23 December 2015

Read Bigum, C. (2012) Schools and Computers: Tales of a Digital Romance.  Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms.  L. Rowan and C. Bigum, Springer Nethlands:  15-28

Post to your blog thoughts about the issues raised in this article and how they might impact on your first assignment and its aims.

In this chaper Bigum (2012) questions whether or not the widespread implementation of ICT into schools since the 1980's has actually 'improved' teaching and learning.  While he acknowledges that ICT has brought significant changes, these are not necessarily for the better.  He discusses the fact that new technologies are "domesticated" to fit into the school environment or "integrated into existing routines" which often fails to be consistent with how these technologies are used in the world beyond the classroom (p. 22).  He also talks about the acquisition of new technology as a prestige symbol for certain wealthy schools, rather like a gymnasium or equestrian arena (p. 19).

The need and cost to frequently replace and upgrade most technology has meant that most schools are left behind or "technologically poor" when compared to non-school environments, Bigum points to research by Finger & Lee (2010) who surveyed the homes of 30 children in one particular class.  The total home expenditure on ICT was $438,200, compared to the expenditure for the classroom of $24,680.  He says that for most students moving from the technology at home to school would be like "stepping back in time" (p. 21). 

This is certainly the case in my workplace where we are still using Windows 7, Microsoft Office 2010 and a very old version of Internet Explorer.  In the last few months useage of computers in classrooms and offices has been monitored and it was decided to decommission 30 per cent of desktop computers across the Institute (from classrooms and offices) as the cost of maintaing them has become unmanageable.  Like schools, TAFE is moving to a BYOD environment with wireless connectivity in most classrooms and shared spaces now. 

Bigum also says that technologies which are popular with students usually end up being banned in schools, for example mobile phones, however the BYOD policy is now advocating for students to bring their mobile phones or other mobile devices such as IPads or androids etc., into the classroom to connect to the wireless network,  I think this is a way of passing the cost onto the students (or their parents).  This certainly raises significant equity issues as some children (or adults in my case) will have superior devices which would give them an advantage in the learning environment.  Should schools and higher learning institutions cater for students who cannot afford a suitable device?  Who decides the minimum standard of the device or "poverty level" of the student who has a device provided for them?

Reading this article hasn't really impacted on the aims of my first assignment, it highlighted some concerns I already have about the BYOD policy and presents challenges for teachers  who will  need to manage the use in the classroom and have strategies to address the issues outlined by Roblyer & Doering (2014) on p. 30.