynotes, interactive panel discussions, and exemplary case studies, more than 240 participants identified the digital technologies priorities, issues and challenges, co-constructed a shared the major challenges facing educators, government, and community, relating to digital technology learning and teaching, and Initial Teacher Education (ITE).
2016 Qld Digital Technologies Summit Communique
I am delighted to present the 2016 Qld Digital Technologies Summit Communique.
Outcomes and Actions
Specifically, the purposes of the Summit were to:† identify and prioritise digital technologies challenges and issues in Initial Teacher Education;
† co-construct a shared digital technologies philosophy in Initial Teacher Education;
† co-construct a shared digital technologies framework for Initial Teacher Education; and
† identify shared actions and strategies for digital technologies learning and teaching in Initial Teacher Education.
These Summit outcomes were successfully achieved. The Communique presents the identified high priority challenges and issues, co-constructed digital technologies philosophy, co-constructed digital technologies framework, and shared actions and strategies for digital technologies learning and teaching in Initial Teacher Education.
Summit participants expressed a very strong commitment to action. I call upon you to play your role in continuing this collaborative, collegial approach to positively enact these plans to ensure Initial Teacher Education students develop and demonstrate the competencies with, and dispositions about, digital technologies. Strategies identified at the Summit for ensuring ITE student digital technologies learning were:
Contexts of use
· Employing real connections with real life issues
· Exposing ITE students to professional networks through practical experience
· Fostering university-industry partnerships
· Requiring ITE students to create with digital technologies
· Employing ITE students in roles as mentors.
Ethical wellbeing & citizenship
· Applying ethical considerations in all learning areas
· Modelling the development and debate of ethical and policy positions as a problem solving process
· Requiring ITE students to develop a professional profile/digital footprint that supports professional practice
· Requiring ITE students to understand and teach the appropriate uses of data (in particular, student data)
· Understanding the expectations of University and school policies relating to ethical issues.
Curriculum, teaching and learning
· Promoting problem solving in engagement with digital technologies in real world contexts, case studies and examples
· Developing teaching strategies that allow ITE students to critically evaluate and justify
· Focusing assessment as journey rather than end product
· Making curriculum, teaching and learning to be relevant to ITE student needs and the school curriculum
Communication & collaboration
· Having ITE students develop a thorough knowledge of the curriculum
· Forming Makerspaces with local schools
· Reflecting the use of digital mediums through professional learning networks
· Working with school-based digital champions
Creativity & innovation
· Modelling and providing opportunities for ITE students to create and innovate
· Providing opportunities to explore digital technologies
· Valuing adaptability, flexibility, change, collaboration, communication and critical thinking
· Immersing ITE students in problem based learning tasks across the curriculum in real life and virtual contexts
· Liaising with schools to see how it works in schools
· Including creativity as an assessable aspect of all assessments
Initial teacher education
· Encouraging collaboration, modelling and demonstrating the pedagogies necessary to embed digital technologies
· Providing authentic learning experiences and high quality examples
· Ensuring depth of learning with regard to the curriculum
· Providing access to quality mentoring
I thank you for your contributions to the Summit, invite you to enjoy reading the Communique, and encourage you to disseminate this widely through your networks.
Head and Dean
School of Education and Professional Studies