1. 1 to 1 Master Class Bruce Dixon
Co-founder, Anytime Anywhere Learning Foundation
The Good, the Bad and the Ugly 1 1

4. What should ubiquitous technology access make possible for schools, teachers and learners?
..a critical conversation..

5. What we teach must change
How we teach must change
Where we teach must change
When we teach must change

7. 21 Steps to 21st Century Learning and 1 to 1 Success
Step 1: Research
Step 2: Clarify your vision for 1-to-1 learning
Step 3: Engage your school board or parents and citizens association
Step 4: Plan a communication strategy
Step 5: Conduct a detailed readiness assessment
Step 6: Develop a project plan
Step 7: Prepare a detailed budget
Step 8: Select a preferred ownership and finance model
Step 9: Prepare teachers with their own laptops
Step 10: Develop a Professional Development Framework and prepare a Change Management Strategy
Step 11: Prepare physical learning spaces
Step 12: Select software tools to fit pedagogical goals
Step 13: Explore supplier partnership opportunities and devices
Step 14: Calculate the total cost of participation in the program
Step 15: Define essential policies
Step 16: Prepare responses to anticipated questions
Step 17: Establish onsite service structures
Step 18: Conduct parent and/or community sessions
Step 19: Order devices and prepare for deployment
Step 20: Distribute student laptops
Step 21: Review and reform

8. Imperatives driving New Visions for Education…
What are the new visions
Strategic Opportunities they present.
Imperatives forcing us to rethink where and how learning takes place..
Rich
Engaging-variety of mediums of expression
Connects to a rich diversity of people and content
Connects to a diverse range of resources for learning
Connects to their world-Globalisation
Relevant
Personalised
Has purpose-21st C challenges, TiG,
Economic opportunity
Skills for the 21st C…OECD
An increasing number of student are becoming disengaged from and disenfranchised by the traditional school system.
Rigorous
Reciprocal accountability
Develop 21C assessment forms
PbyP
Ambitious ( Games-Vygotsky Zone of appoximal??)

9. One view of globalisation..
Globalization 1 (1492 to 1800) where the dynamic force was European countries projecting their power overseas for resources and imperial conquest.
Globalization 2 (1800 to 2000) was about companies globalising for markets and resources.
Globalization 3 from around is about individuals and small groups collaborating.
communications is the leveler, collaboration is the glue.
OLPC, 2008 9

10. 3,000 people every day
3,000

12. 21st Century Challenges 20 years, 20 issues
Sharing our Planet: issues involving the global commons
Dangerous climate change
Biodiversity and ecosystem losses
Fisheries depletion
Deforestation
Water deficits
Maritime safety and pollution
Sharing our Humanity: issues whose solution demands a global commitment
Massive step-up in the fight against poverty
Peace-keeping, conflict prevention, combating terrorism
Education for all
Global infectious diseases
Digital divide
Natural disaster prevention and mitigation
Sharing our Rulebook: issues needing a global regulatory approach
Reinventing taxation for the 21st century
Biotechnology rules
Global financial architecture
Illegal drugs
Trade, investment and competition rules
Intellectual property rights
E-commerce rules
International labor and migration rules
21st Century Challenges
20 years, 20 issues
J.F. Rischard 2007 12

13. How the demand for skills has changed Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
Levy and Murnane show how the composition of the US work force has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser.
All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.
The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started.
Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.
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
(Levy and Murnane)

14. Where do our 21st Century Learners indulge their Digital Lifestyle?
The Economist viewpoint
Social Networks
“ Screenagers”
Virtual Worlds & simulations
Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). (2000). How People Learn: Brain, mind, experience and school. Washington D.C.: National Academy Press.
Annualized data…
If you understand this 14:53 data and act on it, then you will be able to design and build technology implementations that support a different style of learning. So, too with the data about how and where our kids use technology … teens online …
What does this data say to you????
Multiple Web 2.0 communities
Bransford, How People Learn, 2000

