Planning and sustaining access to technology by DEECD_Vic

Planning and sustaining access to technology School purchased technology Co-contribution Bring your own device (BYOD)

Contents Overview and Purpose

Access to technology in schools

Planning for 1-to-1 learning: Implementation Checklist

Preparing

Planning

Implementing

Evaluating

Published by Department of Education and Early Childhood Development ÂŠ State of Victoria (Department of Education and Early Childhood Development) 2014 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002.

Planning and sustaining 1-to-1 access to technology

Overview and Purpose Through increased access to technology, students can leverage learning tools that are highly differentiated, collaborative and experiential. The precise application of technology and quality instruction can enhance learning. Moreover, with increased connectivity between school life, private life and social life, portable devices and high speed broadband open up the possibility for new models of instruction outside of the traditional classroom setting. Planning, implementing and sustaining a program for students in a school to provide personal access to computers (1-to-1) presents both challenges and opportunities. This publication provides advice on what schools need to consider to make informed decisions about 1-to-1 program implementation by: • Presenting the options available to ensure students have access to digital technologies • Demonstrating the learning and teaching benefits that 1-to-1 has for students, teachers, parents and the school community • Outlining the key elements to consider when planning, implementing and sustaining your school’s 1-to-1 program; and

School Policy and Governance • What are the policy and governance implications that need to be raised with the school community, and addressed to enable a successful and equitable 1-to-1 program? • What digital citizenship, acceptable use and responsible behaviour initiatives are required to ensure productive use?

Teaching and Learning • How will technology be used to re-shape and enhance the way students learn and engage with the world? • What teacher professional learning is needed to enhance capability, confidence and effect change in the classroom, where it matters most?

Technical • What are the infrastructure and technical support requirements both initially, and over the lifetime of the device?

• Sharing practices from schools across Victoria.

• What are the cost implications and risks associated with various procurement models?

The decision to implement a 1-to-1 program, made in consultation with the school community, should consider three key areas:

• If implementing a Bring Your Own Device model what device, or devices can be brought to school?

â&#x20AC;&#x153;Some schools are considering BYOD to sustain or improve student personalised access to computersâ&#x20AC;?

Computer labs (PC/Mac)

Limited and restricted

Class sets/COWS (Computer on wheels)

Past School network based/Low bandwidth Specific software provided by schools

Planning and sustaining 1-to-1 access to technology

Access to technology in schools The diagram below presents a continuum of student access to technology in schools. In the past some schools limited student access to technology; the present situation has provided students with some level of personal access to

technology; and predictions of the future are of students having open and flexible access to technology to enable them to collaborate, communicate and create with a range of technologies.

Standard portable student device 1:1 Access (eg. netbook program and notebooks)

Range of devices (tablet/netbook/ laptop/smartphone

Any device which meets minimum specifications (hardware/software/connectivity)

Present

Future

Learning Management Systems eduSTAR / School based software / Open source

Cloud based computing

Wireless connectivity

Ubiquitous universal access across multiple personal devices and school based specialist technology (eg. video editing suites)

High speed broadband access (mobile and wireless) On demand access to software via an App store to support learning

Open and flexible access to devices and resources to collaborate, communicate and create

The journey of student access to technology for learning

Victoria as a Learning Community outlines how schools have been given greater autonomy, which includes ICT planning and decision-making, with the role of the Department to provide ‘support for schools to determine the best approaches to drive school improvement and to achieve best outcomes for their students in their local context’. (DEECD 2011) The Digital Education Revolution provided unprecedented access to funding for technology provision in school. Specifically the National Secondary Schools Computer Fund (NSSCF) had the principal objective to achieve a computer-tostudent ratio of 1-to-1 for Years 9-12 students by the end of 2011. Now that the NSSCF and other infrastructure funding has ended many schools are questioning how to and why would they sustain 1-to-1 to students in their school? Schools are making these decisions within an increasingly expanding range of devices to choose from, with different models of provision including school supplied, bring your own device and co-contribution options, whilst trying to address the personal learning needs of students and the expectations of parents.

We gratefully acknowledge the Queensland Government’s Department of Education, Training and the Arts in developing the Smart Classrooms@ 21 steps to 21st century 1- to-1 success publication (21 Steps).

...the purpose of 1-to-1 learning as being to create confident, flexible, self-directed, lifelong learners… At the heart of good 1-to-1 learning is equity to ensure that all students have equal access to technology-rich experiences, and simplicity to ensure that it is easy to manage and sustain. (Microsoft 2013)

Planning and sustaining 1-to-1 access to technology

Planning for 1-to-1 learning: Implementation Checklist

Planning Getting organised

Evaluating devices and infrastructure

Implementing Making it happen

Develop a project plan Prepare a budget

Preparing

Engage school community

Ensure teachers are confident and capable in using 1-to-1 devices Learning places and spaces Apps, software and online resources

Where are we and what do we want to do?

Support documentation

Undertake research

Technical support

Establish the rationale Engage school council Conduct a detailed readiness assessment Preferred options

Evaluating Regularly monitoring the impact on learning Review and management

School Policy and Governance • What are the policy and governance implications that need to be raised with the school community, and addressed to enable successful and equitable 1-to-1 learning program? • What digital citizenship, acceptable use and responsible behaviour initiatives are required to reduce risk?

Technical • What are the infrastructure and technical support requirements both initially, and over the lifetime of the device? • What are the cost implications and risks associated with various procurement models? • If implementing a Bring Your Own Device (BYOD) model what device, or devices can be brought to school?

Planning and sustaining 1-to-1 access to technology

Preparing Where are we? What do we want to do?

Undertake research Explore current research and case studies to see how other schools have successfully implemented a 1-to-1 program to assist your school in: • Building a strong vision for your 1-to-1 program • Demonstrating how a 1-to-1 program adds real value to teaching and learning • Considering how to address resistance to change in your school community and • Understanding the scope and complexity of successful implementation.

Have you considered? • How have other schools implemented 1-to-1 programs? • How will you measure the success of your program?

Planning

Implementing

Evaluating

Preparing

Resources Tool/Resource

Description

Who could use it

1-to-1 Showcase

Selection of research and school case studies. http://epotential.education.vic.gov.au/showcase/1_to_1_devices Teachers Teachers

Moving Forward â&#x20AC;&#x201C; 1-to-1 Learning Resources

Technicians Technicians

Students Students

A range of resources to assist school leaders with 1-to-1 learning programs in their school with a strong focus on Teachers Teachers Technicians Technicians Students Students learning and teaching. Includes the presentations of school panel members at each of the DEECD Regional 1-to-1 Forums.

