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Eric Calvert

Fresh research showing the damage of filtering 'real world' technology - edublogs - 0 views

edu.blogs.com/...ing-real-world-technology.html

filtering technology education filter games MIDs phones kim mobile

shared by Eric Calvert on 01 Mar 11 - Cached
  • Students in schools around the world find that their research, creativity and learning potential is seriously curbed by filtering and lack of use of their own mobile and gaming devices in schools.
  • It’s likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games.
  • Students reported that other major obstacles to using technology at school are not being able to access email accounts and slow internet access. Perhaps these are the reasons why just 34 percent of teachers communicate with students via email. Teachers are certainly online; just not with students. Ninety percent of teachers, parents, and school leaders use email to communicate with one another about school.
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  • Students’ increased access to mobile computing devices might now mean that the instruments in their backpacks and pockets—not to mention their high-speed internet at home (which 90 percent of them have, according to parents)—are far more useful to them for learning and communicating than the tools at school. Sixty-five percent of students in grades 9-12 said their school could make it easier for them to work electronically by allowing them to use their own laptop, cell phone, or other mobile device. Sixty-six percent of school leaders and 51 percent of teachers said the most significant value of incorporating such devices into instruction would be to increase student engagement in school and learning.
  • Games could also increase student engagement, according to 65 percent of teachers. Outside of school, 64 percent of students in grades K-12 regularly play online or electronics-based games. Besides winning, students reported that they like to play because of the competition with their peers (48 percent). Middle and high school students indicated that they like finding ways to be successful at the games (46 percent) and the high level of interactivity (44 percent).
  • Just 11 percent of K-12 teachers reported they are incorporating gaming into their instruction, but over half said they would be interested in learning more about integrating gaming technologies into the classroom. Forty-six percent said they would also be interested in professional development to do so.
  • No, I wonder if we're not losing faith in an increasingly bureaucratic group of non-educators who currently run our networked affairs, a group that are increasingly finding their own specialism - technology and network management - eaten away by democratising technologies and the cloud, and by a more enthusiastic, creative and demanding set of users (teachers students and parents) than they, as specialists, will ever be able to support effectively.
  • This has proved to be a massive topic on the Education 2020 wiki http://education2020.wikispaces.com/message/list/Filtering The frustration and annoyance at the pointless and over bearing controls is clear
Eric Calvert

Author: 'iGeneration' requires a different approach to instruction | eSchoolNews.com - 0 views

www.eschoolnews.com/...ferent-approach-to-instruction

middle school iGeneration Rosen generation gap

shared by Eric Calvert on 01 Mar 11 - Cached
  • Today’s middle and high school students learn much differently from students just a few years older—and that’s mainly because they’ve never known a world without the internet or cell phones, says psychology professor and author Larry D. Rosen, whose research could give educators valuable insights into the needs of today’s learners.
  • Rosen said teenagers’ desire for individualized experiences is something they expect will carry over into their education.
  • Rosen agreed that iGeners are constantly connected to their mobile devices. He noted that iGeneration students don’t look at the technology as a tool, the way it’s viewed by older generations—even the so-called Millennial generation that preceded today’s teens—but as an expectation. And this affects the way these students learn.
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  • “If we look at kids who spend their entire day online multitasking, in many ways teachers are still asking them to learn one task at a time and in an old-fashioned way,” he said.
  • Andy Petroski, director of the Learning Technologies Master of Science program at Harrisburg University of Science and Technology in Pennsylvania, said engagement is a key to connecting with today’s students. “These kids are highly engaged and active in their personal world. Traditional school is so far on the other end of the spectrum for them,” he said. “More than any other generation, they are pleading, ‘Engage me,’ … because to sit and listen and do one thing for long periods is so foreign to their daily lives.”
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