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Barbara Lindsey

Top News - Six technologies soon to affect education - 0 views

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

emerging technology k-12 education education2.0

shared by Barbara Lindsey on 26 Mar 09 - Cached
  • Collaborative environments, cloud computing, and "smart" objects are among the technologies that a group of experts believes will have a profound impact on K-12 education within the next five years or sooner.
  • This is the first report we have developed with a focus on emerging technologies for elementary and secondary schools, and we hope that K-12 educators will use it as a resource for robust dialog and technology planning," said Larry Johnson, NMC's chief executive. "The technologies we identified have the power to transform teaching and learning both in the short and long term."
  • The six technologies detailed in the report are... - One year or less: collaborative environments and online communication tools - Two to three years: mobile devices and cloud computing - Four to five years: smart objects and the personal web
    • Barbara Lindsey
      Barbara Lindsey on 26 Mar 09
       
      Will be interesting to see how these compare with the predictions for higher ed .
  • ...1 more annotation...
  • Access to these tools gives students an opportunity to experience learning in multiple ways, develop a public voice, and compare their own ideas with those of their peers.
  • Barbara Lindsey on 26 Mar 09
     
    Collaborative environments, cloud computing, and "smart" objects are among the technologies that a group of experts believes will have a profound impact on K-12 education within the next five years or sooner.
Barbara Lindsey

iSchool Initiative - 0 views

www.ischoolinitiative.com/About_Us.html

teachers students parents administration blog video advocacy technology ipod collaboration partnership

shared by Barbara Lindsey on 16 Sep 09 - No Cached
  • dorie conlon on 15 Mar 10
     
    The iSchool Initiative's mission is to advocate, support and implement technological advancement for students and educators in the 21st century. In order to accomplish this, we have three primary objectives: raising awareness for the technological needs of the classroom, providing collaborative research on the use of technology in the classroom, and guiding schools in the implementation of this technology. We are a partnership between students, teachers, school administrators, and software application developers, providing a platform for each to comprehend the other's needs. We produce newsletters, blogs, videos and seminars to further spread the word, as well as conduct our own research and test new apps and other forms of technology to be used in the modern classroom. To enhance their learning, we also encourage students to become advocates for the greater use of technology in their education.
Barbara Lindsey

The Tempered Radical: New Opportunities to Connect and Create. . . - 0 views

teacherleaders.typepad.com/...new-opportuniti.html

technology teachers

shared by Barbara Lindsey on 31 Jan 10 - Cached
  • I've truly embraced digital dialogue because it provides me with the opportunity to be challenged and to grow all at once---and on my own time. The traditional barriers of time and space that prevent teachers from learning from one another are eliminated by technology---and the terms "relationships" and "professional development" are being redefined by new opportunities to connect and create together.
  • Last year, I tried to pass that digital enthusiasm on to the sixth graders of my classroom. Together with peers, my students collaborated on a wiki, recording nearly everything that we learned in my science and social studies class. The collective efforts of 90 motivated kids resulted in nearly 80 pages of content that had been revised and refined almost 400 times.  They also joined an effort to create a classroom podcast program that earned over 20,000 page views from visitors in 125 countries ranging from Bolivia to Burkina Faso. With over 110 posts, our "little adventure" drew recognition from technology experts like Will Richardson and was spotlighted on national resource websites like MiddleWeb. 
  • The children of my classroom grew as digital citizens throughout the year. They learned to see the Internet as a tool for collaboration and communication---rather than simply as a vast online research encyclopedia. They practiced posting on our own digital discussion board, polishing the unique skills that it takes to engage others electronically. They judged the reliability of online resources together, became experts at questioning, grew willing to open their work to review and revision, learned Internet safety practices important for protecting themselves and saw the potential of becoming citizens of an electronic world where content is being created at a blinding pace.
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  • What are we going to do with our wiki and blog at the end of the year?" they asked often. "Can we take it with us to seventh grade and keep recording what we're learning? It would be neat to see what we had at the end of middle school!"
  • Our students will buy and sell from countries across the world and work for international companies. They will manage employees from other cultures, work with people from different continents in joint ventures and solve global problems such as AIDS and avian flu together.
  • But what I've grown to realize is that very few people have really embraced the changing nature of a tomorrow that remains poorly defined. We know that the Internet today is far more powerful than ever before---and have heard about companies that are capitalizing on these changes---but we haven't figured out what that means for us. We're jazzed to have access to information and geeked by interactive content providers, but our digital experiences remain somewhat self-centered.
  • the new National Educational Technology Standards for Students being developed by the International Society for Technology in Education. These standards reflect an increased need to teach children how to use the Internet in new and different ways. Perhaps the most challenging---and important standard---for educators to embrace will this one:Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: A. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. C. Develop cultural understanding and global awareness by engaging with learners of other cultures. D. Contribute to project teams to produce original works or solve problems.Does that sound like the digital work being done in your classroom, school, district or state?!
  • Together with the Center for International Understanding, North Carolina in the World is developing partnerships based on digital collaboration between schools in North Carolina and nations ranging from China to Mexico. Teachers and students in partnering schools are learning to use Web 2.0 tools like web-conferencing and wikis to connect kids across continents. Not only do these efforts help to build a general knowledge of other countries in our children, they are providing concrete opportunities to use technology in new ways.
    • Barbara Lindsey
      Barbara Lindsey on 31 Jan 10
       
