the student have to operated computer with good until very good until expert.cause the future will very fastest.
the problem now, who teach about computer that standart is enought high…

I have been looking at change/improvement theory in schools and Richard Elmore, who Victoria use as a consultant, to improve its public education system on scale says that you have to work on 3 things at the same time: content, instruction and the relationship between the content, instruction and the students. That one has to look at the instructional task set for students as a key indicator to the possible outcome.

When I apply his theory of action to 1:1 computing for students then I want to look at the tasks we are setting students and how challenging they are before I comment on the successfulness of increasing access to technology.
If the majority of time we use technology is to record at the literal level, learning then 1:1 access is wasted.

Like Jenny Ashby I’m from Victoria, I worked on the development of the e5 instructional model on the principal consultative group. The first e in the model is for engagement and I think a critical element missing in lots of instruction and the use of 1:1 computing if embedded in rich content and challenging tasks that solve real world issues then I think we are on the right path.

My only comment on teachers and 1:1 access is how can you teach digital natives if you are not in the digtal world yourself.That challenge presented by Michael Furdyk some years ago spurred me on to create my blog: http://www.mwalker.com.au.

It’s a lot easier to hand out computers than it is to change the way we teach and learn, and merely handing them out won’t make the change happen.

There has been all kinds of interesting debate, not least some provacative student input. One of the real eye-openers for me lately has been how many pupils are ready to defend the 1:1 + WiFi environment, not because it promotes learning, but because it provides them with an alternative to school.

Last week I had surgery, and during my overnight stay, my husband was able to access wireless while we were there…how nice!

This just reminded me, though, how much more we can use these tools when we can access the tools the computer allows us to utilize. Right?

Thanks for all your work in this area!

I just wish there were someone as passionate and eloquent as you are about ‘Web 2.0′ who was driving the need for learning fundamentals like daily reading and nightly review, and for inspiration as the teacher’s first job.

Because without these, all the computers and networks in the world will achieve very little good. (In fact, powerful tools in the hands of fundamentally ignorant, uninformed people scare me.)

I’ve been reading Daniel Willingham’s “Why Don’t Students Like School?” and some of my comments overlap with my response to his explanations of what cognitive science tells us that can be helpful to teachers. He inspired me to produce a proposal for two entirely free, non-tech changes that would produce dramatic improvement in any school. Interested folk can have a look at it here: my modest proposal.

This is something that educational/instructional technology professionals are going to have to spend a lot of time and effort on, and that work of engaging faculty and helping them reconsider their pedagogy and practice can and should begin now, even before ubiquitous student laptops are a reality, rather than on the day they walk into the classroom and see the world has completely changed. The E5 approach looks like it may be an interesting way to get at that important and necessary mental shift.

If anyone has good literature to share on success and failures of existing 1-1 programs, I would be very interested. Thanks!