The Internet and the now actuated e-revolution is engrossing… email, e-commerce, e-books, e-banking, e-tax, social network spaces, wikis, blogs…internet-just-about-everything. At DCC we are continuing this theme by embracing the engaging medium of ICT in our classrooms to generate connected and creative learning experiences for the students in our care….e-learning.

Schools are resourced differently, however the 'bottom line' is generally the same - below what would be ideal when it comes to spending on the latest hardware and software. Donvale Christian College is no different to the rest. To fulfil its ICT mission statement of upholding Christian values in the use of ICT and of encouraging and facilitating the use of ICT in the College and wider community, not to mention nurturing the growth of an electronic community which is connected, collaborative and committed to life-long learning, the Board and management of the College have had to be exceptional stewards of the resources in hand. Such careful management of resources, combined with committed and visionary leadership and an enthusiastic staff, has enabled DCC students to experience learning in a vibrant, exciting and efficient way through the use of the personal laptop program.

Why use laptops?

• Students can take more initiative in, and responsibility for their learning with technology. When they do that, there is real excitement. Ownership of a laptop can be the first step in this 'excitement'.
• Schools have to spend significant sums of money on hardware, not to mention the ongoing costs of updating same. An individual laptop program spreads the cost over the community.
  At DCC we have an individual laptop program because we have found that ownership (even if it is a leasing arrangement with the College) brings with it increased responsibility for the hardware; and the software that is loaded by the College and downloaded from the net.
• Equality of access is really important. The computer 'friendlies' don't dominate and boys and girls have the same opportunities. All key learning areas can be included in the integration also.
• Learning activities become portable; across curriculum and between home and the College.
• Scope for efficient learning activities and resources is broadened and enhanced immensely.

Integrating ICT into the curriculum…is it worth the fuss?

Integration of ICT is not for the learning of technology for technology's sake but to inspire students in their learning (and teachers too!).
Children are amazing in their ability with technology before they enter our classrooms. We are kidding ourselves if we think we can keep up with their enthusiasm for exploration and experimentation with ICT. This is a time factor issue…of course we'd all love to have the discretionary time that children have to 'play' but we have that next class to prepare…that meeting to attend… that parent to call… and so on. It is also a 'courage' issue. How intimidated do we feel when students tell us how to use the software more effectively or find a particular site in no time using a better search engine? These situations mean that teachers create a learning environment that moves with students and one that values the opportunity to learn from them!
The change in the teaching dynamics of the classroom from a static environment, where the teacher dictates, to a more active, engaging and collaborative environment is always the goal.

Challenges…what are the rewards?

Students recognise that learning doesn't stop at school - life-long learning is the way to go. There is no better way of preparing them for the world out there, a world which is already saturated with technology and computer use.

Students are exposed to direct sources of information as never before. They have to learn to be critical of information, developing skills they never had with a singular use textbook. Such analytical skills will have to be learned and actively pursued with the engrossing enormity of the internet. Given the challenge, it is an exciting way to learn how to be responsible and discerning in the quest for knowledge.

Screening out the rubbish may be necessary. In every form of information and communication there is potential for misuse and unfortunately the internet is not immune. There are various programs available for this purpose. DCC uses Integard for years 7-9 student laptops. White list programs like weblinks or similar 'in house' arrangements are also an effective option. Students can have full access to any sites stipulated by teaching staff.

The idea of an audience beyond the classroom is really engaging for students. School tasks can be lacking in reality and purpose for students if their work doesn't go beyond their neatly kept exercise book/folder. Publish on the intranet or beyond and the motivation to extend and excel is increased. This is evident with Web 2.0 technologies, the trend in the use of World Wide Web technology and web design that “aims to facilitate creativity, information sharing, and, most notably, collaboration among users.” (Source: Wikipedia 10 April 2008 http://en.wikipedia.org/wiki/Web_2)

Some figures to think about…

Email celebrated its 35th birthday in December 2006. Researchers estimate somewhere around 62 billion emails are sent around the world daily.
The Australian Bureau of Statistics showed that 95% of Australian children have used a computer and about 50% of those aged 5 to 14 have used the internet.
An estimated 15.5 million people have internet access in Australia.
On 18 March 2008, a Nielsen Online survey indicated that the “amount of time Australians are spending online has, for the first time ever, surpassed the amount of time spent watching television”. The study found that Australians were spending around 13.7 hours per week surfing the ‘net, while average television viewing was around 13.3 hours per week.