Teachers Community Community Technicians ICT ICTLeaders Leaders School School Students Leaders Leaders Community

ICT Lead

Teachers Community Community Technicians ICT ICTLeaders Leaders School School Students Leaders Leaders Community

ICT Lead

Teachers Community Community Technicians ICT ICTLeaders Leaders School School Students Leaders Leaders Community

ICT Lead

https://fuse.education.vic.gov.au/?GL7XMP

Research on 1-to-1 programs published by universities, governments and IT vendors

Digital Education Advisory Group recommendations on the new digital education environment: Beyond the Classroom: Teachers Teachers Technicians Technicians Students Students A New Digital Education for Young Australians in the 21st Century. http://apo.org.au/sites/default/files/docs/DEAG_Beyond_the_ classroom_2013.pdf

Bring Your Own Device: A Guide for Schools. http://education.alberta.ca/media/6749210/byod%20guide%20 revised%202012-09-05.pdf

Bring Your Own X Research Project: https://fuse.education.vic.gov.au/digipubs/Documents/byox-researchproject-report.docx

4 Steps to BYOx: https://fuse.education.vic.gov.au/digipubs/Documents/ FourStepsToBYOxV2.pdf

A comprehensive literature review published by NSW (Department of Education and Training) DET outlines models of BYOD as well the case for and against: Bring Your Own Device (BYOD) in Schools. http://1to1sustainmentdeecd.global2.vic.edu.au/files/2013/08/ litrev_2013_final_2-opbf77.pdf

NSW DET Bring Your Own Device Support. http://byodsandpit.weebly.com/

BYOD Discussion Paper from DELL and Microsoft: BYOD in Education: A report for Australia and New Zealand. http://1to1sustainmentdeecd.global2.vic.edu.au/files/2013/07/BYOD_ DELL-2dtch9k.pdf

BYOD Discussion paper published by Bruce Dixon from Ideas Lab and Sean Tierney from Microsoft: Bring Your Own Device to School. http://1to1sustainmentdeecd.global2.vic.edu.au/files/2013/07/BYOD_ DELL-2dtch9k.pdf

Planning and sustaining 1-to-1 access to technology

Establish the rationale

Engage School Council

It is important that your school’s 1-to-1 program is guided by a clear rationale of the positive impact that technology will have on learning and teaching. The rationale should provide guidance, serve as the foundation of your decisions and inform the direction of your program. Learning must drive the goals; digital technologies merely provide a means of achieving those goals.

Have you considered?

Implementing a 1-to-1 program in your school may challenge the community’s perception of how their children are learning. Support from your School Council should be established early in the process and used to leverage school community support. The more support you have, the easier it will be to implement your plan. You can boost your chances for success by communicating early, and often, with all the people involved. Consider how to be transparent and concise.

• What will contemporary learning look like in your school?

Have you considered?

• How will your curriculum leverage using digital technologies for improved learning?

• Have you provided your School Council with information on 1-to-1 programs in other schools?

• What do you want 1-to-1 access to achieve?

Sample Rationale: Each student at our school learns to develop and demonstrate the knowledge, skills, practices and attitudes necessary to be an engaged, robust digital citizen capable of shaping our future.

Planning Preparing

â&#x20AC;&#x153;The decision to implement a BYOD program should be made in consultation with your school community, following detailed planningâ&#x20AC;?

Implementing

Evaluating

Planning and sustaining 1-to-1 access to technology

Conduct a detailed readiness assessment The Department provides a number of resources to assist schools in assessing their readiness to implement and sustain a 1-to-1 program. Prepare a readiness assessment that considers your current resource position on: • How effectively will a 1-to-1 program support learning and teaching practice? • How confident and capable are your staff in optimising 1-to-1 in their classrooms? • What is the current state of ICT and infrastructure in your school including school network health (SIPS STAR rating), bandwidth, wireless coverage, service reliability and • What level of technical support do you have?

Access the School ICT Planning website: https://edugate.eduweb.vic.gov.au/ICTplanning

“An assessment of the current ‘state of play’ will provide the foundation on which to build a strategic path to where you want to be.”

Planning

Implementing

Evaluating

Preparing

Resources Tool/Resource

Description

Who could use it

School ICT Planning: Advice for Principals and

Assists schools to plan for the effective use of ICT in their everyday practices to improve learning, teaching Teachers Technicians Students Teachers Community Technicians and administration.

ICT Leaders Students School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

Community Technicians ICT Leaders Students School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

ICT Teachers Leaders

School Technicians Leaders

Students

https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ ICTPlanning/default.aspx ICT Leaders

School ICT Inventory

Provides a single inventory of ICT equipment and its configuration in your school. Teachers Technicians Students Teachers Community Technicians ICT Leaders Students https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ Pages/ICTPlanningandProgression.aspx

ePotential ICT Capabilities Resource

Supports teachers to develop their confidence and capability to incorporate ICT into their learning and teaching. Teachers Technicians http://epotential.education.vic.gov.au/

Principalsâ&#x20AC;&#x2122; Page

Students Teachers

Page on eduGate provides resources to support Principals to build a high quality workforce to enable improved student Students Community ICT Leaders learning outcomes.Teachers Technicians

School Leaders

https://edugate.eduweb.vic.gov.au/services/schools/principal/Pages/ default.aspx

Your Own Technology Survey

The Your Own Technology Survey is initiatives to help schools better understand the technology available to their students, Teachers might Technicians Students Teachers Community Technicians ICT Leaders Students and how that technology be utilised to enhance educational outcomes.

School Community Leaders

http://www.yots.org.uk/ Teachers Teachers

Technicians Technicians

Students Students

Community Community ICTICT Leaders Leaders School School Leaders Leaders

Planning and sustaining 1-to-1 access to technology

Preferred Options

• What is the level of technology skills and understanding of your staff of embedding digital technology in classroom practice?

Identify a scalable, equitable and sustainable model that considers the total cost of the program. Preferred options include:

• How will your school educate for safe, responsible and discerning use of digital technologies?

• School purchased technology (owned or leased)

Technical • What is the current state of your ICT and infrastructure?

• Co-contribution – parents partner to contribute to the purchasing of technology

– Infrastructure: Do you need to invest in more, or renew existing wireless access points and backbone infrastructure?

• BYOD – students bring in their own device The following considerations should be examined when considering which option best suites your school’s needs.

Have you considered? School Policy and governance • How will you ensure equity around 1-to-1 access? • How will inappropriate use of student owned devices be managed? • How will you manage damaged equipment – both school and student owned?

Teaching and learning • Reviewing curriculum and pedagogy to gauge the extent of contemporary practice? • What will need to be put in place to ensure effective implementation of a 1-to-1 program?

– Providing devices: Will the school purchase the devices, or go down the BYOD path? If going down the BYOD path, will the school set any expectations on the type of device to be brought to class? – Connecting devices: Do your students readily have access to their IDAM username and password (to easily connect their 1-to-1 device to the wireless network)? – Protecting devices: How will your school facilitate students having the Department’s anti-virus and endpoint protection suite on their 1-to-1 device? – Supporting devices: Will your school require additional technical support to facilitate a successful 1-to-1 program? (In particular, BYOD programs will require increased support over the device lifetime, and even more support at the beginning.)

Planning

Implementing

Evaluating

Preparing

School purchased technology (owned or leased) Schools may choose to purchase or lease class sets so that students have access to devices within their class. Schools will need to have policies on use of the devices e.g. whether students can take the devices home, and replacement of lost or broken devices.

