1 / 31

What matters, and what’s really worth doing

What matters, and what’s really worth doing Exploring issues around personal technology provision Bruce Dixon Co-founder Anytime Anywhere Learning Foundation Founding Director of ideasLAB bdixon@aalf.org. “BYOD is one of those things that keeps IT managers awake at night”

lan
Download Presentation

What matters, and what’s really worth doing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What matters, and what’s really worth doing Exploring issues around personal technology provision Bruce Dixon Co-founder Anytime Anywhere Learning Foundation Founding Director of ideasLAB bdixon@aalf.org

  2. “BYOD is one of those things that keeps IT managers awake at night” The Age May 3 2012

  3. Perspective • My alignments, biases and intent

  4. bruce@prestondixon.com www.ideaslab.edu.au

  5. Perspective • My alignments, biases and intent • …and Context • What have learnt in 22 years? • What is working..what is not? • How homogenous are we, how homogenous are the answers? • Where are you really at? DER?

  6. Are we there yet?… Pioneered in Australia in the 90’s, the Tipping Points came firstly in 2003, with the Maine whole state public school initiative, then with Affordable computing in 2006.

  7. Something to celebrate… I believe we have an obligation to make this available to ALL our students. Ron Lake Regional Director Loddon Campaspe, Vic This is not a privilege, but EVERY child’s Right Miguel Brechner Frey President, LATU (Laboratorio Tecnologico del Uruguay), Uruguay www.aalf.org

  8. Funding Options Policy/Model Options Government pays total cost of computer Student brings any computer Student brings any device Parent pays total cost of computer purchased through the school. Student has one core computer which is mandated Parents co-contribute to the cost of a computer, + optionally other sources Student has core device, plus any number of additional devices Parent pays total cost of own student’s own computer

  9. Fourteen questions • to consider around effective • 1 to 1 deployment programs

  10. How well do your teachers manage technology? …theirs and their students? …how consistent is that across your staff? Question #1

  11. Does your funding model ensure all students will have equalaccess to learning resources? …is your model equitable? ….is it both sustainable, and scalable? …be very wary of funding of last resort. Question #2

  12. What is the most common learning modality across your school? ….teacher-directed or student-centered? ..make sure technological imperatives don’t get ahead of pedagogical realities Question #3

  13. How will software licencing be managed? …home vs school licencing? …how are costs impacted by various ownerships models? ..upgrades? Question #4

  14. How are stakeholders within the school community involved in developing the model? …making the ‘right’ technology decisions who are your stakeholders? …what decisions should they be involved with. Question #5

  15. Who is going to be responsible for maintenance of student computers? …vendor/3rd party, students? …lifecycles? …how much resources will the school allocate to this? …data loss and recovery? Question #6

  16. To what extent will ‘extra’s’ such as extended warranty and insurance be mandated or optional? …how will SLA’s & KPI’s be managed? Who is responsible for loaners, lemons and losses? . Question #7

  17. To what extent does policy determine what is on students’ machines? …games policy, social media? …school space, personal space? Question #8

  18. Who will be responsible for managing compatibilities, images, viruses and security? …school or students?. Question #9

  19. Who is responsible for staff computers? …tracking expenses and costs? Question #10

  20. How do you develop criteria to clearly define your student’s personal computer requirements? … who defines the functions specifications? …what justifies anything less than a personal portable computer? …what role does price play? how does this limit your choices?. Question #11

  21. How fardo your HelpDeskservicesstretch? … how to manage costs? …how to resolve issues between student-owned and installed software and school- owned and installed software? Question #12

  22. To what extent is your students’ learning self-directed? …who makes the decisions around what, when and how the students learn? Question #13

  23. Do you have the expertise, resources and budget to effectively manage a variety of technologies across a variety of platforms? …MDM-8 …timing is everything . One final question…

  24. Universal 1 to 1access is … • challenging traditional approaches to how we learn. • challenging our assumptions about classrooms and teaching. • challenging our assumptions about knowledge, information and literacy. Is it really? Emerging web technologies provide an “architecture for participation”..how open have we really been to what they make possible?

  25. Whole System Reform Knowledge Unprecedented opportunity to re-imagine Teaching & Learning

  26. We now have the technologies we need for transformation; available, affordable and manageable What really matters is.. What’snow possible?

  27. Ubiquitous access to modern technology now makes it possible for student learning outcomes that are broader, deeper, more relevant, more complex, and more creative than we could ever imagine. We mustn’t let anything get in the way of making this a reality for all students. I

  28. “My own philosophy is revolutionary rather than reformist in its concept of change. But the revolution I envision is of ideas, not of technology. It consists of newunderstandings of specific subject domains and in new understandings of the process of learning itself. It consists of a new and much more ambitious setting of sights of educational inspiration. Prof. Seymour Papert Mathematician, Scientist, Educator

More Related