Edtech Leaders

The study also finds that young people are learning basic social and technical skills through their use of digital media that they need to participate fully in contemporary society. The social worlds that youth are negotiating offer new dynamics, as online socializing is permanent and public, involves managing elaborate networks of friends and acquaintances, and is always on.

According to researchers, young people are motivated to learn from their peers, as well as adults, online. The Internet provides new kinds of public spaces for youth to interact and receive feedback from one another. This may be different from how students are often asked to learn in schools.

In a cautionary note to parents, the study indicates that most youth are not taking full advantage of the learning opportunities of the Internet. While most youth use the Internet socially, they may overlook learning opportunities. Serious learning opportunities are abundant online in such subjects as astronomy, history, creative writing, and foreign languages. Youth can connect with people in different locations and of different ages who share their interests, making it possible follow pursuits that might not be popular or valued with their local peer groups.

Harold Wenglinsky's study, "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics," concluded that for 4th and 8th graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. But it is critical to note Wenglinsky's caveat to this conclusion. He argues that not all uses of technology were beneficial. Wenglinksky found using computers to teach low order thinking skills, "...[W]as negatively related to academic achievement…." Put another way, this type of computer use was worse than doing nothing. By contrast, teachers who had students use computers to solve simulations saw their students' math scores increase significantly. As he explored the reasons for the differing ways teachers used technology, Wenglinsky found that professional development was the difference between those teachers who used skill and drill software and those who used software that could create simulations. Teachers who had training and skills used technology in ways that focused students on simulations and applications that encouraged students to develop problem solving skills. Those teachers who hadn't had training used skill and drill software (Wenglinsky, 1998).

More recently, educators in Missouri issued their findings on a study of the impact the statewide eMints program had on academic achievement. This program is designed as a comprehensive approach to assist teachers to integrate technology. Participating teachers receive classroom equipment, and over two hundred hours of professional development over a two-year period. In addition to traditional workshops, eMints training includes peer coaching for individual teachers. The training is designed to help teachers integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. As one of the program leaders noted, "We find that when you put the two, (inquiry based learning and true technology integration) together there's a synergy created that really boosts students' learning" (Brannigan, 2002). The power of pairing technology with inquiry learning was directly reflected in the test scores of more than 6,000 third and fourth grade students who recently took the Missouri Assessment Program (MAP) test. "Results show that a higher percent of students in eMINTS classrooms scored in the 'Proficient' or 'Advanced' categories…when compared with other students who took the MAP tests…" (Brannigan, 2002; Evaluation Team Policy Brief, 2002).

he Teacher Leadership Project, a nationally recognized, award-winning professional development model that is used in 18 states by 4,200 teachers, is a prime example of the good work being done in technology-infused teaching. It started in the mid-1990s when the Northwest Educational Service District 189 in Anacortes, Wash., passed a large technology bond that allowed the district to put four computers in every classroom. But teachers didn’t exactly give the machines a run for their money. Several teachers were hired as technology coaches and given stipends in exchange for training other teachers how to use an electronic grade book, access e-mail and the Internet, and save files to the network. But within two years many of the machines were sitting in the backs of classrooms collecting dust.

More than 40 states have adopted standards calling for effective professional development for all educators accountable for results in student learning--with "technology integration" often front and center. As educators put such standards into action, they are producing profound technology results for themselves and students. The Teacher Leadership Project, a nationally recognized, award-winning professional development model that is used in 18 states by 4,200 teachers, is a prime example of the good work being done in technology-infused teaching. This article describes the program and its success in improving teaching and learning.

his article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of "why don’t teachers innovate when they are given computers?"

A brief narrative description of the journal article, document, or resource.Over the past 20 years, library media professionals have worked to move from teaching isolated library skills to teaching integrated information skills. Effective integration of information skills has two requirements: (1) the skills must directly relate to the content area curriculum and to classroom assignments; and (2) the skills themselves need to be tied together in a logical and systematic information process model.

Last week Chairman Julius Genachowski unveiled the children-and-family part of the FCC's universal broadband plan, designed to enable, among other things, 21st-century education. There's just one problem: Schools have long turned to law enforcement for guidance in informing their communities about youth safety on the Net, broadband or otherwise, and the guidance they're getting scares parents, school officials, and children about using the Internet.

There is a tendency among law enforcement officials to think that scare tactics are effective in reducing risk behavior. Research has never found this to be so."

the predominant approach in the field of health promotion sought to motivate behavior change by highlighting risk.

Google Wave is a new web-based collaboration tool that's notoriously difficult to understand. This guide will help. Here you'll learn how to use Google Wave to get things done with your group. Because Wave is such a new product that's evolving quickly, this guidebook is a work in progress that will update in concert with Wave as it grows and changes. Read more about The Complete Guide to Google Wave.

I’ve spent considerable time thinking about how to alter the classes I teach to re-center them on a core of flexible learning.  In all of my classes this semester, students will be completing a variety of learning projects that involve alternative ways to learn (e.g. blogging, making mindmaps, teaching a lesson, making a video presentation, or designing a non-digital game).

that I think

If America wants to continue to be a world-leader, we can do it with a technology advantage - but only if we actually know how to leverage that technology to continue to be more productive.

There is a time for big picture thinking and there is a time for details in business and IT, the latter which make business and technical strategy a reality and the former which provides needed direction and focus

Today’s new economic baselines (the downturn, green business, etc) are requiring that we find ways to accomplish our goals using fewer resources

This is the growing realization that the traditional rote business transaction as the core source of organizational value is diminishing and value is now coming from relationship dynamics.