15. The Evolving Learning Environment
14th- 19th Century
20th Century
21st Century
Print Era a
Authors/Publishers
Books, Documents
Broadcast Era
Vendor Produced Content
Film, Radio, TV, Video, Web Pages
Collaborative Age
Community Generated
Experiences
Mixed Media,
Social Networks,
Virtual Environments
Need to address Web 2.0 that Negreponte has opened the can of worms.
The cust needs next gen tech
19th Century: Hardcopy Text. Small set of publishers
20th Century: Mostly Electronic Text with some video. Many Web Masters
21st Century: Mostly video with text annotation. Everybody authors and shares. Mobile and Wireless --Anytime, anywhere learning – both within the school and in the wider community. Web Collaboration (Wikis, Blogs, exchange). Rich Media Sharing.
Web Collaboration = sharing and creating
Our tech and biz programs should support EMs easily moving to 21st century capabilities. 15

16. challenging traditional approaches to how we learn.
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 school?
Web 2.0: the “architecture of participation”
Will Richardson, 2007

17. (Sheryl Nussbaum-Beach PLP 2009)

18. New skills that underpin a participatory culture include….
Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities

19. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms

20. It's the change underlying these tools that I'm trying to emphasize.
Forget blogs...think open dialogue.
Forget wikis...think collaboration.
Forget podcasts...think democracy of voice.
Forget RSS/aggregation...think personal networks.
Forget any of the tools...and think instead of the fundamental restructuring of how knowledge is created, disseminated, shared, and validated. George Siemens blog
Dabbling. Doing old things in old ways. Doing old things in new ways. Doing new things in new ways.
Prensky, 2005

21. Where does what learning take place ..and when?
...examples breaking barriers of time and place with technology
..a critical conversation..

23. The unconnected classroom / learner
during school time
occasional expert visits
school
community
occasional class excursions
teachers
school library
snail mail
mobiles, phones, fax machines, TV, video

24. any where ~ any time ~ in time
The connected learner
any where ~ any time ~ in time
Primary sources
Secondary sources
learning objects
learning communities
writers
world libraries and museums
original artefacts and documents
people’s experience
online learning
websites
experts
digital repositories
organisations
collective thinking
Unis/Colleges
all teachers
any school
RSS feeds
speakers
peers
collaborative projects
original works
common interest groups
networks
original photos,
images, video, audio
world news
action learning groups
commercial companies
global groups
world events
Carr 2006
MOO chat forum wikis blogs LMS CMS podcast data/tele/video conferencing messaging & listservs video cast/streaming webcasts meeting tools web authoring
mobiles, phones, WAP, VOIP, PDAs, tablets, desktop, laptop, future technologies

27. Trend to Create, Remix, Publish, Market, Mashup,and Distribute Content
Managing Local Learning Content
Education sites
Video sites: individuals and commercial interests
News sites

28. “The transformation of work requires much more than a mastery of a fixed curriculum inherited from past centuries. Success in the slowly changing worlds of past centuries came from being able to do well what you were taught to do. Success in the rapidly changing world of the future depends on being able to do well what you were not taught to do” Vision for Education: Caperton & Papert 18

29. 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

30. 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
Michael Fullan

31. Technology-driven ideals Ill-defined expectations
In too many of our schools.. the technology emperor has had no clothes!
Technology-driven ideals
Ill-defined expectations
Trivializing teacher competence
Access is a major issue….5:1, 4:1 are
just slightly better versions of the same thing!
59% < 59 minutes
We need to build a better understanding of
the “Art of the Possible”
Edweek.org

32. eLearning Environments
Knowledge Creation
Classroom e-Learning
Knowledge Deepening
Complete digital curriculum integration
PC Labs
Knowledge Acquisition
Student-centred learning
Some digital curriculum integration
Basic ICT
Project-based learning
Focus on learning PCs
Most people, thorough instruction
Group collaboration
More people, deeper instruction
computers become mobile and connectivity increases,
shift from basic ICT and PC lab environments to true eLearning environments
Let’s focus on 1:1 eLearning and classroom eLearning – these are the optimal eLearning environments where you can really begin to develop 21st century skills
Broad, fast coverage (WiFi, WiMAX)
Digital Curriculum
Lab instructor only
Wireless in classroom
Improved Learning Methods
Wired, lab only
Professional Development
Dialup
Connectivity
Laptops (1:1)
Computers-on-wheels or shared desktops (~ 5:1)
> 25:1
~ 10:1
Technology 32 32

33. 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).

