Digital Education Revolution - vision, outcomes, plans

As we gear up to support colleagues in schools introducing laptops, it’s worth considering the broader context of the Digital Education Revolution from AICTEC and DEEWR. Here are some of the latest publications and some highlights:

· DER fact sheet (2009) the key statistics and broad directions (3 pp.)

· DER strategic plan (2008) Success through partnership outlines the vision. (12 pp.)There are four strands: leadership, infrastructure, learning resources and teacher capability. Some goals of interest:

o Teachers devise student centric programs of learning that address agreed curriculum standards and employ contemporary learning resources and activities

o Students engaged in rigorous and stimulating programs of learning that meet their individual needs and prepare them for success in 21^st century

o Students and teachers routinely collaborate, build and share knowledge using digital technologies – blogs, file sharing, social networking, videoconferencing, etc.

o Students and teachers are able to innovate in their use of ICT to achieve learning outcomes

· DER roadmap (2009) some stuff is reiterated in this (just a bit boring) document. However, of note are the Indicative outcomes for teacher capability (21 pp.). Teaching for the digital age:

o Teachers and school leaders contribute to early career teachers’ disposition, knowledge, skills and capabilities to meet national standards in ICT

o Teachers and school leaders engage in professional learning about effective innovative inclusion of digital learning, tools and resources in teaching to enhance student learning outcomes

o Teachers and school leaders are supported to develop pedagogical understandings about how ICT enables improved teaching and enhances student outcomes

o Teacher registration and accreditation authorities incorporate the capacity to use ICT to enhance teachers and learning as a requirement for registration

o School systems are supported to incorporate into teachers standards as expectation of how ICT enhances teaching and learning practices.

· DER teaching for the digital age work plan (2009) last one!!! (9 pp.) The principles relating to professional learning include:

o Opportunities that are evidence-based and data-driven to guide improvement and to measure impact

o Opportunities that are just in time and just enough (looking for Goldilocks – just right!)

o Programs focused on and embedded in teacher practice

o Opportunities that are collaborative and involve reflection on practice and student learning

o Engagement that is ongoing, supported and fully integrated into the culture and operations of the system and accredited where possible

o Programs that take into account of teachers’ prior knowledge, different learning styles and access to technology

o Recognition of emerging technologies and their impact on teaching, learning and research

o Opportunities for school-based learning with close connections to classroom practice.

Laptops: classroom management tips and advice

Whilst classroom management may not be the focus of support for a laptop program, it is important. So, here are some websites you can go to get you thinking about specific strategies.

• The Irving School District (Texas) website for teaching and learning in a one-to-one classroom. The Classroom management section, has suggestions (with v. short video segments) on beginning a lesson, monitoring students, peer instruction and positioning. As well there are video segments with suggestions for teaching in different subject areas. Maybe not earth-shattering stuff but should get teachers to think ‘I can do this, no problem, is that all!’. The other think I really like is the way the material is presented: clear, simple and organised.
• Tech support @ ASB: I think the location of this information really tells us its relationship with teaching and learning! However, we know that classroom management is an important – as is file management which this site covers (Productivity/operations). The classroom management strategies and tips may not be all that useful, however, it can serve as a starting point to get people thinking about what might be useful in different classrooms in the NSWDET context.
• Classroom management tips has 50 tips for managing classrooms using the internet, so not strictly learning with laptops, and also goes beyond administrative stuff, but interesting – it’s not always useful to separate classroom management from teaching and learning. Another useful example of information teachers will find useful and how it’s organised.
  

TASC laptop research

Here is quite an extensive array of descriptions and research of four laptop programs working with the Technology and Assessment Study Collaborative. Interesting stuff, quite a bit of reading and viewing but worth it for some very interesting insights.

• Frederick Pilot Middle School Wireless Initiative:

Tech goes home program describes the initiative and what it means for their students and their parents in their community in a YouTube video: http://www.youtube.com/watch?v=_YqlRqlJq0k&feature=related a very interesting parent perspective

Community support is a YouTube video describing the benefits of the laptop program for the students and the community: http://www.youtube.com/watch?v=PzPN9h7v6P8&feature=related

• Berkshire Wireless Learning Initiative:

Reports describe the variation in computer use across subjects for students and teachers, relationship between laptop use and test results

A slideshow showing 1:1 laptop classroom: 70+ photos of students using laptops in class. You can see:

• students engaged in learning
• students enjoying learning
• students working independently
• students working cooperatively
• teachers giving instruction
• teachers guiding students
• student-centred classroom
• students showing their work

• New Hampshire schools:

A research report on the benefits of 1:1 computing including: increased teacher and student use of technology, across the curriculum, increased student engagement and motivation, and improved teacher-student interactions. In addition, participating teachers report improvements in student achievement and students’ ability to retain content material.

