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Copy of The 4 Ps of Future Technology in Education

Using four core components, we explore the preparation, problems, practicality and promise of technology in education.
by

Kelley Fitzpatrick

on 30 December 2012

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Transcript of Copy of The 4 Ps of Future Technology in Education

Our group approach investigates four core areas and future implications of technology in education The 4 Ps of Technology
in Education Imagine a world where Glinda, the Good Witch of the South, has the power to provide all teachers with the preparation they need to effectively incorporate technology into their classrooms. Following is what I would wish for all of us. Preparation http://4.bp.blogspot.com/_J_KXZbfpQo0/TR4YuxBgJnI/AAAAAAAAAeo/qkl9gE-v1L4/s1600/Glinda%2Bthe%2BGood%2BWitch%2Bof%2Bthe%2BNorth%2B1.jpgiImag Second Wish Third Wish Fourth Wish A - Freedom B - Time C - Good Administration A – Teachers need professional development about the hardware available in their schools and classrooms. B – Teachers need professional development about the wide range of information technologies available today. C – Teachers need professional development about emerging issues in the field of educational technology. A – Tech savvy instructors B - Play time C – Study groups First Wish: A Deep Breath REMEMBER that you teach because you like to learn
REMEMBER that you are good at learning
REMEMBER that no matter what your anxieties about technology You are not alone
Others will help you
Your students will help you
It might even be fun. Big vocabulary – Deep understanding
of concepts and operations They need a chance to practice operating SMARTBoards, iPods, iPads, projectors, document cameras, ELMOs, video cameras, digital cameras, scientific and graphing calculators, assistive devices, E-readers Aps
Cloud technologies
Content specific software
Course management systems
Digital learning games (For example virtual worlds)
Distance education/ virtual schooling
Document management systems (For example IEP direct)
Email
Homework help sites and study aids (For example Quizlet)
Interactive web spaces (Blogs, wikis, web pages, online notice board)
Media production (Animation, videos, podcasts, multimedia presentations)
Plagiarism checkers
Productivity tools (Lesson plan builders, test makers, rubric makers, worksheet/handout generators, E-Portfolio builders, survey makers, graphic organizers)
Research tools (For example Noodletools)
Search engines
Social media
Social networking (For example personal learning networks or PLNs)
Spreadsheet software
Virtual reality (Where one can practice skills in a video environment)
Web conferencing (For example Skype)
Word processing, EXCEL, other parts of Microsoft Office Legal issues – Privacy, COPPA, acceptable use policies, copyright and fair use
Cyber-citizenship and responsible use of social media
Current research on how technology affects learning
Digital divide
Current research on how students and families use technology outside of school WIDE variety of forms of professional development Knowledgeable people who can introduce teachers to the power, secret tricks, and nuances of tools they’re interested in.

On-site technicians who can help teachers troubleshoot, learn how to get around their school’s filtering software when necessary, and optimize available equipment. Teachers need unstructured time to explore new technologies in low-pressure environments. While good presenters can get teachers started, getting comfortable with technology is ultimately not about being handed a step-by-step guide for everything they will want to do. Play time is ESSENTIAL if teachers are going to use new technologies in their own classrooms. Teachers need groups of people to talk to on an on-going basis about how they’re using educational technology in their classrooms. Research shows that this type of approach leads to more lasting and fruitful integration of technology than isolated workshops. Clearly many people make and find such groups online. However, opportunities to meet face-to-face with other teachers in one’s own building and community continue to be important. Teachers need chances to see what people are doing in other schools. Reading and watching videos is great. The Internet offers unlimited amounts of information about what tools are out there and how people are using them. But at the end of the day, visiting another school is one of the most powerful professional development experiences possible. D – Cross-school visits A supportive school and community culture Teachers need to work in environments that encourages experimentation, with all its attendant messiness and mistakes. Teachers need time:
•to learn about all the new tools and new issues related to technology
•to charge up laptops and download new Aps
•to make grades, homework assignments and other resources available on their school’s chosen network
•to respond to electronic communications from students and parents
•to leverage additional resources Teachers need to work in schools where the administration has put clear information technology policies into place. What is the acceptable-use policy? How are students and parents informed about it? How are violations handled? What filtering and anti-virus software is in place? How much responsiveness can students and parents expect from teachers outside of school time? The widespread use of information technology in schools brings many new issues. While administrators need to take the lead on handling these issues, so that teachers can focus on teaching, at the same time teacher’s voices need to be included in implementing new programs and policies. “It has become appallingly obvious that our technology has exceeded our humanity.”
~Albert Einstein Problems “Before anything else, preparation is the key to success.”
~Alexander Graham Bell “Success depends upon previous preparation, and without such preparation there is sure to be failure.”
~ Confucius If you were given a compass, would you know how to use it? A compass is a tool, just like a computer, a white board, a projector, and IPAD and even a graphing calculator, yet many of these tools don’t come with the training needed to use them properly. Because of this, many educators don’t use the technology their school districts provide them with because they don’t feel comfortable teaching on something they have no idea how to use.

