Tag: education

Parenting in the connected household

Computers and the internet have changed our home lives, how do we manage being a parent in the connected household?

One of the challenges for parents in connected households is managing how kids use their screens, a survey released by Telstra this week is a good reminder of how parents create an example for children when it comes to computer usage.

In December last year the telco ran an online survey asking Australian adults and children about their use of technology devices with 1,348 parents and 507 Australian children aged 12-17 responding.

Sadly the survey isn’t available online however the parents were scathing of their own performance with two thirds of the parents believing they’re not good role models when it comes to device usage. Interestingly, half the kids believed their parents were.

A generational shift

If anything, this survey describes the shifting generational changes with parents unsure about how they should be managing computers in their home, something that isn’t helped by inconsistent messages about internet and technology use coming from schools – “I need it for my homework” is the constant cry from teenagers when the computer or router is shut down.

More concerning is how many kids are on the computer late at night with the survey showing 74 per cent of children use their device between 9pm and midnight on school nights, with 39 per cent falling asleep while using their device.

How we use our computers is setting an example to our kids says Telstra’s Cyber Safety Manager, Shelly Gorr who points out the survey is a reminder to parents that they’re a key influencer on their children’s online behaviour.

“Children model their parents’ behaviour so it’s only natural for them to copy the example set by their mum or dad in relation to the way they use their device,” Gorr said. “So, for example, if it’s important to you that mealtimes are device-free, make sure you put your mobile away during dinner because children are happier if everyone in the family follows the rules.”

Gorr suggests the following tips to help manage kids’ computer time;

1. Agree limits

Talk to your children about the amount of digital time they’re living and then, based on what you agree is a healthy balance, set ‘switched off’ times of day. Help your children create a media use roster allocating blocks of time for homework, chores and their screen time.

2. Be an offline supporter

Support and encourage your kids in activities that don’t involve a digital device. A ball game or reading a book are all great ways to show kids how they can enjoy themselves without a mobile, tablet or computer.

3. Set family rules

Make sure you’re seen as a positive example. Do you want the dinner table to be a device-free zone? If so, then have everyone (including Mum and Dad) turn off their mobile phones and devices during dinner, or when taking part in family activities. Children are happier following rules if everyone in the family plays by them.

4. Turn off devices before bedtime

Lack of sleep can affect alertness, concentration and memory. For a better night’s sleep try encouraging children to switch off at least one hour before bedtime. Create a charging station and charge all household devices in the one spot overnight.

5. Make the most of parental controls

Many parental controls tools allow you to set time-of-day restrictions on children’s device usage. We recommend Telstra Smart Controls® for mobile devices and Telstra Online Security for your home network.

6. Consider the difference between types of screen time

Not all screen time is created equal. Think about the differences between using a device for homework or creative expression versus using it for passive entertainment.

One of the things that becomes clear when talking to researchers about household computer use are the changes in the family dynamic and the differences in the way age groups use technology. It’s not surprising we’re all struggling with this given the magnitude and speed of change.

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The limits of big data

A story of lost school books illustrates the limits of big data

A story in the Atlantic – Why Poor Schools Can’t Win At Standardized testing – illustrates the limits of Big Data.

When Meredith Broussard tried to computerise the text book inventory of her son’s school district she found the project limited by poor systems, fragmented record keeping and siloed management.

Broussard found the records were manually collated, collected on Microsoft Word documents and emailed to an under resourced office that entered details into an Excel Spreadsheet.

The Philadelphia schools don’t just have a textbook problem. They have a data problem—which is actually a people problem. We tend to think of data as immutable truth. But we forget that data and data-collection systems are created by people.

The human factor is a key limitation with any technology; if people aren’t collecting or using data properly than the best computer system in the world is useless. Garbage In, Garbage Out is a long standing IT industry saying.

Management systems are more than computer networks, they go to the very core of an organisation’s culture which in itself is probably a better indicator of how well a company or institution will survive the current period of change.

Were the Philadelphia public school system a business it would be a very good example of a company on its way to being digital roadkill, that it’s an educational network should worry anybody concerned about the economy’s future. That’s a bigger issue than Big Data.

 

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An era of exponential innovation

Deloitte Center for the Edge founder John Hagel talks about our era of exponential innovation.

“How do we move to an exponential approach to innovation” asks John Hagel, Director of Deloitte’s Centre for the Edge in the latest Decoding the New Economy video.

The Centre For The Edge is Deloitte’s Silicon Valley based think tank that identifies and explores emerging opportunities related to big shifts that are not yet on the senior management agenda.

