For the nth time, the OCDE, in its Students, Computers and Learning. Making the Connection report, warns us about how technology is not changing academic performance in schools… unless other variables are taken into account — that is for academic performance as it is (quantitatively) measured today: there are, of course, other outcomes, like digital literacy, e-inclusion and social inclusion in general for the student and the family which, to me, are oftentimes successfully met.
Put very shortly, the thing is that there is quite a lot of evidence that what has an impact on academic performance is changes in methodologies. If ICTs (laptops, tablets, smartphones, interative whiteboards, but also blogging, microblogging, social videos, social bookmarking, etc.) have an impact it usually comes indirectly by having an impact in teaching and learning methodologies.
Unluckily, most projects that aim at putting in the classroom (apologies for this imprecise, generic and especially misleading concept) have been focusing almost exclusively in putting hardware and software in the classroom (that is why the name, all in all, may not be misleading at all) and spend little time and budget to everything else around technology.
But, how does one design a project that has an impact on methodologies? Well, the usual answer is training. But training raises several questions and issues:
- Who trains he trainers?
- How does the trainer build upon experience?
- How does the trainer build a reputation?
- How does the trainer build a legitimacy?
- How is this training sustainable?
- How is this training replicable?
- How is this training scalable?
I think what these questions have in common is a community.
Now, summing up, what educational technology projects usually have done is: they devote all the funds they have to buy technology or digital services, while their main asset, the community, usually remains unattended. Sooner or later, the project runs out of money and thus cannot go on. On the other hand, the asset upon which the project could rely is not put in motion and thus does not trigger the springs and levers that could create the necessary changes for the project to be laid on strong foundations. Yes, this is a cruel simplification, but it is not very far from a general truth: we lose our minds on technology and forget humans.
So, what could be one? It seems that just the opposite direction could be a good starter.
- Identify a community of interest, that is, find who the motivated people are and see how they are connected.
- Work to shift the community of interest into a community of practice, by making their members share what they do. This will require resources to make sharing easy, comfortable, worth it. Most resources, though, will not be aimed at technology (e.g. a social networking site or platform) but to engage people and build on trust and reputation. It’s called facilitating. And it mostly relies on humans too.
- Help the sharing of practices turn into knowledge sharing, so that the community becomes a community of learning: learning by doing, learning by sharing, learning by engaging, learning by dialoguing.
- Contribute to raise the tough questions: learning is more about asking rather than answering. With luck, a diagnosis will emerge: where are we, where do we want to go, what do we have, what do we have not.
- Some of the things we have not will be knowledge: bring some structured training in.
- Some of the things we have not will be technology: bring the technology in.
- And back to #1.
In my opinion, it is important to stress that points #5 and #6 are not exactly the same training and technology as in traditional educational technology projects. Firstly, because the decision of which training and which technology comes not from a top-down perspective, but from a bottom-up one. It’s the community who produced the diagnosis and, thus, it’s the community who proposed the solutions (either in training or in technology). Secondly, because the diagnosis did not only identified the gaps or shortages, but also the assets. It may well be, for instance, that the collective found out that most students already have laptops or tablets, and thus the funds can be addressed only to buy devices for those who do not have them and only for them. Or, maybe, that there are other community resources that can be put in motion to fill that gap in, such as libraries or telecentres. Or that some people know some things and willing to share them with others in some formal way (course, training session). Many other examples can be found related to technology or — and most relevantly — to training.
Another matter to be highlighted is that the concept of community (of interest, practice, learning) goes way beyond a sectoral understanding of the concept. When thought of from a top-down approach, the community is educators, teachers. When thought from a bottom-up approach, the definition of community is much wider. The good think about a wider sense of a community is that it will take into consideration all the assets available (inside and outside schools) and it will build a much more strong consensus while it is reached. And both — assets and consensus — are the cornerstones of sustainability, in whatever sense (economic, social…) one may take it.
Educational projects based on laptops in the school
Jesús Valverde, María José Sosa, María del Carmen Garrido (Universidad de Extremadura).
Expectations of educational change before “one laptop per child” or “1:1” projects in the classroom.
Evaluation of the project “Escuela 2.0” in Extremadura (a region in south-western Spain)
In projects based on laptops in the classroom, there has been a dominance of technological innovation over pedagogical innovation, without the educational community taking part of the decision-making, and with insufficient support of the educational system to this new organizational and conceptual model.
Surprisingly enough, ICTs tend to preserve the traditional teaching styles, and the “adaptation” stage usually takes quite long, as teachers do not take up on new roles.
Innovation happens without the support of either formal teams (e.g. departments) or informal teams (e.g. social networking sites), thus leading to frustration: only those that work collaboratively, share experiences, help others “survive”. Technological and organizational problems only come to worsen the situation.
