This link has been bookmarked by 28 people . It was first bookmarked on 31 Mar 2008, by Susan Petroff.
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18 Dec 08
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17 Dec 08
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12 Dec 08
Michael WalkerCathleen Norris and Eliot Soloway discuss issues with teaching in a one to one environment
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CN: The biggest single problem now, if children do indeed have access to technology, is the problem of how teachers integrate this technology into the classroom. Up until now, technology is either the focus of the instruction in that it's an instructional technology class (they're teaching children about Word and Excel and that sort of thing) or it's an add on to a lesson (here we're going to be doing a lesson on the Civil War, let's look at this website that deals with the Civil War,) but it's not an integral part of the lesson. We determined that it couldn't be an integral part of the lesson because there weren't tools available that easily allowed teachers to create lessons around the technology. There are products like Blackboard or WebCT or Moodle and I can understand why teachers aren't authoring their lessons everyday in these tools. It's like asking them to program in HTML. How good are they at that? I would say many of them don't even know what HTML is, especially when we see elementary education majors who are only required to take one three-hour course in technology. They don't know the difference between "Save" and "Save as" and we're going to ask them to create their lessons in something like Blackboard? Well we know that's not going to happen and so what we did was create what we call the Mobile Learning Environment. The mobile learning environment is a tool that runs on top of Windows Mobile, Windows CE or Windows XP. It allows teachers to easily take whatever applications they normally use, be it Inspiration, or a paint program, or some type of drill and practice program, and it allows them to build a cohesive lesson in a very short amount of time with very little training.
ES: What Cathie's explaining is that schools have existing curriculum that they have to teach. They bring that pencil and paper curriculum to the table and set it down next to a computer and say "How do I take this pencil and paper stuff and integrate it with the technology?" School districts across the country have specific things they have to teach. Some companies try to replace the curriculum through a new computer-based environment. These companies are saying "You adopt this technology, and with it, you also adopt this curriculum." We feel that this doesn't work. School districts have existing curriculum they teach with, you can't tell them to change the curriculum because of the technology. So then the question becomes how to integrate the technology with the school's existing curriculum.
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If you go to a situation where the computers are one-to-one, where every child has a computer, be it a cell phone computer or a mini laptop computer, then all the learning activities, all the learning resources are on that device. It becomes the conduit then for the curriculum and for the artifacts the student creates. In some sense it does replace or certainly augments the paper and pencil materials. As Cathie pointed out earlier, the problem was that the computer was used as an add on. The major part of the lesson was still done on paper and there might be one activity that you did on the computer but that activity wasn't integrated with the rest of the pieces of paper. The computer wasn't playing an integral role to the lesson. But with one to one, it becomes possible for the computer to play an integral role.
CN: Which is the way it is in business. Most business people do the majority of their work on their computer. Pencil and paper tends to be an aside or an add on for notes. When we start talking about teaching children 21st Century Skills, teaching them how to use the computer for the bulk of what they do is certainly a 21st Century Skill.
ST: Certainly, so long as it's not just teaching the technical means to do a PowerPoint presentation or write a paper. It's about the critical thinking that goes on.
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The teachers who are out of control when students have handhelds are the same teachers who are out of control when the students have pencils and paper. I was a classroom teacher for 15 years and back then the threat was that computers were going to come in and replace all teachers. All of the good teachers felt that any teacher who could be replaced by a computer should be. There is always room for and a place for good teachers. In this case the role of the teacher is different. It's not necessarily a role of handing out the information. You don't open up students' heads and dump in the information. Rather, teachers provide direction and contextualize things for students as they do their lessons. Students are not sitting there like little birds waiting to be fed. To create autonomous learners you must contextualize things for students as they find them or as they run into difficulties trying to fit pieces together because you've structured the lesson for them.
ST: You're singing my song. One of the things we often say at our organization is that a child is not a vessel to be filled, but a flame to be kindled. What you're speaking to is how do you create that spark and engage that 21st Century Learner.
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Well that's true. One of the things that I worry about with Smart Boards is people are just porting all of their book based content into static PDFs to be displayed on Smart Boards. There's nothing engaging there about that solution.
CN: Right. Children are simply watching something bigger. We were in Mexico and we saw that Mexico had adopted the Smart Boards in all the classrooms. At one meeting we attended, they demonstrated how they were going to be using the Smart Boards in the classroom. A teacher had a book opened, displayed on the Smart Board, going through the lessons with the book on the Smart Board. It was just a bigger book, the children are still being passive learners. They simply watched her as opposed to engaging with a technology that fits them, moving up and around, it's a completely different learning environment.
