As a consultant to Gough Whitlam Secondary College (GWSC) I detail in this paper what I consider important issues facing the school in anticipation of the laptop roll-out and approaches aimed at addressing these.\u00a0 It is important to state at the outset that differing views exist within expert opinion and available research is relatively recent.\u00a0 The reality is that any approaches taken must be within GWSC\u2019s current constraints and the short timeframe.<\/p>\n
From my review of stakeholders\u2019 correspondence (contained within the Education Revolution Case Story (Loughland, 2009)), it is fair to state that there exists a mixture of views of the Federal Government\u2019s $2 billion Digital Education Revolution (DER) at GWSC, particularly in respect of the laptop roll-out.<\/p>\n
The DER forms part of the Rudd government\u2019s Education Revolution with the aim to:<\/p>\n
contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world (DEEWR, 2009).<\/p>\n
The NSW DET has elected to utilise the funds for the provision of laptops for students in line with the federal government\u2019s aim of a 1:1 computer to student ratio by 2011. The DER also provides $32.6 million to supply students and teachers with online curriculum tools and resources to support the national curriculum.\u00a0 $10 million is provided to develop support mechanisms and provide assistance for the rollout of ICT to schools.\u00a0 The government states that existing funding of $300 million through the Australian Government Quality Teacher Program will cover ICT training for teachers (DEEWR, 2009).\u00a0 We have concerns over how the DER supports teachers at the school level which we detail throughout this paper.<\/p>\n
The federal government has not been explicit in detailing either the underpinnings of the DER or how its aim will be met.\u00a0 Such lack of detail is of particular concern to Rowena and Bryony in terms of support and pedagogical integration, and to Wendy in terms of funding allocation to the most appropriate technology.\u00a0 Nevertheless, the decision has both local and global bases.\u00a0\u00a0 The 2008 Melbourne Declaration on Educational Goals for Young Australians (MCEETYA (2008) in Meiers, 2009, p. 3) states the importance of ICT to students and a 2003 Programme for International Student Assessment (PISA) study (as well as OECD studies) support the effective use of ICT in education (Meiers, 2009).\u00a0 The 2003 PISA study showed that some features of ICT availability and use were strongly associated with student performance.\u00a0 However, this was not the case for all features (Meiers, 2009, p. 3).\u00a0 We have concerns as to how the DER at GWSC will improve educational outcomes for students based on the laptop roll-out as it currently stands in view of the government\u2019s announcement.<\/p>\n
Equity in education is a cornerstone of government policy and the DER recognises this.\u00a0\u00a0 At one level, Wendy believes the home computer will be freed up for use by her younger children.\u00a0 As all secondary schools with students in years 9-12 are eligible for funding and Rounds One and Two funding were directed to schools with poor computer to student ratios (DEEWR, 2009), an argument can be made for equitable policy, particularly at a school like GWSC which comprises students from lower socio-economic groups.<\/p>\n
Data exists to support the provision of ICT to students from an equity perspective.\u00a0 The 2003 PISA study found that students with little access to computers or used them minimally or lacked confidence did not perform well (Meiers, 2009, p. 5).\u00a0 This was partly due to such students coming from low socio-economic groups and a MCEETYA paper in 2007 confirms such differences (Meiers, 2009, p. 5).\u00a0 Importantly an OECD analysis found no statistical differences in desire to use ICT between low and high literacy achieving students which suggests that ICT access is important to educational outcomes (OECD, 2005b, in Meiers, p. 5).\u00a0 The same study found a strong trend for low achievers to report less access to ICT in the home than high achievers.<\/p>\n
