The document outlines 21 steps for 21st century learning and strategic planning for technology-rich learning environments. It discusses expectations for student skills and behaviors with laptop initiatives, and recommendations for increasing digital literacy, teacher competencies, and realigning educational outcomes. The document also addresses developing policies, understanding stakeholder concerns, and ensuring initiatives focus on transforming learning rather than just adding technology.

1. 21 Steps to 21st Century Learning
Strategic Planning for Technology-rich Learning
Durant Online Institute-Week Four
Bruce Dixon
Co-founder, Anytime Anywhere Learning Foundation
Director, ideasLAB

2. ..a critical conversation..
Imagine the your Experience as a teacher at in
the Technology-rich learning environment that will be your school,
THREE years from now.
What skills will you require to provide the best for your students?
…Which of those do you think should be the focus of your
Professional Learning over the next 12 months?
bdixon@aalf.org

4. Student Laptop Initiative
Expectations-Students
Knowledge
- Solve problems in their world and with others outside their world
- Identify the problem, find the information,synthesize it, and solve it
- Articulate this learning
- Create new knowledge
Skills
- Solve problems in daily work and activities
- Possess the basic skills of information literacy
- Transfer learning to new technologies
- Communicate using technology
Aspirations
- Understand the relevancy of high school to future success
- Develop higher aspirations than when they started their schooling
- Possess a “can do” attitude
- Establish his/her own vision for a productive
future
Behavior
- Participate in learning activities to apply knowledge and skills
- Participate in project or problem-based learningexperiences as a requirement for
graduation

5. Innovative,
creative
Knowledge
workers
Future
 Collaborative
Leaners
 Self-directed
 Supports mobile
lifestyle
 Data-driven decision
making
 Highly personalised
Long-term
Economic
Growth and
Prosperity
Increasing Digital Literacy
Improving Teacher Digital Competencies
Core
 Empowering teachers
and learners
 Personalisation
 Universal Access
Addressing
Fundamental
Issues of Equity
Realigning Educational
Outcomes to meet
needs of 21st century
Emerging
 Collective Knowledge
Constructors
 Innovative thinkers,
active problems
solvers
 Increased
pedagogical capacity
 Collaborative, self-
directed learners
Improved, relevant
Educational
Outcomes
TransfornationtoContemporaryEducationSystem
Empoweringleanersandteachers
The real story behind Universal Access….
…it’s every child’s right.

7. www.shoutlearning.org

8. Shout Project Methodology
Step 1:
Project
Definition
Students choose a
global problem
Step 3:
Collaborating on
Solutions
Students collaborate
on solutions and
agree on a global
action based project
Step 2:
Online Workspaces
Student spaces / communities are
established. Teacher resources and
guides are created and posted
Step 4:
Agree on Local Actions
Students propose and agree on
local actions which will support
the global project.
Step 5:
Launch Global Project
The global project is launched.
Students collaborate using all
appropriate channels to recruit
new students
Step 6:
External Contribution
Students seek the support of
industry experts, interested
parties, sponsors etc. to assist.
Step 7:
Create Lasting Change
With the support of teachers, partners and
others, students achieve their objective and
create lasting positive change.
Figure 1: The Shout Project
Process

9. Step 4: Launch Local Action
• Additional details and examples can be found at
http://collab.tiged.org/deforestaction.

10. The Deforestaction Global Project
Flowchart
• Purpose:
To demonstrate an effective
model for halting the destruction
of important rainforests,
commencing in Borneo. To
create the world’s largest Orang-
utan sanctuary. To raise
awareness of the need for
cessation of deforestation in
general.
Figure 2: DeforestAction Global Project
School-based initiatives
School based projects will
include either a fund-raising or
awareness raising component.
Curriculum resources, lesson
ideas etc, will be shared through
the Partners in Learning Network
Viral Initiatives
Students and partners will
promote the global project
using social networking and
other web 2.0 tools
Partners
Partners will provide students with
support, advice, new channels and
endorsements.
Partners may also provide
curriculum content / resources
where appropriate.
Other Channels
Other channels will drive traffic to the
DeforestAction website (including The
Burning Season movie) and other partner
initiatives students can create.
All traffic to the DeforestAction website
will be directed to the Tree-safe call to
action first.
Funds Management
Students researched a number of Non-
Government Organizations to select the
most suitable partner to achieve the goal.
Rainforest Rescue (charity) will be the
recipients of raised funds.
Rainforest Preservation
Funds will be exchanged for land in a designated
area in Borneo. Land will be zoned ‘Conservation’
and all forested land will be assigned a carbon
value. This value will be sold by Carbon
Conservation as carbon off-set credits to big
polluters. Funds raised will be used to employ
locals as ‘guardians of the forests’.
Documentation
The global project will be
documented in 3D and become part
of a major motion picture. See
Appendix 2.

11. Step 6: External Contribution
To achieve a successful outcome, students, teachers and facilitators have been forming partnerships
with external entities. These include Virgo Productions, Smithsonian Institute, Cool Earth, Rainforest
Rescue, Carbon Conservation and many others. Selection of partners has been overseen by
TakingITGLobal to ensure partners meet the highest levels of integrity.
Example 1:
The Burning Season is a multi-award winning motion picture narrated by Hugh Jackman. This movie
opens in cinemas later in 2010 in the US. The call to action URL at the end of this movie
www.tenthingsyoucando.com will direct viewers to the DeforestAction website, driving potentially
millions of new partners to the project.
A range of curriculum materials, learning resources etc, will be provided for use by
DeforestAction schools (hosted in PILN). It has been proposed the movie be re-
cut to 30 minutes to create a student version.
There is also a proposal to produce a big budget Hollywood motion
picture in 3D documenting the DeforestAction project. This will be directed by
Cathy Henkel.. The script is currently being written with idea input from the
DeforestAction team.

