HIGH SCHOOL COPENHAGEN:Abolore Academy
An opportunity to visit three class groups utilising a one-to-one laptop program.The opportunity to discuss the possibilities and opportunities arising from access to a personal laptop computer within the classroom was enjoyable.The students were articulate and not shy in offering their opinions about the benefits that they see attached to utilisinig technology to personalise their learning experience.We visited classes in English language,mathematics and history. These were the first group of senior students to be involved in this new program.The school has 400 students in the years 10-12.Those students allocated a personal laptop were about half of the school and specifically those enrolled in the specified technology program.It appears that these students are generally those enrolled in the predominantly 'academic'group.In terms of school allocation ,however,the access to technology is high with a 1 to 1 allocation of PC access across the school.
Staff and students were positive about the impact of technology within the classroom with the capacity to network with classmates and the capacity to reconnect with learning objects to enhance learning identified as strengths within the program.
The school had invested heavily in staff training and this was seen as ,perhaps, the critical elemnt for the implementaion of technology within the classroom.The introduction of information and communication technologies is managed so that staff capacity and a critical review of the impact of the technologies proceeds implementation.The school is currently reviewing the capacity of interactive whiteboards to enhance the quality of learning and teaching within the classroom. From the experience of this school effective implementation requires a quality software platform and a knowledge management infrastructure that facilitates connectivity and interactivity.As we have seen in other locations the quality of the infrastructure and the management of coherent training sytems and critical to the successful integration of ICT in educational settings.
Within the national context the school is involved in the monitering of student and school performance.Whilst students are tested each year the areas tested are not across all areas and there is a sampling factor that sees different subject areas evaluated across the three years.Students who do not achieve a level of competency required for further studies can choose to repeat in that area or to transfer to a specialist course in a designated technical school.The full testing program covers 10 areas,at a national level,over three years.There is a common sampling factor that applies to all 'Grammar Schools.' It is legislated that these results and publicised on-line and along with all lessons and course plans these materials are made public on the school web-site. The software that runs the school system is developed by Macom and is under continued development to refine it to the needs of the school...the system is Lectio. Those staff interviewed spoke positively of the program and can see positive results for the students.Students were generally positive and spoke of the changed relationship within the classroom and a general feeling that the technology has enhanced their educational experience.