It is not argued that the DER will not provide greater and more equitable access to ICT within the school.\u00a0 However, the PISA evidence confirmed previous studies showing the \u2018particularly strong association of performance with home access and usage\u2019 (OECD, 2005a, in Meiers, p. 5).\u00a0\u00a0 An important question then arises from the evidence; does the mere provision of a laptop to a low-achieving student in a low socio-economic environment actually improve equity in terms of outcome?\u00a0 More specifically, where a student is provided with a laptop and no support exists at home to increase usage or confidence, is there an effect on educational outcomes (in line with the 2003 PISA study)?\u00a0 Delving deeper still where no broadband exists at home, is the so-called knowledge or \u2018new literacies\u2019 as defined by Knobel & Lankshear (2006) that children need to \u2018live and work in the digital age\u2019 able to be achieved equitably?\u00a0 Sandra and Andrea express real concerns over access at home.\u00a0 Again, data is relatively recent and these become difficult questions to answer.\u00a0 They do however raise significant questions about how laptops and ICT are used in the school (and at home).\u00a0 We are also cognisant of the fact that GWSC is currently not fully equipped to handle laptop use in class<\/p>\n
The philosophical and psychological perspectives of the DER overlap but I attempt to deal with these as simply as possible.<\/p>\n
Differing philosophical views exist both amongst the GWSC stakeholders and within expert opinion.\u00a0 Unsurprisingly the limited amount of conclusive evidence on ICT and educational outcomes provides conflicting views on the effectiveness of an initiative such as the DER as has been the experience in the USA (Quimby, 2007). Due to the certainty of the laptop roll-out, we do not intend to address any arguments against implementation of such technology but instead concentrate on having processes and pedagogies in place to maximise educational outcomes for students.<\/p>\n
Prensky is oft-cited as an authority on the take-up of technology by students, they being \u2018digital natives\u2019 with older generation teachers being \u2018digital immigrants\u2019 (Loughland, 2008). On this basis, such an argument holds that technologies should be handed over to students to learn and experiment with (Prensky, 2005).\u00a0 The principal of GWSC seems to share a similar view, believing the technology will drag teachers into the digital age and students will harness the internet to automatically achieve Band Five and Sixes.\u00a0 This is one end of the philosophical argument, one which we do not subscribe to and one which the evidence does not support (Higgins, 2003 in Meiers, 2009, p. 6).<\/p>\n
Bigum\u2019s social or technological deterministic argument holds that the actual experience of new technologies in educational settings typically differs from the promise as a result of the school \u2018schooling\u2019 (and thereby limiting) the technology (2002, p. 2; Loughland, 2007).\u00a0 At GWSC, this is illustrated by Wendy\u2019s fear of a laptop being just an expensive typewriter.\u00a0 Worryingly, such limitations are also borne out by Bryony\u2019s one positive remark about laptops.\u00a0 Bryony\u2019s views reflect Gillen\u2019s reference to the \u2018technology-led\u2019 as opposed to \u2018education-led\u2019 introduction of new technology and how this approach creates problems in teachers\u2019 take-up of technology as a pedagogic tool (2007, p. 244; Loughland, 2007).\u00a0 As detailed earlier, Meiers (2009, p. 3) cites the 2003 PISA study that not all technology use results in stronger performance by students, therefore the pedagogical approaches are critical if the government\u2019s aim is to be achieved.<\/p>\n
The reality of effective pedagogy at GWSC is expressed most clearly by Stephen and Bonwyn, both well-respected teachers but with different views and uses of technology.\u00a0 Stephen appears to be a successful integrator of ICT which he believes improves educational outcomes for students.\u00a0 This occurs predominantly through his use of Moodle and the interactive whiteboard (IWB) but also through the additional effect of ICT enabling time for greater one-on-one teaching.\u00a0 Critically, he acknowledges that student outcomes are dependent on passionate deep subject knowledge, innovative teaching approaches and \u2018a relentless focus on learning\u2019.\u00a0 Bronwyn also achieves great outcomes for students, through deep understanding with hands on experimentation, consultative approaches with students and also a passion for teaching, though there is little evidence as to whether her students have digital or \u2018new literacy\u2019 skills.<\/p>\n