      Share with Glastonbury!
Barbara Lindsey

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_1

pewresearch digital divide survey

shared by Barbara Lindsey on 02 May 09 - No Cached
  • Among the findings: There's a trend toward students using technology to take hold of their own educational destinies and act as "free agent learners."
  • The survey this year polled more than 281,000 students, 29,000 teachers, 21,000 parents, and 3,100 administrators and involved 4,379 schools from 868 districts in all 50 states.
  • students see significant obstacles to using technology in schools. They reported that school networks block sites that they need to access, that teachers specifically limit their use of technology, and that there are "too many rules," preventing students from using their own devices, accessing their communications tools, and even limiting their use of the technologies that the school provides.
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  • students and teachers were asked which technologies they would include in the "ultimate school." More than twice as many students as teachers chose online classes; more than twice as many students as teachers chose gaming; nearly three times as many students chose Internet access; and three times as many students chose mobile devices.
Barbara Lindsey

One Laptop One Child | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

1:1 equity students laptops

shared by Barbara Lindsey on 19 Dec 08 - Cached
  • quietly tell select students about the policy
    • Barbara Lindsey
      Barbara Lindsey on 19 Dec 08
       
      and which students then get to use this resource? What of issues of equity?
  • “We’re going to invite 20 seniors [this school year] selected by teachers,” he says. We don’t want the computers to be a distraction.”
    • Barbara Lindsey
      Barbara Lindsey on 19 Dec 08
       
      So is this the AP version of digital access?
  • In Forsyth, the district uses radius servers for centralized network management. This device identifies the districts’ computers, allowing them access to the network according to their status. Laptops that don’t pass this test are put on the district’s virtual lan. This gives them online access while keeping the user behind the district’s firewall and within its Internet filters. It keeps these computers—and their users—away from the district’s network.
    • Barbara Lindsey
      Barbara Lindsey on 19 Dec 08
       
      Sounds like a resonable solution
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  • The Consolidated High School District 230 in Orland Park, Illinois, has taken a step in this direction by allowing students to bring their computers to school and connect to the Internet, but not log on to the district’s network, says Darrell Walery, director of technology.Stay Away from My Networkwalery sums up the struggle in this issue succinctly. He says tech directors who have been teachers favor the experiment, while those who have business backgrounds blanche at the thought. “My role as technology director is to mediate this exact issue,” he adds.
    • Barbara Lindsey
      Barbara Lindsey on 19 Dec 08
       
