Victorian Academy of Teaching and Leadership

With a focus on mathematics and artificial intelligence (AI), Academy Master Teacher Anam Javed is joined by international thought leader, Dr Gary Stager.

This episode discusses the mathematical limitations and possibilities of AI in the classroom and the presence of programs such as ChatGPT. Also up for discussion is ‘symbolic programming’, data analysis and how teachers can use technology to reengage students and bring back their wonder, amazement and curiosity for mathematics.

This podcast is 1 of 3 episodes featuring Dr Gary Stager. In these thought-provoking episodes, Gary aims to challenge educators to rethink the traditional ways of teaching mathematics and consider alternative methods for engaging students.

What is artificial intelligence?

Artificial intelligence (AI for short) is the science of making machines that can think like humans. AI technology can process large amounts of data, respond to complex questions, provide answers, calculate mathematics, edit text and much more.

Who is Dr Gary Stager?

Dr Gary Stager is an international thought leader who has spent decades helping school leaders embrace computer technology to amplify the learning potential of students. In 1990, Dr. Stager led professional development in the world’s first laptop schools and played a major role in the early days of online education. He has also earned a Ph.D. in science and mathematics education.  

What is a computational environment?

A computational environment is the technology infrastructure and software platforms used to develop, test, deploy, and run software. In short, a computational environment is the software and physical technology used to enhance a learning experience. For example, a computational environment includes the computer or iPad a student may use in a lesson, the app/program they use and the technology behind both the physical device and software that powers it.

Originally recorded as a video/vodcast, in this episode, Professor Eric Mazur (Harvard University), Dr Claire Brown (Director Teaching Excellence Division - Academy), and Gail Bray (former Director of Wyndham Tech School), discuss what it means to advance the quality and status of teaching.

Eric discusses the ‘moral obligation’ that educators have to develop well-rounded individuals who embrace creativity, diversity, and collaboration. Gail touches on the transformative learning environment Wyndham Tech School provides students and teachers and Claire weighs in on empowering educators to think differently about their work and impact.

View the original video recording and transcript: https://www.academy.vic.gov.au/news/advancing-quality-status-profession

2023 Teaching Excellence Program (TEP) Master Teacher, Christopher Hudson, is joined by educational thought leader, Professor Amanda Berry, from RMIT University.

In this episode Chris and Amanda delve into the power of teachers engaging in practitioner inquiry, both individually and collectively. They unpack self-study and consider the dispositions and traits that teachers need to successfully critique and improve their practice.

What is practitioner inquiry?

Practitioner inquiry is the 'in-classroom' intentional study of teaching practice and student learning.

Who can 'do' practitioner inquiry?

While the Academy's year long Teaching Excellence Program (https://go.vic.gov.au/3IQInQq) involves a practitioner inquiry cycle - all educators can benefit from self-reflection practitioner inquiry by remaining curious about what classroom patterns and approaches generate the best student engagement and outcomes.

Amanda’s paper on tensions:

Berry, A. (2007). Re-conceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–134. https://doi.org/10.1080/17425960701656510

What are the fundamental skills for successful leadership in education? 

Neil Barker discusses the value of leaders continuing their own learning journeys, the meaning of true collaboration, and the importance of a clear leadership vision.

How can we change our education systems to give young people the skills they need to become global citizens? Joanne Quinn talks about the key drivers for transforming learning to prepare students for the future.

How do school leaders get the most out of technology for their teachers and students? Baroness Susan Greenfield knows the brain evolves with every experience. And while technology can be a positive learning tool, its impact on the brain and a young person’s sense of identity still needs further exploration.

Rigour involves raising expectations and teaching and learning to the highest level. Dr Barbara Blackburn explores the building blocks of motivation and how teachers can implement them in their classroom to create a rigorous learning environment.

How can school leaders empower parents, students and staff to create sustained positive change? Richard Gerver talks about creating the conditions for excellence and enthusiasm within school communities.

Parent engagement is one of the strongest predictors of a child's success in school. But what does it look like in an already busy curriculum? 

Debbie Pushor explores the high impact teaching strategies of family-centric schools. 

Change is complex, because people are complex. How can educational leaders adapt and respond through the change journey to achieve their intended impact? Simon Breakspear says it’s all about being agile.