Has Technology in schools become a “black hole”?

March 27, 2010 by

Chicken or the egg? Cart before the horse? Is technology the be all and end all to education in the 21st century? We are encouraged to use technology at all costs, but is this really the most effective instruction? Are we now trying to fit instruction into present technology or do we use technology to enhance, enrich, or improve specific instructional strategies. I took a class a year ago on computers and technology. It was truly a colossal waste of time. It could be deemed “the use of technology for technolgy’s sake”. It seems to me that this approach is counterproductive to use of technology in the classroom. While there are undoubtedly benefits to utilizing technology we would be wise to remember that technology is still a tool and not the end to a means. Lets thoughtfully use technology where appropriate and try not to pigeon-hole it into places where it is not conducive to student learning.

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Gone Fisching!

March 30, 2009 by

In a recent post, Lawrence Fisch talks about his visit to the Marriot courtyard in San Diego. As he accessed the business centre in the lobby he noted the setup of the desktop on the computers. It was interesting that the main tab on the desktop consisted primarily of social resources such as My Space, Facebook, and You Tube. The bookmarks were not much different in nature. Microsoft office was noticeably absent. The Media tab was populated with utilities such as You Tube, Hulu, Pandora, and Flickr. The Major networks; ABC, NBC, and CBS were on the page but were relegated to second billing. Fisch found this somewhat odd since the business centre caters to business clientele and so would logically design the desktop to meet their needs.
Fisch concludes that this represents an shift in how computers are being used even in the business world. This is a microcosm of a larger shift from private to social, and proprietary to open source.
The shift in obvious in the number of people enrolled in the many social utilities. There are almost 200 million subscribers to facebook alone. I recently watched a video on You Tube that has been viewed over 85 million times. It seems too, that the number of blogs and Wikis available are growing exponentially.
I have often viewed social networking particularly in schools as a pariah. The negative experiences (cyberbullying, stalking, etc.) that has occured mainly because of unsupervised access has created a real reluctance for schools to embrace the social networks. Social networking can provide many benefits to learning, however it must be used in a thoughful, meaningful ways to avoid the negative pitfalls that comes with it. I noticed Fisch’s school website; http://www.lps.k12.co.us/schools/arapahoe/start.htm is noticeably devoid of access to social networking sites. hmm…might be a pattern here.

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Reflection – What have I learned from ECI

March 30, 2009 by

Reflecting on what have learned in this class in almost overwhelming. Aside from attempting to master the learning objectives of the course, I have undoubtedly acquired many intangible or residual skills by simply going through the process.
I have made significant footprints in the sand from what I learned in this class. My growth in technological literacy has been exponential to say the least. Although I had a basic understanding of some technological applications my knowledge base was rather small and I was reluctant to go beyond personal use of the limited number of tools I was familiar with on the web. As a course requirement I had to explore a multitude of technological resources and applications. Had this not have been required I would never have learned to the extent I have. I have discovered many web tool applications; the list is too numerous to recite here. More importantly I have an awareness of what is available and how to access tools for a multiplicity of uses. I have gained much insight into the connections between technology and learning as a holistic approach rather than technology simply being a tool for intermittent use. Using the tools, sharing ideas and resources is learning in itself for teachers and students. This is an aspect of technological integration I had never considered prior to now.

I now have the confidence to introduce technological integration innovations to the staff and help them on the techno-journey. Exposure to ideas in this class has really created an awakening, opening my eyes to the possibilities we might explore as teachers and students.

I have some definite ideas about how to expand the school’s web site so that it is more informative and interactive. Since I teach some senior sciences I plan on creating a science Wiki and teaching students technological applications so that they can utilize the Wiki most effectively. The Wiki would have a social networking component so that we can communicate and share ideas with other science classes. This will help develop and expand the “big ideas” about science and how it advances. Student generated videos/presentations would work very effectively in explaining core concepts.

As an instructional leader I want to bring the staff along. Selling the effectiveness of technology is not a stretch as we have always focused on catering to different learning styles. The role of technology in facilitating this is easy to demonstrate, given time. At a recent staff meeting we spent some time teaching teachers how to create a blog. Most were very excited at the opportunities blogs presented. We also demonstrated how to create a google account so that we can utilize the many tools available. The Tech Teacher and I have decided to teach various web tools through staff meetings and are encouraging professional development in technology.

I also plan on seeing the PLC Wiki to fruition. I see enormous potential in opening up new, efficient means of communication, and sharing ideas and resources more effectively through technology. Skype, and similar utilities present excellent avenues so that teachers can communicate more frequently overcoming the challenges that distance presents.

