A school that says they are implementing a tablet programme is doomed to failure.
You can substitute “ipad”, “Bring your own device” or some other similar kind of term for “tablet”, the result is the same.
Well, I bought it a new battery, and a new mains charger. I thought it would be pleased, and to an extent, it was. It actually works now, which is a novelty. However, depression or resentment runs deep, and it refuses to work for any longer than two hours on a full charge, instead of its original seven or eight.
What to do?
I suffer from an unfortunate form of doublethink. In my personal life, I tend not to be an early early adopter. That’s because I rarely have an urgent need for whatever it is the new technology has to offer. However, when I was head of department in a school, and then when I ran a team of advisors and technical support staff in a local authority, I was very keen to spend money on brand new stuff.
When I was young I used to love reading Superman, Batman and Spider-Man comics. Oh, ok, I admit it: I still do! Anyway, I always thought their costumes looked really good: colourful, good for showing everyone your biceps and, well, different.
The trouble is, of course, is that in reality these costumes would be awful
The reason I ask is that a couple of schools I visited recently have made a good attempt to go paperless.
Opportunity Cost is a key concept in Economics, and is tremendously useful outside that discipline. It is especially pertinent in the sphere of education technology. It is defined as: the next best alternative foregone.
Unlike the more familiar idea of financial cost, opportunity cost can change its value according to both contextual and subjective factors.<
Equality is a big issue in education, especially in connection with technology. For example, we are used to hearing phrases like “the digital divide”. But what does “equality” mean in this context – or, more pertinent perhaps, what should it mean?
There has been much discussion about the curriculum in general in England recently, and the ICT curriculum in particular. I wrote about the latter a few months ago, in an article entitled 5 Characteristics of an Ideal Programme of Study for ICT. Now, three months and two draft versions of a new ICT Programme of Study later, I should like to put forward a few comments, both about the area of “ICT curriculum” in general, and about recent developments in the UK in particular.
How would you rate the apple pie shown in the photo? Yes, I know the first thing that comes to mind is probably “Disgusting!”, because my food presentation skills are not what they ought to be. (Believe it or not, the apple pie depicted has not been eaten.) But how you assess my efforts must depend on what exactly you’re looking for. (I realise this is kind of obvious, but please bear with me.)