Effective use of ICT is supporting learning in many of our classrooms, where students use the capabilities of computers, peripherals and online tools in learning contexts either individually accessed or projected. Used well, ICT is promoting and enhancing learning, but does our current model of ICT availability and distribution in our schools adequately provide for our aspirations?
We are working towards to a curriculum and pedagogy, which promotes; active learning, independent learning, collaborative learning, learning how to learn, investigating, exploring, purposeful play, personalisation and choice in contexts that are relevant to life and work. Appropriate access to Glow and other ICT accessed applications are essential to allow this transformation in learning. I suggest that we require to develop learning environments which allow students (and staff) to have access to network connected Information & Communications Devices (ICD’s) available as and when determined appropriate by them. This is infusing ICT to the point where it is ubiquitous, where the technology only has value in that it enables learning and learners use ICT to plan, manage, explore, collaborate, develop and record learning activity. Its not “now get out your ICD and do….” but, more comparable with using a calculator or camera when you need to add up or take a photo. Effective teaching will exploit the potential of ubiquitous learner access to ICT by developing learning opportunities for students, which genuinely transform the educational experience.
Many of us working in LA’s and schools are constantly striving for the infusion of ICT, minimising the constraints to learning & teaching which can be presented by IT systems. We are at the point where a future of ubiquitous student ICD’s is achievable and appropriate. To achieve the educational benefits, we need to make astute decisions on IT capital expenditure and network structures to enable this future.
Planning for the future is what we do today when preparing strategic business cases for capital expenditure on educational ICT clients and networks. If we believe the future includes ICD’s for all or many learners we need to consider the issues surrounding how that is achieved. Promoting individualised student access to Glow and other ICT enabled learning opportunities will support the transformation of pedagogy and learning. Encouraging the creation of the technical infrastructure to support this is essential. Engaging with colleagues, learners and other stakeholders to explore security, risk and change concerns is equally important.
I believe we need to plan for and manage this change now, robustly challenging barriers to ensure we can genuinely transform learning in our classrooms. Most LA’s I’ve visited are exploring ‘early to market’ versions of low cost ICD’s, some have pilot projects under way and are considering mechanisms for wider implementation. It is clear that this is an area of shared interest and direction and one where we can benefit from sharing experience, and hopefully this post contributes to the process and encourages sharing of views, progress, documentation, solutions and successes.
Some observations and questions:
Does our current model of ICT availability and distribution in our schools adequately provide for our aspirations? If so, we have a network and client infrastructure that meets our curricular needs. If not?
Current and emerging devices are indicators of future capability and price trend, it is important to consider ICD’s and their capability to provide tools for a broad range of learning opportunities and not to get bogged down by traditional ‘software suite’ applications they perhaps can’t. With Glow tools and other browser accessed applications, how relevant in a ubiquitous student access model are client or server based software applications?
There are multiple and variegated implementation options; LA procured ICD’s supplementing/replacing existing classroom provision, ICD’s for whole class/year group/school, parent procured ICD’s supplemented by LA support for social inclusion etc etc. Solutions that provide individualised access in school but restrict network access when device is outside school will provide genuine and significant progress in allowing the pedagogical change in school. The widespread and increasing ICT and Internet access in homes will provide many students with consistent availability of access. However, greater permeation of advantage will be achieved if we enable single device network access from within and out with school. This ‘Holy Grail’ of cost effective, secure roaming access should be our objective. The technical capability will happen through business and commercial pressure for mobile access. Should we lead in this development or at least, ensure our ICT capital and network capability to respond to and accommodate that change?
Consideration should be given prior to entering into procurement of client computers if replacement desktop computers and conventional distribution is an appropriate long-term strategy?
Many of us have comprehensive client or server based educational application sets and storage, should we continue this or should we be considering web based applications and storage?
Should we be investing in robust enterprise wireless LANs to accommodate ubiquitous student and staff use of wireless connected ICD’s and upgrading WAN capacity to accommodate access demand to web based applications and storage?
Will our learners (and staff) accept a continuing enterprise IT model or will they access tools and resources within school without using schools and LA networks? The development of low cost data tariffs will allow this, with developments and convergence in mobile connectivity and devices providing the capability. This is a likely future, but not one in which the school or LA is a participative partner.
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Many of us work in LA Service Directorates that includes Education Services and Library Services, yet, all to often, working independently on shared aspects of our service improvement agenda. I recently had a brief discussion with Elspeth S. Scott, ICT and e-learning Staff Tutor (Glow) Dundee City Council Educational Development Service that reminded me of the specialist skills in information management which school librarians and Library Services colleagues have to offer schools and Education Services. Librarian colleagues have skills and expertise which we should be maximising as we implement and develop Glow. In particular to, develop information literacy, learning skills, ensure effective and ethical use of information, identify and manage resources including advising and supporting the tagging and organising of content. Our aspiration to improve effective access to on-line content in schools will be supported by developing strategies to support users in understanding risks and responsibilities; Information Management specialists should be part of this.