1 to 1: Challenges and PossibilitiesOne step towards making the Transformational Vision a Reality

Bruce DixonPresident, Anytime Anywhere Learning Foundation.

What should ubiquitous technology access make possible for schools, teachers and

learners?

..a critical conversation..

What we teach must change

How we teach must change

Where we teach must change

When we teach must change

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

In too many of our schools..the technology emperor has had no clothes!

Edweek.org

•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 not effective

•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”

Getting everyone on board..

The “Transformers”

.....what’s possible!

the “unwise”

The Adventurers

Technology Comfort level NotVery

No.

of S

taff

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).

Learning Environments

Basic ICT

PC Labs

Classroom eLearning

Technology Access

Connectivity

Professional Development

Improved Learning Methods

Digital Curriculum

Minimal

Broad, fast coverage (WiFi,

WiMAX)Lab instructor only

Student-centered learning

Complete digital curriculum

integration

~25:1

(students & teachers)

Computers-on-wheels or

shared desktops, Teacher

PC Programs

Laptops (1:1)

with Teacher PC Programs

Wireless in classroom

Dialup

More people,

deeper instruction

Most people,

thorough instructionProject-based learning

Group collaboration

Some digital curriculum

integration

Focus on

learning PCs

Wired, lab only

Le

arn

ing

Va

lue

1:1 eLearning

Knowledge Acquisition

Knowledge Deepening

Knowledge Creation

99P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Lear

nin

g a

nd T

echn

olo

gy

Wor

ld F

orm

200

9How the demand for skills has changed

Economy-wide measures of routine and non-routine task input (US)

1960 1970 1980 1990 200240

45

50

55

60

65 Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

uti

on

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

The Evolving Learning Environment

Print Era a

Authors/Publishers

Books, Documents

14th- 19th Century 20th Century 21st Century

Collaborative Age

Community Generated Experiences

Mixed Media, Social Networks, Virtual Environments

Broadcast Era

Vendor Produced Content

Film, Radio, TV, Video, Web Pages

Web 2.0: the “architecture of participation”

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?

Will Richardson/O’Reilly, 2007

How do we become aware of our reality beyond our concepts…..

and then take time to reflect on what we see..

The challenge of Re-imagining…

‘Perspective is worth 80 IQ points.’ Alan

Kay

“What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”.

Peter Senge 2007

Current practice vs ResearchT-Route P-Route

• Teacher Led• Knowledge ‘delivered’• Learners consume media• Competitive• Teacher assessed• Distinct from informal• Pace of the class• Single course• Predominant learning style• Restricted age range• Personalised by teacher

• Learner Led• Knowledge created• Learners produce media• Communities of learning• Peer and Self Assessment• Formal, informal continuum• Individualised challenges• Multiple pathway• Choice of approach• Peer and multi age working• Personalised by choice

Internal Use Only

Identifying the Key Drivers for 1 to 1…

1. Economic drivers both local and National 2. Equity-Narrowing the Learning/Digital Divide 3. Budget/stimulus imperative4. Allowing the learner to construct and discover5. Improving assessment alternatives6. Providing opportunity for textbook replacement7. Marketing-competitive advantage8. Unlocking the possibility of personalised learning9. Expanding pedagogical opportunities10.Offering 21st Century Learning opportunities

-extending formal learning communities, expanding global communication and collaboration, and develop creative expression

11.Evidence. Supporting research on the impact on learning

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

Internal Use Only

Uruguay (OLPC)

• Bruce Dixon

Digital Education RevolutionThe story to date...

* TO

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

Sustainably funded through co-contribution …

Networked

Fluid

Participatory

Region $105

School $80

Family $1 /week ($156)

Balance from State

…that is sustainable, replicable and scalable.

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

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

[Fullan, 1998]

The teacher in a contemporary classroom understands…

54

www.aalf.org

bdixon@aalf.org