• Andover Public Schools:

Presentation comparing shared computers to 1:1 examined how teaching and learning changed with 1:1 laptops has some interesting findings, e.g. students with 1:1 laptops do more homework, write using computers, use computers more often, teachers were more likely to design individualised instruction

Dr Punya Mishra; a webinar with a difference!

I love the webinar concept and this presentation takes it to a new level; not a talking head but a slideshow with comment (split screen) and audio.

Dr Punya Mishra is entertaining, knowledgeable and has a fresh approach that really hits the mark. The talk is well constructed, also.

Punya outlines the problem of teaching with technology, the complex nature of content, pedagogy and technology and their intersection. He introduces the idea that creative solutions, those that are novel, effective and whole are essential. He puts teachers and educators at the heart of the matter.

The examples he uses are excellent, especially the sand creatures (about ¾ of the way through). This brings us to the notion that ‘the walls that exist between content, pedagogy and technology exist only in our minds!’.

His approach is to take two components, e.g. choose some content and an appropriate technology then explore the pedagogical approaches, seek creative solutions.

I really enjoyed his presentation – make a snack, watch it! (40 min)

What does a laptop lesson look like?

Grab a coffee and check out these sample lessons from the US and a description of a laptop project in the UK ...

• No strings attached: videos of lessons showing models of integrating laptops into Arts, languages, languages arts, maths, health and PE, science and social studies. These are schools in Florida with different technologies, content and style BUT there are some nice examples for K-2, 3-5, 6-8 and 9-12.

• Laptops for learning (teachers.tv) download or view (QuickTime or Windows) movie – 15 min – teachers and students talk about their laptop program in The Arnewood School , UK. See how laptops are being used and their perceived benefits at school and in the home. To see the movie, register/login - it’s easy, just a couple of minutes.
  

Laptop learning - a variety of references

There are many nice, easy-to-read information about

• This post in a history teachers’ discussion forum describes a laptop classroom, Teaching history in a laptop classroom, school in the future? There are some interesting insights but also check out the discussion thread ...

• Ten ways to use laptops in teaching and learning a pdf two-page collection of instructional activities for using laptops from Florida State University (not crazy about the list of strategies but as a model of a quick reference list for teachers, not too bad)

• The laptop learning challenge is a small website from 1999 Toshiba/NSTA challenge for teaching science and maths. Nice and simple and useful - this might serve a model for support for teachers. It includes lesson plans - grouped by grade, subject, teaching methods and content) and a teaching with laptops section - with options for professional development and classroom management suggestions.

• Duco_jansen, a 16 min podcast from Vanderbilt Center for Teaching. A remarkably frank interview with Duco Jansen discussing how his students use laptops in Biomedical engineering. This could be a way to capture and share teacher’s stories.

Integrating ICT in early learning

Recently I have been motivated to explore research into the integration of ICT in the early years. Following are some of the more interesting papers that contribute to ideas about the potentials with appropriate use of ICT with young learners. Some of the issues to take into consideration are also included.

I hope you find these as interesting as I did!

· Information and communication technologies (ICT) in the early years (discussion paper, SA); ‘Practitioners considered there was high potential for enhancing children’s learning and numeracy through ICT.’ P. 9

· The role and potential of ICT in early childhood education (review of the literature, NZ); ICT is useful in documenting and sharing children’s learning, strengthening relationships between educators and families and forging stronger connections between early childhood settings and children’s homes and other learning environments. pp. 71- 79.

· Integrating ICTs into the early childhood classroom (student assignment, Aust.) students come to school with vast differences in their ICT skills, however they are ready to learn to use a computer for learning and play.

· ”Click on miaow!”: how children of 3 and 4 experience the nursery computer (study findings, UK) computers provide opportunities for lively group interactions to promote language development, social interactions, collaboration and play.

· Technology in early childhood education: finding the balance (report, US) ‘Technology is another tool that can provide another way for children to learn and make sense of the world.’