From a psychological perspective, Andrea elucidates clearly students\u2019 views about teachers and teaching.<\/p>\n
Firstly, teacher centred learning combined with strict behaviour management techniques de-motivates students.\u00a0 This form of teaching appears contrary to Teaching Australia\u2019s Advanced Teaching Capability 1.4 requiring teachers to understand and use a wide range of technologies in teaching and learning (2008) and arguably the Quality Teaching Framework (Amosa, Ladwig, Griffiths & Gore, 2007).<\/p>\n
Secondly, Stephen and Bronwyn have succeeded in making their subject areas intrinsically motivating as evidenced by student satisfaction in maths and science.\u00a0 Bronwyn\u2019s collaborative approach matches that proposed by Ewing (in press) where both students and teachers are involved in authentic assessment.\u00a0 In this way, students are more likely to have a clear understanding of a learning task when students and teachers are involved together in preparing assessment.\u00a0 Both these approaches appear aligned to the Quality Teaching framework.<\/p>\n
We noted earlier the lack of detail regarding the federal government\u2019s detail in converting the DER into improved educational outcomes.\u00a0 We also note a Le@rning Federation study which found a generally low adoption of ICT due to various factors, including a lack of alignment between curriculum, pedagogy and assessment of students\u2019 performance (Freebody, Reimann & Tiu, 2008 in Meiers, 2009 p. 3).\u00a0 As it appears GWSC follows this trend, our pedagogical recommendations reflect the current constraints of the roll-out at senior levels.\u00a0 These recommendations are threefold.\u00a0 Firstly, we draw upon existing data to develop a technologically-integrative pedagogy that embraces the Quality Teaching framework.\u00a0 Secondly, we suggest an approach that extends and ‘innovates’ ICT use in line with virtual constructionist ideals.\u00a0 Thirdly, we recommend the extension of cost-effective pedagogy which already exists within GWSC.\u00a0 We also recommend that Sandra utilise the $7 million funding for infrastructure upgrading to handle 1:1 laptop ratios and installation of additional IWB\u2019s.\u00a0 Given DER commitment to delivering the laptops and broadband to schools, we do not believe it is appropriate to detail interim recommendations or measures.<\/p>\n
Though the evidence is not conclusive with respect to ICT integration improving student outcomes, themes emerge from the research that point toward maximising the opportunities for student learning.\u00a0 Unsurprisingly, this occurs when the use of ICT is planned, structured and integrated effectively in the classroom (British Educational Research Association, 2003 in Meiers, 2009, p. 6).<\/p>\n
Much of the research on positive student improvement outcomes has been on IWB use.\u00a0 A study by Balanskat, Blamrie & Kefala (2006) found particular improvement for low achieving students in classrooms where the IWB\u2019s were used (in Meiers, 2009, p. 8).\u00a0 A number of reasons exist for this, one of which is that the IWB has been found in most research to be highly motivating for students (Gillen, Staarman, Littleton, Mercer & Twiner, 2007, p. 253).<\/p>\n
Such motivation is particularly important for students at GWSC as stated by Andrea.\u00a0 The research indicates that learning outcomes arise from \u2018more active discursive involvement of pupils, through drawing them into more extended and thought-provoking question and answer exchanges\u2019 (Rojas-Drummond & Mercer, 2001, in Gillen et al, 2007, p. 244).\u00a0 The benefit of the IWB seems to be that it enables teachers to more easily use a combination of innovative styles of presentation (ie visual) and encourage more interactive (ie physical participation) and non-authoritative dialogue (Mortimer & Scott, 2003; Scott et al, 2006, in Gillen et al, 2007, p. 254; Levy, 2002, in Clements & Loughland, 2009).\u00a0\u00a0 For true \u2018transformation of teaching\u2019 in terms of the government\u2019s DER aim, classroom dialogue and the underlying pedagogy, the use of technology must be integrated effectively into the classroom.\u00a0\u00a0 We suggest that this is best achieved by engaging in a balance of strategies across a range of technologies which should include both IWB and computer use as is successfully achieved by Stephen in mathematics.\u00a0 For the sake of clarity, the environment described does not envisage laptops to be used merely as a word-processing device, calculator or repository for an e-textbook.<\/p>\n
