A Panel Discussion on One to One Computing Initiatives in Manitoba Schools
By Katelyn Deremiens, Shelli Flett, Jodana Etkin, Jaynell Gillett, Brittani Hammond, Steve Kaskiw, Kris Keen, Erin Visch Krahn, Elizabeth Mandziuk, Jeremy Roberts, Cara Wedderburn
Edited by Jeremy Roberts
February 28, 2014
On February 18th, 2014, Brandon University's Faculty of Education hosted a panel discussion centering on the topic of one to one (1:1) computing initiatives in Manitoba schools. The distinguished panel consisted of representatives from schools and divisions who have implemented 1:1 programs. Roy Norris of Dakota Collegiate from Louis Riel School Division, Andy Mckiel and Darren Kuropatwa of St. James-Assiniboia School Division, and Martin Ingenmey and Tanis Barrett of Minnedosa Collegiate from Rolling River School Division presented how their individual schools/ divisions approached the initiative, their triumphs, and their tribulations.
Bring Your Own Device (BYOD) or 1:1 computing is starting to make waves in Manitoba because some schools are nearing the end of a five year pilot program where students have had access to laptops or computing tablets all day as part of their learning tools. As a result of this pilot program other schools have been provided with a model to use when implementing the program in their respective schools. They know what kind of results to expect, what challenges to face, and have answers to give parents who haven't even asked a question yet! Roy Norris, an educator, from Dakota Collegiate commenced the panel discussion with a look at the 5 year transition his school made to one on one computing. Year one involved so many questions and lots of research. Between year two to four a Canadian model of digital learning was found and from that expanded upon, leading to the invention of their own model. Additionally numerous committees meet regularly discussing everything fathomable, from the merits of technology to future associated problems. In classes where students brought their own computers it was seen that there needed to be a change in grading and assessment, Roy suggested a rolling chair to get down to student level and guide their inquiry. Some things did stay the same such as paper and pens, but vehemently the overhead projects were cast down. As noted, there is a time and a place for everything. Year five at Dakota Collegiate will see everyone in the school will be bringing own devices. The process to get to BYOD was the result of various committees composed of administration, specialists, teachers, parents, and students working together. The key to making this work is continuing to work together.
Following Roy Norris, was curriculum consultants Andy Mckiel and Darren Kuropatwa of St. James-Assiniboia School Division, who introduced their conceptual framework from which to develop pedagogy, the 5 c's: communication, collaboration, critical thinking, creativity, connecting. What a novel and succinct idea! Each stream has different needs; early years is a shared environment, while in middle years every student has an iPad and senior years is best served through laptops and a BYOD environment. Every teacher has an iPad and receives professional learning on how to prepare for a BYOD environment, where information is consistent and persistent. Technology allows students ubiquitous access to the global knowledge commons and the ability to directly contribute to this commons. Technology enables students to potentially utilize all of Howard Gardner's multiple intelligences through displays of formative and summative work. Although be aware of the challenges, such as ensuring parents are on board, updating the apps on the device, what apps to use and pay for, storing and charging the units, and issues around damage and responsibility. It is about teaching students in a digital world!
Lastly, Martin Ingenmey and Tanis Barrett of Minnedosa Collegiate from Rolling River School Division presented the three main differences in Rolling River School Division. First, student's choose a device whether laptop, netbook, or tablet. Second, the division pays for the device. Finally, student's keep the device after graduation. The division actually found by doing this they were saving money and time as compared to purchasing, maintaining, and using desktops. Martin and Tanis, also found that by allowing students to have ownership and choice over their device, incidents of breakage were low. Product warranties and insurance policies are used in other schools and divisions to ensure students are covered.
The panelists advocated for ethical use and responsible digital citizenship to be an essential component of a teacher's pedagogy. If the student "owns" this device they may learn responsibility and ownership. Students need to become their own conscience in a digital world. We cannot and should not rely on a filter to monitor students' online activity. Internet filters are a thing of the past, students must be taught to become their own filters and thus part of student management is teaching students (and their parents, so that this education may continue at home) the ethics associated with technology. Also, as modern educators living in a time when technology is all around us, we must let go of the traditional concept of having all students working on the same thing at the same time once and for all. This will require an overhaul in terms of the way we think of pedagogy and assessment, but this overhaul is a necessity if we are to keep up with our evolving culture.
