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Barbara Lindsey

T+L Top Story - Banning school technology: A bad idea? - 0 views

www.eschoolnews.com/...index.cfm

technology education banning

shared by Barbara Lindsey on 01 Nov 08 - Cached
  • Banning school technology: A bad idea? Educators ponder which technologies are pedagogically useful, say planning is the key to success
  • panelists in a session titled "Leveraging Banned Technologies to Create Ubiquitous Learning Environments" offered their advice to educators on why technology shouldn't be banned from classrooms--and why saying "yes" is worth the time and effort
  • 50 percent of participants said they had schoolwide wireless access; most said they don't allow students to bring their own technology devices to school; and many don't have a policy in place about students bringing their own devices to school
  • ...5 more annotations...
  • perhaps the most revealing data came from the next question: Do you allow cell phones in school? Most participants said students can carry cell phones as long as they keep them turned off during class; yet, most also agreed that cell phones could be useful for instruction. Participants also said that if students bring personal devices to school, 40 to 60 percent of those students bring a device with broadband access.
  • "Educators want their students to be able to use these technologies, but they don't know how they can be applied in the classroom."
  • "Schools first need to develop a plan of action for when new technologies are introduced and then determine their bandwidth needs. Then they'll be getting somewhere," she said.
  • Steve Hargadon, director of the K12 Open Technologies Initiative at the Consortium for School Networking, and founder of www.classroom20.com. Hargadon developed his social networking site for educators as a way to get educators used to the idea of social networking not always as a scary, educationally empty phenomenon. "We have to look at the tools and the devices behind popular technologies. Just because bad things sometimes happen on Facebook doesn't mean the technology itself can't be useful. It just depends how it's used," he said. Hargadon says that for educators, profile pages can be portfolios and background information for others to see. The "friends" you are making are really "colleagues," he said--and uploading content and adding commentary provides authentic feedback to your ideas. "Common interest groups can be turned into group projects, and the discussion forums allow for asking questions and getting engaged in meaningful conversation. The wisdom of the group will always help when trying to solve problems," he said.
    • Barbara Lindsey
      Barbara Lindsey on 01 Nov 08
       
      This is a good way to describe the 'Facebook-like' features to colleagues and admins as well as what some of the benefits are to using these environs.
  • For these panelists, the shift in education from a teacher-centric, factory-style model to a more dynamic model filled with ubiquitous access to information, newly created content, and personal devices is not a struggle if you start with a plan--because only by being open to new ideas will today's students be tomorrow's innovators.
    • Barbara Lindsey
      Barbara Lindsey on 01 Nov 08
       
      This is key.
Barbara Lindsey

Project New Media Literacies - 0 views

newmedialiteracies.org

newmedialiteracies youth education

shared by Barbara Lindsey on 15 Dec 08 - Cached
  • Barbara Lindsey on 15 Dec 08
     
    A research initiative based within MIT's Comparative Media Studies Program. It explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
Barbara Lindsey

Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 0 views

www.fastcompany.com/...say-so-long-book-we-know-it

ebooks books

shared by Barbara Lindsey on 25 Dec 09 - Cached
  • But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
  • Like early filmmakers, some of us will seek new ways to express ourselves through multimedia. Instead of stagnant words on a page we will layer video throughout the text, add photos, hyperlink material, engage social networks of readers who will add their own videos, photos, and wikified information so that these multimedia books become living, breathing, works of art. They will exist on the Web and be ported over to any and all mobil devices that can handle multimedia, laptops, netbooks, and beyond.
  • where there's chaos, there's opportunity
  • ...4 more annotations...
  • For the non-fiction author therein lie possibilities to create the proverbial last word on a subject, a one-stop shop for all the information surrounding a particular subject matter. Imagine a biography of Wiley Post, the one-eyed pilot from the 1930s who was the first to fly around the world. It would not only offer the entire text of a book but newsreel footage from his era, coverage of his most famous flights, radio interviews, schematics of his plane, interactive maps of his journeys, interviews with aviation historians and pilots of today, a virtual tour of his cockpit and description of every gauge and dial, short profiles of other flyers of his time, photos, hyperlinked endnotes and index, links to other resources on the subject. Social media could be woven into the fabric of the experience--discussion threads and wikis where readers share information, photos, video, and add their own content to Post's story, which would tie them more closely to the book. There's also the potential for additional revenue streams: You could buy MP3s of popular songs from the 1930s, clothes that were the hot thing back then, model airplanes, other printed books, DVDs, journals, and memorabilia. A visionary author could push the boundaries and re-imagine these books in wholly new ways. A novelist could create whole new realities, a pastiche of video and audio and words and images that could rain down on the user, offering metaphors for artistic expressions. Or they could warp into videogame-like worlds where readers become characters and through the expression of their own free will alter the story to fit. They could come with music soundtracks or be directed or produced by renowned documentarians. They could be collaborations or one-woman projects.
  • Serious literature, and even perhaps much fiction will however, will be published in old book form…or maybe in the current “text on screen” form. The point of reading fiction IS to imagine your own characters and use your imagination…that’s why you read rather then watch a video about it!
  • Traditional books (especially literature) will be relegated to smaller, specialty houses and self-publishing, in its infancy, will boom!
  • The question is, how will the media companies (not just book publishers) respond? We're already seeing the effect on newspapers, as their ad revenue (and business model) collapses. Perhaps history can offer another analogy: When home refrigeration became affordable, it posed an existential threat to the large ice-delivery companies. Some of these firms manufactured ice by the ton in order to warehouse and deliver it at retail. They saw the threat, but not the opportunity - didn't realize the value of their core technology, the ice-making equipment itself. They saw only the falloff in their retail delivery logistics model. Had they licensed their chillers, they could have made a fortune. Likewise, buggy-whip-makers could have retooled as purveyors of leather goods for automobiles.
  • Barbara Lindsey on 25 Dec 09
     
    But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Barbara Lindsey

academhack » Blog Archive » The MLA, @briancroxall, and the non-rise of th... - 0 views

academhack.outsidethetext.com/...rise-of-the-digital-humanities

parry twitter mla chroniclehighered

shared by Barbara Lindsey on 08 Jan 10 - Cached
  • And this is where I think the real story in the Digital Humanities is, not the rise of the Digital Humanities, but rather the rise or non-rise of social media as a means of knowledge creation and distribution, and the fact that the rise has changed little.
  • As Amanda French (@amandafrench) argues, what social media affords us is the opportunity to amplify scholarly communication (
  • And so in the “I refute it thus” model of argumentation I offer up two observations: 1. The fact that Brian’s making public of his paper was an oddity worth noticing means that we are far away from the rise of the digital humanities. 2. The fact that a prominent digital scholar like Brian doesn’t even get one interview at the MLA means more than the economy is bad, that tenure track jobs are not being offered, but rather that Universities are still valuing the wrong stuff. They are looking for “real somebodies” instead of “virtual somebodies.” Something which the digital humanities has the potential of changing (although I remain skeptical).
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  • I am more interested in how the digital effects not how we do the humanities, but rather how the digital can fundamentally change what it means to do humanities, how the digital might change the very concept of “the humanities.” I don’t want a digital facelift for the humanities, I want the digital to completely change what it means to be a humanities scholar.
  • Barbara Lindsey on 08 Jan 10
     
    Dave Parry's take on Brian Croxall MLA non-paper
Barbara Lindsey

RSA - About Our Events - 0 views

www.thersa.org/our-events2

UK TED

shared by Barbara Lindsey on 17 Jan 10 - Cached
  • Barbara Lindsey on 17 Jan 10
     
    The RSA hosts one of the UK's leading public events programmes, delivering over 150 free lectures, talks, screenings and debates a year.  These events provide a platform for some of the world's leading thinkers, expert minds, and inspirational practitioners, and encourage intelligent public debate of some of today's most pressing social challenges.
Barbara Lindsey

University of Dayton students describe how and why they use social networking applicati... - 0 views

mms/...UDfacebook.wmv

students higher ed facebook social networking

shared by Barbara Lindsey on 26 Mar 09 - No Cached
  • Barbara Lindsey on 26 Mar 09
     
    To what extent do you think it important to discuss these issues with students on a university, college, departmental and class level?
Barbara Lindsey

Digitally Speaking / Social Bookmarking and Annotating - 0 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

Newington diigo students how to mafla09 actfl09 ctcolt09

shared by Barbara Lindsey on 11 Oct 09 - Cached
  • Barbara Lindsey on 11 Oct 09
     
    Bill Ferriter's excellent resource on using Diigo with students. Includes step-by-step set of directions.
Barbara Lindsey

