Publications – B.Thomas (MEd)

Unlocking Student Potential: Reflections on (ai == open) and the Heart of Teaching

if ((education == “ready”) && (education == “supportive”)): value = ai

In this syntax, education achieves greater impact when it combines these two essential elements: being ready for change and supportive of every learner’s unique journey. If, Boolean pun, and when education satisfies these requirements, the value of AI becomes clear — it becomes a powerful agency tool that amplifies readiness and supports growth. Value=ai is not about AI taking the teacher’s place; it’s about enriching the learning journey.

As educators, and learners ourselves, we live for those moments when we comprehend or our student’s eyes light up, signaling a spark of understanding and a newfound willingness to engage. It’s as if an inner switch has been flipped, making us and them “open” to learning in ways that can transform futures. This moment of openness can be likened to the concept of ai == open, where the potential of AI lies in reaching a state of alignment with educational goals — an “openness” that supports students’ growth and is guided by supportive systems and competent teachers. But this isn’t just about technology; it’s about how AI, when purposefully integrated, can extend and elevate meaningful education.

In this construct, when education is both “ready” for new tools and “supportive” of learners’ individual needs, the value of AI becomes active — a dynamic variable that enhances learning. This alignment unlocks AI’s potential to personalize learning, spark curiosity, and elevate each student’s experience. The result is an “open” state of AI, where it serves as a responsive and inspiring partner in the journey of education.

By fostering this state of “openness” in AI, we can move beyond rote tasks, using AI as a supportive guide that personalizes learning, nurtures curiosity, and honors the individual creativity of each student. Sir Ken Robinson’s insights remind us that education is not simply about instruction but about igniting students’ imaginations. With the right alignment, AI can help educators personalize learning paths and open doors to creative possibilities, helping us do what we do best — support young learners in reaching their full potential.

The student: teacher relationship requires trust, mentorship, individual nurturing and human “openness” == if (student.teacher_relationship == {“trust”, “mentorship”, “nurturing”, “openness”}): learning = true. It’s the drive for the individual learners to spark and ignite students to feel safe, be seen, heard, and valued. Sir Ken Robinson eloquently argued that our current education system often overlooks this intrinsic aspect of learning, instead favoring standardisation over personalization.

Recognizing Potential: Just as ai == open signifies a machine’s readiness for autonomous growth, we as teachers must recognize and nurture the unique potential within each student. Our classrooms should always be living, breathing and creative environments that adapt to the diverse learning needs and emotions of our students and their futures.

Sir Ken Robinson once noted, “The role of a teacher is to facilitate learning, and the role of the student is to learn. But, there’s a third element; the role of the education system is to enable both.” While AI lacks the nuanced understanding and human connection that teachers bring to the classroom, it offers processing power and efficiency that we can, with judicious insight, harness for our students. By leveraging AI’s capabilities, educators can empower students with greater agency through choice, creative expression, and project-based learning — mirroring the autonomy we increasingly grant machines. AI can streamline routine tasks, freeing up time for teachers to focus on deeper, more meaningful interactions that foster trust, mentorship, and individual growth, which lie at the heart of effective education.

As we reflect on ai == open, let’s remember that our educational system’s true “openness” lies in its ability to embrace the humanity of our students. It’s in the passionate teacher who sees beyond grades, in the lesson plan that weaves in empathy, curiosity and tinkers with AI to consider sanctuary for growth.

In the pursuit of educating each student, we’re not just preparing them for a world with autonomous AI; we’re cultivating compassionate, creative, and critically thinking individuals who will shape that world. As we step into the classroom tomorrow, remember the profound impact of your empathy, your passion, and your commitment to unlocking the human potential that stands before you, awaiting the spark to flourish.

IMPACT: Anticipating a new era in secondary education

IMPACT is a preliminary and personal reflection on contemporary learning opportunities.

IMPACT is a preliminary and personal reflection on contemporary learning opportunities.

If there is one lesson we can take away from the Pandemic, it’s the importance of looking ahead. And not just “looking ahead”, but “feeling ahead”, imagining experiences of change before it happens (Cuttica, as cited in McGonigal, 2022).

The evolution of the IMPACT model is rooted in personal reflection from my experiences as a teacher, a technician, and a parent of four teenagers who are currently charting their own futures. It is a model shaped by the practical realities of guiding young minds, both in the classroom and at home. IDEAS is not a fixed framework; it remains open and adaptive, aligning with the holistic care schools provide, ensuring the well-being of students while preparing them for the complexities of life beyond formal education.

