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<HTML><HEAD><TITLE>RE: [Year 12 IPM] Computer Lab usage</TITLE>
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<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- the community is voting with its feet for privati=
zed
(user pays) education - <FONT face=3DArial color=3D#000000 size=3D2>Sh=
ift
happens. </FONT><FONT face=3DArial size=3D2>You can't deny it or legislate a=
gainst
it. </FONT><FONT face=3DArial size=3D2>Live with it. </FONT><FONT face=3DAri=
al
size=3D2>Embrace it.</FONT></FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- the community and the national government want st=
udent
progress reports expressed as a single index (A-F) in relation to objective=
benchmarks - <FONT face=3DArial color=3D#000000 size=3D2>Shift happens. </FO=
NT><FONT
face=3DArial size=3D2>You can't deny it or legislate against it. </FONT><FON=
T
face=3DArial size=3D2>Live with it. </FONT><FONT face=3DArial size=3D2>Embra=
ce
it.</FONT></FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- most school communities want their schools to exc=
lude
students who damage the opportunity or safety of other students. Schoo=
ls
who don't do this (esp. government schools) are not attractive to paren=
ts
with choices - <FONT face=3DArial color=3D#000000 size=3D2>Shift happen=
s.
</FONT><FONT face=3DArial size=3D2>You can't deny it or legislate against it=
.
</FONT><FONT face=3DArial size=3D2>Live with it. </FONT><FONT face=3DArial
size=3D2>Embrace it.</FONT></FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2><FONT face=3DArial size=3D2></FONT></FONT></SPAN>&n=
bsp;</DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2><FONT face=3DArial size=3D2>- I could go
on......</FONT></FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>Most educators are very selective about embracing
"change". <BR>The changes that they embrace are usually those that fit=
their personal values and their career aspirations.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The current line management of educational structur=
es has
created an atmosphere where to "talk the talk" is essential to getting
promotion.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D499305121-06092006><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>Thus, the hegemony of ideas from the "authorities'=
has come
to mean the employer.</FONT></SPAN></DIV>
<DIV> </DIV>
<DIV><SPAN class=3D499305121-06092006></SPAN><FONT face=3DArial><FONT
color=3D#0000ff><FONT size=3D2>W<SPAN class=3D499305121-06092006>hat I am tr=
ying
to say is that there is more money, and therefore more "snake oil",&nbs=
p;in
IT than most areas of the curriculum. To retain some intellectual
credibility and autonomy, it is wise to ensure that the benefits of "change"=
are
evaluated in an objective sense rather than accepted as articles of faith in=
the
vision of the current politician.</SPAN></FONT></FONT></FONT></DIV>
<DIV><FONT face=3DArial><FONT color=3D#0000ff><FONT size=3D2><SPAN
class=3D499305121-06092006></SPAN></FONT></FONT></FONT> </DIV>
<DIV><FONT face=3DArial><FONT color=3D#0000ff><FONT size=3D2><SPAN
class=3D499305121-06092006>
<DIV align=3Dleft><FONT face=3DArial size=3D2>
<DIV align=3Dleft><FONT face=3DArial
size=3D2>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D<BR>Stephen
Digby, Learning Technology Manager <BR><A
href=3D"mailto:admin@cheltsec.vic.edu.au">mailto:admin@cheltsec.vic.edu.au</=
A>
<FONT face=3DArial size=3D2><FONT face=3DArial
size=3D2></FONT></FONT><BR>Cheltenham Secondary College <A
href=3D"http://www.cheltsec.vic.edu.au/">www.cheltsec.vic.edu.au</A> Ph: 613=
955
55 955 Fx: 9555
8617<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D</FONT></DIV></FONT></DIV><BR><BR>=
My
friend Winnie is a procrastinator. He didn't get his birthmark until he was=
eight years old.- Steven Wright </SPAN></FONT></FONT></FONT></DIV>
<DIV><BR></DIV>
<DIV class=3DOutlookMessageHeader lang=3Den-us dir=3Dltr align=3Dleft>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> ipm-bounces@edulists.com.au
[mailto:ipm-bounces@edulists.com.au] <B>On Behalf Of </B>Mark
Scott<BR><B>Sent:</B> 06 September 2006 08:47 PM<BR><B>To:</B> Year 12
Information Technology Processing and Management Teachers'Mailing
List<BR><B>Subject:</B> RE: [Year 12 IPM] Computer Lab
usage<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV id=3DidOWAReplyText44444 dir=3Dltr>
<DIV dir=3Dltr><FONT face=3DArial color=3D#000000 size=3D2>Shift happens</FO=
NT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>You can't deny it or legislate ag=
ainst
it.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Live with it.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Embrace it.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Mark Scott</FONT></DIV></DIV>
<DIV dir=3Dltr><BR>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> ipm-bounces@edulists.com.au on beh=
