Overview

How are classroom educators involved?

Innovative teaching and learning practices are happening in Ontario schools. All Ontario school districts are engaged in collaborative research and sharing what they are learning about effective technology-enabled 21st century practice for student learning and success.

New Technology and Learning Fund (TLF) Guide: Updated 2017 PDF

What are the areas of focus for the Technology and Learning Fund?

District school boards are using TLF funding to specifically address four key areas:

  1. Create more teacher-student learning partnerships through real-world, authentic learning tasks enabled by technology.
  2. Provide more opportunities for peer-to-peer learning enabled by technology.
  3. Develop and provide professional learning about new assessment practices that reflect deep learning pedagogy.
  4. Provide opportunities to develop new learning partnerships among educators enabled by technology in addition to funding for face-to-face professional development.

What are the key elements of the New Pedagogies?

Key elements of the ‘new pedagogies’ (Fullan & Langworthy, 2014)

  • Learning involves the creation and use of new knowledge in the real world (authentic, relevant, deep learning tasks)
  • Learning partnerships are developed between and among students and teachers that focus on the process of learning
  • Learning is enabled by access to digital tools and resources both inside and outside of school

The areas of focus for the Technology and Learning Fund support and align with the elements of New Pedagogies.

Considerations for Technology Use and Purchase

Learning outcomes and your District School Board vision of technology-enabled learning and teaching should be the main considerations when deciding on
technology purchases. Results from the Innovation Research indicate that,
“the relationships between and among students, teachers, and systems as a whole
are shifting towards a more collaborative, coordinated, and connected way of
impacting teaching and learning” (CSC Final Report, 2015). Decisions about
technology purchases are being made in a coordinated manner, keeping the
learning goals in mind.

Work by Dr. Reuben Peuntedura (2013) and Dr. Chris Dede (2014), emphasizes
the need to consider the outcome of the learning when making decisions about
technology use (and purchase). The following chart provides a look at target
learning goals and the types of technology tools that can support the achievement
of the learning goals.


Sample Target Outcomes for Students
Types of Digital Tools and Resources
     
Communication, collaboration, digital citizenship   Social and Collaboration Tools - Support knowledge building (e.g., blogs, online discussions, file sharing)
     
Inquiry-based learning, responsibility, decision-making   Hybrid and Mobile Technologies - Broaden access to education beyond the school walls/school day (e.g., tablets, laptops, cloud technology, BYOD)
     
Metacognition, problem-solving and reasoning, analysis   Visualization Tools - Support mastery of abstract concepts (e.g., graphing tools, 3D printers, interactive maps)
     
Perseverance, self-efficacy, problem solving, creativity and innovation, critical thinking   Immersive Media and Simulations - Situate learning in real-world and augmented realities (e.g., adaptive software, interactive content, virtual learning environments, interactive games)