This class has been a lot of work. However, I can honestly say that I have learned immeasurably. Using the tools, surfing, reading various blogs, viewing other media has considerably altered my mindset regarding the utilization of technology and how it “fits” into what we do as educators.

It was truly a rewarding experience.

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Swimming in the Fischbowl

March 17, 2009 by

Lawrence Fisch has an excellent post on the Fischbowl relating to the circulation of ideas and networking, in essence what he terms PLN’s(personal learning networks).  Fisch expounds on the way Joseph Priestley(A renowned early chemist who discovered Oxygen) shared information with colleagues and others in his quest to learn and discover.  The unveiling of Priestley’s modus operandi in Steven Johnson’s book, “The Reinvention of Air”, provides Fisch with the impetus to compare Priestley’s practice of intellectual circulation to what we ought to be doing in todays schools.  I was fascinated at the manner in which Priestley operated four centuries ago and its implications to how we should be doing things in school. Fisch sees technology as the tool for more universal collaboration, and greater elaboration and explanation of ideas.

Fisch wonders if schools have not become a system languishing amid archaic traditions.  He sees schools not defined by prescribed curricula, but by a climate of intellectual curiosity and a culture of ideas. 

While I agree with Fisch’s fundamental assertions there are perhaps some components to it that are problematic.  I do think collaboration has become far more interwoven into school culture than ever before.  This is not to say that we have even begun to collaborate enough, however it is a start.  The accountability agenda driven zealots would have a field day with the notion of no “prescribed curriculum”.  We are presently in the era of data collection and standardized testing .  While there are many opponents to this thrust I do not see it going away soon.  The education field is becoming more competitive, and for better or worse, test scores are being used to measure and rank institutions.  The only way out of this narrative is transformation or a serious paradigm shift as Fisch suggests.  Unfortuneately paradigm shifts in education occur at a snails pace.  Cataclysmic reform is not characteristic to time-held institutions like schools.  Most reform is piecemeal at best.  Our only hope is that the acceleration in technology may become instrumental in transforming schools at a greater pace.

 

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Online Professional Development

March 17, 2009 by

I have been exploring online professional devlopment sites the past 2 weeks.  Two sites that I have found particularly valuable as a component of staff development are:

http://www.edutopia.org/

Here there are a multitude of resources and inservice materials ranging from specific teaching methodologies to instrutionla modules.

23 thing is a great professional development site.  The complete module would take about 30-40 hours to complete.  You could however take specific elements and incorporate them into staff inservicing if it is not possible to complete the entire program.

http://k12learning20.wikispaces.com/23Things

The following site offers every type of technology integration workshop possible.  While they are a nonprofit organization, licensing for each workshop costs $500.00 a pop.

http://www.edtechleaders.org/programs/workshops/catalog.asp

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Copyleft and Plagiarism

March 15, 2009 by

Copyleft is unrestricted sharing of culture, ideas, and content.  It is steeped in the notion that intellectual property is not owned but is rather a public affair.  My blog is an example of copyleft.  Anyone can use it in whole or in part in whatever way they wish.  Wikipedia, which I reference frequently is another example of copyleft.  In other words there are no copyright laws governing the addition, deletion, or sharing of content.

 

Plagiarism is a huge issue in k-12 schools.  Students, sometimes aware and sometimes not, often copy material directly into reports, projects, etc.  Bernie Dodge alludes to the copying and pasting of textual and graphic material we often see in the classroom as Bird reports.  Not only is this plagiarism, but very little meaningful learning actually takes place.  I agree with Dodge when he suggests that students “transform the information” to make it meaningful.  There are resources available to do this.  It is our obligation as teachers, legally and pedagogically to prevent plagiarism and have students use the content in a more meaningful manner.

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Common Creativity or Creatively Common?

March 15, 2009 by

Creative Commons licensing was created to provide artist choice while simultaneously encouraging more access in the public domain.  The purpose to increase creativity in the “commons” or public domain while preserving the artist’s rights to various levels of their content.  This is based on the issuing of six different types of Attribution licenses progressing from unfettered use of the material to very limited use.  Ultimately, it is up to the artist/author how much usage he/she will allow.  Larry Lessig, the creator of Creative Commons advocates the return of the read/write culture as opposed to the read only culture that has evolved with copyright laws. This still provided a “mixed bag” in that it does not eliminate many of the copyright restrictions that still exist.