alf of
Stephen Digby<BR><B>Sent:</B> Wed 6/09/2006 8:03 PM<BR><B>To:</B> 'Year 12
Information Technology Processing and ManagementTeachers'Mailing
List'<BR><B>Subject:</B> RE: [Year 12 IPM] Computer Lab
usage<BR></FONT><BR></DIV>
<DIV>
<P><FONT size=3D2>Hate to always be the voice of reason, but I am firmly aga=
inst
"change". I<BR>am only in favor of "improvement". The problem wi=
th
many changes that are<BR>proposed is that the case for them as improvements=
is
not made.<BR>Recalcitrant is a good word as it refers to the refusal to acce=
pt
authority.<BR>It is in the "unreason"able exercise of authority that
recalcitrant behavior<BR>can be a virtue - think of many issues not doubt de=
ar
to many hearts -<BR>corporal punishment, enforced numerical grading, enforce=
d
letter grades,<BR>enforced ranking reports, etc etc... Would YOU=
be
recalcitrant ?<BR><BR>Please let's focus on rational debate about what are
improvement options and<BR>why they ARE improvements, rather than on an
"authority" that tells us that<BR>some changed classroom technology or layou=
t is
an
improvement.<BR><BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D<BR>Stephen
Digby, Learning Technology Manager<BR><A
href=3D"mailto:admin@cheltsec.vic.edu.au">mailto:admin@cheltsec.vic.edu.au</=
A> <BR>Cheltenham
Secondary College www.cheltsec.vic.edu.au Ph: 613 955 55 955 Fx:<BR>95=
55
8617<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D<BR><BR><BR>All
that glisters is not gold.<BR>Shakespeare: From The Merchant of Venice (II,=
vii)
Portia is a beautiful,<BR>virtuous, wealthy woman who is being wooed by nume=
rous
suitors. She is not<BR>free to decide on her own whom she will marry because=
her
late father ...<BR><BR>-----Original Message-----<BR>From:
ipm-bounces@edulists.com.au [<A
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]
On<BR>Behalf Of Bell, Cameron P<BR>Sent: 06 September 2006 12:44 PM<BR>To: Y=
ear
12 Information Technology Processing and
Management<BR>Teachers'MailingList<BR>Subject: RE: [Year 12 IPM] Computer La=
b
usage<BR><BR>Depends on the culture of the school too.<BR>I think wholesale=
systematic change is hardest for schools to deal with.<BR>I am sure we have=
all
had dealings with some teachers that have the "this is<BR>the way we have al=
ways
done it" attitude and fight change. They often have<BR>the loudest voice in=
meetings and have the "fear-factor" in their favour.<BR>Other schools have
leadership that encourages change and - dare I say it -<BR>"taking risks". A=
culture like this can help reduce the effect of the<BR>nay-sayers and will
provide the resources to facilitate change.<BR><BR>I have also had a few
teachers close to retirement refusing point blank to<BR>learn any new system=
s or
procedures. I have been told "I am retiring next<BR>year, I am not going to=
worry about learning something new now." On the<BR>opposite side, you have t=
hose
who just want to keep learning - regardless of<BR>their age or circumstances=
. I
really admire that, as that is exactly the<BR>attitude I would want to insti=
ll
in the students - life-long, ongoing<BR>learning.<BR><BR>So that change can=
happen, how do you encourage "recalcitrant" (for want of<BR>a better word)
teachers to accept that we must constantly change and adapt<BR>to new
circumstances so that it is not seen as a burden, but an opportunity?<BR>Wou=
ld
love any additional strategies people can
suggest.<BR><BR>Cameron<BR><BR><BR><BR>-----Original Message-----<BR>From:
ipm-bounces@edulists.com.au [<A
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]<BR>On
Behalf Of Murray O.<BR>Sent: Wednesday, September 06, 2006 11:17 AM<BR>To: Y=
ear
12 Information Technology Processing and
Management<BR>Teachers'MailingList<BR>Subject: RE: [Year 12 IPM] Computer La=
b
usage<BR><BR>Mark<BR>I disagree with you.<BR>Based on my experience, I think=
teachers are highly adaptable to change be<BR>planned or unplanned. That bei=
ng
said I too get frustrated at trying to<BR>facilitate change in
schools.<BR><BR>Can you tell of other professions or groups of adults that
change quickly?<BR><BR>Regards,<BR>Oliver Murray<BR>Web Developer<BR>Westbou=
rne
Grammar School<BR>www.westbournegrammar.com<BR><BR>-----Original
Message-----<BR>From: ipm-bounces@edulists.com.au [<A
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]<BR>On
Behalf Of Mark Scott<BR>Sent: Wednesday, 6 September 2006 10:30 AM<BR>To: Ye=
ar
12 Information Technology Processing and
Management<BR>Teachers'MailingList<BR>Subject: RE: [Year 12 IPM] Computer La=
b
usage<BR><BR>We are talking teachers.<BR><BR>This is a species renown for no=
t
changing quickly.<BR><BR>Mark<BR><BR>-----Original Message-----<BR>From:
ipm-bounces@edulists.com.au [<A
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]<BR>On
Behalf Of jturner<BR>Sent: Wednesday, 6 September 2006 10:11 AM<BR>To: Year=
