AI-empowered Future Learning: Design for Learning, Learning Technology and Digital Literacy
Lesson 21: Technology, Innovation and System Change
In the pressured environment of high-achieving schools, implementing ed-tech tools can feel high stakes. Adoption of new technologies takes time, but teachers are unable to compromise on the quality of education in the classroom. This means that change can be a stressful experience with schools and teachers trying to balance the need for innovation with the responsibilities of maintaining a high standard of education for all students.
This talk presents our experience at Nord Anglia Education of developing and implementing education technology with 26 schools globally, the lessons learned and insights gained about change and innovation in the classroom. It will discuss the importance of professional development and the forms this can take, and the balance that all systems negotiate between providing direction and catering for teacher agency and flexibility. The talk will present opportunities for reflection and will invite all participants to consider how these insights apply to their own contexts.
Kate Erricker is the Assistant Director, Curriculum for the Nord Anglia Education team and leads The Metacognition Project, a 2 year research project working with 27 schools globally on how education technology can develop, measure and substantiate metacognitive growth and the development of C21st skills in students.
Based at the Nord Anglia school in Hong Kong, Kate works closely with teachers and leaders across the world on teacher professional learning, implementation of change particularly when using new technologies, and the development of classroom cultures of learning that deepen thinking.
Before joining Nord Anglia, Kate was a school improvement advisor for Hampshire Local Authority. In this role, she worked with teachers and leadership teams to improve outcomes in primary and secondary schools.
Kate originally trained as an English teacher in the U.K. and has 20+ years’ experience in education. She has a Masters and PhD in Education, specialising in teacher professional development.