#Ideas, #mastery, #personalise, #agile, #change, #thinking, #AI

The evolution of the IMPACT model is seeded in personal reflection from my experiences as a teacher, a technician, and a parent of four teenagers who are currently charting their own futures. It’s a model shaped by the practical realities of guiding young minds, both in the classroom and at home. IMPACT is not a fixed framework; it remains open and adaptive, aligning with the holistic care schools provide, ensuring the well-being of students while preparing them for the complexities of life beyond formal education.

#Ideas, #motivation, #personalised, #agile, #change, #thinking, #AI, #literacy

IDEAS encourage exploration of emerging fields through systems-thinking inquiries, where curious comparisons between different systems reveal new opportunities and niches. For example, leverage circular economy principles to create high-value products from waste materials like fabrics, chopsticks, and plastics. Or, gamify energy and water conservation by rewarding households for reducing their environmental footprint, becoming “champions of change.” Consider grey water harvesting in homes and workplaces through creative reuse of water from daily activities.

MOTIVATION to develop a future-capable mindset e.g. critical thinking, adaptability, social/emotional intelligence, and proficiency in advanced technologies, including AI literacy. By developing these skills, students become prepared for the demands of evolving industries. Incorporate strategies for balanced and responsible social media use, addressing topics like networking, digital footprints, and managing burnout in a tech-driven world.

PERSONALISED mentorship and career guidance to provide tailored mentorship that helps students define their professional paths through real-world advice and insights. Build strong networks for collaboration, mentorship, and understanding industry realities. Often, students gain insights into fields like finance, business, the Arts, history, or technology during these interactions without even realizing it.

AGILE curriculum design, implementing cross-disciplinary, whole-school approaches that allow students to take ownership of their learning through individual and group projects, enhancing engagement and reducing reliance on traditional assessments. By aligning contexts across subjects, departments can create integrated learning experiences that resonate with students’ interests and real-world challenges.

CHANGE agency for cultivating adaptability and flexibility in students’ thinking and learning approaches, empowering them to embrace new methodologies and navigate dynamic challenges effectively. This includes teaching responsible AI integration, emphasizing the importance of using technology ethically while maintaining academic integrity. Foster emotional resilience and a sense of purpose as students navigate technological advancements and shifts in society.

THINKING entrepreneurially and exploring niche possibilities to encourage students to approach interdisciplinary challenges through lenses of circular economics and closed-loop models. For example, upcycling waste into new products mirroring #preciousplastics, hydrowood or #chopvalue. Use forecasting techniques inspired by “dreaming,” similar to AI’s noise injections, to envision multiple future scenarios (Sejnowski, 2023). Alternatively, focus on a few signals of change and future forces (McGonigal, 2022) to imagine innovative solutions.

Technologies in schools have historically been adopted and integrated gradually over time. However, the arrival of AI has disrupted this pattern, presenting both enormous opportunities and significant challenges. As we navigate the AI landscape, it is essential to be swift but judicious in our approach, using discernment in how AI is integrated into education. We need to harness AI’s potential while being mindful of ethical considerations, upholding academic integrity, and preserving the authenticity of the learning process.

According to Sam Altman, we are entering the Intelligence Age, where AI amplifies human potential, accelerating learning and creativity.

AI can also be leveraged to enhance problem-solving and logic tutoring, similar to how most of us have gained knowledge through leveraging social media, MOOCs, LMSs, and the internet. Large language models (LLMs) have significantly ramped up these capabilities, and our current perspectives on AI will greatly influence our preparedness for its integration in education.

Like all new technologies, we need to learn how to best utilise its advantages and understand its disadvantages. All technology comes with its pros, affects and cons — whether related to physical components, technical challenges, costs, redundancies, mechanical issues, or utility.

Schools have long struggled to keep education syllabi and traditional academic structures aligned with rapidly advancing technological industries, but this challenge has become even more urgent with the rise of AI and the shifting demands of the workforce. Rapid technological advancements have outpaced curriculum updates, leaving students unprepared for a dynamic job market. The other major challenge is the impact of traditional testing and assessment methods, coupled with the growing difficulty in maintaining the authenticity of students’ work. As a result, the QCAA has updated its QCE eligibility requirements, requiring students to complete the Academic Integrity course to uphold academic honesty.