Where are Christian schools in this?

If we examine our mission statements carefully and acknowledge that as teachers we need to be encouraging our students to be disciples of Jesus in the world; that means moving with ICT and technology focuses in our classrooms. Information and communication technologies are playing an increasing and significant role in all facets of society. We want our students to be leaders in the field, to be setting the values and agendas of the corporate world. We need to be equipping them to think and work in a creative and connected, lifelong learning environment. It is the medium of their time so they will embrace it. We need to make it the medium of our time too.

What's happening at Donvale Christian College?

We are a 'laptop' school. All students in years 7-12 have their own laptop. Our program has been operational for 11 years - we're in our twelfth. But it goes back a few years before that in terms of the vision, planning and infrastructure set up. It takes time.

Staff - two IT coordinators, one systems and service, the other education. Two full-time technical staff and one Help Desk staff member. The remainder of the secondary staff are all IT literate and well supported with PD. Provision of PD is both external and internal (collegial/mentoring). Teachers have more resources at their fingertips.

Students - most love their computers. The program has broadened what we as a College can offer. Girls now have equality of access to technology and they use it confidently. Boys are more engaged in their learning because the medium excites them in the first instance and then keeps them motivated.

PD model - internally and externally provided PD opportunities are available to all staff. These come in a variety of forms, from collegial arrangements and peer tutoring to guest speakers.
While we don't have a Staff laptop program - staff can lease or purchase their laptops at a subsidised rate. There are machines available for loan also. All staff members have login rights to the network, email facilities and personal, secure storage space on the network.

It all starts at Year 7…

Students receive their computers in the December of the previous year - the best Christmas present. They are encouraged to explore, experiment and enjoy their computers. Such an approach may seem fraught with danger. Will the laptops cope with a rigorous work out from an enthusiastic 'beginner'? What rubbish will they download? Will some students give up in frustration? On the contrary, students love having the time to familiarise themselves with their own laptop. They learn an enormous amount about the functions and capacities of the computer mainly because the technology doesn't intimidate them. It's a great bonus for teaching staff at the commencement of Year 7. The students are geared up and rearing to go!

After 'playing' with them all holidays, the computers are re-imaged on day one. This provides 'a level playing field' for the induction period and alterations to the configuration of the laptop are restricted initially.

Induction period - a short intense period of training that involves introduction to the hardware, software, classroom and equipment management and touch-typing. Year 7s generally are all together in one large classroom open block for the induction period. Four teachers, who form the Year 7 General Studies team, take the 'lead'. This process complements our approach to transition in that the students feel secure being all together with the same teachers for a few days.

Some positives for both teachers, students and parents

They have less to carry, laptop, pencil case, diary and the occasional text. (publishers have been a bit slow in catching up with electronic books/CDs and some licenses are extraordinarily expensive). Students are not required to carry multiple folders/dividers/display books typical of high school. Teachers committed to ICT may also have less to carry (especially if they teach English and correct work online!).

Classroom learning activities blend well with homework activities. Having a laptop makes it easier to continue tasks at home and parents can readily check what is being done because everything is in the one place (given that the student's file management skills are up to scratch!).

Paperless classroom - teachers and students at DCC are contributing every day to saving trees. We are working towards having most learning activities delivered via a curriculum server - eWorkspace, a server on our network that is secure for students, teachers and parents have a login; in short, an intranet. For example: We don't spend much time at the photocopier wasting reams of paper. We simply save worksheets or learning activities to eWorkspace and students download them and work on screen. They can use multiple screens, confidently switching between task parameters and information sources, from early in Year 7 and so their ability to multi-task is becoming more sophisticated.

Security and care of the laptop - students are well trained and the sanctions, if they mistreat their computer or leave it unsecured, seem to work. DCC is involved in the 'gotcha' program - laptop safety watch, originally an initiative of Toshiba working with the police force and insurance companies.

Negatives from a teacher's point of view are worth a mention. The distraction factor is there, sometimes in the form of games or perhaps an interesting download. Good classroom management is the key to solving this one.

The overwhelming response from all three groups, students, parents and teachers is that computers engage learners more readily and the engagement is encouraging increased independence in learning, more complex thinking and greater productivity.

We hope that you can be a part of ICT at Donvale Christian College!

Paul Reid

April 2008