Leasing Schools may choose to lease devices in lieu of purchasing. The Department has negotiated a Preferred Leasing Facility to provide leasing of a wide range of ICT equipment to Victorian Government schools and Victorian Catholic schools. A school is not obliged to use the Preferred Leasing Facility, however, it is strongly recommended. Further information and FAQs on Leasing can be found on the Department website. When entering into leasing arrangements schools need to carefully review the contract conditions to ensure they do not incur additional charges. Note the key dates in the contract, the process for returning damaged devices and the service and support arrangements.

Co-Contribution Under a typical co-contribution program the school facilitates sourcing, operation and support of the device with parents co-contributing to the cost.

Victorian government schools. Free instruction includes the provision of learning and teaching activities, instructional supports, materials and resources, and administration and facilities associated with the standard curriculum program. Parents can be asked to pay for essential education items – these are items or services that are essential to support the course of instruction in the standard curriculum. These are also items or activities that the school deems compulsory. The items must be either: • items the student consumes; • items the student takes possession of, or • travel, accommodation or entry fees. If your school is implementing a co-contribution model to provide students with access to ICT, your school will need to communicate to parents that this is an essential education item and note the Equity of access advice provided in the BYOD section on the next page.

Bring Your Own Device (BYOD) There are a range of models and considerations for implementing BYOD programs in schools. Regardless of the model chosen, BYOD needs to be well planned and executed across school policy and governance, teaching and learning and technical facets in order to be successful.

Victorian legislation provides that instruction in the standard curriculum program must be provided free to all students in

Planning and sustaining 1-to-1 access to technology

School policy and governance considerations

To implement a successful BYOD program, schools should consider if changes to existing policy and governance are required.

When implementing a BYOD program schools need to work with their community to establish clear guidelines concerning the management of the device. Parents will need to be informed and give consent to the following:

Equity of access

• the school installing management software (or other software/apps) on the student owned device.

Consideration should be given to ensure students who are unable to participate in a BYOD program are not disadvantaged.

• the mobility of the device e.g. use of the device outside of the classroom or whether students are allowed to take their device home and

Economic factors may prevent all students from being able to acquire a device, either on their own or through their parents/guardians. While a school policy requiring all students to use a device as part of their education (both at school and at home, i.e. for homework) does not offend anti-discrimination law, regard should be given to the principles contained in Part 1.2 of the Education and Training Reform Act 2006 (Vic). Section 1.2.1(b) states:

• any other significant technical configuration (policies or restrictions) to be applied to the device e.g. require a passcode, restrict content based on ratings, etc. In general, schools should ensure that any device management (policies or restrictions) of BYO devices allows sufficient functionality for student use at home (e.g. ensuring students can install software at home.)

Parliament has had regard to the following principles in enacting this Act: (b) all Victorians, irrespective of the education and training institution they attend, where they live or their social or economic status, should have access to a high quality education […] Schools should plan for measures to meet this principle, such as enabling students who are unable to procure a device to borrow a device from the school, or make other arrangements so that students are able to use devices to pursue education despite their economic circumstances.

Managing the student owned device

If schools plan to implement cloud based mobile device management solutions, consideration should be given to privacy impact and data security.

Planning

Implementing

Evaluating

Preparing

Lessons learned – different arrangements for BYOD programs

or school council is to either only nominate devices, and let parents/guardians make their own arrangements to buy them, or to select a number of recommended suppliers (subject to doing some due diligence on the suppliers).

Several schools have bought and then leased out devices to parents/guardians, and had the following experiences: • On average around 3% to 5% of devices are not returned at the end of the lease period. Some families leave the school district and cannot be traced, for example. In any case, the legal remedies available for schools to be compensated are unlikely to be cost-effective, and schools are not permitted to use debt collectors or to harass parents/guardians to have devices returned.

A school’s Student Engagement Policy should spell out that the appropriate use of devices (including mobile phones) to optimise learning. Consideration needs to be given to protocols to ensure successful classroom implementation. If established protocols are breached, schools have the power to confiscate items and detain them during school hours. However schools do not have the lawful power to hold a student’s goods after school hours, i.e. overnight, because this would amount to ‘detinue’ (the wrongful detention of goods).

• Collecting lease payments and sending reminders for late payments adds an administrative burden. • Some schools have offered a system where parents/ guardians have the option of buying a device at the end of the lease period. This amounts to a hire purchase arrangement. Section 2.3.6(3)(c)(ii) of the Education and Training Reform Act 2006 (Vic) prohibits School Councils (the legal entities that enter into contracts like this on behalf of their schools) from entering into hire purchase agreements. An arrangement representing much lower risk from the perspective of schools is for parents/guardians to purchase devices outright before the school year begins, in the same way that they purchase items such as text books and school uniforms for students. However it is risky for schools to recommend or appoint one supplier to provide all devices. One school did so and then saw the supplier go into liquidation, which resulted in some parents/guardians losing deposits they had paid on devices. Arrangements had to be made to compensate those parents/guardians. A better arrangement is for the school

Managing inappropriate use of a student owned device

The School Policy and Advisory Guide (SPAG) advice on Students Using Mobile Phones applies to devices as well – with the progress of convergence it appears to be increasingly irrelevant to draw a distinction between a laptop, a tablet, a smartphone and a mobile phone.

Damage to a student owned device Who is responsible if the device is physically damaged at school will depend on who ‘owns’ the device and the circumstances of the damage. Further information regarding insurance can be found at: School Equipment Reinstatement Scheme. Generally speaking, if a student causes the damage (i.e. drops their device), it is their fault and they bear the expense. If a teacher causes or contributes to the damage (i.e. breaks the device) the school may be liable. 17

Planning and sustaining 1-to-1 access to technology

Technical Considerations Careful consideration and selection of devices, infrastructure and support are key in enabling successful BYOD. A commonality amongst schools that have successfully implement BYOD programs is careful and detailed technical planning across the following key areas: • What to bring? • What level of additional technical support will the school offer? • What backbone infrastructure planning is required? (e.g. extra wireless access points) • What software can/will be placed on student owned devices? • What are the procurement models?

Planning

Implementing

Evaluating

Preparing

BYOD Considerations â&#x20AC;&#x201C; Risk Matrix Higher complexity

Medium complexity

Lower complexity

What to bring? Anything

Choice

Approved

Bring your own anything

Choose from a list of approved devices

Bring one designated, approved device

School recommended supplier list

School recommended product from the Department authorised supplier panel

What are the procurement models? Managed BYOD The school enters into an agreement with an external provider for supply of ICT devices to parents

The school recommends a range of supplierâ&#x20AC;&#x2122;s supply of ICT devices to parents

The school recommends a product(s from the Department list of recommended products

What infrastructure planning is required? None

Some

Full review

No new infrastructure initially, will grow as required

Potentially increase some infrastructure e.g. wireless access points only

Full review of infrastructure potentially increasing items such as wireless access points, charging power stations etc

None

Full image

Software catalogue

No plans to install software on student owned devices

Wipe all devices and install a full software image from scratch e.g. eduSTAR or school provided

Students will have access to a self-service software catalogue pre-populated with educational titles e.g. eduSTAR Catalogue

Self-service

Some support

Full support

No support provided by the school

Limited support provided by the school

Full support provided by the school

What software can/will be placed on student owned devices?

What level of technical support will the school offer?