34. A vision of learning built around a very powerful idea...
For me, the key is education. And in my mind the patron saint of how to teach kids is Maria Montessori. A hundred years ago, Montessori understood that children always are trying to learn about their environment, and so the best way to help them was to give them carefully organized, rich environments, where the toys and the play have 20th-century side effects. In my opinion, this is one of the great ideas in the history of education. Even today, most of the best cognitive science about education harks back to Montessori's original insights. Seymour Papert used to talk about the kid who has difficulty in mathematics. Typically, the teacher will say, "Well, this kid is not math-minded. Let's try the kid on something else." But if the kid were having difficulty in French, we couldn't say that that kid is not French-minded, because we know that had the kid been born in France he or she would have no trouble learning French. So Papert's idea was that there's something environmentally wrong about the way math is taught to kids. If the environment were right, they would learn. Well, the computer is a tool with which you can actually make rich environments, in which learning can have the character of play. I think that for kids, play is the most important means of learning, and so you want to harness it for as many years as you possibly can. Play is nature's built-in mechanism for the child's deepest learning. And if the environment isn't rich enough, you lose the element of play. But if you can make the environment rich and can keep the play going, then you win in a big way. Because maybe the biggest question about education is, "What is this kid going to do when teachers and parents are not around?" If children love the learning process, they want to spend all their time at it. If they don't love it, it doesn't matter much what you do in a classroom. See, every question you ask me, I come back to my interest in education. Because without that, well, I don't care about the other things that might be done with the Dynabook.
B&C : And that takes us full circle. If we go back to the first question, which is what's missing, why isn't the Dynabook a reality -- what's missing is that the population to use them isn't there yet. We haven't taught people how to use them.
AK : Exactly. Because the music is not inside the piano.
********************
AK : There were several sets of ideas that came together in thinking about the Dynabook. But there was one event that catalyzed my thinking. In 1968, I visited Seymour Papert, at the MIT Artificial Intelligence Laboratory. Seymour was working with kids, teaching them to use the LOGO program that they had designed there. By learning to use the program and doing some simple programming, these kids were able to learn meaningful mathematics and to understand the foundations of some very powerful mathematical ideas. The computers made this possible. I had been working on a desktop personal computer in the late '60s. But on the plane ride back from Cambridge, I realized that the desktop computer was really just a phase, and that what we needed to be doing was working on a computer for children. For me, the potential of computers as an aid to learning was, in itself, a validation of them. Another thing I was thinking about at around that time was the question, "What is the new kind of argument that's important?" I knew, of course, that we were going to be able to use computers to make lots of unimportant arguments. But what was the new kind of important argument we could make? I remembered reading about how the printing press led to a huge change in how ideas were argued. The reliability and accuracy of printing allowed people to present their ideas with fewer claims and more logic, with less allegory but tighter reasoning. So I wondered how computers could change the way ideas are presented and tested. The thing that jumped into my head was that simulation would be the basis for this new argument. Of course, I wasn't the first to see the potential for simulation. But in that context, it was a realization for me. If you're going to talk about something really complex, a simulation is a more effective way of making your claim than, say, just a mathematical equation. If, for example, you're talking about an epidemic, you can make claims in an essay, and you can put mathematical equations in there. Still, it is really difficult for your reader to understand what you're actually talking about and to work out the ramifications. But it is very different if you can supply a model of your claim in the form of a working simulation, something that can be examined, and also can be changed. More and more, I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. Before I got involved with computers I had made a living teaching guitar. I was thinking about the aesthetic relationship people have with their musical instruments and the phrase popped into my mind: "an instrument whose music is ideas." Just as the book was an extension of the oral medium, so is the computer an extension of the print medium. There are many things that books can do, but computers have an extra dimension that seemed to me incredibly important, and this is key to the Dynabook idea. To really use a computer, you've got to be the author as well as the reader. Or in terms of music, a computer is something through which you can compose and play. So the relationship with the computer is different than your relationship to a book. Or at least it has that possibility.
“More and more I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. ..
….an instrument whose music is ideas."

