http://www.aalf.org/ Anytime Anywhere Learning Foundation: 1:1 information
- Lots of people think that when you get a laptop "we can get on with what we were doing" or "it will transform things" without knowing how that is going to come about
- When and where and what and how we teach must change
- Look up Levy and Murnane "How the demand for skills has changed"
- Talked about the idea generation required to come up with new solutions.
- What does transformation look like? What is your role in making it happen? Fundamental change or incremental improvement; the question isn't which is right, but rather why has there been so little discussion about the question?
- Despite our technological advances he doesn't see that we have progressed much at all.
- Students have ubiquitous computer use at home. School catching up.
- In to many schools the technology emperor has had no clothes. Technology driven ideals, ill-defined expectations; trivialising teacher competence
- 59% of kids spend less than 59 minutes in front of a computer at school (Australian stats from a couple of years ago) the model wasn't working.
- Computers as a 'shared' resource gets in the way of learning
- OLPC transforming education in developing world. Movement towards equity.
- Need personalised learning, computers should be able to provide if we can expand our pedagogical opportunities.
- Text book publishers will be trying to dominate the space. Just a book on a screen with a few links thrown in. Need to rethink text books. What should they be?
- Portugal giving laptops to every child and free broadband wireless access to every child!!!.
- The only way to give students access to personalised learning is through 1:1. It doesn't matter if they have a computer at home if they don't have constant access at school
- Laptops: 'an instrument whose music is ideas' 'an imagination machine'
- Embrace accountability make it transparent; people will listen to teachers; not journalists and politicians
- Technology is pedagogically inert. Whether it sustains, supplements or subverts is up to us.
Lots of work to do pedagogically. Really excited about the possibilities.
What is it we can do to allow students to create more cognitively complex work?