Planning and sustaining 1-to-1 access to technology

Resources Tool/Resource

Description

eduSTAR Catalogue

A one-stop site for teachers and students to access software, hardware and apps. Teachers Technicians https://www.edustar.vic.edu.au/catalogue

Who could use it

Students Teachers

Community Technicians ICT Leaders Students School Community Leaders

Teachers

Bring Your Own Device â&#x20AC;&#x201C; Technical models

Connecting BYO devices to the eduSTAR wireless network. Empowering students to access software on-demand via Students Community the eduSTAR Catalogue. Teachers Technicians Connecting personal devices to the eduSTAR wireless network (BYOD): OS X 10.8 Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical%20Document%20Library/3%20-%20Services/ Connectivity/Wireless/eduSTAR.net/Guides/eduSTAR_net%20-%20 BYOD%20Client%20Configuration%20-%20Apple%20OS%20X% 2010_8%20-%20v1_0%20-%2020131025.pdf

Connecting personal devices to the eduSTAR wireless network (BYOD): Windows 7 Quick Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical%20Document%20Library/3%20-%20Services/ Connectivity/Wireless/eduSTAR.net/Guides/eduSTAR_net%20-%20 BYOD%20Client%20Configuration%20-%20Windows%207%20-% 2020131025.pdf

Connecting personal devices to the eduSTAR wireless network (BYOD): Windows 8.1 Quick Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical%20Document%20Library/3%20-%20Services/ Connectivity/Wireless/eduSTAR.net/Guides/eduSTAR_net%20-%20 BYOD%20Client%20Configuration%20-%20Windows%208%20-% 20v1_0%20-%2020131025.pdf

ICT Teachers Leaders

Teachers Technicians Technicians Students

ICT Leaders Teachers School Technicians Leaders

School Technicians Leaders

Students Community

Students

Community ICT Leaders

ICT Scho Le

Community

ICT

Planning

Implementing

Evaluating

Preparing

Resources Tool/Resource

Description

Who could use it

Parent Payments

Information on Parent Payments including policy guidelines, including the Parents Payment Categories Flowchart. Teachers Technicians Students Teachers Community Technicians ICTTeachers Leaders Students http://www.education.vic.gov.au/school/parents/financial/Pages/ parentpayments.aspx http://www.education.vic.gov.au/Documents/school/principals/spag/ management/parentpaycatflow.pdf

Leasing facilities

School Technicians Community Leaders

Students ICT Leaders

School Community Leaders ICT Leaders

School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

Community Technicians ICT Leaders Students School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

Documents assist schools with information on the option to lease ICT equipment Teachers Technicians Students Teachers Community Technicians ICT Leaders Students http://www.education.vic.gov.au/school/principals/infrastructure/pages/ ictother.aspx#4

Sample BYOD â&#x20AC;&#x201C; Information

Schoo

School Sample from John Walsh, SDM, North West Victoria Region. Teachers

Technicians

Students Teachers

Planning and sustaining 1-to-1 access to technology

Planning Getting organised

Evaluating devices and infrastructure Schools need to select a device that will be suitable for students’ learning needs.

Device capabilities

Smartphone

Tablet

Tablet with pen

Netbook

Consume Internet research, websites, video, articles, podcasts, databases, blogs, ebooks, online learning

Collaborate Email, calendaring, organisation, virtual conferencing, blogging

Create (Limited) Note taking, review of material, mind mapping, voice recording

Create (Full) Authoring, editing, video and audio capture, editing and design

Specialty Design (graphic, video computer aided design) Capability not suitable for this device

Some capability suitable for this device

Capability appropriate for this device

Notebook

Preparing

Implementing

Evaluating

Planning

Defining the scope of BYOD in a 1-to-1 program What to bring?

Anything (Bring your own anything)

Choice (Choose from a list of approved devices)

Approved (Bring one approved device)

Advantages

Parents select a device they can afford. Students can bring any device.

Parents select a device they can afford from a defined list of approved devices, set by the school with prices already negotiated.

One approved fleet of devices across the school, with a negotiated value for money price point, known capability and less support costs over the life-cycle.

Students own, care for and maintain their device. If sustained, school purchased devices may become more available to students who are unable to bring their own device.

Challenges

Key Considerations

Students own, care for and maintain their own device. If sustained, school purchased devices may become more available to students who are unable to bring their own device.

Although less distinctive then the other two models, students own, care for and maintain their device. If sustained, school purchased devices may provide a bank of resources available to students who are unable to bring their own device.

When every device is different it is challenging for:

Whilst a (limited) variety of devices is challenging:

No choice of devices – may limit uptake.

• Teachers to plan activities (unknown device capability and potential compatibility issues).

• Teachers are aware of the capabilities for approved devices.

A single price point set (negotiated) by the school may be unaffordable to some families.

• Technical support to connect devices.

• Technical support can be well planned and executed as the device types are known.

This approach presents higher risk, higher technical support costs over the device lifecycle and may require more planning time for teachers to cater for the variety of devices.

This approach presents a balance between choice, supportability and cost. Risks associated with maintaining multiple platforms are assessed as medium.

Difficult to implement without the school providing full technical support. This approach presents the least complexity and risk however is difficult to implement without providing full technical support over the device lifecycle. 23

Planning and sustaining 1-to-1 access toPlanning technology and sustaining 1-to-1 access to technology

What infrastructure planning is required? What infrastructure is required?

None No new infrastructure initially, we will grow as required

Some Potentially increase some infrastructure (e.g. wireless access points only)

Full review Full review of infrastructure potentially increasing items such as wireless access points, charging (power) stations etc.

Advantages

There are no advantages associated with this approach, unless your ICT infrastructure is already robust in terms of capacity and resiliency.

The school takes some measures to increase some services associated with the initial device rollout (e.g. wireless access).

The school conducts upfront and holistic infrastructure planning to mitigate the risk of bottlenecks or barriers associated with (potentially) an increased number and diversity of ICT devices. A plan (with associated costs) can be constructed and phased upfront, rather than reacting to incidents or â&#x20AC;&#x2DC;slownessâ&#x20AC;&#x2122; as it occurs.

Challenges

Assumes existing infrastructure will cater for the quantity and potential diversity of devices brought to school.

Without a full infrastructure review, bottlenecks and compatibility issues may occur when a range of devices are brought to school. Moreover, additional technical support may be required to connect devices if this process is not consistent, repeatable and reliable.

Full infrastructure planning, and phased upgrades or implementation can take time, however will likely mitigate potential bottlenecks and compatibilities issues associated with success of the school 1-to-1 program.

Key Considerations

This approach is not recommended as the success of the school BYOD program will be left to chance.

This approach enables schools to accelerate BYOD deployment for (potentially) a single year level or small group, however does not provide the level of holistic planning required to mitigate risks and barriers to success.

Appropriate infrastructure planning and action will enable schools to implement their 1-to-1 program with less risk of unexpected barriers to success.

Preparing

Implementing

Evaluating

Planning

â&#x20AC;&#x153;Appropriate backbone infrastructure and technical support are key enablers to successful 1-to-1â&#x20AC;?

