Technology is radically transforming education. Embrace this change to maximize returns on education investments, engage students and boost academic performance.
Education is at a crossroads. Schools, colleges and universities that properly implement and support technology stand to dramatically improve learning outcomes. But those that do not act will be left with classrooms that do not meet the needs of 21st century students.
Share best practices with your peers from leading schools, colleges and universities at this highly interactive event.
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Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris.
As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General’s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES).
Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the “Theodor Heuss” prize, awarded in the name of the first president of the Federal Republic of Germany for “exemplary democratic engagement”. He holds an honorary Professorship at the University of Heidelberg.
Farbod Karimi is currently the Chair of Digital Initiatives and Academic Educational Technologies at Algonquin College. He has been professor since 1998 and loves teaching. With 19 years of professional, educational, and leadership experience within the public, private, and higher education sectors, his roles have included professor, curriculum consultant, and administrative chair of Marketing and Management Studies and Educational Technology. Passionate about education and technology-enhanced learning, Farbod holds a Bachelor of Business Administration from the University of Ottawa, a Master of Arts (Adult Education), and a Doctorate in Education from the University of San Francisco. He is also a graduate of the Information Technology Institute, Ottawa.
Greg McLeod is the Principal of John A Leslie P.S., a K-8 school in the Toronto District School Board. Over the last 20 years he has been a teacher, Instructional Leader for Science and Technology, Instructor for the Pre-service Bachelor of Educational program at OISE/UT, and an Educational Consultant in Qatar. Throughout his career he has always looked for ways to use technology to engage students and teachers. As a Principal he continues to look for innovate ways to use technology to engage students, staff and parents. His current focus is investigating how technology can help document and support Whole School Inquiry Based Learning. John A Leslie PS is a BYOD school in the TDSB. He is an avid user of Google Apps for Education to promote collaboration and regularly uses Twitter to help reach out and share the wonderful work of his students and staff. Please follow him @jalprincipal
Beth Peterson is the branch manager in the Division of Innovation and Partner Engagement for the Kentucky Department of Education. She manages the state's Non-Traditional Instruction Program, a program that promotes the continuation of academic instruction when school is cancelled due to snow or other reasons. Other areas of focus for Beth and the Division of Innovation include Districts of Innovation, the Kentucky Innovation Lab Network, competency-based education, personalized learning, and helping school districts create a culture of innovation. Beth taught middle school language arts in Michigan and West Virginia before joining the Division of Innovation at KDE. She is a graduate of Michigan State University, Aquinas College, and Marshall University and lives in Louisville, Kentucky with her husband and two dogs.
Jon Dron is currently a member of the Technology Enhanced Knowledge Research Institute and an Associate Professor in the School of Computing and Information Systems at Athabasca University, where he teaches various graduate and undergraduate courses. Jon is a National Teaching Fellow of the Higher Education Academy, UK and an Honorary Faculty Fellow of the Faculty of Education & Sport at the University of Brighton, UK. He is the author of “Control and Constraint in E-Learning: Choosing When to Choose”, a theoretical examination of the dynamics of control in online learning that provides a basis for evaluating and designing social learning technologies, and lead author of “Teaching Crowds: Learning & Social Media”, written with Terry Anderson, exploring ways people learn with and from others. In the past 10 years he has:
Jon’s research in learning technologies is highly cross-disciplinary, including social, pedagogical, technological, systemic and philosophical aspects of technology and learning design & management. Prior to becoming a university teacher, Jon had a varied career that included working as a singer/entertainer, being a database programmer and supporting and managing IT facilities. He started his academic teaching career at the University of Brighton in 1997 and gained his PhD in the area of learning technologies in 2002 for work on self-organizing social learning environments. Amongst other achievements, he built the first social bookmarking tool designed for education, which was also the first educational system to employ tag clouds (though these did not have a name at the time). He created a number of online social learning environments such as CoFIND and Dwellings, and Athabasca Landing, employing self-organizing principles drawing on knowledge from fields as diverse as evolutionary theory, architecture and town planning, and economics. He is currently writing a new book on the nature of learning technologies.
Garth Nichols is the Director of Teaching and Learning at Bayview Glen, located in Toronto, Ontario, and is the Co-Founder and Lead Facilitator of Cohort 21 . Garth has made the transition from teaching in the high school classroom to focus on the training and development of teachers because of his passion for the art and science of teaching. Graduating from his Masters in Curriculum, Teaching and Learning from OISE/UT he has continued to deepen his exploration and impact on how teachers teach and how students learn in the 21st Century. Having taught in Ontario and BC, as well as taking courses internationally, Garth is well versed in academic programming from a variety of perspectives.
At Bayview Glen, Garth oversees teacher development, integration of technology and curriculum design. He brings a passion for exploring innovation, student engagement and the positioning of teachers in the educational landscape to understand how these can work together to improve student learning. As a Google Certified Educator, Garth also has a keen interest for integrating different technologies into everyday teacher practice to improve the learning environment at Bayview Glen, and to deliver on the school’s mission.
In 2012, Garth co-founded Cohort 21, a year-long, job embedded PD experience for teachers in the CIS Ontario community. It combines the best of face-to-face learning with digital technology tools to foster community and sharing among teachers to challenge and support them as they shift towards, what is referred to generally as, 21st Century teaching and learning. In its third year, Cohort 21 continues to be a hub of cutting edge pedagogical thinking, discussions and action.
Stephen Downes works for the National Research Council of Canada where he has served as a Senior Researcher, based in Moncton, New Brunswick, since 2001. Downes specializes in the fields of online learning, new media, pedagogy and philosophy and serves as Program Leader, Learning and Performance Support Systems, part of the Information and Communications Technology portfolio.
Downes is perhaps best known for his daily newsletter, OLDaily, which is distributed by web, email and RSS to thousands of subscribers around the world, and as the originator of the Massive Open Online Course (MOOC). Downes began his career building a learning management system and informing the development of learning objects, introduced e-learning 2.0 and syndicated learning, and was instrumental in defining the theory of connectivism. He is a popular speaker, appearing at hundreds of events around the world over the last fifteen years. He has published hundreds of articles both online and in print through two decades of research and development into learning networks and related technologies.
Prior to joining the NRC, Downes worked for the University of Alberta as an information architect, and prior to that, as a distance education and new media design specialist for Assiniboine Community College in Brandon, Manitoba. This followed a decade of teaching experience both in person and by distance with Athabasca University, the University of Alberta, and Grande Prairie regional college. Downes was president of the Graduate Students’ Association at the University of Alberta and editor of the student newspaper at the University of Calgary. His formal education is in Philosophy (BA(hons), MA, University of Calgary) with specialization in philosophy of mind, epistemology and modern philosophy.
Ahmed Tahir is the current President of the Humber Students’ Federation. The HSF advocates for and enriches the lives of students studying at both Humber College and the University of Guelph-Humber. Ahmed has studied at both institutions, and has a wealth of experience in different positions and organization within the campus community. He has a passion for technology and modernizing the student experience inside and outside the classroom. He feels that the effective utilization of technology within the education system should be a top priority for all sectors of education.