This slideshow shall be repurposed locally and used for training women on e-Learning. Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.

1. Insights, Strategies, Issues
and Challenges in moving to a
Technology-rich Learning
Environment

2. Education leaders’ imperatives

3. Education Transformation Framework
Critical components and conversations

4. Vision of
Anytime
Anywhere
Learning
for All
Supporting Strategic
Planning, Organizational
Capacity and
Sustainability
Building Leader and
Educator Capacity for
Transformation
Monitoring and
Evaluation
Building Local Capacity
through Public/Private
Partnerships
Creating Leader and
Educator Capacity
Designing Technology
for Efficient and Effective Institutions
Equitable Inclusion and
Accessibility
Enabling 21st Century
Pedagogy
Curriculum, Content, and
Assessment for Today’s
World
Personalized Learning
Support for Learning
Communities and
Educators
Transforming Learning
Environments
FRAMEWORK

5. The Compelling Case for Change
Leading Change
• Vision for Anywhere, Anytime Learning for
All
• Strategic Planning, Organizational Capacity
&
Sustainability• Personalized Learning
• Learning Communities
• Learning Environments
• Curriculum, Content & Assessment
• Inclusion & Accessibility
Exploring the Possibilities for
Teaching & Learning
Managing the Implementation
• Teacher & Leader Capacity
• Partnerships for Employability
Continuous Review • Quality Assurance
• Designing Technology for Effective and
Efficient Schools

6. FOUR KEY QUESTIONS
What is the
compelling case for
change?
What does ubiquitous
access to technology
now make possible
for contemporary
teaching and learning?
How might you
best lead
this inevitable shift?
How will we best
manage
implementation
of our initiative?

7. People Technology

8. “If you think good design is
expensive, wait until you
see how much bad design
costs”
- Prakash Nair

9. • Not policy initiatives but projects— policy in bits and pieces
• Current policies are replaced by the new government
• The policy underpinning the initiative focuses only on ICT
• The policy provides a short-term strategy without a sense of where this
will go in the long-term
• ICT policies are too often based on incorrect assumptions, which create
unrealistic expectations for what can be realistically achieved.
• The policy is organizationally isolated
• The policy does not specify measurable goals
• Researchers describe a gap between rhetoric in government policy and
reality of education practice

10. FOR EFFECTIVE CHANGE
FIVE GUIDING
1. What are you trying to do?
2. How are you trying to do it?
3. How, at any given moment,
will you know whether you’re
on track?
4. If you are not on track, what
are you going to do about it?
5. Can we help?
Clear priorities, specific, measurable goals.
Clear, practical plans which are used regularly and updated.
Good, steady, close to real-time data on key indicators. Monitoring
routines (such as stocktake meetings with all key involved).
Agreed actions, followed up, tested in practice and refined if necessary.
Always try something. Never neglect a problem once identified.
Constant ambition, refusal to give up. Focus on the goals, no
distractions. Maintaining the routines. Analysis and problem-solving
where required. Bringing to bear lessons from elsewhere.
Michael Barber, 2008

24. Our plan for working together

25. Our plan for working together
DESCRIPTION GOAL ACTION(S) OWNER(S) DUE DATE(S)

26. Phase 1
The Compelling
Case
for Change

27. What are your
expectations for what
technology-richness
makes possible for
modern learners?

28. What expectations do
your students have of
what technology
makes possible for them?

29. What is so different
about the context
in which our
young people
are growing up?

31. Education
Political imperatives
• Politicians across the globe recognize their
most important asset is human capital
• Technology access for students has also
become
a popular electoral promise
Education investment
• A 200% increase in annual ed-tech
investment leading
Access
• 1.4B students in degree granting
institutions,
80% of which are in K-12
• Less than 10% of students have access to
a personal learning device
Content
• Major publishers are pushing toward a
digitization
Curriculum and assessment
• Digital literacy and new learning
pedagogies
• Learning intelligence
Consumerisation of IT
• Human experience, beginning at
increasingly earlier ages
The rise of technology in education is being fueled by:

32. Education fuels growth and prosperity

34. Global youth unemployment rising again

36. 63% 57% 53%74%
EMPLOYERS WITH POSITIONS THEY CANNOT
FILL
Source: Careerbuilder.com

37. Opportunities
Personal transit, water
harvest, sharing economy,
quantified self, drones,
sensors, big data, 3D
printing, energy grid,
housing, bio-factories
STEM Programs
Tech labs, robotics,
media design, and
coding are needed
Basic Skills
Maintenance workers,
3D food printer chefs,
assemblers or
dismantlers
Education Needs
Dynamic curriculum and
real-world assessments,
skilled teachers, and
school facilities.
Advanced
Skills
Designing and
analyzing physical
systems and data
Conceptual Skills
Complex systems,
fluency with data and
media
Depend on
Human Traits
For noticing nuance
and analyzing
complexity
Innovation
Will either eliminate
current jobs or enable
new jobs
JOBS OF THE FUTURE

38. 1. FEDERAL RESERVE BANK, 2008
2. MICHIGAN UNIVERSITY
3. UNESCO
+8% +8%
SCHOOL
COMPLETION
READING
ABILITY
ECONOMIC
IMPACT
1 2 3

39. They decide what to
measure before they
start
They understand
that more is NOT
better.
(only BETTER is
better)
They never confuse
people projects for
technology projects
They have a plan for
what learning will
look like

40. They invest in
Professional
Development they
can track, measure
and prove
They realize the
economies of
partnerships
They understand
when technology
helps, and when it
hinders
They make decisions
based on real
evidence that
supports their vision
for learning.

41. Global
Unemployment
Rising again
58
60
62
64
66
68
70
72
74
76
78
80
1991 20132008
Youth
Unemployment
(Millions)
International Labor Office,
Geneva

42. How learning technology
impacts communities
Better
education
outcomes
Empowers
knowledge
economy
Enables
entrepreneu
rial growth
Higher
GDP
Tools and references in Microsoft EDU Digital Inclusion Model, 2014, //citynext

43. This is schooling in an
Age of Abundance
and Exponential
Change
http://internetcensus2012.bitbucket.org/images.html

44. Next year more than ONE BILLION photos will be uploaded & shared every day
Mary Meeker / Liang Wu May 29 2013

45. Mary Meeker / Liang Wu May 29 2013

47. Is technology
transforming
schools?
• Schools structured as
enclosed groups and
physical spaces
• Curriculum is in silos tied to
disciplines
• Teacher lectures
• Students study
independently
• Standardized exams test
recall and application of
simple procedures
• Technology used as a
supplement…too often to
simply automate

48. This is schooling in an
Age of Ambiguity
and Uncertainty

49. • “The transformation of work requires much more than a
mastery of a fixed curriculum inherited from past centuries.
• Success in the slowly changing worlds of past centuries came
from being able to do well what you were taught to do.
• Success in the rapidly changing world of the future depends
on being able to do well what you were not taught to do”
• Vision for Education: Caperton & Papert

50. Where students are learning is changing
When students are learning is changing

51. Lifelong and lifewide learning
Shutt, K., Phillips, R., Van Horne, K., Vye, N., & Bransford, J. B. (2009). Developing science inquiry skills with
challenge-based, student-directed learning. Presentation to the LIFE Center: Learning in Informal and Formal
Environments, University of Washington, Seattle WA.

52. What students are learning is changing
How students are learning is changing
Where students are learning is changing
When students are learning is changing

53. Emerging web technologies are providing an
“architecture for participation”...for all students
We are now…
• challenging traditional approaches to how our students learn.
• challenging our assumptions about classrooms and teaching.
• challenging our assumptions about knowledge, information
and literacy.
What are the implications for your schools?

54. This is possibly the most disruptive moment ever in
education

55. Yet there has never been a more inspiring time to be
a teacher…

56. ..or a more challenging time to be a political or
policy leader.