In The Next Word: AI and Teachers, Mathew Esterman’s chapter “Cheating Well” builds on this perspective, exploring how AI tools like ChatGPT are reshaping our understanding of learning and academic integrity. Esterman (2024) suggests that educators should guide students to use these technologies ethically and effectively, rather than condemning them outright. He advocates for nuanced, process-based assessments that promote originality and deeper understanding, offering practical strategies for integrating AI into learning in ways that resist shortcuts. This approach aligns with Gee’s broader view of literacy, where the focus is on navigating and making sense of evolving tools and systems, positioning AI as a powerful means to enrich education when used thoughtfully. Professor James Gee challenges the traditional notion of literacy, emphasizing that it goes beyond reading and writing — it involves understanding complex systems, thinking critically, and participating meaningfully in various social and cultural practices (Gee, 2004).

This perspective connects with Dean Ashenden’s concept in Unbeaching the Whale, which critiques the entrenched, immobile structures of formal education. Together, these ideas highlight the need for a more adaptable and dynamic approach to education, especially as we navigate rapid technological advancements like AI. Ashenden likens the traditional education system to a beached whale — massive, outdated, and struggling to adapt to a rapidly changing world.

Many young people are bypassing formal academic pathways, instead opting for self-directed learning and leveraging powerful technical systems, including AI, to shape their futures in the algorithm-driven economy (Facer, 2011). They’re building personal brands on social media platforms, collaborating with influencers and industry experts to showcase their skills, products, or services. AI-powered algorithms on platforms like YouTube, Instagram, and TikTok enable these young entrepreneurs to optimise their content, reach targeted audiences, predict trends, and secure sponsorships, freelance gigs, or launch startups.

Additionally, they are becoming adept at using tools like CapCut for video editing, AI systems like Vizcom.ai for 2D/3D design rendering, and AI-powered tools to find logic errors in code. They also understand SEO data, navigate Google Ads processing, and analyse differences between pixel data and analytics, enabling them to refine their marketing strategies and maximise their online presence. I am observing teenagers leveraging AI to build advanced programming solutions, automating search console reports, speeding up rendering, solve coding issues and generate systems that I would have never thought possible 12months ago.

The World Economic Forum estimates that, by 2025, 50% of all employees will need reskilling due to adopting new technology. Five years from now, over two-thirds of skills considered important in today’s job requirements will change. A third of the essential skills in 2025 will consist of technology competencies not yet regarded as crucial to today’s job requirements (cited in Li, 2022).

While the human aspect of teacher-student interaction is vital for emotional connection, mentorship, and social learning, AI-powered digital tutors offer complementary benefits. They can provide personalized learning pathways, instant feedback, and data-driven insights that enhance student engagement and reduce learning gaps, as Fullan (2013) highlights. The debate centers around integrating AI tools to support, rather than replace, human teachers, allowing educators to focus more on relationship-building and critical thinking while leveraging technology for adaptive learning.

I believe we are witnessing the most significant shake-up required in our standardized secondary education system. Foundational literacy and numeracy remain crucial for enabling students to think critically, communicate effectively, and adapt to new challenges. By mastering these skills, students can craft effective prompts to leverage AI tools, enhancing their problem-solving abilities and fostering innovative thinking as they engage with complex information.

These core competencies, combined with a commitment to lifelong learning, ethical decision-making, and inclusive collaboration, are vital for students to genuinely contribute, challenge the status quo, and progress in society. However, the question is whether we can accelerate this learning through niche micro-certifications and self-directed, future-capable skills while navigating a rapidly evolving technological landscape. Alongside this shift are ongoing challenges from the effects of COVID-19, the growing influence of cyber media, and the psychological and physical impacts of rising living costs, education mandates, and increasing anxieties.

AI, while daunting in terms of safety, deepfakes, privacy, and information harvesting, it does offer the inquisitive mind an opportunity for greater agency, acting as a conduit for turning innovative ideas into new realities. But like any technology, it brings both benefits and drawbacks. AI represents the most significant signal of change I’ve encountered in my 25+ years of teaching and coding. As Gee’s perspective suggests, the evolving landscape of literacy and learning in the digital age demands that we rethink how we equip students with the skills to thrive.

