<div>A very interesting question - in fact it's probably hard enough to describe what teaching looks like in 2011, as it varies so much within and between schools :-)</div>
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<div>Certainly there are opportunities made available through technology, and some supported/enforced by legislation (eg the DER 1:1 initiative here, and Florida's requirement that a student do at least one online course to qualify for high school graduation, and the growth of state funded virtual schools in the US (HB 1797 and SB 1620 ) ). These will increasingly affect how schools and teaching make use of technology.</div>
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<div>There may be some changes to teaching to provide flexibility, eg schools employing online teachers on call from 8am to 8pm weekdays and fixed hours on weekends as per one current (and popular) US model.</div>
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<div>One area that might interest Jenny (whose email address indicates she works for one of the world's largest online learning providers) is the extent to which schools might be using commercial elearning solutions in 2015, vs those who move into free services for email, storage, social networking, learning management, online audio-, video- and data- conferencing, and educational content. For example - how many education systems offer all students 8GB of email storage? That's what Gmail gives me, for free - why would I expect less from a school? And perhaps more serious - why would a school pay to provide a lesser service?</div>
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<div>In Australia, there is an interesting situation emerging where national services are providing in the space traditionally filled by States/Territories. Tools like Scootle/Australian Curriculum Connect have potential to displace some of functions of jurisdictional portals and repositories: with a national curriculum, the argument for separate jurisdictional systems is not as clear as it may have been 5 years ago. Or perhaps the role of jurisdictional systems will change radically.</div>
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<div>The "year" paradigm may well change - the ability to undertake assessment at any time, rather than the set assessment times, and the ability to study in any curriculum area at a time suited to the learner, suggest that it becomes less relevant to group students on chronological age. This will probably impact more on secondary students and teachers than primary.</div>
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<div>We already see virtual schools with over 1,000 teachers and 100,000 students eg <a href="http://goo.gl/eueTA">http://goo.gl/eueTA</a> and growing.</div>
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<div>Personally, I'd bet that in 2015 there will still be some schools and teachers doing exactly what they are doing now, probably even using the same textbooks and notes. But there will also be many more schools that are using technology to provide flexibility for students, wider access to more diverse curriculum, and with corresponding changes in teaching practice.</div>
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<div>Interesting times indeed...</div>
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<div>ken</div>
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<div>Ken Price </div>
<div>TASITE</div>
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<div class="gmail_quote">On Fri, Jul 22, 2011 at 3:17 PM, Walsh, Jenny <span dir="ltr"><<a href="mailto:Jenny.Walsh@pearson.com.au">Jenny.Walsh@pearson.com.au</a>></span> wrote:<br>
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<p class="MsoNormal"><font size="2" face="Verdana"><span style="FONT-SIZE: 10pt">Hi <u></u><u></u></span></font></p>
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<p class="MsoNormal"><font size="2" face="Verdana"><span style="FONT-SIZE: 10pt">I’d like to ask the group the question “What will teaching look like in 2015? How will technology change the face of teaching?”<u></u><u></u></span></font></p>
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<p class="MsoNormal"><b><font color="#9d1348" size="2" face="Verdana"><span style="COLOR: #9d1348; FONT-SIZE: 10pt; FONT-WEIGHT: bold" lang="EN-US">Jenny Walsh</span></font></b><font color="black"><span style="COLOR: black" lang="EN-US"><br>
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