57. ..or a more exciting time to be a learner.

58. In light of the context of our young people growing
up in a digitally-rich, abundant, ambiguous and
uncertain world …

59. Curriculum
Assessment
Pedagogy
Budgets
Staffing
Infrastructure and Scheduling
What are the implications for policy around…

60. More profoundly, in the context of the world our
modern learners are growing up in, isn’t it about
time we thought much more ambitiously ….
…about exactly what technology might make possible
for learners, teachers and schooling?

61. Surely it’s a time for exploring new basics..
…new models of school,
…new roles for teachers
…and learners

62. …and for defining new literacies ..
…that better equip our young people for their
lives in the modern world which they are now part
of?

63. The education context

64. The education context

65. Roy Amara, former President, Institute for the Future
Time
Our expectations
Actual
Where do you think we are currently are?
Impac
t
1
2
3
4

66. ...for decades now,
we have been burdened
by a
Plague of Low Expectations.

67. 1. Why do we appear to have such low expectations for
what digital richness now makes possible?
2. How well do existing pedagogies serve the needs of our
young modern learners today?
3. What are the prerequisites for a modern learning
environment that might better allow our young learners to
leverage and amplify the opportunities afforded to them in
this digitally rich world?
Understanding the Modern Learning Environment…

68. Why do we appear to have such
low expectations for what digital
richness now makes possible?
How well do existing pedagogies
serve the needs of our young
modern learners today?
Understanding the Modern Learning Environment…

69. What are the prerequisites for a modern
learning environment that might better
allow our young learners to leverage and
amplify the opportunities afforded to them
in this digitally rich world?
Understanding the Modern Learning Environment…

70. The baby, the bathwater...and the freshwater
What do you want to keep...
what do you want to throw out,…
and what do you want to add?

71. So, what do we
now leave out?
Scott Looney: THE FUTURE FOR
EDUCATION: Why Hawken has to
lead
• Separate academic departments
• Grade levels organized by age groups
• (vs. mixed age classrooms)
• Assessments
• Assessment by letter grades and standardized tests
(vs. narrative feedback)
• Timed tests (vs. untimed)
• Multiple choice and true/false tests and quizzes
• Individual achievement assessment
• (vs. group achievement assessment)
• Teaching (pedagogy)
• Less cohort “whole group” teaching; more
individualized approaches
• Greater mix of techniques: simulation, projects,
internships, lecture, discussion to address the natural
range of learning styles in students
• More technology assisted teaching
• Definition of a classroom (space)
• Single content area courses
• Class size
• Use of Time: Schedule and Calendar
• The boundary between academic and co-curricular
activities
The “sacred cows of education”

72. The evolving learning environment…
PRINT ERA
Authors/Publishers
Books, Documents
14TH- 19TH CENTURY
BROADCAST ERA
Vendor Produced
Content
Film, Radio, TV,
Video, Web Pages
COLLABORATIVE AGE
Community
Generated
Experience
Mixed Media, Social
Networks, Virtual
Environments
20TH CENTURY 21ST CENTURY

73. The evolution of the modern learning
environment…
Emerging Web
Technologies

74. It's the change underlying these tools that I'm trying to
emphasize.
Forget blogs...think open dialogue.
Forget wikis...think collaboration.
Forget podcasts...think democracy of voice.
Forget RSS/aggregation...think personal networks.
Forget any of the tools...and think instead of the
fundamental restructuring of how knowledge is created,
disseminated, shared, and validated.
George Siemens blog

75. The evolution of the modern learning
environment…
Universal
Access
Emerging Web
Technologies

76. A vision of learning built around a very
powerful idea...

77. Danny Hillis
“The Pattern on the Stone”

78. Edweek.org
Both proponents and opponents of
educational technology agree that the
full effects of technology in schools
cannot be fully realized until the
technology is no longer a shared
resource
Oppenheimer, 2003; Papert, 1992, 1996

