Syndicate content

Korea, Republic of

Ten observations about 1-to-1 educational computing efforts around the world

Michael Trucano's picture
I do not fear computers,  I fear the lack of them
I do not fear computers,  I fear the lack of them

This year's Global Symposium on ICT use in education in Gyeongju, Korea focused on "Transforming Education with 1:1 Computing: Learning from Practical Experiences in Providing Students with Their Own Individual Computing Devices".

Many countries are investing enormous amounts of resources and effort to increase the availability of information and communication technologies (ICTs) across their education systems. So-called "1-to-1 computing" initiatives are increasingly prominent as part of such efforts. In some places these are important components of larger educational reform processes that seek to enable and support teaching and learning processes in ways both mundane and profound, traditional and (to adopt a common related buzzword) transformative. In other places these are largely 'hardware dumps', dropping in lots of shiny new devices with little attention to how to integrate them into teaching and learning practices. Common to both circumstances is often an intense belief that 'change' of some sort is necessary if students are to be able to thrive in increasingly technology-saturated, and technology-determined, global economies and societies. While the vision behind many large-scale 1-to-1 educational computing projects may be rather hazy or muddled, they do represent potent symbols for change in many countries. Even if the end goals are not always clearly defined, these efforts are in part a reflection of the belief, as proclaimed by one participant at this year global symposium, that "the status quo is more dangerous than the unknown".

To help set the stage for the discussions that were to follow, I opened the first session at this year's global symposium on ICT use in education by sharing a short series of general, broad observations about trends and lessons from 1-to-1 educational computing efforts around the world. In case they might be of any interest or utility to a wider audience, I thought I would share them here on the EduTech blog. These comments are not meant to be comprehensive in scope, nor are they meant to be focused (like so much of the research and rhetoric around 1-to-1 easily available on the Internet) on the experiences and realities of what 1-to-1 currently looks like in 'highly developed' countries (especially the United States).


Trends and Lessons from
1-to-1 Educational Computing Efforts Around the World:
Ten observations

A Ranking of Adult Workers and Their Skills

Stefano Scarpetta's picture

Elementary school, Gimhae, Korea. Photo: Flickr/65817306@N00 (Jens-Olaf Walter)

In the world’s richest countries, those with greater inequality in skills proficiency also have higher income inequality, according to the first OECD Survey of Adult Skills (also known as PIAAC), which measures the skills of 16-65 year-olds across 24 countries. The survey includes assessments of adult reading, numeracy, and place in the digital divide. The OECD's Stefano Scarpetta (Director of Employment, Labour and Social Affairs) tell us that this is the first ever comprehensive survey of the actual competencies of OECD adult workers.

1-to-1 Educational Computing -- A report from Korea

Michael Trucano's picture
no, we are talking about  1-to-1 (educational computing), not (five) won to Juan (Mata)
no, we are talking about
'1-to-1' (educational computing),
not (five) 'won to Juan' (Mata)

Not too long ago I did some advisory work in a country considering the purchases of lots of educational tablets. Previously this country had funded lots of computer labs in schools, but they had experienced great difficulties in integrating these facilities into 'normal' teaching and learning activities. Buying devices as part of a '1-to-1 educational computing' initiative, it was felt, would get around many of the difficulties they had experienced with desktop computers in dedicated school computer labs. (I had my doubts about this.)

When observing a class, I noticed that all of the students had the same backpacks. "What's up with that?", I asked.

"Oh, it is very interesting," came the reply. "Those backpacks are purchased by the state for use by low income students. You can see from the fact that all of these backpacks are in the room that the children here are from very low socio-economic levels in society."

I then asked how many of the students had a phone in their backpack. All of them but one (who said he forgot his at home, someone else told me later it had been stolen) said that they did, and most students pulled them out to show me.

After asking a few follow-up questions about what they did with them (Facebook! and texting! were the two most common answers) and once class had resumed, I turned to my counterparts in government and observed that I also "found this all very interesting. You are going to buy lots of small computing devices for these students to use by spending public funds, in part because they are not using the devices that you purchased for them before. Despite the fact they are all poor enough to qualify to receive free government backpacks, all of their families have somehow found the money to buy them mobile phones, which they obviously all use quite heavily. Have you thought about taking advantage of this personal computing infrastructure that is already installed in the pockets and pocketbooks (or backpacks) of the students, and orienting some your investments for different purposes, like upgrading connectivity and/or spending more funds on content and/or training?"

This phenomenon, known as 'bring your own device' (BYOD) or 'bring your own technology (BYOT) in educational technology circles, was just one of many topics discussed and debated at the most recent Global Symposium on ICT Use in Education, which took place in the provincial Korean city of Gyeongju.

How to Break the Curse of Unemployment: Jobs First or Skills First?

