Participatory Data Gathering for Public Sector Reuse: Lessons Learned from Traditional Initiatives
1:1 Educational Computing Initiatives — Lessons learned and confirmed at the Global Symposium on...
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Transcript of 1:1 Educational Computing Initiatives — Lessons learned and confirmed at the Global Symposium on...
1:1 Educational Computing Initiatives
Lessons learned andconfirmed at …
Steve VoslooHead of Mobile, Innovation LabPearson South Africa
Context
At the 8th Global Symposium on ICT in Education 2014, themed Transforming Education with 1:1 Computing (3-5 November, 2014, Hilton Gyeongju, Republic of Korea)
28 countries represented, sharing their experiences of planning and implementing 1:1 computing initiatives
Hosted by the Korean Ministry of Education and the World Bank, along with KERIS, UNESCO Bangkok and Intel
South Korea is one of the leaders in digital learning, so it was a fitting context for the country
A number of lessons were learned and known ones confirmed …
1. 1:1 is a journey, not a destination
We are all learning, all trying to work it out
Many failures so far!
If you are struggling, that’s ok
2. Articulate long-term vision, have short-term plan
Set and communicate the long-term vision
But: Since this is a pioneering space, be open to surprises. Be agile, be willing to adapt
Double-but: Still, have a plan, document, evaluate, re-document, re-evaluate…
Triple-but: Don’t wait for the perfect plan, it doesn’t exist
3. 1:1 often starts for the wrong reasons
Because it’s “the future”
Because it’s “progress”
Because it can win a political campaign
Massive pressure from the market and media for the “next big thing”
Did good educational research or rationale inform the decision?
4. Very little evidence of academic impact
In South Korea in 2007 the drive to Digital Textbooks started, but by 2014 still no concrete evidence of increased academic performance (yet)
The government has now began a long-term research effort to try to better understand impact of ebooks
(Note: In South Korea their risks are gaming addiction, too much screen time — a culture that is TOO digital)
5. Measuring the impact of 1:1 remains a challenge
But there are many other benefits – we need to define the non-academic impact
What benefits?• Collaboration• Project-based learning• Engagement• 21st century skills• Communication• …
Indicators?
6. It’s not about the tech: It’s about people
1:1 must be about the education of the learner, not the implementation of technology
6. It’s not about the tech: It’s about people
Even in South Korea, a digital learning pioneer, there is still some teacher resistance and apprehension around using ebooks (since 2007)
There is a need for continual training and opportunities for sharing between teachers (online communities)
Change management is critical
7. Teacher training!
We can’t do enough of it!
ISTE recommends that teacher training and PD should be 25% of total 1:1 budget
In Kazakhstan only 2% of teachers have been trained in e-learning
In Kyrgyzstan 86% of school directors have never used Internet at schools. 72% of school administration started to use computers only one year after installation
8. “Community” buy-in is critical
Cost, risk, perceptions carried across communities
Principals, teachers, administrators, parents…
Need to educate to get support – have prioritised this in Australia
9. Infrastructure, support and maintenance!
OLPC implementation in Sri Lanka:
Connectivity problems, content could not be updated
Charging problems
After 2 years half the laptops were defective
10. Learner analytics, big data vs privacy
Privacy is one of the “big issues” of the move to digital
We don’t have the answers yet to finding the balance between educational interests and personal privacy
And then a visit to Saeron Elementary School
Thank you
Steve VoslooHead of Mobile, Innovation LabPearson South Africa
[email protected]@stevevosloo