35. Identifying the Key Drivers for 1 to 1…
Laying down an economic foundation for future growth
Equity-Narrowing the Digital Divide
Budget/stimulus imperatives
Improving academic benchmarks
Improves assessment alternatives
Provides opportunity for textbook replacement
Marketing-competitive advantage
Unlocking the possibility of personalised learning
Expanded pedagogical opportunities
Offers 21st Century Learning opportunities
-extending formal learning communities, expanding global communication and collaboration, and develop creative expression
Research on the impact on learning

38. Uruguay (OLPC) Bruce Dixon
Now with the emergence of the netbook, the idea of every child having access to their own personal, portable computer has “gone mainstream” , and there is a need to re-imagine what this might make possible...and most importantly re-conceptualize the business strategy to capitalise on what will be an unprecedented opportunity over the next 2-3 years.
The dramatic increase in student access to computers afforded by early system-wide 1:1 rollouts (in Maine, Henrico, etc) versus lab or shared models of access
Shared co-payment funding to address equity and sustainability issues
Breaking of the traditional OEM business model driven by feature growth
Intel and OLPC driving the concept of low-cost or personal affordable computing
Focusing on emerging countries to further embed the notion that improving education opportunity is synonymous with universal access to a personal portable computer
The concurrent US$1.5B rollout in Australia for one million students in Grades 9 through 12, recently extended down to an extensive range of Grade 5 through 8 students in the state of Victoria
The OLPC system-wide rollout in Uruguay which is giving the notion of universal system-wide access additional significant reference sites
Recently extended to a laptop for every child in Grades 7 through 12.

41. What the research tells us…
Student attendance increases and students are more motivated and more engaged (Russell, 2004, New Brunswick, )
Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005)
Overall improvement in test scores (New Brunswick, )
Students engagement in critical thinking, problem-solving, and higher-order thinking on a task increased with 1-to-1 students; more willing to address/assess controversy within an assignment (Rockman, 1998)

42. What the research also tells us…
Increase in 21st century learning skills – including multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005)
Motivation, engagement, independent work, interaction, and class preparation/participation of students with disabilities improved (Harris, 2004)
Access to a laptop for teachers and their students often forced a change in teachers’ level of risk and openness to learning (Rockman, 1997)
As digital confidence grows, and teachers are more ambitious…
More students are accessing more mathematics in deeper ways.
Students explore new dimensions of accessing new knowledge
Students are more engaged in in-depth research (Warschauer, 2004)

43. What the research tells also us…
Teachers perceive that students exhibit a range of learning behaviors that are better because of the laptops (Silvernail, 2004)
There is a greater level of effective delivery to students with special needs and individualized learning programs. (New Brunswick, )
There is a statistically significant change towards a constructivist teaching practice; teachers indicated the laptops were important in making these changes (Rockman, 2000)
Teachers’ attitudes and beliefs significantly affect implementation and success (Penuel, 2005)

44. 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

45. “My goal in life is to find ways in which children can use technology as a constructive medium to do things that they could not do before; to do things at a level of complexity that was not previously accessible to children”
Prof. Seymour Papert 1998

46. Building Broad Community Support
Develop a Community communications strategy
Staff & students
Parents
Broader business and civic community
Be specific and detailed about key issues
Set realistic expectations from the outset -underpromise and overdeliver
Be proactive and totally transparent at all times
Educate and inform around all issues, ideas and challenges
Celebrate successes frequently and publicly
Bruce Intro
Chuck
Describe the path that Clovis took--one grade, voluntary program vs a school wide, required program.
Bruce Look to the future
Communication must be two-way
With Board of Governors,parents, administration, teachers, support staff--provide for fewer surprises.

