Grammar Gazette- Issue 1, 2016

/ 03

every creative enterprise the generation of ideas and kernels of creativity are so often the result of face-to-face conversation and it remains the foundation of the teacher- student relationship and learning. Upon graduation, girls must be equipped with skills that will see them well placed to meet the demands of modern society. We know this will require them to be capable of thinking strategically, to question and to problem solve and to also have a level of technology literacy. There is a well-publicised shortage of professionals, particularly females, entering the technologies industry. Exposure to technology encourages and motivates girls to pursue their curiosity and interest in this field. Last year, 22 per cent of the Year 12 cohort undertook Technology Studies — more than double the state average of ten per cent. Girls Grammar alumnae are also receiving industry recognition and performing highly-sought-after jobs, both nationally and internationally. Technology is part of our future and we are committed to bringing our girls closer to, and helping them become well-prepared for, that future. Our approach is informed by slow thinking and timely reflection. We adopt technology according to the impact we believe it will have on learning — we do not retrofit education working backwards from the technology. Society deserves deep thinking and considered decision making about what actually works to improve education for all students. We cannot live in a bubble — schools have to cope with and proactively manage technology. Our girls must be encouraged to approach their futures boldly, armed with their devices but, more importantly, their brains. This is both a gift and a challenge of twenty-first century teaching and learning.

and to develop strategies around this. It is important to note that technology is just one aspect of Girls Grammar’s broad, liberal approach to education, one that combines the great traditions in education with contemporary innovation to prepare girls for a modern world. For example, when BYOD was introduced in 2014, we also introduced Design Thinking and in 2015 Latin became a compulsory subject for all Year 7 students. Our new Research Learning Centre is technology-rich with contemporary, flexible classrooms but it has an old-fashioned library through its core. This year we are deepening our focus on Mindfulness, providing an important counterbalance to the ‘connectedness’ provided by technology. As technology continues to evolve at a rapid pace, our girls are being provided with the skills and confidence that will enable them to adapt and respond in innovative and productive ways. The value of Technologies Studies and other such important curriculum subjects that use technology is that they invite students into a fascinating world of intellectual endeavour and specialist skills and develop a passion and drive for innovation; all essential in every field of research and learning one could imagine, now and in the future. The development of thinking skills remains front and centre of everything we do at Girls Grammar and BYOD does not take away from this or advocate laptop-centric learning. It is how teachers use technology as a natural extension of the teacher-student relationship that is the most important issue to consider. Navigating these creative tensions in education and finding ways to best use technology as a truly powerful conduit for learning, that harnesses students’ curiosity, is our focus. While no one is advocating a return to the ‘old days’ at Girls Grammar we promote appreciation of the soft skills that are essential for innovation and creativity. For example, empathy is at the heart of Design Thinking, and an ideation stage that begins with old-fashioned butcher’s paper and Post-it notes. In every industry and

REFERENCES Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York: Penguin Press.

AUTUMN ISSUE / 2016