1 to 1: Challenges and PossibilitiesOne step towards making the Transformational Vision a Reality
Bruce DixonPresident, Anytime Anywhere Learning Foundation.
What should ubiquitous technology access make possible for schools, teachers and
learners?
..a critical conversation..
What we teach must change
How we teach must change
Where we teach must change
When we teach must change
In too many of our schools..the technology emperor has had no clothes!
Edweek.org
•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”
Getting everyone on board..
The “Transformers”
.....what’s possible!
the “unwise”
The Adventurers
Technology Comfort level NotVery
No.
of S
taff
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
Basic ICT
PC Labs
Classroom eLearning
Technology Access
Connectivity
Professional Development
Improved Learning Methods
Digital Curriculum
Minimal
Broad, fast coverage (WiFi,
WiMAX)Lab instructor only
Student-centered learning
Complete digital curriculum
integration
~25:1
(students & teachers)
Computers-on-wheels or
shared desktops, Teacher
PC Programs
Laptops (1:1)
with Teacher PC Programs
Wireless in classroom
Dialup
More people,
deeper instruction
Most people,
thorough instructionProject-based learning
Group collaboration
Some digital curriculum
integration
Focus on
learning PCs
Wired, lab only
Le
arn
ing
Va
lue
1:1 eLearning
Knowledge Acquisition
Knowledge Deepening
Knowledge Creation
99P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Lear
nin
g a
nd T
echn
olo
gy
Wor
ld F
orm
200
9How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
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
Print Era a
Authors/Publishers
Books, Documents
14th- 19th Century 20th Century 21st Century
Collaborative Age
Community Generated Experiences
Mixed Media, Social Networks, Virtual Environments
Broadcast Era
Vendor Produced Content
Film, Radio, TV, Video, Web Pages
Web 2.0: the “architecture of participation”
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?
Will Richardson/O’Reilly, 2007
How do we become aware of our reality beyond our concepts…..
and then take time to reflect on what we see..
The challenge of Re-imagining…
‘Perspective is worth 80 IQ points.’ Alan
Kay
“What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”.
Peter Senge 2007
Current practice vs ResearchT-Route P-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
• 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
Internal Use Only
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 imperative4. Allowing the learner to construct and discover5. Improving assessment alternatives6. Providing opportunity for textbook replacement7. Marketing-competitive advantage8. Unlocking the possibility of personalised learning9. Expanding pedagogical opportunities10.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
Leadership that inspires InnovationSingapore’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
* TO
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
Sustainably funded through co-contribution …
Networked
Fluid
Participatory
Region $105
School $80
Family $1 /week ($156)
Balance from State
…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 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]
The teacher in a contemporary classroom understands…
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