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1 to 1: Challenges and Possibilities One step towards making the Transformational Vision a Reality Bruce Dixon President, Anytime Anywhere Learning Foundation. ..a critical conversation.. What should ubiquitous technology access make possible for schools, teachers and learners? What we teach must change How we teach must change Where we teach must change When we teach must change http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf In too many of our schools.. the technology emperor has had no clothes! •Trivializing teacher competence •Technology-driven ideals •Ill-defined expectations •Access is a major issue….5:1, 4:1 are just better versions of the same thing! •Usage and Access profiles:59% < 59 minutes •The old model of access simply is not effective •1 to 1 is not simply 5 times better than 5 to 1 Our priority must be to better explore the “Art of the Possible” Edweek.org Getting everyone on board.. The “Transformers” .....what’s possible! No. of Staff The Adventurers the “unwise” Very Technology Comfort level Not Both proponents and opponents of educational technology agree that the full effects of technology in schools cannot be fully realized until the technology is no longer a shared resource (Oppenheimer, 2003; Papert, 1992, 1996). Learning Environments 1:1 eLearning Knowledge Creation Knowledge Deepening Learning Value Classroom eLearning Knowledge Acquisition Digital Curriculum Improved Learning Methods Professional Development Connectivity Technology Access PC Labs Basic ICT 99 How the demand for skills has changed Mean task input as percentiles of the 1960 task distribution World Form 2009 OECD Programme for International Student Assessment PISA Learning and Technology Economy-wide measures of routine and non-routine task input (US) Routine manual 65 60 Nonroutine manual 55 Routine cognitive 50 Nonroutine analytic 45 40 1960 1970 (Levy and Murnane) 1980 1990 2002 Nonroutine interactive The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource The Evolving Learning Environment 14th- 19th Century Print Era Authors/Publishers 20th Century a Broadcast Era Vendor Produced Content 21st Century Collaborative Age Community Generated Experiences Books, Documents Film, Radio, TV, Video, Web Pages Mixed Media, Social Networks, Virtual Environments The web is now… • challenging traditional approaches to how we learn. • challenging our assumptions about classrooms and teaching. • challenging our assumptions about knowledge, information and literacy. What are the implications for your schools? Web 2.0: the “architecture of participation” Will Richardson/O’Reilly, 2007 The challenge of Re-imagining… How do we become aware of our reality beyond our concepts….. and then take time to reflect on what we see.. “What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”. Peter Senge 2007 ‘Perspective is worth 80 IQ points.’ Alan Kay Current practice vs T-Route • • • • • • • • • • • Teacher Led Knowledge ‘delivered’ Learners consume media Competitive Teacher assessed Distinct from informal Pace of the class Single course Predominant learning style Restricted age range Personalised by teacher Research P-Route • • • • • • • • • • • Learner Led Knowledge created Learners produce media Communities of learning Peer and Self Assessment Formal, informal continuum Individualised challenges Multiple pathway Choice of approach Peer and multi age working Personalised by choice Identifying the Key Drivers for 1 to 1… 1. Economic drivers both local and National 2. Equity-Narrowing the Learning/Digital Divide 3. Budget/stimulus imperative 4. Allowing the learner to construct and discover 5. Improving assessment alternatives 6. Providing opportunity for textbook replacement 7. Marketing-competitive advantage 8. Unlocking the possibility of personalised learning 9. Expanding pedagogical opportunities 10.Offering 21st Century Learning opportunities -extending formal learning communities, expanding global communication and collaboration, and develop creative expression 11.Evidence. Supporting research on the impact on learning Internal Use Only Leadership that inspires Innovation Singapore’s Master Plan 3 • First, strengthen competencies for self-directed learning. • Second, tailor learning experiences according to the way that each student learns best. • Third, encourage students to go deeper and advance their learning. • Fourth, learn anywhere. Dr Ng Eng Hen, Minister for Education Uruguay (OLPC) • Bruce Dixon Internal Use Only Digital Education Revolution The story to date... Expected outcomes.. •Cater for individual learning needs • More creativity and engaging students interest •Self-directed and inquiry based learning •Student peer learning •Leadership from many levels •Using technology in the learning environment the way that students use it in daily life •Changing teacher pedagogy to support 21stC curriculum •Anywhere anytime learning -beyond the classroom * T O Sustainably funded through co-contribution … School $80 Balance from State Fluid …that is sustainable, replicable and scalable. Technology and Change So technology can be used To sustain and support what we are already doing (conservative use – does not lead to change) To supplement and extend what we are doing (leads to improvement and reform) To subvert and transform what we are doing (leads to transformation and innovation) George Thomas Scharffenberger, 2004 The teacher in a contemporary classroom understands… the more powerful technology becomes the more indispensable good teachers are that learners must construct their own meaning for deep understanding to occur technology generates a glut of information but is not pedagogically wise teachers must become pedagogical design experts, (leveraging) the power of technology [Fullan, 1998] www.aalf.org [email protected] 54