12
Information Technology Processing and Management<BR>Teachers'Mailing
List<BR>Subject: Re: [Year 12 IPM] Computer Lab usage<BR><BR>The big mistake=
people continue to make is seeing technology as the catalyst<BR>for sustaina=
ble
change in education when it should be people.<BR>Technology is invaluable
whatever its peculiarities but learner centered<BR>means people at the
center.<BR>John<BR><BR>On 05/09/2006, at 3:41 PM, Mark Scott wrote:<BR><BR>&=
gt;
I have said it before and no doubt I will say it again.<BR>><BR>> The=
biggest advantage in introducing student owned laptops into a<BR>> school=
is
that it can be used as a catalyst for change.<BR>><BR>> You can start=
to
talk about learner centred classrooms instead of<BR>> teacher centred
ones.<BR>><BR>> ... and of course this is not the only strategy you tr=
y,
just one of<BR>> several.<BR>><BR>> Mark Scott<BR>> Luther
College<BR>><BR>> -----Original Message-----<BR>> From:
ipm-bounces@edulists.com.au [<A
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]<BR>>
On Behalf Of Michael Walker<BR>> Sent: Tuesday, 5 September 2006 3:06
PM<BR>> To: Year 12 Information Technology Processing and Management<BR>&=
gt;
Teachers'Mailing List<BR>> Subject: Re: [Year 12 IPM] Computer Lab
usage<BR>><BR>>>>> Laurie Savage<sav@pvgc.vic.edu.au>
09/05/06 12:07pm >>><BR>>>> And now we have a generation o=
f
people who cannot do the simplest<BR>> calculation in their
head.<BR>><BR>> Laurie<BR>><BR>>>>> Mark Scott
wrote:<BR>>> They said the same thing about calculators back in the
early<BR>> seventies.<BR>><BR>> Ah generalisations, you've got to l=
ove
them... 8^)<BR>><BR>> I would argue that with the use of calculators,=
you
don't need to do<BR>> the simplest calculation in your head. However, it=
requires a<BR>> different skill set to check that your calculator is givi=
ng
you an<BR>> accurate answer rather than no skill set at all, hence the
higher<BR>> emphasis on estimation that occurs in teaching maths now than=
when I<BR>> was at school. Tempora mutantur, nos et mutamur in
illis...<BR>><BR>> I would also argue that those kids I know of who ha=
ve
trouble<BR>> performing the simplest calculation aren't all that flash on=
using the<BR>> calculator either. I would suggest that a greater cause is=
lack of<BR>> interest for whatever reason from boring teaching methods in=
previous<BR>> years showing the kids how irrelevant maths is to lack of
support at<BR>> home for doing homework and school in general. Now there'=
s a
can of<BR>> worms or three...<BR>><BR>> Although I don't think lapt=
ops
are a cure for all ills, I suspect that<BR>> under some circumstances the=
y
can be a useful tool in the hands of the<BR>> right practitioner, and in=
others are a complete waste of time when<BR>the<BR>> circumstances of the=
school and students are taken into account. To<BR>> give some examples, I=
am
sure that in some laptop schools, the laptops<BR>> are an expensive pseud=
o
notebook / electronic textbook whose primary<BR>advantage<BR>> is larger=
capacity, neater handwriting (typing vs scribble) and better<BR>>
searchability. Obviously Mark's school is not one of them based on his<BR>&g=
t;
response. That's not to say schools with poor use of laptops don't<BR>>
exist, and anecdotal evidence would suggest that they do. On the other<BR>&g=
t;
hand, the same applies to schools who have changed their teaching to<BR>>=
make good use of new teaching methods available from every student<BR>>
having the tool and having been taught a proficiency with it.<BR>><BR>>=
; On
the other hand, I would suspect that there would be scenarios where<BR><BR>&=
gt;
a<BR>> $2000 laptop would be a poor use of family or school resources for=
the<BR>> perceived benefits compared to alternatives. Would a
struggling<BR>western<BR>> suburbs secondary school be able to justify ma=
king
every student buy a<BR>> laptop, even on finance? Would alternative
approaches such as good use<BR>> of Moodle with external access be more
appropriate in terms of bang<BR>for<BR>> buck?<BR>><BR>> I would
suggest that neither black nor white are correct and that<BR>> although t=
here
is a place for laptops in schools, it would be silly to<BR>> try and sugg=
est
that it would be desirable for every school in the<BR>> state and every
student in the state to have a laptop and be in a<BR>> laptop program. Or=
to
suggest that every maths student in the state<BR>> can't do simple
calculations in their head...<BR>><BR>><BR>>
_______________________________________________<BR>> <A
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Victorian Information Technology<BR>> Teachers Association
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Victorian Information Technology<BR>> Teachers Association
Inc<BR>><BR>><BR>Dr J Turner<BR>Head of Information Technology / VCE
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