Recent research in Maine, USA where a similar aim to that of the government\u2019s DER was established in 2002 by the provision of laptops has shown that an improvement in student outcomes can be achieved (Silvernail, 2009; Berry & Wintle, 2009; Silvernail & Gritter, 2007; Silvernail & Buffington, 2009).\u00a0 The studies found significant improvement after introduction of laptops across writing, mathematics and science which included economically disadvantaged students in some situations.\u00a0 From a pedagogical perspective, the success of the program rested on: a clear, strategic vision and plan; technology being appropriate to the task and focussed; the technology being used as a learning tool; and assessments matching learning with technology (Silvernail, 2009).\u00a0\u00a0 There is already evidence in the approaches of teachers at GWSC that bode well for integration of laptops into teaching and learning and improved student outcomes.\u00a0 Stephen successfully utilises ICT in a focussed and innovative way which ties learning to assessment through the IWB and Moodle.\u00a0 Possibilities exist for Bronwyn to utilise ICT for students to extend the deep learning she feels is achieved through direct experiences (ie field trips) via online learning portals or interactive experiments and further approaches will be discussed later.<\/p>\n
As outlined earlier we do have concerns about the amount of resources and the lack of detail devoted to the integration of ICT and more currently the laptop-rollout.\u00a0 The Maine success occurred with two years of teacher training and strong, meaningful and sustained professional development and support (Quimby, 2007; Silvernail, 2009). Teachers already surveyed in the DET’s Connections Classroom Program made clear they sought professional learning in ICT that linked clearly to pedagogy curriculum (Clements & Loughland, 2009).\u00a0 The success of the laptop roll-out at GWSC will rest on such training which is acknowledged by Rowena, principal of Banksia campus.\u00a0 We recommend Rowena lobby the DET strongly for funding in this area and participation in the Safe Schools: Making the Links program which is part of the Quality Teaching Program and embeds ICT into the collaborative community learning framework for improved student outcomes.\u00a0\u00a0 For this current year we support her decision to engage with the two other campuses.<\/p>\n
We believe that this technologically-integrative pedagogical approach incorporates many of the features of the Quality Teaching framework and ideas of authentic assessment which should lead to improved student outcomes. Finally, based on Byrony\u2019s comments, we caution that teachers must desire to embrace such approaches or at the very least be made aware of the benefits of such an integrated technological-pedagogy approach.\u00a0 Banksia\u2019s \u2018can do\u2019 attitude and the high percentage of post graduate trained teachers provide confidence that a transformation in teaching and learning can be achieved.<\/p>\n
The second pedagogical strategy we recommend at GWSC involves the use of ICT in line with virtual constructionist ideals and enables both students and teachers to collaboratively engage in learning in both virtual and physical settings (Clements & Loughland, 2009).\u00a0\u00a0 At a detailed level, Clements & Loughland (2009) suggest virtual constructionism supports students in meaningful learning experiences through e-learning technologies in combination with quality pedagogies.\u00a0 This extends students beyond engagement and beyond the first pedagogical strategy detailed above by intellectually engaging students through the creation of a social sharing environment.<\/p>\n