47. Seeing No Progress, Some Schools Drop Laptops
“Yet school officials here and in several other places said laptops got in the way because they did not fit into lesson plans”
Seeing No Progress, Some Schools Drop Laptops
“But it is less clear whether one-to-one computing has improved academic performance — as measured through standardized test scores and grades ..”
May 4, 2007
Scores of the leased laptops break down each month, and every other morning, when the entire school has study hall, the network inevitably freezes because of the sheer number of students roaming the Internet instead of getting help from teachers.
So the Liverpool Central School District, just outside Syracuse, has decided to phase out laptops starting this fall, joining a handful of other schools around the country that adopted one-to-one computing programs and are now abandoning them as educationally empty — and worse.
“a survey of district teachers and parents found that one-fifth of Matoaca students rarely or never used their laptops for learning..”
“If the goal is to get kids up to basic standard levels, then maybe laptops are not the tool. But if the goal is to create the George Lucas and Steve Jobs of the future, then laptops are extremely useful.”
“After seven years, there was literally no evidence it had any impact on student achievement — none,” said Mark Lawson, the school board president here in Liverpool
“I feel like I was ripped off,” said Richard Ferrante, explaining that his son, Peter, used his laptop to become a master at the Super Mario Brothers video game.
“Let’s face it, math is for the most part still a paper-and-pencil activity when you’re learning it,”

48. School Readiness Consider…. Technical Support Physical Security
Connectivity
Learning Environment
Wireless Access
Staff Readiness
Network Storage
Parental Support
Power Supply
Community Support
It is typically the small details that cause the most disruption when overlooked such as storage, security, battery life, required software upgrades, internet access speed etc. School leaders must work with staff to spend significant time defining key productivity tools, including software packages and hardware requirements, recognizing student needs may vary significantly.
Research shows a critical factor for the effective implementation of 1-1 computing is the existence and maintenance of a high quality network infrastructure, including wireless access, broadband and storage. Local school infrastructure should meet a set of minimum acceptable standards prior to advancing a 1-to-1 and planning, monitoring and improvements must be ongoing.
Quality maintenance and technical support staff are essential and systems must be introduced early in the process to address technical support and repair issues. Many schools use student trainees to assist in providing on-site technical support / maintenance.
Security
Leadership Support 48 48

49. Baseline Project Plan:
What is a realistic, manageable timeline?
What are the project priorities?
How will change be managed?
How are the project tasks divided?
The success of any laptop program should be measured on the improvements in student learning whether it be in the classroom or at home.
Pedagogical reform can begin prior to widespread technology deployment and should be ongoing and monitored.
What is the communication strategy?
What are the policies & procedures to be defined? 49 49

50. Baseline Project Plan

51. Implementation models..
variety of paths to take
a class
a grade level
a school
pilot vs. expanded program
optional vs. mandatory across subjects or grades?
mixed classrooms or laptop-only classrooms
determine best funding model
Bruce Intro
Chuck
Describe the path that Clovis took--one grade, voluntary program vs a school wide, required program.
Bruce Look to the future
Communication must be two-way
With Board of Governors,parents, administration, teachers, support staff--provide for fewer surprises.
…above all, set yourself up for success!

52. Infrastructure planning…
constantly refer to your learning objectives designing your best environment
set a high bar for acceptable performance-a different order of magnitude: clear expectations.
prerequisite, preferred and optional
integrate tightly into your implementation schedule

53. Service and support management
Tri-level Support Strategy
Student helpers
sustainable, replicable, scalable.
who is responsible for support, and to what level?
what can be reasonably handled in-house vs outsourced
hardware…warranty, insurance
software...helpdesk, outsourcing
how is the support cost going to be covered?

54. One-to-One Funding Equity
Core Principles
Funding should ensure all students can participate
Funding should be structured to ensure it can be sustained indefinitely
Laptop funding must be supported by a commitment to professional development
Everyone who benefits should make some contribution

55. A unique funding option…
Govt/Corp/P&C/Foundation
School
Shared Cost Model
Fluid
Participatory
Family
Networked
…that is sustainable, replicable and scalable.