John tells us how the cycles of change and innovation have varied over the last thirty years in the industry; “the biggest thing for me is that nothing is stabilising. I often go back into history and look at things like electricity, the steam engine and the telephone – all hugely disruptive to business practices.”

“But the interesting pattern is they all had a burst of innovation and then a levelling off,” says John . “You could stabilise and figure out how to use all this technology.”

“With digital technology there is no stabilisation.”

That lack of stabilisation leads to what John has termed ‘exponential innovation‘ where he sees business and education being rapidly transformed as technology upends established practices and methods.

Healthcare, financial services and “any industry that has a high degree of information content ” are the sectors currently facing the greatest challenges in John’s view.

John sees the solution for businesses and managers in looking at the current era not as a time of technology innovation but of institutional innovation. That institutions, like companies, have to reinvent how they are organised.

Reinventing well established companies or centuries old bureaucracies is a massive challenge, but if John Hagel’s view is right then that radical change to institutions is what is going to be needed to face a rapidly changing society.

Bank image by Ben Earwicker, Garrison Photography of Boise, ID through sxc.hu

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Do kids really need laptops in school?

Computers are seen as essential to education, but are we mistaking the tools for the methods.

Are laptop computers really essential to educating our kids? Fairfax media reports this weekend that the Australian Federal government’s laptops in education scheme is near collapse.

What stands out from the story are the quotes from educators;

Chatswood High School principal Sue Low said her school was providing laptops to students in year 9 but the uncertainty over future plans was unsettling.

“Laptops are now just as much of the culture of education as are pens and paper,” she said. “To not have certainty over how we will administer laptops to our students is very disruptive, and we need that certainty as soon as possible.”

Some schools have come up with their own solution to the problem. One NSW school has made arrangements with a private provider under which parents can buy a laptop for $1341 or rent-to-buy for $90 with monthly payments of about $50.

That computers are important is not a debate, but are we putting to much emphasis on the tools and not enough on what education is trying to achieve?

One educator said a decade ago that they could teach an 80 year old to use a computer in a few hours, but an illiterate 15 year old may be lost for life. This is truer today than it was then.

Computers are flooding our lives with information and the tools to gather that information are intuitive and don’t need 12 years of school to master.

What we are all need are the critical and mathematical skills to filter out the dross and misinformation that floods onto our screens.

Old and young have the belief that if something is on the web, then it must be true. The biggest challenge for parents and teachers with the web is convincing kids that cutting and pasting huge slabs of Wikipedia into an assignment isn’t research.

Not that this is just a problem in the classroom – plenty of politicians, business leaders and time poor journalists have been caught out plagiarising Wikipedia and other websites.

In recent times I’ve been to a lot of ‘future of media’ events where the importance of ‘data journalism’ has been raised. What really sticks out listening to these is how poorly equipped both young and old journalists are to evaluate the data they’ve gathered.

This isn’t just a problem in journalism – almost every occupation needs these skills. We could argue those skills are essential for citizens who want to participate in a modern democracy.

Computers, and coding skills, are important but we risk giving students the skills of today rather than giving them the foundations to adopt the skills of tomorrow.

We also risk making technological choices that risk education departments, schools and kids being locked into one vendor or system.

Giving every child a laptop is not a replacement for them having the critical, literacy and numeracy skills to participate in 21st Century society.

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2UE Weekend Computers, 22 December 2012

Paul Wallbank and Seamus Byrne stand in for Trevor Long to talk technology, computers and the internet on Radio 2UE Weekends.

Seamus and I said we’d get back to listeners from the show, those answers can be found at the Standing in for Trevor Long post.

This Saturday from 3.10 pm Seamus Byrne and myself will be standing in for regular guest Trevor Long to discuss tech with John Cadogan on Radio 2UE.

We’ll be taking calls on the Open Line, 13 13 32 or tweet to @paulwallbank while we’re on air.

Some of the things we’ll be covering include;

  • Instagram and the backlash from people concerned about their lack of control over how companies like Facebook use their images.
  • A 2011 survey of American parents by Common Sense Media has found that 39 per cent of two to four-year-olds have used digital media such as smartphones and iPads. Now Fisher-Price has a line of iPad and iPod baby protectors.
  • Children are using technology almost from birth, what are the safe levels for kids using iPads and other computers?
  • Sydney bus passengers can now access mobile phone apps that let them know how far away their next bus is. We look at some of the more popular ones.
  • What are some of the gadgets that make great Christmas gifts.