12. Setting the Guidelines: Policy
Development

13. 1313
Building a Policy Framework for Success..
• Policies for effective implementation
• Taking care of the detail to develop fidelity of
implementation
• Ensuring all parties are kept informed
• Addressing change management issues
• Policies that ensure equity and scalability
• Build digital and learning equity
• Allowing all students to participate
• Policies that build sustainability across all
dimensions
• Focus on addressing effective classroom practice
• What really matters, and what’s worth doingGuiding Principles to
ensure success.

14. Setting the Guidelines: Policy
Development…
 Devices left at home – spare devices, penalties
 Backup / Data storage – division of responsibility, home v
school, (CD, DVD, Server, other)
 Virus protection / removal (cost of re-imaging)
 Storage – mandatory v optional secure storage
 Allocation of storage to students v grade level / subject
selection
 School based service / support (cost, level of support,
supplier agreements)
 Transport – responsibility between home & school
 Printing credits - school supplied v student purchase
 Device model flexibility – single unit v limited range options
 Service / Support policies, pricing, guidelines
 School bags – mandatory v optional (durable hard case
alternatives)

15. Setting the Guidelines: Policy
Development…
 Insurance - Mandatory v optional / School v home
 Parental training? Mandatory v optional
 Internet / network policy (in line with existing EQ policy)
Home v School
 Data limit for downloading v purchasing more credit
 Email (MIS v Yahoo v Hotmail etc)
 Reporting lost / stolen laptops
 Chat & Web 2.0 – allowed v restricted v banned
 Electronic Games/Mp3 music files
 Personal software policy
 Devices left at home – spare devices, penalties

16. Setting the Guidelines: Policy
Development…
 Battery charging student / parent responsibility, swap
out batteries, penalties
 Backup / Data storage – division of responsibility, home
v school, (CD, DVD, Server, other)
 Virus protection / removal (cost of re-imaging)
 Storage – mandatory v optional secure storage
 Allocation of storage to students v grade level / subject
selection
 School based service / support (cost, level of support,
supplier agreements)
 Transport – responsibility between home & school
 Printing credits - school supplied v student purchase
 Device model flexibility – single unit v limited range options
 Service / Support policies, pricing, guidelines
 School bags – mandatory v optional

17. FAQ: Understanding the Issues and
Listening

18. Questions you should have answers to…
• What about handwriting? Won’t my child’s handwriting suffer
from using a keyboard all day long?
• Will my child be safe carrying an expensive laptop to
school?
• Aside from word processing and accessing data, what
advantage is there in using computers for other areas of
curriculum, such as mathematical analysis, science and
history?
• Won’t the students be able to cheat by using spell checker?
What effect will that have on their spelling skills?
• Don’t computers isolate kids?
• Allocation of storage to students v grade level / subject
selection
• School based service / support (cost, level of support,
supplier agreements)
• What happens if I want my child to learn in the way I was
taught?
• Why did you choose PCs instead of Apple?

19. Questions you should have answers to…
• Will this laptop be able to play movies when we’re on holidays?
Is it OK if we take it with us to Fiji?
• I would like my child to be involved in the program, but I can’t
afford to make the monthly payments. Is there any support for
parents in my position?
• Can we personalize the computer? What about engraving my
child’s name on it?
• I just purchased a computer for home. Why should I buy
another one now?
• Aren’t there serious health risks with kids using computers? I
heard wireless networks cause cancer..?
• Will my child have to take the computer to school each day?
My child already has a lot to carry for sport, music and other
activities.
• I was going to purchase a laptop for my child as a Christmas
present. Can you give us the device before Christmas so my
child can use it over the holiday period?

20. Issues around Notebook Use in Class
Handwriting and Exams
“If my son is taught keyboarding, his
handwriting will deteriorate””
“”If my son uses his notebook too much,
his handwriting will deteriorate”
“ My son has to handwrite his Year 12
exams so he needs keep handwriting
regularly otherwise he will get out of
practice”
“Until our students are allowed to take
notebooks into exams, we will need to
ensure that students can handwrite
quickly and legibly”

21. Spelling
“Of course spellcheckers
allow my son to cheat”
“My son has become a lazy
speller because of his spell-
check”
“Spellcheckers harm my
son’s spelling ability”
Issues around Notebook Use in Class

22. “My goal in life is 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 1998

23. Discussion: How can rethink the classroom
experience for our students so they can share
and build knowledge together?

24. 10 Things they don’t tell you about
1 to 1!

25. 1. Despite all protestations, most people still focus on the
technology, because it’s the easiest thing to focus on.
2. 1 to 1 is NOT about digitizing traditional learning.
3. Successful initiatives require ongoing and consistent focus and
attention.
4. There is no Next Big Thing!
5. 1 to 1 is not a panacea for solving all of your learning problems.
6. Infrastructure costs, including demands on bandwidth, increase.
7. Most schools do NOT set the bar high enough.
8. 1 to 1 is only one very small step towards ongoing school
reform.
9. 1 to 1 can be just a lot of technology, or it can open the door to a
lot of learning…its entirely up to you.
10.We do this, not because it is easy….but because it is hard.
10 Things they don’t tell you about 1 to
1initiatives !

27. 54
www.aalf.org
bdixon@aalf.org