79. • “Our goal must be to find ways in which children
can use technology as a constructive medium to do
things that they could not do before;
• to do things at a level of complexity that was not
previously accessible to children”
•
• Prof. Seymour Papert
• Mathematician,, Scientist,, Educator

80. What if every child had her own laptop,
…and nothing changed?

82. What once seemed impossible…

83. The evolution of the modern learning environment…
Universal
Access
Emerging Web
Technologies
Contemporary
Pedagogical
Insight

84. Contemporary
pedagogical insight
comes from a better
understanding of the
realities of the modern
learner’s world, and
how they learn

85. What have we learned from our experience to date?

86. The research evidence is there…
•
•
•
•
•

87. Clarifying your schools’
vision
in the context of a
technology-rich world

88. An
Educational
Vision
for
21st Century
Learning
Contemporary
Pedagogical
Insight
Universal
Access
Emerging Web
Technologies
The evolution of the Modern Learning Environment…
Unprecedented
opportunity to
re-imagine
Teaching & Learning

89. Key questions:

91. 1.
2.
3.
4.
5.
Which 3 statements best articulate
your vision for introducing 1 to 1…

92. 7.
8.
9.
10.
11.
Which 3 statements best articulate
your vision for introducing 1 to 1…

93. 1. We want to provide our students with unprecedented opportunities for 21st
Century Learning (collaboration, creation, communication, inquiry-based learning).
2. The Modern Learning Environment (MLE) is about equity of opportunity.
Ubiquitous access to technology now means all of our students, of all ability levels
will have an equal chance of success here…all of the time.
3. A MLE is a place that lays down a foundation for successful careers and fulfilling
employment.
4. In a MLE we want to unlock the possibility of personalized learning for all our
young people, so that they can seek out their passions and achieve excellence.
5. A MLE is a place of learning beyond school walls so that our students can benefit
from both formal and informal learning opportunities.
6. Our MLE school will be technology-rich demanding New Pedagogies that improve
academic outcomes.
Which 3 statements best articulate a vision for a
Modern Learning Environment?

94. 7. Our MLE will extend and improve our assessment alternatives through
the embedded use of technology across the curriculum.
8. Our MLE will replace physical textbooks and provide expanded resources
for our students to increase learning opportunities.
9. All of our students see technology as the ‘learning medium of their
time’, and our school will leverage that throughout the curriculum.
10.Technology-richness means our MLE will allow deeper learning for our
students, and allow us to have higher expectations.
11.Ubiquitous access to technology now means the students in a MLE will be
better informed and make better decisions about what they do and learn
in the classroom, becoming true self-directed learners.
Which 3 statements best articulate a vision for a
Modern Learning Environment?

95. •
•

96. Most
significant
Next most
significant
Next most
significant

97. Ontario, Canada Fontan College group, Colombia Ngee An School, SingaporeShanghai, China
Vision: improving literacy,
numeracy and graduation
rates
Vision: personalize
learning to encourage
autonomy and self-
paced study
Vision: foster
collaboration and
change the mindset
Vision: equity –
improving low
achieving schools
“The pedagogical process has
been successful in all schools
where the system was
implemented. We have a
research and development
system with short-, medium-,
and long-term goals; for
example, they are working now
to use CRM in the cloud with
Microsoft Windows Azure.”
• 1st focus is technology for
teacher professional
development
• 2nd focus is technology
to serve pedagogical
needs
“Through the Partners in
Learning program and
webinars, we are able to
expose our teachers to a
wide range of resources and
professional development
opportunities. In the
classroom, Microsoft
solutions support the
pedagogy used by our
teachers.”
Adrian Lim, principal
• Uses technology for
improving teacher
pedagogical capacity
• Advanced use of video
analysis for pre-service
training
Successful systems and institutions use technology as an
enabler of their vision and learning goals
System level change
School level change
Digital Inclusion Modeling Tool
helps governments estimate potential
economic benefits of providing
disadvantaged children with
technology access
Vision

99. Vision Discussion
What educational
philosophies and learning
pedagogies are required
or need to be enabled for
a 21st century learning
community?