Your views, comments or questions are welcome so don’t be shy about calling in.

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Australia in the Asian Century – Chapter Six: Building capabilities

How can Australia build a productive workforce to take advantage of the Asian Century

This post is one of the series of articles on the Australia in the Asian Century report.

Of all the chapters in the Australia in Asian Century discussion paper, Chapter Six has probably attracted the most opprobrium because of the fine words which haven’t been matched by government policy and action.

Parts of this chapter have a strong “school marm” tone as it tries to mandate the composition of company boards or the locations of where students will study. Overall though, most of the objectives are either motherhood statements, impractical or at odds with the actions of both state and Federal governments.

National objective 9. To build the capabilities of Australian students, Australia’s school system will be in the top five schooling systems in the world, delivering excellent outcomes for all students of all backgrounds, and systematically improving performance over time.

  • By 2025, Australia will be ranked as a top five country in the world for the performance of our students in reading, science and mathematics literacy and for providing our children with a high?quality and high?equity education system.
  • By 2015, 90 per cent of young Australians aged 20 to 24 years will have a Year 12 or equivalent qualification, up from 86 per cent in 2010.
While these objectives are worthy, there’s little discussion of exactly how this will be achieved beyond broad statements. Again it’s notable that these aspirations are being laid out at a time when funding is being cut and staff retrenched in both state and Federal government education departments.

National objective 10. Every Australian student will have significant exposure to studies of Asia across the curriculum to increase their cultural knowledge and skills and enable them to be active in the region. All schools will engage with at least one school in Asia to support the teaching of a priority Asian language, including through increased use of the National Broadband Network.

Says who? Who exactly is going to force a school to engage with at least one school in Asia? These are the sort of broad brush statements that detract from the report.

These kind of statements are the “thought bubble” approach to policy that marks much of what passes for governance in Australia today and such poorly thought out programs end up at best wasting money. At worst, the unintended consequences of a ‘policy’ thought up on the back of beer mat end up causing more damage than good.

Such a program could work well if properly thought out and integrated properly into the long term curriculum of the students but it would take proper leadership from state and Federal education ministers.

National objective 12. All students will have access to at least one priority Asian language; these will be Chinese (Mandarin), Hindi, Indonesian and Japanese.

This is good and fair, but is something that was supposed to have been put in place thirty years ago. Instead the proportions of students studying Asian languages has steadily dropped.

As newspapers have reported there are barely a dozen Hindi language teachers in New South Wales, so the priority needs to be training teachers to deliver the courses.

Such inconvenient logistical problems are an excellent example of those well meaning but poorly thought through “thought bubbles.”

National objective 12. Australia will remain among the world’s best for research and teaching in universities, delivering excellent outcomes for a larger number of Australian students, attracting the best academics and students from around the world and strengthening links between Australia and the region.

  • By 2020, 20 per cent of undergraduate higher education enrolments will be people from low socioeconomic backgrounds, up from 17 per cent in 2011.
  • By 2025, 40 per cent of all 25 to 34?year?olds will hold a qualification at bachelor level or above, up from 35 per cent in 2011.
  • By 2025, 10 of Australia’s universities will be in the world’s top 100.
  • A larger number of Australian university students will be studying overseas and a greater proportion will be undertaking part of their degree in Asia.
This objective really smacks of poorly thought out ideas on the run and illustrates starkly the differences between the well meaning objectives and the behaviour of governments.
It’s almost impossible for ten of Australia’s universities to make it into the more reputable measure of top 100 universities when for the last three decades research and post graduate programs have been slowly strangled by falling government funding.
Even if a Gillard government were to change that trend, it’s unlikely Australian universities could make up the lost ground in 13 years.
Mandating that “a larger number of Australian university students will be studying overseas and a greater proportion will be undertaking part of their degree in Asia” is nice but who is going to force students to study overseas and specifically in Asia?
More to the point, what are notoriously conservative Australian employers going to do with all these graduates of Asian universities?

National objective 13. Australia will have vocational education and training systems that are among the world’s best, building capability in the region and supporting a highly skilled Australian workforce able to continuously develop its capabilities.

  • By 2020, more than three?quarters of working?age Australians will have an entry?level qualification (at Certificate III level or higher), up from just under half in 2009.
  • Australia’s vocational education and training institutions will have substantially expanded services in more nations in the region, building the productive capacity of the workforce of these nations and supporting Australian businesses and workers to have a greater presence in Asian markets.
Given the week before the Gillard government cut apprenticeship funding and the NSW government announced it was further emasculating its state TAFE system a few days after the report was released, this objective can be treated purely empty words.