Planning and sustaining 1-to-1 access to technology

Tasks Undertake research Establish the rationale

Develop a project plan

Engage School Council

Develop a project plan for implementation, including what will be done, who will be responsible and the timeline.

Conduct readiness assessment

A good plan addresses how the school will establish a solid ICT infrastructure and how the program will satisfy the school’s teaching and learning goals.

Have you considered? • What are the key targets and outcomes of your 1-to-1 program? • Who is on the project team? • What roles and responsibilities will they have? • What is the implementation timeline?

Select preferred options Evaluate devices and infrastructure

Develop project plan Prepare budget Develop communication strategy to engage school community Develop ICT professional learning strategy for 1-to-1 Update learning places and spaces Investigate apps, software and online resources Develop support documentation Determine level of technical support required Evaluate impact on learning

Who is responsible?

Preparing

Implementing

Evaluating

Planning

Resources

$ Budget

When Timeline

Success Measure

Planning and sustaining 1-to-1 access to technology

Prepare a budget When preparing your budget to support the 1-to-1 program in your school, you need to take into account additional costs over and above the cost of the device, such as internet, security, technical support, software licencing, professional learning and electricity costs. You will also need to ensure any issues around equity are addressed so no students will be disadvantaged. It is recommended that schools account for the needs of their existing and future programs when planning their expenditure.

Authorised Suppliers The Department has contracts with authorised suppliers for the supply of a range of ICT products and services that are available for schools. Use of the Department’s authorised suppliers is strongly recommended in view of a number of benefits, including: • Competitive pricing, including in most cases a three-year onsite warranty for hardware products • Ability to purchase without having to call tenders or obtain additional quotes • Provision of a supplier help desk for users • Equipment technically evaluated by independent, professional companies • Financial viability of suppliers assessed by independent, professional companies; and • Protection provided by the Department’s contracts on warranty, pricing and problem resolution issues. 28

Have you considered? • Have you listed all the components that your 1-to-1 program will require including: the individual device, software, servicing and insurance costs, technical support and infrastructure support and initial and ongoing staff professional learning costs?

Preparing

Implementing

Evaluating

Planning

Resources Tool/Resource

Description

eduSTAR Catalogue

A one-stop site for teachers and students to access software, hardware and apps. Teachers Technicians https://www.edustar.vic.edu.au/catalogue

Who could use it

Students Teachers

Community Technicians ICT Leaders Students School Community Leaders

Teachers

Authorised Suppliers

ICT Teachers Leaders

Teachers Technicians Technicians Students

School Technicians Leaders

Students Community

Students

Community ICT Leaders

ICT Scho Le

Provides with information on ICT products and services suppliers to the Department. Teachers Technicians Students Community http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ ictsuppliers.aspx

ICT Leaders Teachers School Technicians Leaders

Students

Community

ICT

Planning and sustaining 1-to-1 access to technology

Engage school community Communicate with stakeholders linking 1-to-1 programs to key priorities. A successful communication strategy requires the full involvement of all staff and interested community members. This may include elements such as: • Presentations to parent groups • Presentations to business and community groups • Information packs for stakeholders • A newsletter that promotes the vision for a 1-to-1 program in your school; and • Promotion of your 1-to-1 rationale on your school website. Promote the benefits of implementing a 1-to-1 program such as the ability of mobile devices to enable student’s access to learning anywhere, anytime. Personal access to devices enables students to learn independently, collaborate with peers and communicate their understandings using rich media. Have your students involved in your presentations as they can best express their enthusiasm for the program. A 1-to-1 program can improve home to school links. Research shows students with interested and involved parents demonstrate better educational outcomes. A well-structured parent information session will ensure your 1-to-1 program is supported and embraced. To obtain a positive result, use a combination of communication tactics, including written documentation, parent meetings and opportunities for individual discussions. 30

Have you considered? • How can you demonstrate to teachers some of the exciting things students may use devices for? • How will you publicly celebrate success of your program? • Have you provided a range of opportunities for parents to learn about the program? • Have you involved students in developing the communication strategy?

Preparing

Implementing

Evaluating

Planning

Resources Tool/Resource

Description

School Communications Toolkit

Provides tools and templates to assist schools in improving their communications. Teachers Technicians Students Teachers Community Technicians ICT Leaders Students http://www.education.vic.gov.au/school/principals/management/Pages/ communications.aspx Communications Toolkit

Principalsâ&#x20AC;&#x2122; Page

Page on eduGate provides resources to support Principals to build a high quality workforce to enable improved student Teachers Technicians Students Community ICT Leaders learning outcomes.

Who could use it

School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

School Leaders

https://edugate.eduweb.vic.gov.au/services/schools/principal/Pages/ default.aspx

Stu

Planning and sustaining 1-to-1 access to technology

Implementing Making it happen

Ensure teachers are confident and capable in using 1-to-1 devices in their teaching practiceâ&#x20AC;&#x201A; Improving student learning is at the core of any school professional learning strategy. While it is easy and natural to focus on the logistics of ICT integration, professional learning is the critical priority. A comprehensive professional learning program needs to develop teacher skills and confidence in using ICT, but most importantly, it must help teachers develop new pedagogies for using digital technologies. Teachers should be provided with ongoing professional learning to support them to use technology and engage students in a way that was never possible before, leading to learning new things in new ways. This ongoing professional learning to support digital learning should be both within and beyond the school, and linked to the schoolâ&#x20AC;&#x2122;s overall professional learning plan.

Learning and teaching with technology Digital learning is any type of learning that is facilitated by technology and any instructional practice that is effectively using technology to strengthen the learning experience. The explicit and discerning use of digital technologies can transform the way teaching and learning takes place. It is about using technologies effectively across the curriculum to provide unprecedented opportunities for richer choices and accessible, relevant, and high-quality learning opportunities.

The two models, TPACK and SAMR can be aligned to instructional models to assist with deeper conversations ensuring a considered approach to using technology for both surface learning and deeper learning across curriculum areas.

The TPACK Model The Technological Pedagogical Content Knowledge is a conceptual framework espoused by Mishra and Koehler. Content, pedagogy and technology knowledge areas may be a useful organisational structure for defining what it is that teachers need to know to teach effectively with technology. For more information on TPACK go to: http://tpack.org/

Preparing

Planning

Evaluating Implementing

Technological Pedagogical Content Knowledge (TPACK)

Technological Knowledge (TK)

Technological Pedagogical Knowledge (TPK)

Pedagogical Knowledge (PK)

Technological Content Knowledge (TCK)

Content Knowledge (CK)

Pedagogical Content Knowledge (PCK)

CONTE XTS 33

Planning and sustaining 1-to-1 access to technology

The SAMR Model

4 Redefinition Digital technology allows for the creation of new tasks, previously inconceivable.

For more information on SAMR go to: http://www.hippasus. com/rrpweblog/

Have you considered?

3 Modification

Digital technology allows for significant task redesign.

• What are the professional learning needs of your staff? • Have you developed a strong community of practice supported by coaches or mentors?

Enhancement

• What support do your staff have to consider their pedagogy and the extent that 1-to-1 devices are used for contemporary practice?