      Why we need more IT who have been teachers or really understand the difference between a business and educational environment.
  • Murray’s Pennsylvania district scans each notebook before it can connect to the school server. Clean Server antivirus software is one of the tools it uses to avoid “malware” and worms. Also, the district’s scans point users to free patches and service packs that are needed to keep security up to date.
  • Compatibility seems to be less of an issue each day as more online applications become available.
  • schools can turn to the growing number of free online tools available to all.
  • Classroom management is another potential worry. If college professors feel like students sometime use their lectures as a quiet place to fool around or get other work done (see sidebar), then what chance do K–12 teachers have of getting—and keeping—25 students on task?Teachers in Pennsylvania use classroom management software (a small software download) to keep control. Murray says this program allows teachers to take complete control of each laptop if they want, pushing out their lesson to each screen, blocking all work with a single button, and even using the pcs as glorified personal response devices.
  • The last big hurdle to make this policy a reality in more districts is one that can’t be cleared with a simple software program. It is instilling the idea that teachers will no longer be the dominant information delivery for each class.
  • “How do you get teachers prepared to teach in a classroom where everyone is a teacher?
  • “Professional development is key. We have instructional technology specialists at every school. These folks are not the fix-it people but certified teachers [usually from that same building]. It’s a peer.”
  • “There’s an explosion of social activities” that computers enable, Murray says,  from talking with people worldwide to keeping in touch with like-minded groups through Twitter to having students take virtual field trips halfway around the world, or just down the street. Science students can do an online dissection with step-by-step analysis, or math problems where a simulation can help illustrate a difficult-to-grasp concept, he adds.
  • Teachers need to think about teaching in a different way,” he says. “If you’re doing that, a lot of these [problems] go away.”
  • Having kids bring in their own computers can help bring 1:1 a lot closer to reality, especially in poorer districts. Klingler says Forsyth can channel its existing computer stock to students without personal computers and help reduce tech disparity.
  • While his state’s Classrooms for the Future program brought 550 pcs into the district, the technology coordinator realizes he won’t have the funding needed to replace these machines in three or four years.
  • “The cell phone is their thing,” Walery says. “Communication is the main [goal]. They constantly text back and forth.”
  • Forsyth has even looked into using Sony Playstation handhelds in class, noting that they have a “decent Web browser.”“We want to support whatever kids bring in,” he adds.
  • “It’s much more likely in a few years all students will have their own smartphones,” he says.
  • Barbara Lindsey on 19 Dec 08
     
    How 1-1 is changing as students ask to bring in their own laptops
Barbara Lindsey

CITE Journal Article: If We Didn't Have the Schools We Have Today, Would We Create the... - 0 views

www.citejournal.org/...article1.htm

education technology change 21stcentury actfl09 mafla09 blended learning

shared by Barbara Lindsey on 07 Jun 09 - Cached
  • chools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky.   Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
  • This is just what many teachers and faculty members are saying, “We don’t have time for this. We are good teachers, and we can continue to serve our students well with the instructional strategies we have always used. Besides, with the time demands on us, we don’t have time to learn this new technology. As good teachers, we are doing well with our students and we don’t need to go through this transition.”
  • The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
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  • The third reason schools will be driven to change is that we have now reached a point where work is learning . Work in the workplace is learning.   Work in the larger community surrounding the schools is about learning every day.   It's not just about putting bolts on things anymore.
  • The fourth force is that learning communities have no boundaries .   In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment.
  • The fifth factor affecting schools is that the home is becoming a learning place .
  • The final force driving change in schools is kid power.  
  • New learning teams are emerging, which consist of college faculty, the teacher candidates, and the in-service teachers. The high school students themselves are sometimes members of these teams, developing new applications of technology. They are becoming learning communities, “communities of practice,” as some would call it.   And in these learning communities, the distinctions between “teacher” and “student” no longer serve us well. That is why I believe education is rapidly moving toward new learning environments that will have no teachers or students—just learners with different levels and areas of expertise collaboratively constructing new knowledge.
  • There is no way for the faculty or teachers to collaboratively learn and construct new knowledge in this system—no way for them to know whether the knowledge that might have been acquired by the student teacher is actually the knowledge the student teacher then conveys as a teacher to the K-12 students. Few, if any, of the educators know anything about what the K-12 students might be doing with any of the knowledge they may have acquired after they leave the K-12 classroom.   This is a linear, fragmented teaching approach—the epitome of the factory-era assembly line approach to teaching and learning—which defeats any opportunity for collaborative learning or feedback across the various levels of teaching and teacher preparation.
  • Barbara Lindsey on 07 Jun 09
     
    expert learners (we call them teachers, educators, scientists, and researchers today) are going to be recognized for their ability to learn and help others learn, as they continue to construct new knowledge and develop their own expertise.
Barbara Lindsey

