1 to 1: Challenges and Possibilities

1. 1 to 1: Challenges and Possibilities One step towards making the Transformational Vision a Reality Bruce Dixon President, Anytime Anywhere Learning Foundation.

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

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

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

5. 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 noteffective • 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

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

7. 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).

8. Learning Environments 1:1 eLearning Classroom eLearning Knowledge Creation Complete digital curriculum integration PC Labs Learning Value Student-centered learning Some digital curriculum integration Knowledge Deepening Basic ICT Project-based learning Focus onlearning PCs Most people,thorough instruction Group collaboration More people,deeper instruction Knowledge Acquisition Broad, fast coverage (WiFi, WiMAX) Lab instructor only Digital Curriculum Wireless in classroom Improved Learning Methods Wired, lab only Professional Development Dialup Laptops (1:1) with Teacher PC Programs Connectivity Computers-on-wheels or shared desktops, Teacher PC Programs ~25:1 (students & teachers) Minimal Technology Access

9. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution 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)

10. The Evolving Learning Environment Print Era a Authors/Publishers Books, Documents Collaborative Age Community Generated Experiences Mixed Media, Social Networks, Virtual Environments Broadcast Era Vendor Produced Content Film, Radio, TV, Video, Web Pages 14th- 19th Century 20th Century 21st Century

11. 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

12. 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

14. Current practice vs Research

15. Identifying the Key Drivers for 1 to 1… • Economic drivers both local and National • Equity-Narrowing the Learning/Digital Divide • Budget/stimulus imperative • Allowing the learner to construct and discover • Improving assessment alternatives • Providing opportunity for textbook replacement • Marketing-competitive advantage • Unlocking the possibility of personalised learning • Expanding pedagogical opportunities • Offering 21st Century Learning opportunities -extending formal learning communities, expanding global communication and collaboration, and develop creative expression • Evidence. Supporting research on the impact on learning

18. 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

21. Uruguay (OLPC) • Bruce Dixon

22. Digital Education RevolutionThe story to date...

23. 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 * To

24. Sustainably funded through co-contribution … Region $105 School $80 Balance from State Fluid Participatory Family $1 /week ($156) Networked …thatissustainable, replicable and scalable.

25. 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

26. The teacher in a contemporary classroom understands… • the more powerful technology becomes themore indispensable good teachers are • that learners mustconstruct their own meaningfor deep understanding to occur • technology generates a glut of information but isnot pedagogically wise • teachers must becomepedagogical design experts, (leveraging) the power of technology [Fullan, 1998]

27. www.aalf.org bdixon@aalf.org 54