101. • What will education in your country look like?
• What will teachers and students be doing?
• What skills will teachers need and how will they
be trained?
• What new skills will be in the curriculum and
how will they be assessed?
• How will technology impact on those decisions?
• When and how will the system be evaluated and
how will that information be used?
Envisioning the future
Creating contemporary learning
environments

102. • Where will learning take place? Will school buildings look
different?
• Will classrooms look different? Will there even be classrooms?
• Will there be age-based grades?
• When will learning occur? Will the school day/school year be
scheduled differently?
• Will teachers interact with each other and with principals
differently?
• What decisions will be made by principals, teachers, or even
students and which made by the MOE or Directorate?
• How will technology impact on these decisions?
• What information will be needed to make these decisions?
Envisioning the future
Creating contemporary learning
environments

103. • How will the curriculum be organized?
• Who will decide what students learn?
• Will school subjects still be important? If so, how will they connect with 21st C
skills, such as collaboration, communication, and complex problem solving?
• How will student learning be measured? What will assessments look like?
• What kinds of knowledge and skills will students learn?
• How often will students be assessed?
• Who will determine the quality of student work?
• Where will information on student learning be stored? Who will have access to
it?
• What will be done with this information?
• How will ICT support these changes? What ICT resources will be needed?
Envisioning the future
Teaching, learning and assessment

104. at your tables…
What challenges
do you think you
might experience
in building and
sustaining a
modern learning
environment?

105. What challenges do
you think you might
experience in
building and
sustaining a modern
learning
environment?
at your tables…

106. How are your goals,
expectations
& policy priorities
aligning
to deliver on your
vision?

107. “Over the past decade, many countries have
spent significant time, energy, and resources
to design e-strategies which often remained
blue prints, or white elephants because no
systematic set of indicators had been agreed
upon and established to monitor and evaluate
their implementation”
World Bank
What research says…

108. Why have so many ICT initiatives in the past have
limited impact?
• Not policy initiatives but projects— policy in bits and pieces
• Current policies are replaced by the new government
• The policy underpinning the initiative focuses only on ICT
• The policy provides a short-term strategy without a sense of where
this will go in the long-term
• ICT policies are too often based on incorrect assumptions, which
create unrealistic expectations for what can be realistically achieved.
• The policy is organizationally isolated
• The policy does not specify measurable goals
• Researchers describe a gap between rhetoric in government policy
and reality of education practice

109. Key question:
How will you develop
goals that will
effectively measure
the extent to which you
are meeting your
objectives and
delivering on your
vision?

110. Singapore

111. 1. First, strengthen competencies for self-
directed, collaborative, learning. (SDL & CoL)
2. Second, tailor learning experiences according
to the way that each student learns best.
3. Third, encourage students to go deeper and
advance their learning.
4. Fourth, learn anywhere.
…and, strategies to achieve these goals…
Leadership that focuses on 21st century skills
Master Plan #3
Dr Ng Eng Hen
then Minister for
Education ,2008
Singapore

112. Source: The ICT Connection http://ictconnection.edumail.sg
Singapore

113. Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore

114. Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore

115. 5E model for level of ICT usage
EMPOWER
Learners take
control of
learning
through use of
ICT, deciding to
some extent
what and/or
how they learn
Passive ActiveLearner engagement
Learnin
g
DeepShallow
EXTEND
Process of
learning is
changed
through
learners’ use of
ICT, resulting in
the possibility
of learners
learning more
than teacher
intended
ENHANCE
Deepen
learning
through
learners’
hands-on use
of ICT
ENRICH
Engage
learners by
teacher’s use of
richer mix of
media to make
lessons more
interesting and
vivid
EXCHANGE
Swap
traditional
practices with
ICT
Source: Crescent Girls’ School, Singapore
5E Model:
Crescent Girls’
School, Singapore
Teacher centred Learner centred
REMEMBERING
UNDERSTANDING
APPLYING
ANALYSING
EVALUATING
CREATING
Singapore