Proponents of constructionism claim that learning is most effective: when it is active and involves working on real tasks in collaboration with others; where a sense of community and collaboration are important elements; and where trusting, collaborative relationships are formed (Education.au, 2009, p. 1).\u00a0 Schrage (2000) argues that the biggest impact these technologies have had and will have is on relationships between people and organisations (in Bigum, 2002, p. 2) and therefore ICT must go further than pedagogical integration (although this is critical) to enable collaborative learning.\u00a0 Bigum\u2019s (2002) idea of virtual constructionism is that schools become \u2018producers\u2019 of knowledge with projects given to students (or identified by students) as problems to solve together.\u00a0 The technology becomes another mean of expression that is pivotal to the success and \u2018potentially positions schools as an important new resource for community and provides students with valuable experience in serious knowledge work\u2019 (Bigum, 2002, p. 3).<\/p>\n
Knobel & Lankshear describe the \u2018new literacies\u2019 that students and teachers need to understand and work to as \u2018collaborative practices, involving distributed participation and collaboration, where rules and procedures are flexible and open to change\u2019 (2006, p. 81).\u00a0 Though this suggests a need for a fluid learning environment, as a pedagogical approach, design principles are still required.\u00a0 Clements & Loughland (2009) list these which reflect the key points outlined in the first pedagogical recommendation with perhaps increased emphasis on establishing ways students express or construct the \u2018big idea\u2019 of a curriculum unit in an assessment project.<\/p>\n
Clements & Loughland (2009) state virtual constructionism supports the integration of higher order thinking skills through e-learning tools which: i) encourage cognitively guided instruction that focuses on conversations; ii) develop a collaborative learning environment to encourage shared goals and personal responsibility; iii) engage students by understanding their e-learning needs; iv) integrate ICT in a real world and a virtual context with teaching and learning; and v) recognise students preference for images over text.<\/p>\n
At GWSC, these tools can take the form of, for example: class discussions on online learning portals or interactive websites where the teacher is a guide and facilitator of learning and not an instructor (similar to the field trip experiences desired by Bronwyn); extended use of a learning management system (LMS) such as Moodle (as used by Stephen and discussed in detail in the next pedagogical recommendation) to enable students to share knowledge, reflect on their learning and provide feedback to other students; providing students with freedom to explore or use Web 2.0 (as advocated by Prensky, 2005) to complete authentic assessment tasks; innovation by students with news ways of learning (as described by Stephen); and use all technologies available to take advantage of both visual (ie IWB) and \u2018new literacies\u2019.\u00a0\u00a0 Given the high percentage of LOTE students, self-paced technology learning modules should also be part of the program.<\/p>\n
As in the first pedagogical approach, concerns do exist.\u00a0 A review from European Schoolnet of recent impact studies and surveys at the national European and international levels identified broadband access in classrooms as resulting in significant improvements in pupils\u2019 performance in national tests (in Meiers, 2009, p. 8).\u00a0 This suggests that schools must provide adequate broadband access at school in school time to achieve the higher order thinking skills described above, particularly in the context of students that do not have access to broadband at home.\u00a0 This again raises the importance of a clear vision and strategy and leads on to the third pedagogical recommendation.<\/p>\n
Given that all senior students will be provided with laptops, the third approach utilises existing technology and is stated simply as technologically, cost-effective pedagogy.\u00a0 This pedagogy applies to both teachers and students.\u00a0 This is particularly important given the lack of detail regarding teacher training provided by the federal government.<\/p>\n
There is evidence at GWSC already of the use of a cost-effective LMS through Moodle.\u00a0 The submissions of Stephen and Andrea highlight the successful learning achieved through Moodle, online discussion and the ability of Stephen to dedicate greater time to one-on-one learning as a result of its cost (and time) effectiveness.\u00a0 As highlighted by Ganderton (2009), Moodle connects students, teachers and curriculum knowledge.<\/p>\n