Business capacity

One of the reasons why Australia engaged so little with Asia over the last twenty five years is because the business community became focused inwards rather looking for opportunities in foreign markets. So the idea of getting more Asian experience into boardrooms is laudable but the solutions proposed impractical.

National objective 14. Decision makers in Australian businesses, parliaments, national institutions (including the Australian Public Service and national cultural institutions) and advisory forums across the community will have deeper knowledge and expertise of countries in our region and have a greater capacity to integrate domestic and international issues.

  • One?third of board members of Australia’s top 200 publicly listed companies and Commonwealth bodies (including companies, authorities, agencies and commissions) will have deep experience in and knowledge of Asia.
  • One?third of the senior leadership of the Australian Public Service (APS 200) will have deep experience in and knowledge of Asia.
This objective has drawn a lot of scorn from the business community and for good reason – how is a Federal government going to mandate that a third of the ASX200 will have “deep experience and knowledge of Asia”?
While the aim of having a third of the senior public service possessing Asian experience is worthy, this is almost impossible given the deadline for this is thirteen years away, any bureaucrat hoping to have “deep experience and knowledge of Asia” would have had to have been working on it for the last five or ten years. If this program isn’t in place now, it isn’t going to happen.

Society

Probably the biggest strength of Australia as a nation is in its diverse and relatively tolerant society so this section of the report is notable for what it misses in opportunities.

National objective 15. Australian communities and regions will benefit from structural changes in the economy and seize the new opportunities emerging in the Asian century.

Another worthy aim and its notable that the region cited in the case study is Darwin, a city whose economy is being wildly distorted by the LNG boom which is driving up prices and labour costs. If anything Darwin is an example of Australia turning its back on opportunities and focusing on a quick, resources driven buck.

National objective 16. By preserving and building on our social foundations, Australia will be a higher skill, higher wage economy with a fair, multicultural and cohesive society and a growing population, and all Australians will be able to benefit from, and participate in, Australia’s growing prosperity and engagement in Asia.

Cant and motherhood statements as one would hope all government seek to build a fair and cohesive society on our social foundations. It’s interesting that much of the poorly thought out, short term tactics by publicity hungry politicians probably does more to damage Australia’s institutions than other factors.

Overall this chapter deserves to have drawn the most criticism with its motherhood statements and wholly unachievable aims.

Most disappointingly, it skates over Australia’s diverse workforce and provides no ideas on how to harness the talents of the country’s ethnic groups in building ties and improving the nation’s skills.

Image of the Harbin Snow and Ice Festival from EmmaJG on Flickr

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Disrupting the education ripoff

Old established ripoffs are being disrupted as technology and the economy changes.

British Columbia’s government has announced they are going to make most undergraduate textbooks free online or printed at low cost as part of their BC Campus program.

One of the first lessons for university students is that they are going to be robbed at the campus bookshop – text books are one of the greatest rorts on the planet.

This scam takes several forms with faculties stipulating the latest editions as course material through to individual professors having a nice little earner in demanding their, often poorly written and out-of-date, textbooks being essential reading for any unfortunate student taking their classes.

Naturally all of these books are sold at eye wateringly high prices far in excess of what equivalent texts are selling for outside the university bookshop.

Given all of this it’s no coincidence that the publishers who specialise in academic texts have been the least affected by the online models that have undermined the business models of the mainstream book sellers.

Over the years there’s been a range of business ideas to setup exchanges to circumvent this legally sanctioned extortion racket and most have failed as the universities and faculty members have protected their cash cows with various tricks to prevent students from buying reasonably priced textbooks.

That British Columbia’s government now sees that this is a barrier for cash strapped and debt ridden students is an encouraging sign and one that recognises the 1990s model of treating students – particularly international students – as easy money is over.

For the Canadian and Australian education sectors which had come to depend upon an expensive “bums on seat” model of financing their faculties, the waves of change and competition is now threatening them.

Probably the biggest threat to this model is from the top tier universities offering courses online. This is radically changing higher education as it’s making it easier for poorer people to access the best institutions.

For the second rate institutions, this means they have to be providing real value for the fees they charge. A certificate purporting to be a degree is not going to be good enough.

While it’s too early to call the end of the textbook ripoff – people don’t let juicy little rorts go easily – its days are numbered. Although we may find the old scams replaced by something DRM related.

Image from Visual Notes of Honourable John Yap’s announcement at #opened12 / Giulia Forsythe / CC BY-NC-SA

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