ES: This was a very powerful learning experience for both of us. Here is a country trying to move into the 21st century. They were going to equip their classrooms with all these expensive, electronic whiteboards. All they were doing was the same thing that they had done with books in the past and that wasn't particularly interesting to the kids. Displaying the book a little bigger is not going have any impact whatsoever.
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We see a trajectory with this issue of one-to-one computing. The entire notion of one-to-one is going to change. The term is inappropriate. It's a dominant term now because it comes out of the laptop world. It still focuses on the technology as opposed to what the kids are going to do with the technology. I think over the next few years, the notion of one-to-one as a term will disappear. What's going to happen is that it will be a given that all the children will have a computing device. It probably is going to happen faster than most people think. Right now, a large percentage of schools in the United States, ban cell phones. But once this dam breaks, when schools see that kids are already bringing computers to school and schools don't have to pay for those computers, the light bulb within administrators will light up. Administrators will begin to notice that one child brings a Motorola, another brings a Nokia, and yet another brings an iPhone. The solution? You just put a layer of software on top of the phone that makes all those non-homogeneous devices homogeneous with respect to the teacher and the learning activities. Just like a Dell and a Sony and a Gateway. They're different computers. You put a layer of software on top of them and now they're all the same. That's the same idea that will happen in the cell phone computer world. And when this happens, we think it's going to happen very quickly. Not in five years, more like two to three years.
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10 Dec 08
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Lee-Anne PattersonResearch into maths and students with special needs - SMART - collaboration with University of Kentucky
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- Students using text-to-speech for reading math equations and instructions improved their algebra and pre-algebra skills.
- Students who used digital textbooks learned more math than students who used printed versions; as the math became more complex, the students who used digital textbooks performed better than those using print textbooks.
- Students liked the speech and highlighting features, and said it gave them a feeling of independence since it eliminated the need for teachers to read the equations aloud.
- Students found it was valuable to have a tool that speaks math formula aloud.
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26 Nov 08
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25 Nov 08
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—60% of IT administrators at educational institutions spend more than 10 hours per week managing internet access—this time interferes with productivity. 94% spend one hour or more.
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Less than 25 percent of educators feel comfortable teaching students how to protect themselves from online cyber predators, cyber bullies and identity theft, according to a recent study by The National Cyber Security Alliance (NCSA) and Educational Technology, Policy Research and Outreach (ETPRO).
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17 Nov 08
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09 Nov 08
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04 Nov 08
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14 Oct 08
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01 Oct 08
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10 Sep 08
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20 Aug 08
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07 Aug 08
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05 Aug 08
Scott AshwellFive Ways to Use Video Equipment in Science Labs
Science and computer teachers from the Convent/Stuart Hall of the Sacred Heart Elementary school in San Francisco, shares the following ways they use video in their labs: -
30 Jul 08
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Julie LindsayMith Resnick interview. Good discussion re definition of constructionism and constructivism
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As I look at the educational community, especially in the educational research community, over the last decade or so, everybody says they're a Constructivists. Increasingly with teachers, they also say they're Constructivists and that they're drawing upon these ideas from Piaget. One thing that I sometimes find frustrating is that people often say they are Constructivists, but if you look at their practices, whether it's the practice of a teacher in a classroom or the practice of a toy designer, or a media designer, their practices are totally at odds with what I think Constructivism is really about. I worry that it's a buzz word being tossed around these days. I don't think people really take it to heart in a serious way.
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26 Apr 08
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25 Apr 08
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23 Apr 08
Tom McHaleCell Division—To ban or not to ban? Some districts keep mobile phones from school grounds. Others write curricula for them.
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22 Apr 08
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31 Mar 08
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Technology Counts 2008
Education Week released Technology Counts 2008, its annual review of the state of technology in American public schools. This year's report focuses on efforts to improve education in the fields of science, technology, engineering, and mathematics (STEM). Documenting the growing emphasis on STEM, the report notes that 38 states require or are phasing in a requirement for at least three years of math, while 35 states require or will require at least three years of science before graduation. Meanwhile, nearly 40% of teachers assigned to teach math in grades 7-12 lack a college major in the subject, as do nearly 25% of those assigned to teach science.
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