[Year 12 IPM] Computer Lab usage

Thu Sep 7 01:58:46 EST 2006

I recall hearing someone once say that 91.3% of statistics are made up, does anyone know the source of this research?

Tim.
>>> tigeroz at alphalink.com.au 09/06/06 11:25 pm >>>
I seem to remember reading some research that stated it takes about 5 
years to bring about change in industry but 8 years to get it in education.
Anyone know the source?

Charmaine Taylor
Sunbury Downs

Murray O. wrote:

>Mark
>I disagree with you.
>Based on my experience, I think teachers are highly adaptable to change
>be planned or unplanned. That being said I too get frustrated at trying
>to facilitate change in schools.
>
>Can you tell of other professions or groups of adults that change
>quickly?
>
>Regards, 
>Oliver Murray
>Web Developer
>Westbourne Grammar School
>www.westbournegrammar.com 
>
>-----Original Message-----
>From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] 
>On Behalf Of Mark Scott
>Sent: Wednesday, 6 September 2006 10:30 AM
>To: Year 12 Information Technology Processing and Management
>Teachers'MailingList
>Subject: RE: [Year 12 IPM] Computer Lab usage
>
>We are talking teachers.
>
>This is a species renown for not changing quickly.
>
>Mark 
>
>-----Original Message-----
>From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] 
>On Behalf Of jturner
>Sent: Wednesday, 6 September 2006 10:11 AM
>To: Year 12 Information Technology Processing and Management
>Teachers'Mailing List
>Subject: Re: [Year 12 IPM] Computer Lab usage
>
>The big mistake people continue to make is seeing technology as the 
>catalyst for sustainable change in education when it should be people. 
>Technology is invaluable whatever its peculiarities but learner 
>centered means people at the center.
>John
>
>On 05/09/2006, at 3:41 PM, Mark Scott wrote:
>
>  
>
>>I have said it before and no doubt I will say it again.
>>
>>The biggest advantage in introducing student owned laptops into a 
>>school
>>is that it can be used as a catalyst for change.
>>
>>You can start to talk about learner centred classrooms instead of
>>teacher centred ones.
>>
>>... and of course this is not the only strategy you try, just one of
>>several.
>>
>>Mark Scott
>>Luther College
>>
>>-----Original Message-----
>>From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] 
>>On Behalf Of Michael Walker
>>Sent: Tuesday, 5 September 2006 3:06 PM
>>To: Year 12 Information Technology Processing and Management
>>Teachers'Mailing List
>>Subject: Re: [Year 12 IPM] Computer Lab usage
>>
>>    
>>
>>>>>Laurie Savage<sav at pvgc.vic.edu.au> 09/05/06 12:07pm >>>
>>>>>          
>>>>>
>>>>And now we have a generation of people who cannot do the simplest
>>>>        
>>>>
>>calculation in their head.
>>
>>Laurie
>>
>>    
>>
>>>>>Mark Scott wrote:
>>>>>          
>>>>>
>>>They said the same thing about calculators back in the early
>>>      
>>>
>>seventies.
>>
>>Ah generalisations, you've got to love them... 8^)
>>
>>I would argue that with the use of calculators, you don't need to do 
>>the
>>simplest calculation in your head. However, it requires a different
>>skill set to check that your calculator is giving you an accurate 
>>answer
>>rather than no skill set at all, hence the higher emphasis on 
>>estimation
>>that occurs in teaching maths now than when I was at school. Tempora
>>mutantur, nos et mutamur in illis...
>>
>>I would also argue that those kids I know of who have trouble 
>>performing
>>the simplest calculation aren't all that flash on using the calculator
>>either. I would suggest that a greater cause is lack of interest for
>>whatever reason from boring teaching methods in previous years showing
>>the kids how irrelevant maths is to lack of support at home for doing
>>homework and school in general. Now there's a can of worms or three...
>>
>>Although I don't think laptops are a cure for all ills, I suspect that
>>under some circumstances they can be a useful tool in the hands of the
>>right practitioner, and in others are a complete waste of time when
>>    
>>
>the
>  
>
>>circumstances of the school and students are taken into account. To 
>>give
>>some examples, I am sure that in some laptop schools, the laptops are 
>>an
>>expensive pseudo notebook / electronic textbook whose primary
>>    
>>
>advantage
>  
>
>>is larger capacity, neater handwriting (typing vs scribble) and better
>>searchability. Obviously Mark's school is not one of them based on his
>>response. That's not to say schools with poor use of laptops don't
>>exist, and anecdotal evidence would suggest that they do. On the other
>>hand, the same applies to schools who have changed their teaching to
>>make good use of new teaching methods available from every student
>>having the tool and having been taught a proficiency with it.
>>
>>On the other hand, I would suspect that there would be scenarios where
>>    
>>
>
>  
>
>>a
>>$2000 laptop would be a poor use of family or school resources for the
>>perceived benefits compared to alternatives. Would a struggling
>>    
>>
>western
>  
>
>>suburbs secondary school be able to justify making every student buy a
>>laptop, even on finance? Would alternative approaches such as good use
>>of Moodle with external access be more appropriate in terms of bang
>>    
>>
>for
>  
>
>>buck?
>>
>>I would suggest that neither black nor white are correct and that
>>although there is a place for laptops in schools, it would be silly to
>>try and suggest that it would be desirable for every school in the 
>>state
>>and every student in the state to have a laptop and be in a laptop
>>program. Or to suggest that every maths student in the state can't do
>>simple calculations in their head...
>>
>>
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>>IPM Mailing List kindly supported by
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>>
>>    
>>
>Dr J Turner
>Head of Information Technology / VCE Coordinator
>Presbyterian Ladies' College
>BURWOOD Victoria 3125
>
>
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>IPM Mailing List kindly supported by
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>IPM Mailing List kindly supported by
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>