We need to be anticipating future trends and seeing where we need to be spending the money to deliver the services that our students are going to be wanting over the next few years.
Stefan Lecchi, Samsung: Where the teacher professional development has to move to is not around the technology, what it's going to do, how to use it or how to get the most out of it. Professional development is 'How does it fit into your curriculum delivery?' A teacher's main concern with any training or technology is 'What am I going to do with my students tomorrow? Does this fit into what I'm trying to deliver to my students?'
Students expect 24 by 7 services, and that they can use their mobile device to deliver and receive everything that they could get on a PC or tablet.
Angsana Techatassanasoontorn, AUT: We are in a stage of experimentation. We have started giving staff iPads or devices to take home and use. It doesn't have to be related to university work.
But what happens is interesting. There is a 'silent coordination' going on, meaning I'm sending an email at 8pm and then somebody else responds to my email and then I'll reply again. So there is a silent coordination going on among employees. Even though they don't want to engage in email communication during their non-work hours, they see somebody else replying at slightly odd hours. So you get into this 'Everybody else is doing it, I'm doing it too'. My concern would be are we getting ourselves into an unsustainable work rhythm?
Peter van Dyk, BEST Pacific Institute of Education: Your personal life becomes blurred at work, as well, because you've got access to the same tools and you end up doing your banking just when you think of it and that might be at work, home, anywhere. I think mobility makes it worse, but I don't think it started with mobility, it started with email.
Jason MacDonald, Kristin School: There's no doubt that the new environment is more challenging, though it's a different sort of challenge. It's not the old managed IT environment that many of us perhaps grew up with or started with. And so you need to change tack with areas of focus.
For example, we now place a lot of investment into professional learning opportunities for our parents so they can come and see how technology's used, how to set up technology, and how to be safe using technology. Our focus is now more than just our staff and students that the traditional IT model had.
Walter Chieng, Saint Kentigern Trust: The other thing that we need to bear in mind is that ICT services have to transform. ICT services in yesteryears were quite structured, they are seen to be controlling even though they had the best of intentions.
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