SCHOOL OF EDUCATION

A Critical Analysis of an Organisational Innovation



Abstract

Information Communication Technologies (ICT) have had a profound impact on every aspect of modern life. The field of education is no exception. As schools move to greater integration of ICT tools and skills, a review required to establish how suitable ICT tools and sills in general; and in netbooks; are for secondary students to use. This study seeks to determine whether or not not-books are an appropriate device for secondary students. Specifically, it investigated whether or not use of netbooks will be an aid or a hindrance to the development of the skills and knowledge needed by Year 12 students facing VCE (Victorian Certificate of Education) examination. This paper will draw on several previous studies that have investigated different aspects of the key issue. The paper will also refer to several academic readings undertaken during this second semester (2011) to reflect on and draw on the broader issues of innovation and education.

Table of Contents

Abstractii

A Critical Analysis of an Organisational Innovation1

Introduction1

ICT & Netbooks1

Aims of the Study3

Literature Review - Netbook Use3

Bibliography5

A Critical Analysis of an Organisational Innovation

Introduction

Currently, the Information Technology and Communication (ICTs) are undergoing rapid development, this is affecting almost all areas of our society and education is no exception.

This work is of interest that the ICT-education interaction has aroused in the entire world. International Education conference Education for All for Learning to Live Together held in Geneva in 2001 expressed in relation to Information Technology and Communication (ICT). These technologies are increasingly a necessity in the context of society where rapid change, increased knowledge and the demands of a high quality education constantly updated become a permanent requirement.

ICT & Netbooks

The innovation of Information and Communications Technologies (ICT) has become a key part of any education system. The students of today (2011) and tomorrow will need to be fully ICT literate - defined as the ability to use ICT appropriately to locate, manage, evaluate, and integrate information, to expand understanding, share that knowledge with others and communicate with a wider audience within society (Department of Education - State of Victoria ICT Curriculum design paper 2010). The term ICT incorporates great many different tools and skills. The term ICT is quite usually divided into e-learning and m-learning.

The term e-learning refers to electronic tools used to help students. The more modern term m-learning has been defined by Abernathy (Abernathy, cited in Larkin and Finger 2010) as, “the intersection of mobile computing and e-learning. It includes anytime, anywhere resources; strong search capabilities; rich interaction; powerful support for effective learning; and performance based assessment.” Larkin and Finger further clarify the transition from electronic learning to mobile learning by developing Keegan's (2005) diagrammatic representation of e-learning and m-learning. Education is an integral part of new technologies and, that is as well a growing number of universities around the world are demanding digital literacy as one of the requirements in their entrance exams, and graduation, considering that it is a main objective to prepare future professionals for the ...