2 Augmentation Digital acts as a direct tool substitute, with functional improvement.

1 Substitution Digital technology acts as a direct tool substitute with no functional change.

Transformation

Chart 1: Transforming technology use

The Substitution Augmentation Modification Redefinition Model (SAMR), developed by Dr. Ruben R. Puentedura in 2006, offers a method of seeing how technology might impact on teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

Preparing

Planning

Evaluating Implementing

Resources Tool/Resource

Description

Who could use it

TPACK.org

Information and resources on the TPACK model. http://tpack.org/ Teachers

Dr Ruben R. Puentedura’s blog

Bastow Institute of Educational Leadership

Students Teachers

Community Technicians ICT Leaders Students School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

Stu

Community Technicians ICT Leaders Students School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

Stu

SAMR Model information and resources. http://www.hippasus.com/rrpweblog/ Teachers

AusVELS DigiPubs

Technicians

Students Teachers

The AusVELS DigiPubs provide digital resources and ideas for primary and secondary teachers to use in their classroom. AusVELS English, Mathematics, Science and History are available now. A Victorian Government education initiative, the Bastow Institute of Educational Leadership is a world-class learning Teachers Technicianscan Students Teachers Community Technicians ICT Leaders Students centre where educational leaders connect, converse and learn together. Bastow offers a range of professional learning options – programs, short courses, seminars and events – for assist leaders to embed digital learning in their schools.

Teachers

Technicians

Students

Community

ICT Lea

School Community Leaders

ICT Leaders

School Leaders

School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

Stu

Community Technicians ICT Leaders Students School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

Stu

ICT Leaders

School Teachers Leaders Technicians

Stu

https://www.bastow.vic.edu.au/Pages/Home.aspx

Teacher Associations and Support Organisations

The Department website provides a list of teacher associations and support organisations that deliver student Technicians Teachers Community Technicians ICT Leaders Students or teacher focusedTeachers programs. IncludesStudents link to subject associations. http://www.education.vic.gov.au/about/programs/partnerships/Pages/ sppprogteacher.aspx

ePotential ICT Capabilities Resource

Supports teachers to develop their confidence and capability to incorporate ICT into their learning and teaching. Teachers Technicians http://epotential.education.vic.gov.au

DEECD Professional Learning

Students Teachers

Opportunities to participate in digital learning professional development. Teachers Technicians Students Teachers Community Technicians ICT Leaders Students http://www.education.vic.gov.au/school/teachers/support/Pages/ proflearn.aspx

Digital Learning News

School Community Leaders

A fortnightly newsletter featuring blog posts, stories from schools and a professional learning calendar. http://diglearning.global2.vic.edu.au/prof-learning/

Teachers

Technicians

Students Technicians Community Students ICT Leaders Teachers

School LeadersICT Lea Community

Planning and sustaining 1-to-1 access to technology

Learning places and spaces

In a 1-to-1 learning model, learning spaces are transformed to enable a new, more complete learning experience. Spaces are flexible, interesting, and inspirational and cater to a range of learning styles and modalities.

Achieving anywhere, anytime learning is best done through a portable digital device. Research from the Netbook Trial, where students took the devices home, has shown that ownership and accessibility improves engagement, personalised learning, and reduces risk of damage to the device.

Strategies for successful classroom management

“The new buildings were designed with the aim of giving students a contemporary education so they are equipped with the skills they will need to be successful and productive members of a 21st century workforce and society. The design of the learning areas was influenced by the need to be flexible and supportive of different learning styles.” (Victorian School Principal, 2011)

Some strategies which may assist in classroom management include: • Develop protocols with students – go through the School’s Acceptable Use Agreement, Code of Conduct and other policy documents with your students so that agreed meaning on what is acceptable and what is not is established. • Simple instructions for getting students’ attention when using devices, such as screens up, lids down. • Experiment with the layout of the classroom – traditional rows of desks do not facilitate collaboration and make it hard for teachers to view screens. • Have back up plan for when a student does not have a device – have some class spares available for students to borrow.

Have you considered? • Do your learning spaces cater for different learning modalities? • Are the spaces flexible and engaging?

Preparing

Planning

Evaluating Implementing

Resources Tool/Resource

Description

Victorian School Design

Resource provides a selection of current designs that highlight various educational and architectural features.

Who could use it

Teachers Technicians Students Teachers Community Technicians ICT Leaders Students http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ design.aspx

Making the most of flexible learning spaces: A guide for principals and teachers

This guide is based on the experiences of Victorian principals, teachers, students and wider school communities Students Teachers Community Technicians ICT Leaders Students in flexible learningTeachers spaces.Technicians

School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

http://www.education.vic.gov.au/Documents/about/programs/ infrastructure/berflexiblespace.pdf

Planning and sustaining 1-to-1 access to technology

Software, tools and online resourcesâ&#x20AC;&#x201A;

School Technology Architecture and Resources Strategy and planning advice

Technology

What ICT do I have?

Is it contemporary?

How is it setup?

Does it improve teaching and learning practice?

Planning advice and resources

What should I buy?

How should I implement it?

Purchasing panels

Design models / architecture

Software image and SOE

Where do I get it?

How do I plan?

Services

Common technology services platform

Wireless and wired network

Video conferencing network

School internet / WAN services

Collaboration / cloud services

Support

Technical support

Onsite technical support services

Service Desk and Job Mgt

Central network operation centre

Online guides and self-help

Projects

Continuous service improvement

Common technology

Annual refresh and rectification

Research and development

Sustainable ICT post DER

Lifecycle management

Engage and plan

Design and deliver

Adopt and use

Manage and optimise

Sustain and renew

Preparing

Planning

Evaluating Implementing

â&#x20AC;&#x153;eduSTAR assists schools to implement a common, sustainable ICT platform to enable students and teachers to connect, collaborate and create using a variety of digital resources.â&#x20AC;?

Planning and sustaining 1-to-1 access to technology

Software applications included in the Department’s eduSTAR software image provide students with opportunities to demonstrate their use of digital technologies. There are currently over 80 software applications available on the eduSTAR software image for Windows and over 40 applications on the eduSTAR software image for Mac. The software on both images includes Microsoft and open source applications. Additional proprietary software titles are available on the eduSTAR Secondary Software image for use by staff and students who attend Victorian government secondary schools. These are: • Wolfram Mathematica • Inspiration • InspireData • Yenka • Graphmatica • Comic Life • World Book • Adobe Photoshop Elements • Adobe Premier Elements and • Adobe Acrobat X Pro. All devices purchased from the Department’s panels come with the eduSTAR software image already loaded onto them. Schools can ask technicians to load the core eduSTAR software onto school-owned devices, and BYO devices that do not have the software. These devices must be registered on the school computer census. 40

eduSTAR Catalogue – Supporting BYOD http://www.edustar.vic.edu.au/catalogue

The eduSTAR catalogue is an online website that provides teachers and students with access to a large selection of educational software titles, and the ability to browse and purchase recommended ICT products from DEECD authorised suppliers (including notebooks and tablets). • Software catalogue – Provides staff and students with on-demand access to a range of licensed and free educational apps and software. The software catalogue categorises software by learning area, and provide access to tutorials and lesson plans to assist staff and students in maximising the value of each software title in the classroom. Software for PC, Mac and iOS devices has been made available on the software catalogue. • Hardware catalogue – Leveraging the Department’s ICT products and services arrangement, the hardware catalogue provides schools, staff and students with a list of recommended products (including computers) available for purchase from authorised suppliers. Software made available to teachers and students via the catalogue includes a mix of free and state-wide licensed titles. To meet diligence requirements for state-wide licensed titles schools are advised to: • Record student owned devices on the School Computer Census (in the BYOD category), and • Ensure licensed software titles are removed from student owned devices when the student exits the school.

