The objective has to be learning, not just getting the technology out there

A school in Maine deployed iPads:

“classes using iPads … outperformed the ones without them in every literacy metric used.”

“The objective has to be learning, not just getting the technology out there”

“We are paying attention to app selection and focused on continuous improvement — we aren’t just handing equipment to teachers.”

“many educational institutions have not put in enough effort.”

It has never been about the “new and shiny” though detractors of 1:1 computing programmes have always used this as a defence against the investment in learning. This isn’t about putting Angry Birds into the hands of students or distracting them from their studies with FaceBook but rather adopting a permissive approach to technology. When you permit students to use technology in learning, they use technology in learning. Obviously. There’s no need to compete with FaceBook or BBM for attention if the materials and delivery are engaging.

Note that none of the quotes put the responsibility on teachers. But in the end it is the teachers who have to be engaged with the process before the students can be engaged. We’ve been thinking how the Department of Education in Northern Ireland (DENI) and the Council for the Curriculum, Examinations and Assessment (CCEA) can help in this without just funding cheap iPads (which is not the desired end result). And it obviously has to be in the development of the curriculum and assessment of students.

In the interests of being pro-active, Momentum and Digital Circle are supporting the next TeachMEET in Belfast (because ICT pervades every teaching subject), have published a position paper on 1:1 computing (and the need to accelerate development of resources) and support the removal of ICT in its current for at GCSE and A-level (as it has become the 21st Century equivalent of Typing Class). We are also in the process of creating a new collaborative network for educational content and technology where we hope to bring together local industry, sectoral bodies, academic research and primary/post-primary education to attempt to resolve the big issues we see before us. From what we can see, we’ve inherited decades of legacy and centuries of process, something has to change.

Of course I’m interested, I’m a parent.