Transcript Technology Together

Learning with and from
students
Resource 45 || Presentation
In many respects teachers are very isolated in their own
classrooms.
However, in relation to technology learning, most teachers
have readily available co-learners and assistants…
…their students.
Some teachers are more willing to learn with and
from their students than others.
• Some teachers feel they need to become the “expert”
before introducing new technologies into the class
• Others teachers prefer a short introduction to a new
technology but then are happy to learn ‘on the job’
with their students
• Others teachers let students jump in and find their way
around new software and then draw on students to
help teach themselves and others. They are learning
from the students.
• Many teachers come to realise that they don’t
need to have all the knowledge before trying
something with their class…
…Their role can be as facilitator of learning, rather
than the source of the technical knowledge.
Small group activity
How do you feel about the idea of learning with
and from your students?
Whole-school discussion
What, within the school environment,
encourages or discourages this form of
teaching and learning?
Weekly challenge
Read through the “Learning with and from
students” journal excerpts (written by other
Technology Together teachers)
Learn three ICT facts or skills from your
students this week
Other resources are available from the
Technology Together website:
http://technologytogether.scu.edu.au
This presentation is associated with Technology Together: Whole-School Professional Development for
Capability and Confidence, by Renata Phelps and Anne Graham.
Copyright 2013, ISTE ® (International Society for Technology in Education),
Distribution and copying of this presentation is allowed for educational purposes and use with full attribution
to ISTE and the authors.
Clipart is drawn from Masterclips 500,000 ® IMSI
The research informing this publication was conducted as a collaboration
between the Centre for Children and Young People at Southern Cross
University and the Catholic Education Office, Lismore Diocese, NSW,
Australia and was funded by the Australian Research Council.