Preparing

Planning

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Specialist technicians provided under the Technical Support to Schools Program will assist schools in the above diligence requirements.

Have you considered?

• Does your school use the software available on the eduSTAR image? • How do your school’s existing software selection and policy/procedures reflect your learning and teaching goals? • How will your school facilitate students having the Department’s anti-virus and endpoint protection suite on their 1-1 device? • What online tools and resources does your school use?

Microsoft Licensing Agreement 2013-17 The Department has entered into a licensing arrangement with Microsoft which secures access for schools, students and teachers to the latest versions of a large array of Microsoft software licences until the end of 2017. The licensed Microsoft software is provided to schools through the eduSTAR standard operating environment. A major feature of the new Microsoft Licensing Agreement is support for student owned computers.

The new agreement allows the Microsoft suite (eduSTAR core image) to be placed on: • School owned multi use devices: ICT devices owned, leased or controlled by the school, and used by multiple users. • School owned 1-to-1 devices: ICT devices that are exclusively allocated to a student for 12 months or more. • Student owned 1-to-1 devices (BYOD): ICT devices that are owned by a student (must be recorded in the school computer census). Schools can obtain more information from their Specialist Technician or Service Delivery Manager.

Planning and sustaining 1-to-1 access to technology

What software can be placed on student owned devices? What software can/will be placed on student owned devices

None No plans to install software on student owned devices

Full image Wipe all devices and install a full software image from scratch (e.g. eduSTAR)

Software catalogue Students will have access to a self-service software catalogue, pre-populated with educational titles

Advantages

Little technical support required under this model (however note the challenges section).

All devices start from a consistent and known software platform.

On demand access to software titles that are available on the eduSTAR core image.

Teachers are able to plan activities knowing students will have the base software platform. Students may be encouraged to explore and learn software available on the eduSTAR image that they have not used in the past.

Challenges

Without having a base software platform, it is challenging for teachers to plan activities (unknown capability of the devices, and potential compatibility issues). Students may not have the required software titles to assist in integrating ICT into their learning experience.

Realistically the school will need to provide full technical support for student owned devices over their lifetime. Action may be required to â&#x20AC;&#x2DC;decommissionâ&#x20AC;&#x2122; student owned devices before they leave the school.

Some software titles are licensed for use on school owned devices only as such cannot be offered on student owned devices.

Preparing

Planning

Evaluating Implementing

Resources Tool/Resource

Description

Who could use it

eduSTAR Catalogue

Provides access to the eduSTAR software suite. https://www.edustar.vic.gov.au/catalogue Teachers

Technicians

Students Teachers

Community Technicians ICT Leaders Students School Community Leaders

Teachers

Anti-virus Software

Community ICT Leaders

ICT Scho Le

Technicians

Students

Community

ICT Leaders

Schoo

ICT Leaders Students School Community Leaders

ICT Leaders

School Teachers Leaders Technicians

ICT Leaders

School Teachers Leaders Technicians

ICT Leaders

School Teachers Leaders Technicians

Provides information and tutorials on the software available on the eduSTAR image available on Mac. Teachers Technicians Students Teachers Community Technicians http://epotential.education.vic.gov.au/showcase/edustar_mac

FUSE

Students Community

Students

Provides information and tutorials on the software available on the eduSTAR image available on PC. Teachers Technicians Students Teachers Community Technicians http://epotential.education.vic.gov.au/showcase/edustar_win

eduSTAR Software Mac Showcase

Teachers Technicians Technicians Students

School Technicians Leaders

Access to the Department provided Anti-virus Software. http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ softwareantivirus.aspx Teachers

eduSTAR Software WIN Showcase

ICT Teachers Leaders

ICT Leaders Students School Community Leaders

FUSE (Finding, Using and Sharing Educational resources) is a portal, a repository, a search engine, a workspace and a way Teachers Technicians Students Teachers Community Technicians ICT Leaders Students of sharing quality education digital content and resources.

School Community Leaders

https://fuse.education.vic.gov.au/pages/Teacher.aspx

Planning and sustaining 1-to-1 access to technology

Resources Tool/Resource

Description

Who could use it

Global2

Global2 is the Departmentâ&#x20AC;&#x2122;s blogging community for online collaboration and to teach students to use social media safely Teachers and responsibly.

Teachers Technicians Technicians Students

Students Community

Community ICT Leaders

ICT Scho Le

Teachers Technicians Technicians Students

Students Community

Community ICT Leaders

ICT Scho Le

http://global2.vic.edu.au/

iTunes U

The Department has its own iTunes U Campus which hosts courses and collections developed through DEECD projects and initiatives for teachers to subscribe to and access on iPads.

Teachers

http://www.apple.com/education/ipad/itunes-u/

Virtual Conference Centre

The Virtual Conference Centre offers free web conference sessions for meeting, learning and collaborating online. Teachers Technicians Studentseducators Community ICT Leaders This facility is available for use by Victorian in government, catholic and independent schools, and Departmental staff in regional and central offices. Virtual conferencing tools include Polycom, Blackboard Collaborate, Microsoft Lync and Skype. http://www.education.vic.gov.au/school/teachers/support/Pages/vcc.aspx

School Teachers Leaders

Technicians Teachers

Technicians Students

Community Students

ICT Co

Preparing

Planning

Evaluating Implementing

Planning and sustaining 1-to-1 access to technology

Support documentation Advice needs to be considered and prepared by your school in preparation for implementing a 1-to-1 program. A number of these should already be in place, most likely as part of the school’s Student Engagement Policy Guidelines, and may include: • Acceptable Use Guidelines • Internet and network guidelines (in line with existing DEECD advice) – at home and school • Take-home policy if school owned • Safe and responsible use • Software licencing • Student email • Use of chat • Electronic games guidelines; and • Printing credits – school-supplied v. student-purchased. These guidelines should be discussed with the relevant members of staff and the school community.

Have you considered? • Have you discussed your guidelines with a range of audiences? • How will your guidelines be monitored?

Preparing

Planning

Evaluating Implementing

Resources Tool/Resource

Description

Who could use it

The Acceptable Use Policy

Outlines appropriate use of the Departmentâ&#x20AC;&#x2122;s Information, Communication and Technology resources. This policy Teachers Technicians Students Teachers Community Technicians ICT Leaders Students applies DEECD Staff.

School Community Leaders

ICT Teachers Leaders

School Technicians Leaders

Students

Community ICT Leaders

ICT Scho Le

School Teachers Leaders Technicians

http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ acceptableuse.aspx Teachers

Student Acceptable Use Agreement

Provides templates to assist school communities to develop agreements as to what constitutes acceptable use of online Teachers in Technicians Students Teachers for Community Technicians ICT Leaders Students and digital technologies their communities students.