Term 1: IDEAS and Exploration

  • Focus: Systems-thinking inquiries and exploring emerging fields.
  • Activities: Students analyze different systems, such as waste management through circular economy principles, to create high-value products from waste materials (e.g., upcycling fabrics or plastics). This can include exploring the impacts of using these materials on sustainability and ethics.
  • Project Example: Design a small-scale prototype that upcycles household waste into useful products, such as a device that uses force and motion to separate materials. Students can create a website to document the project process, building tech literacy while using the website content to discuss environmental ethics, incorporating Humanities elements like historical perspectives on waste management.

Associated Codes:

  • AC9TDE8K01 (analyze ethical and sustainability factors)
  • AC9TDE8K06 (analyze characteristics and properties of materials)
  • AC9TDE8P01 (analyze needs or opportunities for designing)
  • AC9TDE8P02 (generate, test, iterate, and communicate design ideas)

Term 2: MOTIVATION for Future-Ready Skills

  • Focus: Building critical thinking, adaptability, and AI literacy.
  • Activities: Introduce students to basic AI concepts and how AI tools can support their projects, such as analyzing data trends in social media use or automating aspects of design. Teach cyber safety practices, including managing digital footprints.
  • Project Example: Develop an AI-assisted financial literacy app that helps peers understand budgeting and saving through interactive quizzes. The content integrates real-world math and economics concepts, while building digital literacy through app development. Students also explore design thinking by creating user-friendly interfaces for their app.

Associated Codes:

  • AC9TDI8K03 (how digital systems represent data)
  • AC9TDI8P14 (investigate and manage digital footprints)
  • AC9TDI8P05 (design algorithms involving control structures)
  • AC9TDI8P09 (implement, modify, and debug programs)

Term 3: PERSONALISED Mentorship and Career Guidance

  • Focus: Building networks and understanding industry connections.
  • Activities: Students engage in virtual mentorship sessions with professionals in arts, technology, and finance sectors. They learn how technology supports business processes, such as using data analytics in financial services or creating digital art.
  • Project Example: Students design a digital portfolio that showcases a mock business idea, such as an online store for selling handmade crafts. They learn finance literacy through pricing strategies, cost analysis, and profit calculation while using Arts skills to create visually appealing product designs and branding. Mentors provide feedback on their business models.

Associated Codes:

  • AC9TDE8P04 (develop design criteria collaboratively)
  • AC9TDI8P12 (plan and manage individual and collaborative agile projects)
  • AC9TDI8P03 (model and query structured data)
  • AC9TDI8K02 (explain how data is transmitted and secured)

Term 4: AGILE Curriculum and CHANGE Agency

  • Focus: Cross-disciplinary projects and adapting to new challenges.
  • Activities: Students work on group projects that integrate their learnings from the year, designing solutions that address real-world problems, such as sustainable food production, water conservation, or energy-efficient systems.
  • Project Example: Create a website or blog that promotes sustainable practices in the community, such as reducing household energy use. The website includes tech literacy elements like coding and web design while focusing on content related to geography (impacts of climate change), history (past conservation efforts), and art (digital illustrations and infographics). The project also includes a finance literacy component, where students track a mock budget for their website’s development and potential marketing strategies.

Associated Codes:

  • AC9TDE8K02 (analyze the impact of innovation on global preferred futures)
  • AC9TDI8P02 (analyze and visualize data using software)
  • AC9TDE8P05 (develop project plans to manage time, cost, and production)
  • AC9TDI8P07 (design the user experience of a digital system)
  • AC9TDI8P10 (evaluate solutions against criteria)

REFERENCES

Ashenden, D. (2022). Unbeaching the whale: Reforming the Australian education system. Monash University Publishing.

Billett, S. (2011). Workplace learning: Where it is, what it is and what it could be. Human Resource Development International, 14(1), 101–116.

Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44. https://doi.org/10.1080/07294360802444347

Collins, A., & Halverson, R. (2018). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. Teachers College Press.

Dede, C. (2014). The Role of Digital Technologies in Deeper Learning. Jobs for the Future.

Esterman, M., & Jackson, N. (2024). The next word: AI and teachers. Publisher unkown.

Facer, K. (2011). Learning Futures: Education, Technology and Social Change. Routledge.

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson.