The panelists encouraged the classroom use of devices alongside traditional learning tools and the importance of technological moderation. New technologies in today's society can enhance learning environments by providing students with new and exciting ways to create, collaborate, communicate, and think critically as well as strategically. As educators, we need to be aware of, and believe that technology is empowering our students not hindering them. For students born in the last 15 or so years, technology is a staple of their lives; they have never known a world without it. Technology has become part of our cultural consciousness. It is important that schools capitalize on students affinity for technology or we are failing them for future endeavors in a technology-driven world. Although the presenters did not go into great detail, they explained that the focus is not directly on technology, rather it is the pedagogy of how instruction is delivered and the spark that is created within students to provide enthusiasm toward and ownership for their own learning.
As panelist Darren eloquently stated, "technology should be like oxygen, omnipresent and there when we need it. Omnipresent, necessary, and invisible" Hold that oxygen metaphor for a moment and we will consider it in a little more detail. Oxygen is essential to life. As we move further and further into the digital age, so is technology. Twenty years ago, the Internet was virtually a novelty for the general population, fifteen years ago, it was just starting to come into widespread use. Today, Internet access and digital technology has rapidly become a necessity rather than a luxury. Fortunately, with the advent of tablets, smartphones and highly affordable laptop systems, it has also become far more accessible than it ever was before. While still a daunting prospect, it is possible for schools to move towards a 1-on-1 model for technology.
Oxygen and technology are necessary, then. What about omnipresence? Oxygen is all around us, and so is technology. Even in the Brandon School Division, a division which could never be accused of being particularly progressive, technology is a major part of the academic life of a school as well as the social lives of all the people who live within it. One in four children in Grade Four have a smartphone and the numbers increase drastically as one goes through the grade levels. By the time kids are in Grades Seven or Eight, that number is likely a majority and by high school, very few children indeed do not have access to this technology. Interactive Smart boards exist in just about every classroom and devices are easily accessible even in schools that do not have a 1-on-1 model. Oxygen and technology are omnipresent.
Invisibility. Oxygen makes up about twenty percent of air, is essential to life and yet, we cannot see it. While one could not say that technology has truly become invisible yet (we will need to wait another generation or so, for the possibility of neural implants), it has become far subtler than it used to be. Computers used to fill enormous rooms, cost millions of dollars and have less processing power than even the tiniest smartphone today. A typical consumer system today contains more processing power than NASA had on hand to take men to the moon in 1969. Technology has become lighter and smaller than the books that it would replace, not the thousands of books of a school library, but a single book. A smartphone is lighter than virtually any book. Technology is rapidly becoming invisible, like oxygen is.
With BYOD and a strong learning platform, this type of approach is great for schools because it allows for students to take their device home, which gives them more opportunity to do assignments, learn with educational apps, and to do independent research. There is something else about oxygen, though, that can extend the metaphor a little bit. What does a fire need to survive and grow? Oxygen. In today's world, what has more potential than anything else to transform pedagogy and light the fires of student learning? Technology.
Technology will, as expected, create problems and issues in a classroom and a school, but the key is to turn those problems into teachable moments. Focusing on the problem is a great way to get stuck, you need to look for a solution and look at how you have grown because of the problem. Technology in classrooms requires a shift in education. We have to shift our pedagogy, assessments and even our idea of what education is at the core. We can not teach students in the same way, since they can find answers easily, they want to multitask and if they are interested, they constantly want more. We need to change how we learn, simply, because we are changing the way that we live. The pace at which change is occurring is profoundly rapid and we need to teach our students to learn how to adapt with the times. To do this, we need scaffold curious minds in our students and the use of technology will be necessary to do so. The internet is the dominate medium of culture and we should strive to stay within the culture.
Special thanks to the panelists, ManACE, Brandon University Faculty of Education, and Mike Nantais for organizing the panel discussion.
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