Teachers Technicians Technicians Students

School Community Leaders

ICT Leaders

Students Community

http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/ lolconsent.aspx Teachers

Bully Stoppers

Technicians

Provides advice to parents; teachers and principals in working together to make sure schools are safe and Technicians is Students Teachers Community Technicians Students supportive places,Teachers where everyone empowered to helpICT Leaders reduce the incidence of bullying in all Victorian schools. http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/ default.aspx Teachers Teachers Technicians Technicians

Using Social Media: Guide for DEECD Employees

The module is based on guiding principles of behaviour that are applicable under existing Department policies and Teachersteachers Technicians Students Teachers Community Technicians Students guidelines. It will assist to better exercise their ICT Leaders professional judgment. The module should take 30â&#x20AC;&#x201C;60 minutes to complete and can be completed over multiple sessions.

Students

School Community Leaders

Students Students

School Community Leaders

Community

ICT Leaders

School Leaders

School Teachers Leaders Technicians

Community Community ICTICT Leaders Leaders School School Leaders Leaders

ICT Leaders

School Teachers Leaders Technicians

http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/ default.aspx

Planning and sustaining 1-to-1 access to technology

Technical Support

Introducing additional devices into any school will have significant impact on technical support staff and resources. Consideration should be given to ensure adequate support is available to sustain your 1-to-1 program. Providing adequate on-site technical support and service is essential in ensuring a 1-to-1 program runs smoothly. Therefore, ICT support must be carefully planned.

Technical support to schools program (eduSTAR.TSS) While schools retain responsibility for their overall technical support, DEECD assists schools to support their ICT environment through the eduSTAR.TSS program. Technicians are engaged to provide proactive and reactive specialist technical support for ICT infrastructure, professional development and DEECD initiatives.

One specialist technician is the primary point of contact for each school, and is the usual technician attending on scheduled visits. Technicians work in schools during scheduled hours determined by network committees, not on call from school offices. Students may find assisting classmates with technical issues a useful learning experience.

Have you considered? • Have you allocated and prepared a physical location for onsite support? • Have you considered purchasing spare devices? • How much will additional technical support cost?

Preparing

Planning

Evaluating Implementing

â&#x20AC;&#x153;Consideration should be given to ensure adequate technical support is available to sustain your 1-to-1 programâ&#x20AC;?

Planning and sustaining 1-to-1 access to technology

Level of technical support the school will provide the 1-to-1 program What level of technical support will the school offer?

Self-service

Some support

Full support

(BYOD devices with no support provided by the school)

(BYOD devices with limited support provided by the school)

(BYOD, co-contribution or school provided devices with full support provided by the school)

Advantages

User empowerment and flexibility.

Some user empowerment and flexibility.

Potential reduction in initial technical support costs (however note the challenges section).

Devices are connected in a known state (i.e. endpoint checks can occur).

Devices are connected and (in general) remain in a known state.

Increased technical support costs if self-service doesn’t work or students encounter connectivity issues over the device lifecycle (difficult to say “no support” to a parent if their student can’t connect).

Defining ‘the boundaries’ for support (difficult to avoid supporting the entire device).

Challenges

Fleet level planning, rotation and support.

By planning to support student devices in some capacity (even by exception), the school is able to allocate budget upfront, rather than encountering unplanned costs at the (usually) worst time.

Requires either “self-connect” or technical support to (initially) connect users.

Limited user empowerment and flexibility Technical support may be costly, especially if BYOD program allows multiple devices.

Difficult to implement, record devices and run compliance checks without mobile device management software (which may carry an expense). Key Considerations

Whilst this approach seems attractive, it requires careful planning, an intuitive Mobile Device Management (MDM) solution and some form of technical support (by exception) over the lifecycle to be viable.

This approach provides a balance of planned technical support and student flexibility however requires careful planning, and school policy backing to be successful.

This approach provides a fully serviced support model which may mean less support issues but possibly higher technical support required and additional costs.

Preparing

Planning

Evaluating Implementing

Resources Tool/Resource

Description

eduSTAR.TSS Program

Information on the eduSTAR.TSS Program can be found on the Department website. http://www.education.vic.gov.au/school/principals/spag/infrastructure/ Pages/tssp.aspx

Bring Your Own Device – Technical models

Who could use it

School Leaders

ICT Leaders

Technicians

ICT Leaders

Technicians

Connecting personal devices to the eduSTAR wireless network (BYOD): OS X 10.8 Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical Document Library/3 - Services/Connectivity/ Wireless/eduSTAR.net/Guides/eduSTAR_net - BYOD Client Configuration - Apple OS X 10_8 - v1_0 - 20131025.pdf

Connecting personal devices to the eduSTAR wireless network (BYOD): Windows 7 Quick Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical Document Library/3 - Services/Connectivity/ Wireless/eduSTAR.net/Guides/eduSTAR_net - BYOD Client Configuration - Windows 7 - 20131025.pdf

Connecting personal devices to the eduSTAR wireless network (BYOD): Windows 8.1 Quick Guide | v1.0 https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ TechCentre/Technical Document Library/3 - Services/Connectivity/ Wireless/eduSTAR.net/Guides/eduSTAR_net - BYOD Client Configuration - Windows 8 - v1_0 - 20131025.pdf

Planning and sustaining 1-to-1 access to technology

Evaluating How do we know we are successful?

Review and management Consider how the school will monitor and continually review the program and its impact on learning. Schools may wish to conduct internal research projects which align with the school-based goals of the 1-to-1 program. This may involve areas such as literacy, numeracy, collaboration, student engagement or attendance. This will give schools rich evidence to demonstrate the benefits of 1-to-1 learning to supporters, critics, parents and prospective parents. It gives schools evidence to support continuing and expanding their program. It also helps schools identify any missed steps that may have occurred during the initial implementation, so corrective courses of action can be taken. Individual schools may conduct their own evaluation using a range of strategies, including: • Anecdotal evidence provided by teachers, parents and students • Documenting the number of incidents – e.g. damage, misplaced devices, repairs, returns; and • Tracking the amount of time students use the devices for quality learning opportunities.

Have you considered? • Reviewing the impact of the program against the vision? • What impact has the program had on student learning outcomes over time? • What has been the impact on student’s attitudes to learning over time? • What changes in teaching practice have been evidenced? • Identifying what learners and teachers will stop doing due to the introduction of technology? • Showcasing examples demonstrating the benefits of 1-to-1 to teaching and learning.

Preparing

Planning

Implementing Evaluating

Planning and sustaining 1-to-1 access to technology

Acknowledgements Thank you to the schools that have shared their resources and provided information on their 1-to-1 learning programs. DEECD gratefully acknowledges the Queensland Government Department of Education, Training and the Arts in developing the Smart Classrooms@21 Steps to 21st Century 1-to-1 Success publication (21 Steps). We would also like to recognise the contribution of the Anytime Anywhere Learning Federation (AALF) to that body of work. This DEECD material has been significantly based on the 21 Steps framework.