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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&nbsp; - <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=

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.&nbsp; Schoo=
ls 
who don't do this (esp. government schools) are&nbsp;not attractive to paren=
ts 
with choices&nbsp;- <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>&nbsp;</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".&nbsp; <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&nbsp;mean the employer.</FONT></SPAN></DIV>
<DIV>&nbsp;</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&nbsp;say is that there is more money, and therefore more "snake oil",&nbs=
p;in 
IT than most areas of the curriculum.&nbsp; 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>&nbsp;</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> 
&nbsp;<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&nbsp; 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>&nbsp;</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>&nbsp;</DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Live with it.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Embrace it.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT>&nbsp;</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".&nbsp; I<BR>am only in favor of "improvement".&nbsp; 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=

letter grades,<BR>enforced ranking reports, etc etc...&nbsp;&nbsp; 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>&nbsp;<BR>Cheltenham 
Secondary College www.cheltsec.vic.edu.au Ph: 613 955 55 955&nbsp; 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=

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=

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=

usage<BR><BR>We are talking teachers.<BR><BR>This is a species renown for no=

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>&gt;<BR>&gt; The=
 
biggest advantage in introducing student owned laptops into a<BR>&gt; school=
 is 
that it can be used as a catalyst for change.<BR>&gt;<BR>&gt; You can start=
 to 
talk about learner centred classrooms instead of<BR>&gt; teacher centred 
ones.<BR>&gt;<BR>&gt; ... and of course this is not the only strategy you tr=
y, 
just one of<BR>&gt; several.<BR>&gt;<BR>&gt; Mark Scott<BR>&gt; Luther 
College<BR>&gt;<BR>&gt; -----Original Message-----<BR>&gt; From: 
ipm-bounces@edulists.com.au [<A 
href=3D"mailto:ipm-bounces@edulists.com.au">mailto:ipm-bounces@edulists.com.=
au</A>]<BR>&gt; 
On Behalf Of Michael Walker<BR>&gt; Sent: Tuesday, 5 September 2006 3:06 
PM<BR>&gt; To: Year 12 Information Technology Processing and Management<BR>&=
gt; 
Teachers'Mailing List<BR>&gt; Subject: Re: [Year 12 IPM] Computer Lab 
usage<BR>&gt;<BR>&gt;&gt;&gt;&gt; Laurie Savage&lt;sav@pvgc.vic.edu.au&gt; 
09/05/06 12:07pm &gt;&gt;&gt;<BR>&gt;&gt;&gt; And now we have a generation o=

people who cannot do the simplest<BR>&gt; calculation in their 
head.<BR>&gt;<BR>&gt; Laurie<BR>&gt;<BR>&gt;&gt;&gt;&gt; Mark Scott 
wrote:<BR>&gt;&gt; They said the same thing about calculators back in the 
early<BR>&gt; seventies.<BR>&gt;<BR>&gt; Ah generalisations, you've got to l=
ove 
them... 8^)<BR>&gt;<BR>&gt; I would argue that with the use of calculators,=
 you 
don't need to do<BR>&gt; the simplest calculation in your head. However, it=
 
requires a<BR>&gt; different skill set to check that your calculator is givi=
ng 
you an<BR>&gt; accurate answer rather than no skill set at all, hence the 
higher<BR>&gt; emphasis on estimation that occurs in teaching maths now than=
 
when I<BR>&gt; was at school. Tempora mutantur, nos et mutamur in 
illis...<BR>&gt;<BR>&gt; I would also argue that those kids I know of who ha=
ve 
trouble<BR>&gt; performing the simplest calculation aren't all that flash on=
 
using the<BR>&gt; calculator either. I would suggest that a greater cause is=
 
lack of<BR>&gt; interest for whatever reason from boring teaching methods in=
 
previous<BR>&gt; years showing the kids how irrelevant maths is to lack of 
support at<BR>&gt; home for doing homework and school in general. Now there'=
s a 
can of<BR>&gt; worms or three...<BR>&gt;<BR>&gt; Although I don't think lapt=
ops 
are a cure for all ills, I suspect that<BR>&gt; under some circumstances the=

can be a useful tool in the hands of the<BR>&gt; right practitioner, and in=
 
others are a complete waste of time when<BR>the<BR>&gt; circumstances of the=
 
school and students are taken into account. To<BR>&gt; give some examples, I=
 am 
sure that in some laptop schools, the laptops<BR>&gt; are an expensive pseud=

notebook / electronic textbook whose primary<BR>advantage<BR>&gt; is larger=
 
capacity, neater handwriting (typing vs scribble) and better<BR>&gt; 
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>&gt; 
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>&gt;=
 
make good use of new teaching methods available from every student<BR>&gt; 
having the tool and having been taught a proficiency with it.<BR>&gt;<BR>&gt=
; On 
the other hand, I would suspect that there would be scenarios where<BR><BR>&=
gt; 
a<BR>&gt; $2000 laptop would be a poor use of family or school resources for=
 
the<BR>&gt; perceived benefits compared to alternatives. Would a 
struggling<BR>western<BR>&gt; suburbs secondary school be able to justify ma=
king 
every student buy a<BR>&gt; laptop, even on finance? Would alternative 
approaches such as good use<BR>&gt; of Moodle with external access be more 
appropriate in terms of bang<BR>for<BR>&gt; buck?<BR>&gt;<BR>&gt; I would 
suggest that neither black nor white are correct and that<BR>&gt; although t=
here 
is a place for laptops in schools, it would be silly to<BR>&gt; try and sugg=
est 
that it would be desirable for every school in the<BR>&gt; state and every 
student in the state to have a laptop and be in a<BR>&gt; laptop program. Or=
 to 
suggest that every maths student in the state<BR>&gt; can't do simple 
calculations in their head...<BR>&gt;<BR>&gt;<BR>&gt; 
_______________________________________________<BR>&gt; <A 
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Victorian Information Technology<BR>&gt; Teachers Association 
Inc<BR>&gt;<BR>&gt;<BR>Dr J Turner<BR>Head of Information Technology / VCE 
Coordinator Presbyterian Ladies'<BR>College BURWOOD Victoria 
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