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The normalised use of BYOT by all students is a major educational development that requires thoughtful whole school planning. Mal draws on his work on the pathfinding schools with Martin Levins to discuss what is required to ready your school.
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Readiness• Readiness for full digital normalisation and associated
educational enhancement
• Critical factor
• Inability to transplant concept into lower order culture
• Relative novelty of concept
• Alien to prevailing perception of constancy & sameness
• Daily increasing school variability
• Each school’s unique ecology
• All schools at different stages on evolutionary continuum
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Paper&based* Early*digital* Digital*Early*
networked* Networked*Digital*
normalisation*
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Evolutionary stages• Stage indicators –
http://www.schoolevolutionarystages.net
• International measure
• Need to evolve through the stages?
• Time taken/required
• Effect of going digital
• Shift to on-going change and evolution
• Degree of natural growth and its shaping
• Lessons flowing from Digital Normalisation Stage
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Your school’s position?
• Questions?
• Comments?
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Ever-evolving ecologies
• Each unique, requiring its own in school development strategy
• Up to the each school and leadership to shape
• Shaping educational vision
• Positioning your school for normalised on-going development and evolution
• Primarily a human/cultural transformation
• Ever more integrated, complex and sophisticated ecology
• BYOT and school community’s educational readiness to encourage student choice, trust and responsibility
• Technology the easy part
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Identifying desired benefits• Intended and unintended
• Educational • 100% student usage and digital normalisation
• Resource wise• Added technology resourcing
• Networked resourcing
• Social capital
• Recurrent savings
• ‘Accounting’ for the added resources
• Organisational productivity
• Communications
• Political
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Theory and pragmatics
• Theory = Networked Stage
• Reality – could Early Networked
• School and context specific solution
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Cognitive readiness
• Age 10 and onwards
• Decision is yours
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SES and resources• No apparent correlation SES and digital
normalisation in UK, US, NZ and Australian case studies
• If anything…
• Ample resources provided by government/within school’s community
• Dependent on principal’s priorities
• ‘Financial’ empowerment of school community
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Equity
• Talking equity not equality
• Educational imperative
• Trend line downwards
• Facility to and wisdom of each school
supporting those in need
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Equity evolutionary thread• RP/B - Equity of digital access invariably poorly understood, not
researched and used as excuse for inaction
• ED –
• D – Students in need of digital support researched, identified and school explores in house solutions to address equity concerns
• EN- Concern for equity with school ensuring all children have requisite personal technology and ready home ‘Net access
• N – School and its community operationalize the 24/7/365 provision of digital technology to the diminishing number of students in need
• DN –School community normalises the provision of current personal digital technology to all students in need
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Teacher normalisation
• In everyday teaching
• 100% appropriate usage
• Apt pedagogy
• Student acumen
• An on-going challenge
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Teacher, student, parent empowerment
• Understand and respect sustained
contribution, expertise and desire for a voice
• Understanding of the macro that allows all to
contribute
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Home-school collaboration• The token
• Genuine
• Staff preparedness to distribute control of teaching process
• To think and provide networked, 24/7/365 education
• Central to BYOT and sustained digital normalisation
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Principal
• Critical
• Chief conductor
• Of ever more complex ecology
• Digital acumen
• All - empowering
• Or – All stultifying
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Infrastructure
• Campus wide network
• Classroom infrastructure
• Digital communications suite
• Readying for ever increasing traffic
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Trust, respect and choice• Staff – teaching and professional support
• Parents/grandparents
• Children
• Wider community
• Distributing/ceding control of the teaching and learning process
• Respect, understand and instil teacher awareness of legal and ethical implications of personal ownership
• Increasing need to collaborate with and trust children
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Trust, respect and choice
• Are your key staff ready to allow the children
to chose their own kit?
• Are they ready to trust the children to use in
class the apps/facilities the children prefer?
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Attraction, incentives, purpose
• Bottom line – you’re wanting to normalise all
students using their own kit naturally in all
classes and school operations
• Greatest incentive – normal part of all
teaching
• The challenge of ‘digital technology absent’
classrooms
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Student responsibilities• Choice
• Acquisition
• Choice of software/applications
• Operational understanding of own kit – hardware and software
• Care
• Maintenance
• Updates
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Into the practicalities• Draw on Chapters 6, 7 and 8 of Bring Your Own Technology
• Shape solution appropriate for your context – as of today
• Part of overall school enhancement
• Never as a stand alone initiative run by ‘ICT committee’
• Magnitude of challenge and task ahead
• Apportioning operational responsibility
• Page 80 checklist
• Planning with constant, often uncertain and rapid change and evolution
• Indicative timeline
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Conclusion
• Greatest challenge – your staff and culture
• The technology is vital but….
• Nexus with shaping educational vision
• Ideally all your teachers should be ready
• But be willing to dive into the deep end
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http://www.malleehome.com
Skype - malcolmrlee
+61 2 44 717947
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In Closing
PowerPoint presentation will be available from
http://www.slideshare.net/kbonanno/
Future events
http://eduwebinar.com.au/webinars
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