(CATWOE) Sucessful latop implemetation
issues
Roll out
Which year group?
Parents
How will schoosl ensure students are not distracted in class i.e. Facebook?
How will schools manage interenet activity in school?
Firewall/Filters
Who ultimately responsible for the laptop?
School suport care and use?
Students and parents
Connection to internet at home?
Insurance cost if broken
How many hours a day will children spend on comuters?
Students loose written skills
Cyber safety/Digital citizens
Health/Safety of their children
Posture
Eyesight
repetitive strain injury/Carpal Tunnel syndrome
Weight of computers
Cost (Not an issue for NSW Yr9's)
Monitoring and control
AUP's
Schooladministration
knowledge management tasks
vertical networks
horizontal networks
teacher training
Teachers as innovators
Classroom management
Change in pedagogy
Methodologies
Scientific
Humanistic
Choice of computer systems
Technoical support
Software updates
Same model
Lucrative for laptop provider
Infrastructure
Does the school have the infrastructure to implement a succesful laptop programme?
Do we need 1 to 1 laptops?
Teach in ways not possible before
Support e-learning
Causal effects
What is the rationale?
(http://clc.esf.edu.hk/GroupHomepage.asp?GroupID=46870)
Creative development media literacy animations etc
Gain knowledge beyond teacher
Using ICT tools to locate, gather synthesis, analyses, reconstruct and communicate information
Out of school learning
Social collaboration
Deeper analysis of concepts processess and visualisation
Develop thinking skills
Iteration/modelling using ICT
Pupil centrered directed learning
Main topic
Why not more computers in classrooms?
Root Definition/laptop for learning
An emabling technology is not sufficient on it's own to transform knowledge across a sector (OECD 2004 Pg57)
issue-based
21st Century learning
knowledge based economy KBE (OECD 2004)
Issues & Potential of KBE
A society bereft of memory
Personal fragmented knowledge base
inability to form broad intergrated viewpoint
Problems of trust
internet fraud/inapropriate content/digital manipulation of informatio& images
Protect intellctual property rights
paradox - communications now exist to access knowledgeand create new knowledg laws prevent this
enforcement - patents copyrights leagal action
Uneven development of knowledge
Slow changing education
fast changing 'science-enlightened technology'
Access to inoformation and knowledge bases
global village
knowledge is power
Digital divide
Does this demand specific new skills?
learning skills
communication
teamwork
primary task
1 to 1 laptop
How do you gauge successful implementation?
Strategic Vision
A system to do X by Y in order to achieve Z
Environmental constraints/elements outside the system
Owners/those who would stop T
Teachers
Similar to NHS ICT based initiative in UK (OECD 2004 pg 57) MAunsell and Currys study
No time for training in use of ICT systems
Sceptisism about the capacity of an ICT sytem to deliver enough knowledge to meet a need
Weltenschauung/worldview T in meaningful context
Transformation process/input to output
Actors/those who would do T
Educatioanl authorities
Customers/victims of T
economy
new generation of ICT literate workers?
Communities
Government
Educational authorities
schools
teachers
parents
Students
Model - holon relevant to debating perceptions of real world
4 pumps - innovative capacity
(OECD 2004 Pg 58)
Contributions to the knowledge base of the sector
Codify knowledge
intergrate knowledge
practical knowledge that can be adopted by community
scientific knowledge that can improve processes and products
Critical actors and relationships
ICT suppliers managers stakeholders customers
Architect and module designers
Horizontal communities
large companies R&D
innovative opportunities
ICT as an innovative tool
Modular systems
User models and capabilities
scientific advances