For students, the use Moodle can makes outcomes more explicit than verbal directions, allows interaction (detailed further below), and can personalise the learning environment through developing individual learning plans.\u00a0 Considering the high percentage of LOTE students and Briony\u2019s concerns, this may be of significant benefit to GWSC.<\/p>\n
For teachers, Moodle can strengthen the quality teaching framework by creating a consistent, quality learning environment delivered through the platform.\u00a0 Most visibly, Moodle can reduce the administrative time in creating tasks, lesson and unit plans and reporting requirements.<\/p>\n
Student knowledge can be aided by the provision and delivery of uniform authentic, high quality tasks and resources whilst providing the ability for interaction between students and facilitators within discussion forums.\u00a0 Andrea in particular supports such student-to-student interaction.<\/p>\n
The European Schoolnet study referred to earlier as one of its eight key statements found that\u00a0 ICT investment impacts on educational standards most when there is fertile ground in schools for making efficient use of it (in Meiers, p. 9). Currently at GWSC with the exception of Stephen, minimal use of efficient ICT is in place which is most likely a result of poor ICT infrastructure however evidence of teacher unwillingness also exists.\u00a0 Managing the expectations of administrators, teachers, parents, and students will be critical not only for the laptop roll-out but also the likely demands on Stephen.\u00a0 Stephen exhibits a strong desire to extend Moodle and it is suggested he be given responsibility for development of a GWSC-wide Moodle platform encompassing some, if not all of the potential features described above.<\/p>\n
Finally, research by Dougimas and Taylor in online learning with Moodle was conducted with the intention of:<\/p>\n
enabling teachers to develop the skills of transformative professionals capable of appreciating the need to complexify the culture of learning in their own educational institutions so that the interests and aspirations of all students are met (2002).<\/p>\n
Through monitoring the use of Moodle in the study and the statements made by users, the researchers deemed \u2018quite successful\u2019 participants\u2019 critical reflection on their ability to learn collaboratively by engaging others thoughtfully and empathetically.\u00a0 Whilst an area for further research, we suggest that the use of Moodle in this fashion by teachers and students will result in greater development of skills in line with DER aims, in a time and cost effective manner.\u00a0 Elements of the collaborative nature of the Safe Schools: Making the Links program echo such an approach.\u00a0 Within this program, communities of schools are established to support, inter alia, collaborative learning and professional development, some of which will be delivered by online, flexible learning which may include Moodle and video conferences.<\/p>\n
We argue that the provision of laptops to teachers and students will further encourage this type of collaborative approach and provide teachers with ideas to extend to the classroom, strengthening the earlier recommended pedagogies.<\/p>\n
\u0004References<\/p>\n
Amosa, W., Ladwig, J., Griffiths, T., & Gore, J. (2007).\u00a0 Equity effects of Quality Teaching: Closing the Gap.\u00a0 Paper presented at the Australian Association for Research in Education conference, The University of Newcastle.\u00a0 Retrieved May 5, 2009 from EDBT5605 course reader.<\/p>\n
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Berry, A., & Wintle, S., (2009). Using Laptops to Facilitate Middle School Science Learning: The Results of Hard Fun.\u00a0 Retrieved May 20, 2009 from http:\/\/www.usm.maine.edu\/cepare.<\/p>\n
Bigum, C. (2002). The Knowledge Producing School: Rethinking Computing and Communication Technologies in Schools. Professional Voice, 2(2), 1-3.<\/p>\n
Clements, S. &\u00a0 Loughland, A. (2009, May 14) Virtual constructionism: an action learning approach to integrating interactive white boards in the classroom.\u00a0 Retrieved May 20, 2009 from http:\/\/guava.edfac.usyd.edu.au\/moodle\/file.php\/27\/DER_lecture_notes\/week_10_Tuesday_lecture_notes.pdf.<\/p>\n
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Dougiamas, M., & Taylor, P. (2002). Interpretive analysis of an internet-based course constructed using a new courseware tool called Moodle. Paper presented at the Quality Conversations: 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia.\u00a0 Retrieved May 20, 2009 from www.ecu.edu.au\/conferences\/herdsa\/main\/papers\/nonref\/pdf\/MartinDougiamas.pdf.<\/p>\n