117. Five questions of “deliverology”
1. What are you trying to do?
2. How are you trying to do it?
3. How, at any given moment,
will you know whether you on
track?
4. If you are not on track, what
are you going to do about it?
5. Can we help?
Clear priorities, specific, measurable goals.
Clear, practical plans which are used regularly and
updated.
Good, steady, close to real-time data on key
indicators. Monitoring routines (such as stocktake
meetings with all key involved).
Agreed actions, followed up, tested in practice
and refined if necessary. Always try something.
Never neglect a problem once identified.
Constant ambition, refusal to give up. Focus on
the goals, no distractions. Maintaining the
routines. Analysis and problem-solving where
required. Bringing to bear lessons from elsewhere.
Barber, M. (2008), Instruction to Deliver: Fighting to transform Britain’s public services; Barber, M. et al (2010), Deliverology 101.

118. Strategic Planning Discussion
• What does an innovative school look like here?
• Is there a time requirement for a school day, term, or year – can it be changed?
• What learning outcomes, curriculum requirements need to be used /developed?
• What are the minimum qualifications/expectations for new and existing teachers?
• What policies exist/need to be changed, enhanced or developed to ensure the vision
allows for responsible and effective execution?
• What impact will the vision have on teacher requirements and expectations?
• What impact will the vision have on income, costs and parents?
What will change look like for us?
Guiding Questions

119. QA FOR IMPROVING
EDUCATION OUTCOMES
Pakistan: MoE
identifies low
performing
schools & offers
training to local
officials to deploy
school
improvement
action plans.
US: several states
have trained
teachers in using
annual summative
data to inform
instructional
approaches
Denmark:
standardised
testing has moved
high stakes
student testing
into online
environments
US: formative
student
assessment data
used during the
school year to
personalise
learning
experiences

120. Quality Assurance Planning
Discussion
How can a school measure its success and with what metrics?
Are we settling for incremental improvements when we could be introducing
innovation that will fundamentally transform learning?
Does the vision reflect expectations and philosophies?
What personalized training and professional development requirements should be
considered?
What benchmarking needs to be implemented to evaluate pre and post the
implementation of the vision?
What are the Key Performance Indicators?
What process will be delivered to ensure Quality Assurance – content, professional
development, leadership, academic results?
What % of the education budget relates to 21st century learning?
Are we targeting change in too few or too many areas?
What are indicators of sussessful
transformation for our schools?
Guiding Questions

121. Quality Assurance:
Monitoring and
Evaluation to
Inform Practice
and Leadership
QA “should be an
integral component of
any planned ICT in
education program
and should be factored
into planning before a
project starts.”
James & Miller – World Bank Handbook on monitoring &
evaluation in ICT in education projects

123. Schools: How many schools of what type, in what clusters are in the jurisdiction?
Governance: How are schools managed, who drives policy?
Student/Teacher numbers: Total numbers of students and teachers?
Technology Format :What form factor(s) was selected? Platform?
Device numbers: How many teachers and students are receiving devices?
Date program started: When was the program first implemented?
What we’ve learned…or not
An analysis of experience to date…

124. Student/teacher numbers: approx 694,000 students,,
45,000 teachers
Schools: 763 schools, includes 448 elementary Schools, 85
Middle schools
Governance: All policy and hiring is through the LAUSD.
Technology format: 100% iPads.
Device numbers: proposal is for approx 640,000 laptops
across the District.
Date program initiated: small pilot run in spring 2013 .
Rollout commenced in 2013
USA: Schools District of Los Angeles, CA