Gallagher, S. R. (2016). The Future of University Credentials: New Developments at the Intersection of Higher Education and Hiring. Harvard Education Press.

Li, L. Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond. Inf Syst Front (2022). https://doi.org/10.1007/s10796-022-10308-y

Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18.

Schwab, K. (2017). The Fourth Industrial Revolution. Crown Business.

Reflections—The State of Digital Design: Celebrating 33 Years of the World Wide Web

The World Wide Web (WWW) has been a transformative force for 33 years, driving innovation and connecting the world in unprecedented ways. However, despite its rapid evolution and technological advances, the WWW still grapples with significant design challenges. Many digital services and products remain unintuitive and unreliable, leading to issues with accessibility, safety, and inclusion (particularly for older adults and individuals with impairments). Innovators and futurists see this as an opportunity to address fundamental human needs through thoughtful redesigns to future-proof the ubiquitous technology.

We all know that the Internet has become an indispensable part of modern life, with its impact only amplified during the COVID-19 pandemic. Technologies like Zoom and FaceTime became essential tools for maintaining connection, demonstrating how resilient digital systems can be under pressure. However, continuous efforts are required to address security vulnerabilities, standardise protocols, enhance accessibility, and improve performance to create a safer, more reliable, and inclusive web. More

Testing QCAA’s ISMGs using #JavaScript for #Adobe #Acrobat #digital #ismgs

In today’s fast-paced educational landscape, teachers are juggling increasing workloads, leaving little time for in-depth student engagement. A solution that streamlines the marking process can significantly improve efficiency, accuracy, and data management, freeing up valuable time for teachers to focus on what truly matters—student development. This innovative system offers a powerful way to simplify assessments while ensuring seamless data integration, benefiting both teachers and school leaders alike.

Value Propositions:

  1. Time-Saving Efficiency: Drastically reduce the time spent on marking, allowing teachers to dedicate more attention to personalized teaching and lesson preparation.
  2. Enhanced Accuracy: Eliminate accidental teacher error with automated marking systems that ensure consistent and precise feedback for all students.
  3. Seamless Data Integration: Automatically sync assessment results with school databases, saving time and minimizing duplication of effort when entering student performance data.
  4. Improved Quality of Feedback: By automating repetitive tasks, teachers can focus on providing more meaningful and targeted feedback to students, enriching the learning experience.
  5. Scalable Solution: Designed to meet the needs of schools of all sizes, this system can easily scale to accommodate larger student populations and a variety of assessment types.
  6. User-Friendly Interface: Intuitive and easy to use, this system requires minimal training, allowing teachers to adopt it quickly without disrupting their existing workflows.
  7. Long-Term Cost Savings: By streamlining the marking process, schools can see long-term reductions in teacher burnout and turnover, leading to lower costs in staff management and retention.

Example of how to automate a senior #ISMGs marking process. 

Reflective commentary from 2009 “The networked student and the learning landscape”

Connectivism and networked learning have emerged as new learning paradigms that reflect the ability of today’s learner to access endless sources of information, build relationships with others, and collaborate and develop knowledge, all often done outside the formal education environment, on a scale not seen before (Siemens, 2005; Blackall, 2007; as cited in Kligyte, 2009, p. 540).

What can games teach us about educational practice?

Video games have been the topic of debate for years. From their association with behavioural addiction to their influence on social engagement, the popularity of gaming among young people is to say the least, contentious. However, removing ourselves from the pros and cons of actual gaming, it can be productive to explore how some of the non-digital techniques—for example, storytelling and character development—are employed by developers to engage players, both young and old. Perhaps an understanding the efficacies of these techniques can be used in the classroom, to better engage students and inspire learning? By analysing the extraordinary immersive appeal of games we can potentially expand on our pedagogical views for how to creatively engage students in thinking and learning.

When push comes to pull: cultivating entrepreneurial learning

Last month, the Foundation for Young Australians (FYA) released The New Work Smarts report that revealed growing concerns about young Australians not being adequately prepared for their futures.

While it is impossible to forecast where tomorrow’s technology and its concomitant skills demand will lead the next generation, we do know that globalisation, flexibility, automation and robotics will have more influence over determining how jobs are performed, and what jobs are required into the future  (FYA, 2017).

