Realising our broadband future – Digital Education – Reality check
(Comments and ideas from session at Broadband Summit)
The MCEECDYA Program of reporting, National Assessment Program: Information and Communication Technology Literacy, provides evidence about the literacy of students. The 2008 report, not yet available publicly, shows that students in Years 6 and 10 of Australian schooling are not involved in a lot of “creating, analysing, and transforming” of information via online tools (what I would term cognitive uses of the web) and are primarily interested in using the net for chatting and searching for information. It will be interesting to compare this report (which is clearly in the social media period – 2008) with the previous report, from 2005.
Discussion of research infrastructure: main question – what is the interface with NBN given that the emerging Australian research network is already a lot faster and so on than the NBN? I am wondering if this is relevant to NBN – in the same way thet BHP Billiton builds its specialised network, so too would the Australian research community. It perhaps suggests that we need to be thinking about ‘networks’ not just the NBN.
An excellent presentation of problems in school:
Six key points
- Old models + new tech not solution
- No leveraging of open systems
- Risk management needed (not risk aversion)
- Personalised learning
- Costs are increasing
- importance of gatekeeping
See how the problem set is formed at the intersection of multiple domains of control and expertise – technologists, managers, teachers all work at different angles to the central problem and sometimes don’t have sufficient interaction. (Raju Varanasi – good presentation, from NSW Centre for Learning Innovation). And, the solution to this interaction matter is policy. Infrastructure is not the issue – it is policy.
A summary of the ‘reality check’ on digital education. The reality check is: don’t focus on the technology, think policy, professional development, cultures of use, legal matters AND students themselves. Technology gets in the way, if it is made the centrepiece; it should be invisible.
“the problem with students is that their life and learning will be going down a different [digital network] track” – they will choose this path because it is part of themselves and identity, so if schools don’t change students will not be engaged. (Watson, The Learning Federation)
Education is a very contested zone of debate since it involves the attempt to manage the future very directly by creating the people OF the future (our school students). Visions, hopes and fears get played out through the way people characterise the school system. Moreover, education is one of the remaining obvious places where the experts tend to be derided (teachers vs parents, bureaucrats). It is also a place where control strategies get explored and demanded, principally on the basis of the failure of children to be adult enough.