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints_in_the_Digital_Age.aspx

web2.0 willrichardson pln digitalfootprint socialnetworking Glastonbury

shared by Barbara Lindsey on 04 Feb 09 - Cached
  • This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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  • we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
  • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
  • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go. In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
  • Barbara Lindsey on 04 Feb 09
     
    What do you think about this?
Barbara Lindsey

Can you see the difference? | bee's buzz - 0 views

bshallowes.edublogs.org/...can-you-see-the-difference

teachers blog technology tools twitter skype

shared by Barbara Lindsey on 06 Dec 09 - Cached
  • We had another great experience this week. A few of the children who stay at school  for After Care joined me at 4:00pm to Skype a class in Jacksonville USA. The Jacksonville kids are doing a tour Around the World with 80 Schools. It was a real WOW experience for the boys as they saw and spoke to children so far away in real time. They caught a glimpse of life beyond our school or city. Most of our learners have not travelled outside of Port Elizabeth and few have access to computers or the Internet outside of school, so their general knowledge is a bit lacking. This morning when I checked my Twitter account there was a link to a video clip that Silvia had edited and uploaded for us which means the rest of the grade 3’s can view it next week. So thank you to innovative and creative teacher, Silvia Tolisano for the experience. Which brings me to another difference technology makes in education. Twitter. I would never have met Silvia without Twitter. Three little boys’ lives have been enriched by a 15 minute Skype call and hopefully it will ignite a desire to learn more. Technology in education is dynamic!
Katherine Ruddick

How Technology Wires the Learning Brain | MindShift - 0 views

mindshift.kqed.org/...ology-wires-the-learning-brain

brain technology learning Research education

shared by Katherine Ruddick on 02 Mar 11 - No Cached
  • Katherine Ruddick on 02 Mar 11
     
    very interesting article about internet-naive vs. internet-savvy brains.
Barbara Lindsey

NYC school uses collaborative wikis to cut costs and save time - 0 views

searchunifiedcommunications.techtarget.com/...9142,sid186_gci1361953,00.html

teachers administrators wiki budget collaboration

shared by Barbara Lindsey on 29 Aug 09 - Cached
  • The wikis include everything from test scheduling (internal) to early dismissal information (external).
  • "We've saved lots of money," Cohen said. "But the real drag of using [expensive collaboration products] was you have these elaborate systems; parents had to get accounts; you had to give vendors the students' names; there was lots of work just to get it to work."
  • With the Wikispaces, Cohen can just set the program up and have users do the work for him. Privacy concerns are minimal because the only publicly accessible information is the student's name and time of meeting,
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  • Cohen also likes the project because it was a simple way for teachers to "get their toes wet" with collaborative technology with a shallow learning curve and a high return on investment. For the spring semester, he said, teachers would actually have to sit and field calls for scheduling parent-teacher appointments.
  • Demonstrating the value of collaborative technology, while teaching how to use it, is the hardest challenge in its adoption, said Zeus Kerravala, a Yankee Group analyst. "The success depends more on the utilization of the tools than the tools themselves," Kerravala said. Keeping it simple and easy to access increases the chance of success.
  • Much of the essential documentation for teachers is now on wikis at the school, but Cohen still fields requests for how to do this, or for hard copies of those forms. He regularly denies such requests and points the users to the appropriate wiki page.
  • "Kids only use technology for the things they want to use it for," Cohen said. "They won't necessarily check the website for their homework."
  • Barbara Lindsey on 29 Aug 09
     
    Excellent article on why and how a NYC school uses wikis
Katherine Ruddick

Resources: Keeping them real and keeping them together - 1 views

www.boxoftricks.net/...real-and-keeping-them-together

technology education Lesson Planning

shared by Katherine Ruddick on 12 Aug 11 - No Cached
  • Katherine Ruddick on 12 Aug 11
     
    Great lesson plan ideas and other resources in this article, a guest post on the Box of Tricks blog, which is another excellent website for integrating technology into language education.
Rita Oleksak

iEARN USA | Learning with the world, not just about it... - 0 views

www.us.iearn.org/

Technology Teachers Students Curriculum

shared by Rita Oleksak on 18 Apr 12 - Cached
  • Rita Oleksak on 18 Apr 12
     
    iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.
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