Conclusions for policy:
- Necessity to build a community of teachers.
- Training in educational centres, with the help of virtual learning environments.
- Enhance the role of the ICT coordinator with a trainer in the same area of knowledge of the teacher.
- Strengthening of the technical support and improvement of infrastructures.
Fernandez Olaskoaga, L.; Losada, D.; José Miguel Correa (Universidad del País Vaco).
1 to 1 model: An implementation study in the Basque Country.
Evaluation of the project “Escuela 2.0” in the Basque Country (a region in northern Spain)
Prior to the “Escuela 2.0” state-wide initiative, there already was a 1-to-1 initiative in the Basque Country. The state-wide initiative “only” implied a change of model, but not the development of a brand-new project.
“Escuela 2.0” provided netbooks for the kids, wifi connectivity in the classroom and digital classrooms (mainly digital interactive whiteboards).
An initial training was also scheduled, but only consisted in a very small test on general “computer science” knowledge. “Eskola 2.0” (the basque version of “Escuela 2.0”) introduced some more training by programming several workshops. At last, a digital material aggregator was created (Agrega) where schools would upload their digital production.
Eskola 2.0 had three axis:
- A provision of resources: one laptop per child.
- A technological training, based on the TPACK model.
- Digital materials, uploaded to the Agrega initiative.
The teachers of the project answered a survey on the expectations about the project.
The most interesting outcome of the survey is that, in the short run, it was good to get devices (laptops, whiteboards) but that the rest (training, information, educational model, etc.) was negative or very negative.
In the medium run, though, the teachers expect to have the opportunity to follow some training, that there will be some pedagogical innovation, that the communication with families might be enhanced.
Telma Panerai; Gomes de Carvalho, A.B.; De Souza, B. (Universidade Federal de Pernambuco).
Embedding digital culture in some public schools in Brazil: the case of the one laptop per child.
One of the biggest problems in Brazil when it comes to the use of computers at school is cost. Cybercafes are an option for accessing the Internet or using a PC, but still, it does cost money. On the other hand, international connectivity is far from being optimal.
The first OLPC projects in Brazil started in 2007. In 2010 the project got to Pernambuco (a poor state in north-east Brazil). 4,000 laptops where provided to a 26,000 inhabitants city: that was quite a shock. Students would own the laptop, which provided both empowerment and responsibility… and the possibility of being robbed up. The computers were made by the Brazilian firm CCE and were called “uquinha” (small UCA, from Um Computador por Aluno – one laptop per child).
An action-research project was conducted from June to December 2010.
Students quickly stablish a process of digital immersion. The teachers, on the other hand, were anxious and insecure in the pedagogical application of the laptops, fearing loss of control. The learning process, though, was deeply changed: more students attended classes and the way they learnt was transformed. Public spaces were also reshaped, as students used them to access the Internet or study.
Noemí Martín; Cabré, J.; Sampé, M. (Universitat Rovira i Virgili).
Dialogical learning in a digital society: the experience of a rural school in Ariño.
(project in a rural school in Ariño, Teruel, a rural province in middle-east Spain, quite isolated from its surroundings)
How has the usage of ICTs in a rural area? How has affected learning? And kids’ lives?
What means “dialogic”? A dialogue amongst all the members of the community, where goals, means and processes are acknowledged by consensus.
The centre decided becoming pioneer in adapting ICTs in learning and evolving into a learning community. The centre, thus, went through different projects since 1999, ending up adopting the state-wide programme “Escuela 2.0”.
The project has implied new ways of learning, but also new social relationships, new relationships between the two local schools (which operate under the centre’s guidance), etc. Motivation of students increased, as did academic results. Families also were more implied in the learning process of their children, learning too how to operate computers, how to use them to learn, etc. And not only kids learn more, but master different competences that are understood to be crucial in an information society, like problem solving, autonomy, etc.
Discussion
Joan-Anton Sánchez: how can we go from the laptop as a mere digital container to a learning tool? A: it depends on your starting point. If, like in many Argentinian schools, books are scarce, having 100% of the children having a (digital) textbook that is a great improvement.
Joan-Anton Sánchez: laptops as institutional infrastructure or bring your own device? Again, it depends on whether the student already got an own device (and the new one is just an added cost) or the device is but a means to overcome the digital divide.
There is a growing consensus among the participants that more resources should be devoted to training, but not to courses or workshops, but to building communities of practice, not relying these communities of practice on everyone’s good will, but on liberating resources or workload for specific leaders.
III European Conference on Information Technology in Education and Society: A Critical Insight (2012)
Courtesy of EdTech Stanford University School of Medicine