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Block 6 – My copyright fix

March 15, 2009 by

I found the activities and articles in Block 6 of our Edcurr class somewhat informative and enlightening.  Schools consistently grapple with issues regarding copyright in digital and written formats.  I was not aware that copyright laws and the United States and Canada differed particularly in regard to the difference between “fair use” (U.S.) and “fair play” (Canada).  Fair use is more general and tends to allow for more leeway to avoid copyright violations.  Many argue that the Canadian law of Fair play is antiquated with respect to Time Shifting, Space Shifting, and Format Shifting which should all be considered legal in the digital age.  Furthermore, Canadian copyright laws don’t even provide a definition of Fair play.

 

In essence, respecting copyright is about intent.  If this intent includes making money, denying credit, using someone else’s work as your own, or preventing someone from collecting royalties then copyright infringement has occurred.  If your intent is to critically review, satirize(although this is open to debate), or report on information you have found then you are operating within the parameters of the law.  Recently, I tried to get cartoons off the “net”.  I was shocked at the number of cartoons that required permission or the payment of royalties for their use in any venue.  I believed that simply giving the artist credit was sufficient.  The importance of checking websites, etc. for copyright and or terms of use cannot be overstated. Even without a notice, according to the Berne copyright convention, copyright laws automatically protect material. Incidentally, there is a documentary being produced by the National Film Board of Canada that proposes that is impossible to steal ideas.  The premise is that ideas are truly public domain.  I look forward to the impeding release of this film.

 

 

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More reflection…and pondering..

March 8, 2009 by

I have, after much discussion and thought arrived at some conclusions about the role and integration of technology into our present educational setting.  Many of us (including myself) are at the knowledge stage of web tools, not the application phase.  Until we become more comfortable and proficient at identifying and utilizing the multitude of applications that exist it is difficult to fully exploit the technology that is available.  Secondly, and perhaps most importantly, we have to identify our problems, objectives, and purpose, and then chose appropriate technology tools to provide a solution rather than the other way around.  This is not as easy as it sounds as it requires a change in the way we do things.  It is essentially a reculturation of our present system.  Lawrence Fisch refers to this as a transformation, not reformation. Ultimately, it means not doing things the way we have done them before, not teaching the way that we have been taught, but rather thinking outside the box. 

It is rather interesting how information is conveyed in most blog formats.  When the people involved have the same level of knowledge the forum is a discussion, much like the podcast Brent and I did.  When greater knowledge is required an expert is used and the format is predominantly lecture style, much like what is done in schools to transmit knowledge.

As I see it the most powerful aspect of technology is communication and sharing.  These are not mutually exclusive.  Sharing of ideas and communicating this to others so they can help build on those ideas is where the most meaningful learning takes place.  We must empower students with the skills to network being mindfull of the pitfalls that exist if access is unmonitored.

“Knowledge is Power”.  My corollary to this is knowledge acquired by individuals through a process is much more powerful than knowledge that is simply dispensed to them.

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Sifting through the sand…..pondering and reflecting

March 7, 2009 by

In examining and exploring web 2.0 tools I can honestly say that I have spent more time exploring technology the last three weeks than I have during th entire 20 some odd years of my illustrious teaching career.  I have utilized many tools certainly not to the fullest extent of their capabilities but with at least some level of  proficiency.  I have come to understand the power of these tools as well as the limitations.  Although the variety of tools available seems daunting, once engaged, there are not as many tools as there seem to be.  For example, I have uncovered no less than 10 different social bookmarking tools.  Delicious, Furl, stumble upon, Digg, and Buzz up are some common ones that pop up frequently.  These essentially all perform the same function.  There are some subtle differences, but their purpose remains similiar.  Podcasting can be done with Itunes, Mogulus, Jing, and MP3 players.  Conferencing is available through SKYPE and Microsoft Netmeeting.  One can social network through MSN messenger, Yahoo Messenger, Facebook, My space, Twitter, and Flicker to name some prominent, but certainly not exclusive tools.  Google tools is a category unto itself providing avenues for countless applications.  My point is, categorizing the available utilities is helpful in understanding and “wrapping” your head around the possibilities that currently exist.

For teachers and students to utilize the present technology there needs to be entry level time spent exploring the tools available.  We cannot simply assume that they will take advantage of these opportunites just because they are available on the internet.  Indeed, teachers feel they do not have enough time to complete what they are doing now, let alone spending countless hours looking for tools to implement into classroom instruction.  Judicious professional development and an allocation of appropriate time to facilitate is essential if we ever hope to harness the possibilities that technology creates. 

Teachers have attempted to integrate technology into the classroom.  The results have been mixed at best.  Many students are confined to some types of social networking and computer games.  Like other instructional strategies we need to find ways to get these students  engaged in a more meaningful way. I often wonder how we might do that.  This masters class has at least made me curious in that regard.

 

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