How To Use Twitter To Effect Social Change Video | Political Tasks Videos | Howcast.com - 0 views

www.howcast.com/...witter-To-Effect-Social-Change

twitter howtos

shared by Barbara Lindsey on 16 Oct 09 - Cached
  • Barbara Lindsey on 16 Oct 09
     
    Good explanation of how to use Twitter. Some of the videos that show up as related are not for K-12 environments. Shame.
Barbara Lindsey

Young Leaders of Grass-Roots Movements Meet in Mexico City - 0 views

www.america.gov/...10046GLnesnoM4.101199e-02.html

activism social justice social media

shared by Barbara Lindsey on 07 Nov 09 - Cached
  • Technology now facilitates civic involvement throughout the world, said the State Department’s Jared Cohen. In an essay for the Web site Huffington Post.com, Cohen reflected on the lessons of the AYM conference and concluded that “this new ability to connect [online] is leveling the playing field and breaking down previous age, gender, socioeconomic and circumstantial barriers to who can emerge as a leader, activist or grassroots agent for change.”
  • Barbara Lindsey on 07 Nov 09
     
    Technology now facilitates civic involvement throughout the world, said the State Department's Jared Cohen. In an essay for the Web site Huffington Post.com, Cohen reflected on the lessons of the AYM conference and concluded that "this new ability to connect [online] is leveling the playing field and breaking down previous age, gender, socioeconomic and circumstantial barriers to who can emerge as a leader, activist or grassroots agent for change."
Barbara Lindsey

Global Voices Online » Brazil: Socio-digital Inclusion through the Lan House... - 0 views

globalvoicesonline.org/...rough-the-lan-house-revolution

access internet third world

shared by Barbara Lindsey on 29 Sep 09 - Cached
  • The photo and caption above illustrate the “Lan House Revolution” taking place right now in Brazil.
  • The concept of the LAN arrived in Brazil in 1998 but it had been previously observed only in the rich Brazilian neighborhoods.
  • ...8 more annotations...
  • Now it has become a phenomenon especially in poorer and smaller communities, where computers and broadband connection are beyond the reach of the population.
  • “lan houses are places of intense sociability, and are occupying an important place in the life of the favelas”.
  • Research published in 2008 by the Brazilian Internet Steering Committee (CGI.br) shows that in Brazil 48% of all users access the Internet from commercial premises like lan houses. When it comes to people from the poorest classes D and E, this number jumps to 79% - a 60% increase from the 48.08% in 2006.
  • Playing video games is the main activity at lan houses for 42% of respondents, but an equal proportion access websites, culture, news and entertainment. Social networks, especially Orkut, and online chat are also very popular. In addition, the lan houses are also used for various research, school work and job searches.
  • the lan houses assert both their power to bring digital inclusion by providing access to the Internet for people with low-incomes and their unique characteristics: they provide a source of income for those who manage them and meeting points for youngsters.
  • The headline of the piece of news circulating on the Internet, and that almost certainly will be in the newspapers, is Alleged paedophile arrested in lan house with pictures of children, as you can see in this link from Terra [pt] and from the search on the topic on Google News. It is the lan house that is made infamous, shown in a bad light. Like a den of mismanagement and of corruption for teenagers. This is not the real picture [pt]. The lan houses suffer from the same dangers faced by any other sector of the economy. Lan houses, cyber cafes, telecentres and whatever, have a fundamental role to play in the process of inclusion in the knowledge infrastructure, from digital inclusion to innovation, as is demonstrated by this statistical presentation of the Brazilian market [of lan houses].
  • these laws want to hold them accountable for a problem whose main culprits are authorities and society itself.
  • As of now, there are more than 90,000 lan houses in Brazil, whereas the country has 2,000 movie theatres and 2,600 bookstores. Can they be a place for more than just playing games or updating orkut, or even to use citizenship and e-government services? Pedagogue Rita Guarezi says that lan houses already play a key role in distance learning [pt]:
Barbara Lindsey