Omar Arias's picture

Some Skills should Come Before Jobs, Others Develop with the Job
Students work on an engine at Sisli Vocational High School To be clear from the onset: I will not oversimplify the unemployment (or inactivity) problem in the Western Balkan countries as solely due to a lack of skills in the population. Low employment rates result from both insufficient creation of jobs by enterprises and too-high a fraction of the workforce that is ill-equipped to take on the jobs that a modern economy creates. Both issues are intertwined. Solutions, therefore, require efforts on several fronts to enable a more vibrant private sector –including improvements in the business environment, enterprise restructuring, integration in global markets and promoting entrepreneurship— as well as to prepare workers for new job opportunities.

Education for a Creative Economy: The Case of Korea

Claudia Costin's picture

As countries strive to grow, build well-being and fight inequality, it is clear that education must adapt to changing global needs. This is true in all country contexts, including in advanced economies such as the Republic of Korea, where a high-performing education system already turns out skilled students who top the charts in international learning assessments such as PISA and TIMMS.

Weekly Wire: The Global Forum

Roxanne Bauer's picture

These are some of the views and reports relevant to our readers that caught our attention this week.

The Challenge Of Connecting The Unconnected
Every time we return to or sign up for an Internet service (e.g. Facebook, Google, Gmail, YouTube, etc.), we rely on what UX experts call a “mental model” for navigating through the choices. A mental model is essentially a person’s intuition of how something works based on past knowledge, similar experiences and common sense. So even when something is new, mental models help to make sense of it, utilizing the human brain’s ability to transcode knowledge and recognize patterns. For instance, most of our grandparents can hit the ground running with changing the channel or increasing the volume when handed the remote control for the latest television available in the market today, squarely because of a well-developed mental model for TV remote control units. But our grandparents may not have the same level of success when using Internet services, smartphones or tablets. Under-developed mental models in these domains are their primary obstacles

Beyond Magic Bullets in Governance Reform
Carnegie Endowment for International Peace
Domestic reformers and external donors have invested enormous energy and resources into improving governance in developing countries since the 1990s. Yet there is still remarkably little understanding of how governance progress actually occurs in these contexts. Reform strategies that work well in some places often prove disappointing elsewhere. A close examination of governance successes in the developing world indicates that effective advocacy must move beyond a search for single-focus “magic bullet” solutions toward an integrated approach that recognizes multiple interrelated drivers of governance change.

Chinese Lessons: Singapore’s Epic Regression to the Mean

Danny Quah's picture

Across all recorded history, 99% of humanity has never invented a single thing. Yet, it is a truth universally acknowledged that long-run sustained progress in economic well-being arises from human creativity and innovativeness. In this regard, the average human and indeed the great majority of humanity over the last seven million years provide a completely misleading guide to what is possible.

Misapplied, the Law of Averages misinforms.

In Search of India’s Smart Cities

Jon Kher Kaw's picture

“Smart city” has become a buzzword in India ever since Prime Minister Narendra Modi outlined his vision for creating a series (a hundred, to be exact) of them. Since then, there have been many debates to unpack, understand and define the smart city. “Smart cities” joins the long list of many other often overused city descriptors such as “creative cities”, “sustainable cities”, “eco-cities”, “resilient cities” and “livable cities”.

In a changing climate, we can’t do conservation as usual

Valerie Hickey's picture
Flooding in Colombia. Scott Wallace/World Bank

By Valerie Hickey and Habiba Gitay

At the 12th Conference of the Parties to the Convention on Biological Diversity happening right now in Korea, there has been a lot of talk about adaptation. Most importantly, how can nature help countries and communities adapt to climate change? 
Ecosystem-based adaptation (EBA), or using nature’s own defense characteristics to reduce the vulnerability of people and capital, is an essential component of climate-resilient development. EBA isn’t about how we can protect nature. It’s about how nature – through the ecosystem services that constitute EBA, be it flood protection, water provision during droughts, or wave energy attenuation, among other things – can protect people and their capital. 

The WTO Environmental Goods Agreement: Why Even A Small Step Forward Is a Good Step

Miles McKenna's picture

Will the WTO be the first global organization to take action on climate change? Source - VerticalarrayInternational trade has a critical role to play in environmental protection and the effort to mitigate climate change. While it certainly isn’t always framed this way, it is important to realize that increased trade and economic growth are not necessarily incompatible with a cleaner environment and a healthier climate.

If we are going to move away from dirty fossil fuels and inefficient energy processes at a rate necessary to limit the likely devastating results of a warmer planet, then we need enabling policies in place—especially when it comes to trade policy.

That’s why, this week, a group of 14 World Trade Organization (WTO) Members are meeting to begin the second round of negotiations on the Environmental Goods Agreement (EGA)—an effort aimed at liberalizing trade in products that help make our world cleaner and greener.