Technological development has been a major driver for change over the past 100 years, although often not necessarily in school contexts. As a result, one might develop a deficit model of educational change; or decide that contexts that have successfully adopted new technologies are not always transferable to meaningful learning environments.

However, even if one resolves that this latter position is the 'right' one, it does not mean that the education community should dismiss the opportunities and risks presented by socio-technical change. Like any tool, we need to understand the development, assess its potential and mitigate against its risks. This is the first of give thinkpieces intended to review some of the changes on the horizon. It is based on the collective thinking of a number of technologists, thinkers, policy and practitioners gathered over the course of 2010, but of course reflective of the personal views of the writer.

'Cloud computing', like many other aspects of technology, is subject to many definitions. Largely, we might assume that the 'cloud' should have the following characteristics:

- internet-based, including hosted resources, tools and services

- using data services and storage that are remote

- ubiquitous

- fast

- usually wireless

But what are the implications of the personal cloud for education? As learners of all ages have ubiquitous access to their personal networks, data, information sources and tools anywhere and anytime, educationalists need to think about the kinds of behaviours those learners need to develop to make the most of the opportunities afforded by the technology, and to keep themselves safe. This is particularly so as the distinction between the virtual and the physical becomes unclear. One might argue that new digital divides might emerge as those learners who can afford the technology are advantaged, but as the cost of mobile devices in particular becomes increasingly accessible, educationalists need to be aware of divides that go beyond the technology into considerations of culture, capital and ethos. Alternatively, the democratization of access increases, we might wish to see a power shift between institutions to users...or some users.

Things to think about

This is a list of things to think about in relation to the personal cloud in education. It is by no means complete. What do you think has been omitted?

- Managing expectations of learners, families and staff wanting flexibility in device, service and when they access those services. This includes considering learning across institutional contexts and boundaries, as learning records and networks could travel with the learner, rather than via institution. Will learners using the personal cloud begin to expect a more tailored learning experience?

- Changing modes of offering learning opportunities - their acceptance (or rejection) by educational institutions and the learners operating within them. Will we see an increasing disconnect between the learning done within institutions and the learning done in less formal settings? And given the opportunities for linking with people from other places and spaces, will collaborative learning become a reality beyond 'group work'?

- Opportunities for learners to shape the technology they use. This could have particular implications for schools which are notoriously 'locked down' in their IT infrastructures, often due to child safety concerns.

- Will the cost of instititional ICT decrease as learners are increasingly allowed to use their own devices? While this has already happened in HE and FE it is extremely limited in school settings.

- Will ICT become increasingly embedded as learners can connect to learning in ad hoc, regular and immediate ways through devices they have some ownership over? Will they become more autonomous as they develop tools for themselves, and share those with others?

- Capturing and representing assessment data in new ways to genuinely illuminate the learning could happen in a context where location-based computing and robust online systems are a possibility. Work carried out by Harvard University in making the most of this opportunity in the context of scientific inquiry-based learning, where assessment data are captured, verified and presented in virtual worlds.

What implications does the personal cloud have for your practice?

Further reading:

Cliff, D., O'Malley, C., Taylor, J., 2009, Future Issues in Socio-Technical Change in UK Education

Clarke-Midura, J., Dede, C., 2010, Assessment, Technology and Change in Journal of Research on Technology in Education, Spring 2010, Vol. 42, Issue 3, pg. 309 - 328