Optimistic superseders

If Australia is serious about kick-starting its lagging productivity growth and exports, and weaning itself off the mining boom, it must ignite and amplify a genuine interest and optimism in a new generation of design thinkers by not eradicating our children’s natural predisposition to experiment and create (Brown, 2009). We also need to train the best and brightest teachers to nurture a new generation of start-up entrepreneurs and innovators with much better access to specialist education and funding.

Young designers: future creators

Think back to the time when you were a child immersed in imaginary play; your open mind brilliantly poised and receptive to possibilities and endless adventures: a world more colourful than anything packaged or purchased. Your intrinsic creativity was limited only by your imagination. What you were doing was designing.

Games Programming – Sample assessment instrument and student response

This sample has been compiled by the QSA to help teachers plan and develop assessment instruments for individual school settings. The QSA acknowledges the contribution of Brisbane Girls Grammar School in the preparation of these documents. The samples presented are a series of extracts from a student response. The sample demonstrates the Standard A descriptors from the Knowledge and communication and Implementation and evaluation dimensions.

Training tomorrow’s technologist

The need for today’s students to be innovative, self-managing and change-ready to contend with the complexities and challenges of the future continues to gain attention from researchers, education authorities and industry leaders (MCEETYA, 2008; Seely Brown, 2011). While technology teaching in schools varies depending on the learning context, resourcing, and leadership, the ultimate goal should be to train our students for a world that we cannot even envisage. Fostering scholarship for tomorrow’s innovative and creative technologist requires a threefold quest: staying responsive to emerging technologies, understanding how to apply technology in educational contexts, and tailoring learning to suit our students’ personal expectations. more

Engineering digital careers for tomorrow’s cloud architecture (Republished) 

Transforming pedagogy to attune to today’s learners is complex and fraught with glitches. How do we nurture digital creativity and inventiveness if only basic operations of standard software are modelled and accepted? Digital media offers far more opportunities for new forms of creativity than producing a PowerPoint. The challenge is real and disconcerting in consideration of the research surrounding future careers based on 21st century skills. Industry leaders of global change and innovation play a key role in revamping our educational institutions processes and agendas.

Engineering digital careers for tomorrow’s world in the cloud

Academic pursuit through the study of technologies has an image problem and bears battle scars from the splendid mythology of its past. While young learners are happy to navigate in a buzz of digital confusion, will they be acquainted enough to be innovative with technology systems of the future?

Assistance with Floodlines learning notes for State Library of Queensland

Brendon assisted SLQ as part of the Learning Associates 2012 Program. Floodlines learning notes align with the Australian Curriculum in History, English, Science and Mathematics. These can be used to enhance students’ learning experiences pre-visit, whilst visiting Floodlines, and post-visit.

Games-based learning: creative steps to a digital future

Game-based learning continues to gain pace as a methodology for engaging young learners in today’s connected age. Integrating games programming into teaching and learning is consistent with current educational theorists and research emphasising the potential of digital games as a teaching and learning tool in today’s educational systems (Gee, 2003; Halverson, 2005; Horizon Report, 2011; Shaffer, 2006).

Digital education evolution (republished)

ICT devices provide many opportunities to enhance teaching and learning while also engaging and harnessing students’ creative talents and power. Students can seek additional support in learning through email, online forums, online classrooms, by watching vodcasts and listening to podcasts.

Designing and developing digital games: secondary education learning context

Senior secondary students studying the Queensland Studies Authority (QSA) elective, Information Technology Systems, have the option to choose games programming as an elective context for their project-based learning. Initially, the students research and analyse current literature and collaboratively evaluate a broad range of existing international educational games (also known as learning objects)

Barriers and facilitators to the adoption of tools for online pedagogy

As institutions and staff adopt new technologies to support online learning, a number of factors impacting the implementation and sustainability of these tools come into play. These include staff perceptions, cost effectiveness, type of support provided by the information and communication technology systems management and the institution’s strategic initiatives for supporting the implementation of these tools.

The networked student and the learning landscape

Networked learning supported by information and communication technology (ICT) is changing the learning landscape for governments, business, schools and tertiary institutions worldwide. ICT in today’s very social online environment is providing unprecedented opportunities for inquiry, contribution, collaboration and support.

Digital Education Evolution | pp 62

The October issue of Independence, the biannual publication of the Association of Heads of Independent Schools of Australia, examined the integration of 1:1 computing in six best practice Australian schools including Brisbane Girls Grammar School.

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