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Ewing, R. (in press). Curriculum and Assessment Storylines.\u00a0 Chapters 1 and 4 Melbourne: Oxford University Press.<\/p>\n
Ganderton, P. (2009, May 21) Moodle and cost effective pedagogies.\u00a0 Retrieved May 20, 2009 from http:\/\/guava.edfac.usyd.edu.au\/moodle\/file.php\/27\/DER_lecture_notes\/moodle_and_cost_effective_pedagogies.ppt.<\/p>\n
Gillen, J., Staarman, J. K., Littleton, K., Mercer, N., & Twiner, A. (2007). A “Learning Revolution”? Investigating Pedagogic Practices Around Interactive Whiteboards in British Primary Classrooms. Learning, Media and Technology, 32(3), 243-256.<\/p>\n
Knobel, M., & Lankshear, C. (2006). Discussing New Literacies. Language Arts, 84(1), 78-87.<\/p>\n
Loughland, A. (2008). An Exploratory Study of the Pedagogical Use of Moodle to Scaffold Learning in a Senior Secondary Class in Authentic Assessment Practices for Student Learning Conference Proceedings, Faculty of Education and Social Work, University of Sydney August 16-17, 2007.\u00a0 Retrieved May 20, 2009 from www.proflearn.edsw.usyd.edu.au\/resources\/2007_papers.shtml.<\/p>\n
Loughland, A. (2009). The Education Revolution. Retrieved May 20, 2009 from http:\/\/guava.edfac.usyd.edu.au\/moodle\/mod\/wiki\/view.php?id=652.<\/p>\n
Meiers, M. (2009). The use of ICTs in schools in the digital age: what does the research say? NSWIT Digest, (1). Retrieved May 15, 2009 from http:\/\/nswteachers.nsw.edu.au.<\/p>\n
Prensky, M. (2005, to be published). Search v Research: or, the fear of Wikipedia overcome by a new understanding for a digital era.\u00a0 Retrieved May 20, 2009 from www.marcprensky.com\/writing\/Prensky-Search_vs_Research-01.pdf.<\/p>\n
Quimby, B. (2007, May 21). Loving the laptops \u2013 while some states are scrapping their programs, Maine\u2019s initiative enjoys broad support.\u00a0 Portland Press Herald.\u00a0 Retrieved May 20, 2009 from http:\/\/pressherald.mainetoday.com\/story_pf.php?id=107195&ac.<\/p>\n
Ruffini, L. (2008). Interview with Martin Dougiamas: “Learning is better when it is collaborative, and that drives Moodle Development”. Retrieved May 20, 2009 from http:\/\/www.uoc.edu\/portal\/english\/la_universitat\/sala_de_premsa\/entrevistes\/2008\/martin_dougiamas.html.<\/p>\n
Silvernail, D. (2009). Research and Evaluation of the Maine Learning Technology Initiative (MLTI) Laptop Program Impacts on Student Achievement.\u00a0 Retrieved May 20, 2009 from http:\/\/www.usm.maine.edu\/cepare.<\/p>\n
Silvernail, D & Buffington, P. (2009). Improving Mathematics Performance Using Laptop Technology: The Importance of Professional Development for Success.\u00a0 Retrieved May 20, 2009 from http:\/\/usm.maine.edu\/cepare\/.<\/p>\n
Silvernail, D & Gritter, K. (2007). Maine’s Middle School Laptop Program: Creating Better Writers.\u00a0 Retrieved May 20, 2009 from http:\/\/usm.maine.edu\/cepare\/.<\/p>\n
Teaching Australia \u2013 Australian Institute for Teaching and School Leadership Limited (2008). Advanced Teaching Capabilities. ACT: Author.\u00a0 Retrieved May 15, 2009 from http:\/\/guava.edfac.usyd.edu.au\/moodle\/file.php\/27\/DER_resources\/Advanced_teaching_capabilities_Sept_08.pdf.<\/p>\n","protected":false},"excerpt":{"rendered":"
As a consultant to Gough Whitlam Secondary College (GWSC) I detail in this paper what I consider important issues facing the school in anticipation of the laptop roll-out and approaches aimed at addressing these.\u00a0 It is important to state at the outset that differing views exist within expert opinion and available research is relatively recent.\u00a0 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":75,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-100","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/pages\/100","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=100"}],"version-history":[{"count":2,"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/pages\/100\/revisions"}],"predecessor-version":[{"id":102,"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/pages\/100\/revisions\/102"}],"up":[{"embeddable":true,"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=\/wp\/v2\/pages\/75"}],"wp:attachment":[{"href":"https:\/\/theoldgeezers.photos\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}