Microsoft in Education partnered with the Anytime Anywhere Learning Foundation (AALF) to develop the Design, Deploy & Transform workshop for regional/district leaders and school principals who are considering, planning, or starting to implement a 1:1 learning initiative. The workshop covers the full range of considerations and it's guided conversations are designed to be approached as a collective group.
Young people are interacting with the world in a variety of new ways, which is changing the role and expectations of school. There is an urgent need to realign, rethink, and reimagine schools for today’s learner.
Students are interacting with the world in a variety of new ways, which is changing the role and expectations of school. Understanding how the world is changing, the impact these changes are having on how young people learn, and how to best prepare young people to become contributors to this future society and economy is the starting point for rethinking learning for the 21st century.
Every school has a vision in some form, but it is essential that this is revisited and reviewed in light of the changing context in which our schools are placed. In the rapidly changing world in which our young people are growing up, what should be the vision for schools and how might this vision provide the best opportunities for students as functioning members of the broader society? Your vision represent your beliefs about the role of school in the 21st century and it should be constructed as a voice for the whole school community.
Well-designed goals along with their expected outcomes define the actions you need to take to achieve your vision, as well as provide milestones as a way for you to gauge how well you are doing in this process. They provide a common language for all stakeholders to understand and discuss what the journey towards the vision will be.
If we accept the scale of change in the world around us, we must accept the urgent need to rethink, re-imagine, redesign the very nature of teaching and learning in a technology-rich world. With a well-defined vision and actionable goals, it’s now possible to boldly analyze and shape all aspects of learning and teaching practice in order to achieve these goals and vision.
Providing students with ubiquitous technology access has the potential to radically change when students learn, where they learn, what they learn, and, most profoundly, how they learn. Learning and the learning environment will change. Ubiquitous technology allows the modern learner
to be a self-directed, connected learner whose learning is inquiry-based.
As learning changes, what and how educators work also changes. No longer responsible mainly for the dissemination of information, educators are now mentors, coaches, advisors, learning strategists, and researchers exploring their own teaching practices. They understand they are working in partnership with their students and share responsibility for student learning rather than merely for teaching.
If we do genuinely understand our current context, and we have a clear vision of how we might best respond to that, it is now the responsibility of leadership to make it happen. Leading the Shift implies a deep understanding of the possibilities provided in a technology-rich learning environment, and requires courage and a sincere commitment to contemporary pedagogical leadership.
While it is easy and natural to focus on the logistics of ICT integration, professional development is the critical priority. A comprehensive professional development program in which professional learning is continuous and embedded in teaching practice and where educators participate in ongoing, meaningful action research to explore their teaching practices, can boost confidence, build competence and foster commitment among teachers.
Any program to provide ubiquitous technology access must be based around basic principles that ensure access for all students. It is important when developing a funding model for schools that this can be done in a way that ensures both scalability and sustainability.
All stakeholders need to understand the vision for learning in a technology-rich environment and the steps you need to take to achieve it. A carefully designed communication plan can not only inform the parents and community, but also make them ardent supporters and advocates.
Taking a vision and making it a reality requires leadership, focus and a great team. In this phase, the focus is on a number of steps that together cover the diverse range of tasks that underpin the fidelity of implementation.
Taking a vision and making it a reality requires leadership, focus and a great team. In this phase, the focus is on the steps that together cover the diverse range of tasks that underpin the fidelity of implementation.
Having a clear picture of your starting point is an essential step in effective implementation. You must understand where you currently stand before building a path to where you want to be. Do this by preparing a readiness assessment that considers your current resource position across faculty, technology and infrastructure.
Before purchasing devices, be clear on the learning objectives and how the devices will support these objectives. With the diverse range of devices available selecting the ones you want to use can be a daunting task. Your number one priority when selecting devices must always be to select one that fits pedagogical goals.
A number of questions need to be considered as you begin planning how you will phase in and grow your initiative. The answers to these will allow schools to map out their deployment strategies, and scope out the whole implementation program. By exploring the options available in terms of your school or district context, you will be able to chart the development of your initiative and determine what is needed and when.
Your infrastructure is the backbone of your initiative and a key strategic asset. Any problems or weaknesses here will be echoed and amplified throughout the initiative. Be sure to anticipate infrastructure changes as the initiative expands so that learning objectives are not compromised.
Effective 21st Century learning spaces are not limited to the traditional teacher-centered model for which many schools are designed. In a 1:1 ‘anywhere, anytime’ learning model, learning spaces are transformed to enable a new more complete learning experience.Learning spaces are not only physical spaces, but also include virtual learning spaces and the tools to access them.
Your budget should be multiyear and cover all aspects of the implementation, including adequate time and opportunities for professional learning. While no single checklist can capture every possible school environment, general categories can be monitored to track current expenditures as you plan for future ones.
Introducing additional devices into any school will have a significant impact on technical support staff and resources. It's important to have a well-planned support system to ensure that broken or faulty laptops don't interfere with learning, meaning ICT support must be carefully planned.
Because a 1:1 program can impact significantly on parents, they need to understand your goals and support the program. It is critical that you invest time in developing a plan that reaches out to both parents and the wider school community.
Partnership opportunities should be explored across the range of initiative needs. Look for these opportunities to support school and educators’ use of technology to help every student receive an excellent education and gain the skills they need in work and life.