Harvard University Library : Publications : News : 9/1/09 - 0 views

hul.harvard.edu/...2009_0901.html

Harvard openaccess research

shared by Barbara Lindsey on 28 Sep 09 - Cached
  • Non-faculty researchers and students are already afforded deposit privileges, and DASH will eventually have collection spaces for each of the 10 schools at Harvard.
  • a pro-open-access policy with an "opt out" clause.
  • Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.
  • ...2 more annotations...
  • Among the many features the DASH development team has added to its DSpace implementation is the ability to link directly from a faculty author's name in DASH search results to his or her entry in Profiles, a research social networking site developed by Harvard Catalyst. Profiles, which provides a comprehensive view of a researcher's publications and connections within the University research community, currently indexes faculty from the medical and public health schools; its developers hope to expand it to include the Faculty of Arts and Sciences and School of Engineering and Applied Sciences in the near future.
  • "DASH is meant to promote openness in general," stated Robert Darnton, Carl H. Pforzheimer University Professor and Director of the University Library. "It will make the current scholarship of Harvard's faculty freely available everywhere in the world, just as the digitization of the books in Harvard's library will make learning accumulated since 1638 accessible worldwide. Taken together, these and other projects represent a commitment by Harvard to share its intellectual wealth."
Wessam Abedelaziz

Convenience, Communications, and Control: How Students Use Technology | Resources | EDU... - 0 views

www.educause.edu/...6070

student survey technology educause

shared by Wessam Abedelaziz on 27 Oct 08 - Cached
  • They are characterized as preferring teamwork, experiential activities, and the use of technology
  • Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
    • Nicole McClure
      Nicole McClure on 31 Oct 08
       
      This phrase makes me a little uneasy. I recognize that these students are different, but I understand this a difference in learning style, not content. "Doing is more important than knowing" implies, at least to me, that a full understanding of the content. There has to be a little of both.
    • Barbara Lindsey
      Barbara Lindsey on 31 Oct 08
       
      It's an interesting question. What is 'knowing'? And how do we know what we know?
    • Wessam Abedelaziz
      Wessam Abedelaziz on 31 Oct 08
       
      I guess doing is more important than knowing in the sense of actual research. We should have a theoritical background and KNOW what is behind but it is also important to try things out and make mistakes and have a feed back. I would say, it is more of an individual thing and it is up to the type of learners and how they learn things. They might be learners who learn by touching things and try it out or just by having a look at it and they will be fine
    • Wessam Abedelaziz
      Wessam Abedelaziz on 31 Oct 08
       
      Sorry, it is in the sense of ' Action Research" not 'actual reseach'
  • Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
  • ...38 more annotations...
  • There is an inexorable trend among college students to universal ownership, mobility, and access to technology.
  • Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication.
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      All self-reported. Would have been powerful if could have actually tracked a representative sample and compared actual use with reported use.
    • Wessam Abedelaziz
      Wessam Abedelaziz on 31 Oct 08
       
      I don't believe this line!!
  • presentation software was driven primarily by the requirements of the students' major and the curriculum.
  • Communications and entertainment are very much related to gender and age.
  • From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.
  • Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.
  • The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.
  • According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.6
  • he major requires the development of higher-level skill sets with particular applications.
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      Not really quantitative--self-reported data back by selected qualitative interviews
  • The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.7 Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."8
  • Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.
  • We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1).
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      More information needs to be given to find out why--may be tool and method not engaging.
  • It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits.
  • A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).
  • Humanities 7.7% 47.9% 40.2
  • he highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts).
  • The instructors' use of technology in my classes has increased my interest in the subject matter. 3.25 Classes that use information technology are more likely to focus on real-world tasks and examples.
  • I spend more time engaged in course activities in those courses that require me to use technology.
  • Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).12 This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials
  • Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as improving work efficiency, affecting the way people behave, improving communications, making life more convenient, saving time, and improving learning ability.14
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      Would have been good to know exactly what kinds of technologies were meant here.
  • Our data suggest that we are at best at the cusp of technologies being employed to improve learning.
  • The interactive features least used by faculty were the features that students indicated contributed the most to their learning.
  • he students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions
  • we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.
  • What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.
  • Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.
  • In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."18 Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.
  • Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.
  • The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.
  • Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.
  • The qualitative data suggest a slightly different picture. Students have very basic office suite skills as well as e-mail and basic Web surfing skills. Moving beyond basic activities is problematic. It appears that they do not recognize the enhanced functionality of the applications they own and use.
  • It cannot be assumed that they come to college prepared to use advanced software applications.
  • 25.6 percent of the students preferred limited or no use of technology in the classroom.
  • "Information technology is just a tool. Like all tools, if used properly it can be an asset. If it is used improperly, it can become an obstacle to achieving its intended purpose. Never is it a panacea."
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