56. Start with some assumptions….
Student laptop
$900
Bag
$30
3 years insurance
$196
Total Cost $1226
Over 3 years $38/month
Software *
$100

57. One possible funding option…
Govt/Corp/P&C -16%- $6.25
School- 34%-$12.97
Shared Cost Model $38/month
Fluid
Participatory
Family-50%$18.93
Networked
…and this is sustainable, replicable and scalable…every child can benefit.

58. Another option…. Netbook Bag* $30 3 years insurance $400
$80
Total Cost $550
Over 3 years $17.12/month
Software *
$40

59. another funding option…
Govt/Corp/P&C -37%- $6.25
School-35%-$5.99
Shared Cost Model $17.12 month
Fluid
Participatory
Family-28%-$4.88
Networked
…and this is sustainable, replicable and scalable…every child can benefit.

60. Example Student Purchase Programs
Italy’s “One a Day”
NB Cost = one cappuccino a day for ~21 months
200 Euro bonus on NB purchase
Gov covers bank losses and insurance for student ‘faults’
Gov invested five mill Euro for nationwide Wi-Fi in universities
100 k new students

61. Innovation in a 21st Century learning environment should..
offer extensive opportunities to significantly address learner diversity.
promote new dimensions of pedagogical innovation.
Enriching teacher insight, by giving us a platform to improve teaching effectiveness and show what personalisation offers learners..
challenge us to look for more appropriate and effective means of assessment.
allow us to re-imagine curriculum and what it might mean for the 21st Century learner.
Using technology to increase our capacity to innovate 61

62. Addressing Learner Diversity
Identify and define prior knowledge so learning is appropriate for individuals and groups.
Adopt a flexible approach to learning delivery by drawing on a bank of Learning Elements or Objects from different sources.
Apply different emphases and mixes of knowledge processes as appropriate to suit different ‘learning styles’.
Identify and negotiate learning pathways as appropriate to students interests and dispositions.
Burrows and Kalantzis, 2005 62

63. where to start, and how to scale …
Be curious!
Be Bold!
…at the very heart of transformation.
Innovative Pedagogy
where to start, and how to scale …
What does it actually look like?
What are the implications for the classroom?
What risks should you take?
..how are you rewarded for innovation?
What should I give up? 63

64. http://education. qld. gov. au/smartclassrooms/pdf/scbyte-elearning

65. A different view of the nature of learning
Anyone can now learn anytime, throughout their life
Anyone can now learn anywhere, wherever one has access to the Internet
Anyone can now learn anyhow, in tacit, non-formal and formal ways
So, learning need not, and perhaps even should not, be concentrated in a given period of life (school age) and in a particular place (the school) nor ought it to be “standardized”, “one size fits all” 19 65

66. The Evolution of Innovation
Automated
Idiosyncratic
At Scale
Cultural
Beliefs & Attitude
Opportunity & Possibilities
Pedagogical Wisdom
Technology greatly increases our capacity to innovate
© 2006 Microsoft Corporation. All rights reserved /MS
This presentation is for informational purposes only. Microsoft makes no warranties, express or implied, in this summary. 66 66

71. Scaffolding thinking Periodic Table Gravity across the Solar System
Circuits and Electrons
Linear Regressions
Normal Distributions
Friction
Ohm’s Law
Times Tables
Heart of Darkness
Blogs, Wiki and Pocasting

72. Social Learning
Most eLearning simply automates the traditional pedagogy or traditional model of learning-the only difference is they don’t have to be in the same place at the same time...they can be anywhere, anytime.
People are now developing their own Personal (informal) learning
They search and access all kinds of resources –videos,wikis, blogs, podcasts...whatever they need and store them for easy retrieval
They make connections with like-minded people with whom they connect and share ideas, resources and experiences.
Social Learning is pedagogy for the connected, collaborative age.
Jane Hart

75. Getting everyone on board..
The “Transformers”
.....what’s possible!
The Adventurers
No. of Staff
the “unwise”
Very
Technology Comfort level
Not

76. Bold and ambitious teaching practice: What are the resulting experiences for your students?
Is it what they did before, but done with technology?
Is it something different, rather than innovative?
Is it genuinely improving the learning experiences for students? If so how? Can you very clearly articulate that improvement?
How is it impacting on the lives of your students?
How is immersive access increasing the learning opportunities for your students?
What is the scale of improved experience? ie how often, across which classes, and over what period of time?

