The Bring Your Own Device scheme implemented by Invicta is a hybrid of school-supplied or specified technology for the younger students, and a true BYOD scheme, within certain limits, for the older ones.
The question arises, why have a 1-to-1 scheme given the fact that there is so much technology in the school already?
Here’s a photo I took recently on the London Underground. There are periodic announcements, static noticeboards, and electronic delays constantly assuring us that we are experiencing a good service. I presume it is intended to introduce a feel-good element into an otherwise mundane existence.
When I first had email and an internet connection, it was made possible by using a dial-up modem. These modems were positively snail-like compared to today’s devices. For example, my first modem could transmit data over the telephone line at the blistering speed of 9 kilobytes per second (kbps).
I will never understand why so many people think that Wikipedia is OK to use for serious research on the grounds that it is mostly reliable. Mostly? Some years ago I posited the idea of a wiki timetable, in which people get to edit train timetables how they like. Some of the information displayed on the electronic noticeboards would probably be accurate some of the time. Useful, eh?
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.<
So, you're responsible for the use of educational technology in the school, but its use and principles are taught across the curriculum rather than as a discrete subject. In other words, by non-specialists in all likelihood. How can you maintain high standards in ICT and the use of educational technology in such a situation?
In this article I look at 14 suggestions.
Eleven years ago I wrote an 8-point guide to BETT, in my newsletter, and have reproduced it below. I think the points still stack up, especially the one about having a good breakfast! I hope you enjoy reading this blast from the past (9th January 2001 to be exact). And when you have done so, why not download the up-to-date bumper edition – 125 stupendous tips, and completely free? The URL is at the end of the article.
At the time this was written, the web was still relatively new to a lot of teachers, and Google had been on the scene for about three years. At that time it was still only a search engine. The newsletter was sent in text format from my own email address using my personal email client, which at that time was Eudora. Ah, such days of innocence!
In a couple of hours’ time I will be distributing the latest version of Getting the Best out if BETT, which includes the views of over 30 people who attended last year’s BETT. Here’s a Wordle of what products they thought worth pursuing, the trends they spotted, and the advice they offer to schools in these straitened times.
In late 2011 the issue of mobile technologies and their use in school began to be discussed at a senior leadership team level in Tideway School. However, the school resisted the temptation to race headlong into improving the infrastructure in order to allow students to use their own devices to access lesson and learning resources, because the benefits of doing so in terms of either pedagogy or learning gains were not self-evident.
What do you think of when you see the words “reading” and “technology” in the same sentence? I tend to think of e-book readers and how easy it is to transfer stuff to, and then read, on my phone. But there is more to it than that. According to Dyslexia Action, around one in ten students struggle to read standard print.
Assessing what pupils have learnt in ICT is important, obviously. Why shouldn’t it be enjoyable as well as necessary? One approach you might wish to experiment with is flash fiction.
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?
I recently discovered this map of the internet through Stephen Downes’ newsletter, OLDaily. Downes says, “It’s mostly eye-candy, but it’s good eye-candy”. I prefer to think of it as “interesting” eye-candy. It’s visually attractive, but what I find interesting is the fact that the descriptions are not necessarily value-free.
I don’t know what it’s like living in other countries, but here in England we are fortunate indeed. If I want to have a discussion on any subject at all, I can simply walk into the pub nearest to where I happen to be at the time, where I am virtually certain to discover a self-styled “expert” declaiming about the economy, or what’s wrong with kids today, or how to solve the financial crisis, or whether or not kids should be taught how to programme, or how the entire education system should be put right.
The topic of data protection looks as dry as dust in some of the syllabuses I’ve seen. They tend to focus on the legislative aspects, which in my opinion should be dealt with last of all.
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.
(c) Terry Freedman All Rights Reserved