126. Vision
The Common Core Technology Project (CCTP) is laying the foundation to provide an
individualized, interactive, and information-rich experience for every student. There are many key
components to the project including providing each teacher and student with a mobile device,
creating systems to distribute content and configure devices easily and remotely , provide every
student with an individual online account, email, software to enable sharing content easily among
teachers, students, and parents, and professional development for our educators to facilitate the
transition.
Goals
• By scaling up this transformational effort to every K-12 classroom in LAUSD, we will accomplish
the following critical objectives:
• 1. Equip educators with tools to advance student learning in the classroom
• 2. Support the Common Core State Standards, including student engagement with a digital
curriculum, interactive supports, and computer adaptive assessments, and
• 3. Close the digital divide by ensuring that every student has access to 21st century classroom
technology.
USA: Schools District of Los Angeles, CA

127. USA: Schools District of Los Angeles, CA
Key Strategic Issues
• Implementation strategy Rolling out 31,000 iPads in 2013, with all 640,000
by end of 2014.
• Pedagogical strategy Teachers to be provided with inservice support while
roll-out is proceeding
• Technology priorities Each student is receiving an iPad pre-loaded with
educational applications and other programs that will be used by the
students in their studies.
Funding source a $1 billion construction bond. $500m for devices and
$500m for infrastructure.
• How will it be sustained? No long-term funding plan in place

128. • Highlight…It’s a big number.: 640,000 students, mainly from challenged
environments may get access to the digital learning environment.
• Lowlight…there are several, to date…
1. The Rush. If we haven’t learnt anything from previous large rollouts,
it’s the need for careful, scheduling and planning.
2. Lack of training and professional development.. “Teachers were not trained
in the system to manage the devices. Nobody at the school was trained.”
3. Students couldn’t take their iPads home
4. Why iPads. Given the intent, it would seem a poor choice
• Insights…Learn from the experiences of others.
USA: Schools District of Los Angeles, CA
Policy Implications

129. Student/teacher numbers: approx 186,000 students, 16,000
teachers
Schools: 662 schools, includes 226 Middle schools Grades 7 &8 : 131
High Schools-Grades 9-12 across 108 School Districts.
Governance: As with most US schools, funding and all policy is by
school districts through property taxes with state top-up through
General Purpose Aid to Education
Technology format: 95% laptops. ‘01 to ‘13 100% Apple middle
school , 75% Windows High school. This year middle switched to largely
Win.
Device numbers: approx 80,000 laptops across the state.
Date program initiated: State deployment Commenced in
December 2001. Expanded to High school program in 2009.
Maine launched the
1st US state wide 1
to 1 initiative in
2001
USA: The State of Maine

130. Vision
• All teachers and students
Goals
1. Anywhere, anytime access—all students and teachers have appropriate
and equitable opportunities to use digital devices
USA: The State of Maine

131. Key Strategic Issues
• Implementation strategy State wide staged rollout for Year 7 in 2002, followed
by same next year. High Schools made their own choices. Apple and State built a state
wide support infrastructure. Expanded to High schools in 2009.
• Pedagogical strategy Maine Learning Technology Initiative, MLTI was established
in 2002 to provide professional development and 21st Century tools to middle and high
schools to support the attainment of the Maine state standards
• Technology priorities Partnership between Apple and State rapidly built a state
wide backbone with technical support. Single platform agreed to in Middle schools.
• Funding source State grant of $38 million, re-funded in 2006, and 2009.
• How will it be sustained? Dependent on State funding.
USA: The State of Maine

132. • Highlight…The courage of then Governor Angus King to set a country wide
precedent in providing leadership to launch the initiative for all Middle schoolers across the
state of Maine. At the same time the focus was on learning, and therefore technology
decisions were made on the basis of what was the best learning solution.
• Lowlight…Couple of challenges that come from being a pioneer…
1. Initially students couldn’t take their laptops home. Rectified by Year 3.
2. No thought given initially for High school students. Rectified in 2009.
3. Challenging funding model: relies totally on State funding.
• Insights…
• Technology problems were minimized because of the choice of a single model, single
platform.
• Focus on learning meant they have invested heavily in teachers professional development
through MLTI.
Policy Implications
USA: The State of Maine

