Technology and Change in Education #ED1to1 #TJC15

Link between #TJC15 and #Ed1to1

I have arrived at #ed1to1 ( a twitter chat organised by Bon Stewart over 3 days) via #tjc15 (a monthlyish one hour twitter chat organised by Laura Gogia about a journal article). The framing article for #ed1to1 is (25 years ago) The First School One-to-One Laptop Program  by Audrey Watters.
I didn’t know the first one to one laptop scheme was 25 years ago. I remember using a similar case study for teaching systems implementation in the late 1990s, and interestingly, the school concerned was also a religious all girls school.
Then I got to thinking about Project CEIBAL that seems to be still going strong* after 8 years in operation. I was very impressed with the vision and scale of the project when I saw Miguel Brechner speak about it at ALT-C 2011 and will be very interested in its longer term impact and what can be learned from the project.

This is a 15 minute (10 minutes presentation followed by questions) video where Miguel outlines the project as one of social inclusion  He shows clearly that this was not just a project about the laptop but also included the network infrastructure, support, evaluation and sustainability.  CEIBAL sees pedagogy and enabling teachers and students as at the heart of the project. The laptops used were from the OLPC project, a global mission to give every child a laptop that has itself been criticised for its relevance to poor countries.  What interested me about CEIBAL was that it acknowledged the wider context of change, as this description of the historical educational context in Uruguay shows. Watch this 45 second clip to get a sense of this.

What the laptop program described in Audrey’s article and Project CEIBAL seem to have in common is that they are driven by a commitment to universal and relevant education. In the case of Uruguay, from 1876 education was decreed mandatory, secular and free. Even though many religious schools are no longer free (and were never secular), they can often trace their history back to a commitment to educate working class children. This account of the early history of education in my own home town shows nuns living and dying in similar conditions to those they were trying to help.

I don’t have enough information to really compare these two projects but I admire them. Philosophical/political commitment can be an effective driver and good evaluation can be a gift to future projects (unless you are a disruptive innovator of course).

Education has always been a means by which lives can be improved, and technology has a complex reflexive relationship with changing lives and organisations. In my own old-fashioned way, I am interested in the role of social justice and context in the promotion and use of educational technology.  It’s less than a panacea and more than a business opportunity to my way of thinking.

*It’s difficult to get up to date information in English and this source questions the impact and use of the laptops in Uruguay http://www.humanosphere.org/social-business/2014/09/nail-one-laptop-per-child-coffin/ though I note blogger source works for a bank.

Slowing down the journal club

tjc15The journal club #TJC15 is a fascinating phenomenon. Laura Gogia ‘birthed’ it from her spontaneous live-tweeting of an article written by me and Jenny Mackness. As authors, it was exhilarating and informative to see live responses to our work. It was spontaneous, people responding to our paper as they encountered it, and I was thrilled by the responses.
As Laura developed the concept, I became interested in this idea of a swift journal club, enabled by Twitter and curation tools. Laura, the originator, moved swiftly to organise around this emergent phenomenon: to create a persistent place at https://tjc15.wordpress.com/ that records archives, upcoming events and even research.

Laura’s idea is that :
“Twitter Journal Club is an open learning experience on Twitter (aggregated around the hashtag #tjc15) in which participants read a previously agreed upon article at a scheduled time, live-tweeting as they go. The articles – which must be openly available either through pre-print or open access – are recommended by participants via Google Doc and read in order of recommendation.” more

Participants are responding with ideas, helping out with support for annotation and Storify by Mariana Funes. I think that the beauty of it is that people can participate in different ways.

Before the June journal club, I spent a little time reflecting on how I could best contribute to and benefit from #tjc15. Anyone who knows me, will know that I have a tendency to talk too much so I always try to make sure that I avoid hogging the conversation in a face to face session. But we don’t need to wait for a gap in the conversation to post a tweet to a hashtag and the stream can get hectic. I came up with a plan to slow down my experience of the journal club to see what difference that might make.

I decided:

  • to read the paper quickly before the session
  • to make my primary focus on reading the stream rather than posting to it
  • to note three issues that seemed important to me from reading the paper and make those my contributions spread over the hour
  • (apart from those contributions) to concentrate on thinking about / occasionally responding to the ideas of others

planI shared my plan with the club and paced my 3 issue tweets across the hour with the first one 10 minutes into the hour.

So how did it go?
I can’t speak for others (they probably didn’t notice) but I had a much better experience. I felt as if I had created more thinking space for me to reflect on what I, but also more importantly others, got from the paper.

I am interested in how we can slow things down a bit in other online associations, creating the pools alongside the fast-running streams. What do you think?