77. Building a Policy Framework for Success..
Policies for effective implementation
Taking care of the detail to develop fidelity of implementation
Ensuring all parties are kept informed
Addressing change management issues
Policies that ensure equity and scalability
Build digital and learning equity
Allowing all students to participate
Policies that build sustainability across all dimensions
Focus on addressing effective classroom practice
What really matters, and what’s worth doing
Guiding Principles to ensure success. 77

78. Setting the Guidelines: Policy Development…
Devices left at home – spare devices, penalties
Backup / Data storage – division of responsibility, home v school, (CD, DVD, Server, other)
Virus protection / removal (cost of re-imaging)
Storage – mandatory v optional secure storage
Allocation of storage to students v grade level / subject selection
School based service / support (cost, level of support, supplier agreements)
Transport – responsibility between home & school
Printing credits - school supplied v student purchase
Device model flexibility – single unit v limited range options
Service / Support policies, pricing, guidelines
School bags – mandatory v optional (durable hard case alternatives) 78 78 78

79. Setting the Guidelines: Policy Development…
Insurance - Mandatory v optional / School v home
Parental training? Mandatory v optional
Internet / network policy (in line with existing EQ policy) Home v School
Data limit for downloading v purchasing more credit
(MIS v Yahoo v Hotmail etc)
Reporting lost / stolen laptops
Chat & Web 2.0 – allowed v restricted v banned
Electronic Games/Mp3 music files
Personal software policy
Devices left at home – spare devices, penalties 79 79 79

80. Setting the Guidelines: Policy Development…
Battery charging student / parent responsibility, swap out batteries, penalties
Backup / Data storage – division of responsibility, home v school, (CD, DVD, Server, other)
Virus protection / removal (cost of re-imaging)
Storage – mandatory v optional secure storage
Allocation of storage to students v grade level / subject selection
School based service / support (cost, level of support, supplier agreements)
Transport – responsibility between home & school
Printing credits - school supplied v student purchase
Device model flexibility – single unit v limited range options
Service / Support policies, pricing, guidelines
School bags – mandatory v optional 80 80 80

81. Issues around Notebook Use in Class
Handwriting and Exams
“If my son is taught keyboarding, his handwriting will deteriorate””
“”If my son uses his notebook too much, his handwriting will deteriorate”
“ My son has to handwrite his Year 12 exams so he needs keep handwriting regularly otherwise he will get out of practice”
“Until our students are allowed to take notebooks into exams, we will need to ensure that students can handwrite quickly and legibly”

82. Spelling Issues around Notebook Use in Class
“Of course spellcheckers allow my son to cheat”
“My son has become a lazy speller because of his spell-check”
“Spellcheckers harm my son’s spelling ability”

83. Imagine if…
We could use learning analytics to allow us to formatively assess students in a way that had immediate impact on their learning.
That we could build life-long learning profiles that accurately reflected a student’s competencies, highlighting their strengths and allowing us to target their weaknesses.
We had the ability to intelligently search for teaching and learning resources as effectively as we search for books on Amazon.
…now we can.

84. Imagine if…
We could make learning in school as transparent as learning out of school; that the line between formal and informal learning faded.
We could put a large part of human knowledge at a student’s fingertips, in such a way that it was meaningfully accessible.
We could allow students to collaborate seamlessly anytime, anywhere.
…now we can.

85. Imagine if… …now we can do this; it is now possible for all children.
We could develop ways in which children could use technology as a constructive medium to do things that they could not do before…
… to do things at a level of complexity that was not previously accessible to them.
…now we can do this; it is now possible for all children.

86. Finish….45 Minutes 54