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computer labs

Common (and uncommon) approaches to preventing the theft of computers, laptops and tablets in schools

Michael Trucano's picture
if you don't pay attention, I'll steal this tablet right out of your pocket!
if you don't pay attention,
I'll steal this tablet right out of your pocket!

Many critics of contemporary schooling practices have noted that, if a teacher from the 19th century was magically transported into a typical classroom today, she would feel very comfortable with how things look. The room itself would be very familiar.

(Whether that teacher would be comfortable with today's students is another matter entirely, given that they probably look a little different than they did 'back in the day' -- to say nothing of how they might act and some of the opinions they might have!)

Contrast this, such critics note, with the situation of a surgeon from the 19th century teleported into an operating room today -- he would be bewildered, and perhaps disoriented, by all of the technology on display.

Few would deny that, in many fundamental and obvious ways, technology has revolutionalized medicine and healthcare.

Why hasn't it done so (yet) for learning and education?

One way that critics illustrate and reinforce this question is to share pictures of 'typical' operating rooms in the 19th and 21st centuries, alongside pictures of 'typical' classrooms from both centuries. The classrooms in such examples usually do look quite the same, with a teacher standing at the front of the room and neatly lined up rows of students intently (if metaphorically) drinking from the fountain of the teacher's knowledge. The chief noticeable difference (again, apart from the students themselves -- and the teachers as well) is that there are now computing devices of some sort on display in the 'modern' classroom, sometimes (depending on the country) lots of them, although the room essentially looks and functions the same way. The arrangement and nature of these ICT devices don't fundamentally alter the architecture of the room, nor what occurs inside it. In others words, the changes are additive, not transformative.  (It is of course possible to provide pictures of some of today's 'innovative' classrooms that complicate this simple and popular narrative, as well as to ask some fundamental and important questions about what such pictures may obscure and what they illuminate, but I'll ignore such inconvenient complications here.)

Side note: Over a dozen years ago I visited the launch of a computer lab at a school in Cambodia. The headmaster had proudly transformed a room formerly used for sewing instruction into a 'technology lab', with a new PC atop each desk in place of the 'old-fashioned' technology of the sewing machine, with neat rows of students facing forward toward a teacher who was energetically shouting instructions.

Let's also put aside for a moment whether all of this technology 'makes a difference' (as well as perhaps more relevant questions about how and under what circumstances ICTs have an 'impact'). Let's ignore discussions about whether or not today's classrooms are a legacy of a 'factory model of education' that once existed but is no longer useful, or about the potential need to re-think school architecture in the age of ICT. Let's also ignore related 'big picture' issues around policymaking and planning.

Let's focus instead just on the technology itself.

Many regular readers of the EduTech blog are no doubt familiar with scenes of ICT equipment sitting unused in schools, locked away in computer labs or even still resting peacefully (and undamaged!) in unopened boxes. Often times, getting teachers and students to use such equipment, let alone to use it 'productively', can be a rather tall order, for all sorts of reasons. Nevertheless, education ministries, local educational authorities, and schools around the world are buying lots of technology: PCs, laptops, tablets, projectors, and lots of other devices and peripherals. 

What are they doing to make sure that this stuff doesn't get stolen?

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Ten things about computer use in schools that you don't want to hear (but I'll say them anyway)

Michael Trucano's picture

I don't want to hear thisAt an event last year in Uruguay for policymakers from around the world, a few experts who have worked in the field of technology use in education for a long time commented that there was, in their opinion and in contrast to their experiences even a few years ago, a surprising amount of consensus among the people gathered together on what was really important, what wasn't, and on ways to proceed (and not to proceed).  Over the past two years, I have increasingly made the same comment to myself when involved in similar discussions in other parts of the world.  At one level, this has been a welcome development.  People who work with the use of ICTs in education tend to be a highly connected bunch, and the diffusion of better (cheaper, faster) connectivity has helped to ensure that 'good practices and ideas' are shared with greater velocity than perhaps ever before.  Even some groups and people associated with the 'give kids computers, expect magic to happen' philosophy appear to have had some of their more extreme views tempered in recent years by the reality of actually trying to put this philosophy into practice.

That said, the fact that "everyone agrees about most everything" isn't always such a good thing.  Divergent opinions and voices are important, if only to help us reconsider why we believe what we believe. (They are also important because they might actually be right, of course, and all of the rest of us wrong, but that's another matter!) Even where there is an emerging consensus among leading thinkers and practitioners about what is critically important, this doesn't mean that what is actually being done reflects this consensus -- or indeed, that this consensus 'expert' opinion is relevant in all contexts.

How (not) to develop ICT literacy in students?

Michael Trucano's picture
to teach, or not to teach, basic ICT literacy?
to teach, or not to teach, basic ICT literacy?

In most cases, in most places -- at least in most so-called 'developing countries' -- the use of computers and other ICTs in schools is in practice focused largely on the development of what is commonly referred to or understood as 'ICT or computer literacy'. In fact, in many low and even middle income countries, professed needs to develop 'market-relevant' things like keyboarding skills, a basic understanding of how to navigate computer GUIs and operating systems and a general facility with standard office applications inform some of the primary justifications for the roll-out of computers in schools.

In some such places (case #1), once you have become 'proficient' in using (e.g.) a word processor, the promotion of the development of 'ICT-related skills' stops. (You are now 'computer literate': Time to move along!)

In other places (case #2), there is no shortage of lofty rhetoric around the need to develop '21st century skills' through the use (in part) of ICTs, but if you look at how the equipment is actually being utilized, the reality of ICT use in case #2 is not terribly different in practice than what one sees in the first case.

That said, some people think that way basic ICT literacy is being promoted within many 'digital divide' initiatives in the education sector may over time actually impede progress toward the development of higher order ICT-related skills. This points to a phenomenon associated with the so-called 'Second Digital Divide' (related EduTech blog post), which (in the words of the OECD) "separates those with the competencies and skills to benefit from computer use from those without". For such people, a focus on developing only basic ICT literacy,

School computer labs: A bad idea?

Michael Trucano's picture
OK, everyone all together now ...
OK, everyone all together now ...

As part of my job, I visit *lots* of schools around the world to see how they are actually using various types of educational technologies.  Usually, and inevitably, such trips feature a visit to the school computer lab, which is, more often than not, the locus for technology use in a school.  Generally speaking, I find that a school computer lab looks very much the same, no matter whether I am outside Pretoria or Phnom Penh. In most places I visit, putting all (or most) of a school's computers into a special 'computer lab' is seen as the obvious thing to do when a school is being 'computerized'. 

This may seem obvious ... but is it really a good idea? 

Computers in secondary schools: Whither India?

Michael Trucano's picture

CC-licensed photo courtesy of World Bank via Flickr, SDM-IN-097The German scholar Max Müller famously remarked that "If I were asked under what sky the human mind has most fully developed some of its choicest gifts, has most deeply pondered on the greatest problems of life, and has found solutions, I should point to India."

No doubt there are many other countries also deserving of similar sorts of accolades, but the challenges that India currently faces related to providing universal access to a relevant and quality education for everyone -- and the solutions it deploys to meet such challenges -- are of increasing interest and relevance to people around the world.  This is especially true as it relates to the use of ICTs to meet a variety of educational and developmental objectives.