133. Student/teacher numbers: approx 840,000
students, 68,000 teachers
Schools: 2200 schools, includes 370 High Schools-
Grades 7-12
Governance: 92% budget controlled at school level.
Overseen by local School Council
Technology format: 85% laptops of which 30% are
Apple, the balance Windows
Device numbers: approx 380,000 laptops across the
state. 50% private schools have 100% Gr 5-12
Date program initiated: State deployment as part of
the national Digital Education Revolution
program…Elementary program followed.
Commenced in March 2008
• 1 in 3 students in
Victoria attend a non-
govt. school.
• Vic was the birthplace
of
• 1 to 1 in 1990
Australia: State of Victoria

134. Vision
• All teachers and students have access to contemporary technology and world-class digital
content with which to create, communicate and collaborate locally and globally
• Student learning is engaging, personalised and authentic to enable them to become
confident and creative individuals and active and informed citizens of the 21st century
Goals
1. Anywhere, anytime access—all students and teachers have appropriate and equitable
opportunities to use digital devices and systems, including access to a range of
contemporary digital devices and sophisticated online systems that support learning,
teaching and knowledge sharing.
2. Advancing teaching practice—all teachers and school leaders build capabilities to use
digital technology to improve student learning.
3. Access to high quality resources, tools and data—all teachers and students have access
to quality assured digital resources, tools and rich data sources
Australia: State of Victoria

135. Key Strategic Issues
• Implementation strategy Followed the national DER program, rollout by those
schools in most need, for all students in Grades 9 to 12 over 4 years. 21 Steps for all
schools
• Pedagogical strategy e-potential training expanded. EduStar software profile
established supported by training.
• Technology priorities Infrastructure upgraded across the state for increased no.’s
of devices. Bandwidth included. Device choice was from a panel at school level. Average
device $5-600.
• Funding source Initially $1.2b, but expanded to $2b for tech and training support,
in total at $2k per students over 4 years
• How will it be sustained? Change of Federal government meant the end of DER.
Vic is reviewing options, most moving to blended BYO, with many opting for co-
contribution programs.
Australia: State of Victoria

136. • Highlight…Vic teachers have had their own laptops for > 10 years and
are therefore comfortable using technology. Subsequent to that schools had
reasonable broadband and infrastructure. Gradual, staged statewide school-
based rollout = well managed.
• Lowlight…Some poor school-based device decisions, based on $’s,
rather than capability. Associated statewide Ultranet student management
system was an expensive failure
• Insights…Given the time and $ being invested, the pedagogical
outcomes should have been higher; lack of leader expectations at both
school and state level possibly contributed to that.
Policy Implications
Australia: State of Victoria

137. Student/teacher numbers: approx 580,000 students,
38,000 teachers
Schools: 1600 schools, includes 625 High Schools-Grades 7-
12
Governance: 92% budget controlled at school level.
Overseen by local School Council
Technology format: 85% laptops of which 30% are Apple,
the balance Windows
Device numbers: approx 240,000 laptops across the state.
Date program initiated: State deployment as part of the
national Digital Education Revolution program…Elementary
program followed.
Commenced in March 2008
• The Birthplace
of
• 1 to 1,
• at MLC in Kew
in 1990
Portugal

138. Vision
• All teachers and students have access to contemporary technology and world-class digital
content with which to create, communicate and collaborate locally and globally
• Student learning is engaging, personalised and authentic to enable them to become
confident and creative individuals and active and informed citizens of the 21st century
Goals
1. Anywhere, anytime access—all students and teachers have appropriate and equitable
opportunities to use digital devices and systems, including access to a range of
contemporary digital devices and sophisticated online systems that support learning,
teaching and knowledge sharing.
2. Advancing teaching practice—all teachers and school leaders build capabilities to use
digital technology to improve student learning.
3. Access to high quality resources, tools and data—all teachers and students have access
to quality assured digital resources, tools and rich data sources
Portugal

139. http://bit.ly/1uyQl23
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