4 out of 7 interviewees felt that lack of training and preparation was a problem regarding with implementing technology in the classroom.
Training takes time, and some schools are not willing to take the time during a professional development day to focus on technology, yet administrators are demanding technology to be used in the classroom. Lack of
Training 1 Another problem that exists is that many school districts use filters; these filters block learners from accessing justifiable and appropriate educational materials. Could you imagine trying to research a topic such diseases for health class and not being able to find anything because every website was blocked? Well, that would make it difficult to complete a research project at school.
In some cases teachers like using websites that students can play educational games, yet many of them are blocked even if they are legitimate sites that offer children a fun way to learn. Filters 2 Ok, so many teachers are required to use technology in their classroom, but how often are they able to use that technology? Well, many schools have one computer lab, a few computers in a library and maybe a few laptop carts…..This is supposed to be enough for 300 students. Right. If schools wanted all students to read a particular novel, would they only provide a class of 30 with 10 books? No, they would have a class set to make sure each child had the tools they needed, however for many schools a 1:1 ratio is not possible to due budgets and money allowances. Funding is extremely important in regards to technology. If schools do not have enough funding, then they may have problems updating and repairing the technological devices that they do have. Lack of Hardware 3 http://www.eschoolnews.com/2008/01/09/schools-need-help-with-tech-support/


Have you ever been using computers or some other technological device and then it shuts down or isn’t working properly? You are not alone. Many teachers have had that moment where you have a lesson planned and the technology is not cooperating with you, leaving you to come up with a backup plan. Unfortunately if schools had more IT’s, these moments would be rare. Technical Assistance 4 (This is a great article on how schools need more technical support in order to realize the full benefits of technology in the classroom.) A few teachers that were interviewed discussed the virtual classroom. We have become a world that relies on text messages and emails to communicate, which means face-to-face communication is minimal. This can be a problem if you are a teacher that relies on this type of communication. Interaction is something that many teachers require when doing group activities, but in a virtual classroom students can run into problems collaborating with one another. According to one of our interviewees that works for a university, some students are less likely to ask questions if they don’t have in-person contact with their teacher. There is still a barrier even if services like discussion boards and Skype exist. This same university employee also stated that the virtual classroom can make it difficult to develop a rapport between teachers and students and many students enjoy having a relationship with their instructor. 5 The Virtual Classroom A few of our interviewees shared that many students use their technological tool as a toy. As much as we love our tablets, iPads, and laptops, they can be distracting and according to a middle school teacher interviewed, some students are tempted to play with aps or games instead of completing their assignment. This can make it difficult for teachers to manage since they cannot watch all students at the same time while on the computer. 6 Toys or Tools e-books vs. physical books Training Teachers "If we teach today as we taught yesterday, we rob our children of tomorrow."
-John Dewey Practicality "Education is not the filling of a pail, but the lighting of a fire."
-William Butler Yeats Interaction Up To Date Engagement student teacher device When using technology in schools, it is imperative that teachers and students are both involved in the process. Students are more engaged in learning when technology is involved, and technology can aid in learning being more tailored to specific learners’ needs (Nelson, Palonsky, & McCarthy, 2010). Technology is also an effective way to utilize distance education, especially in rural schools (Halverson & Smith, 2010) and is also an effective writing tool, even with young students (Van Leeuwen & Gabriel, 2007). Halverson, R. & Smith, A. (2010). How new technologies have (and have not) changed
teaching and learning in schools. Journal of Computing in Teacher Education, 26 (2), 49-54. Retrieved from http://www.eric.ed.gov.ezproxy.uwa.edu:2048/PDFS/EJ907118.pdf

Nelson, J. L., Palonsky, S., & McCarthy, M. R. (2010). Critical issues in education: Dialogues
and dialects. Boston, MA: McGraw Hill.

Van Leeuwen, C. A. & Gabriel, M. A. (2007). Beginning to write with word processing:
Integrating writing process and technology in a primary classroom. The Reading Teacher, 60(5), 420-429. Retrieved from http://proquest.umi.com.ezproxy.uwa.edu:2048/pqdweb?index=66&did=1211211481&SrchMode=1&sid=3&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308457883&clientId=10401 As discovered in interviewing a high school teacher, PowerPoints can increase comprehension for learners. Prezis, as described by a university employee, may look cool but do not necessarily convey content or encourage retention. Teachers must realize the potentiality of this program. The interview with young students revealed that students enjoyed taking pictures of their activities and reviewing them at the end of the day on an iPad. Visuals on the Internet are more up to date than textbooks
Able to collect information and compile it using programs on the same device
In math, technology provides more visual representations of information: YouTube video below is an example of Cincinnati high school students who created a music video in a math course to teach SOHCAHTOA
SOH stands for Sine equals Opposite over Hypotenuse
CAH stands for Cosine equals Adjacent over Hypotenuse.
TOA stands for Tangent equals Opposite over Adjacent. Promise Video Games in the Classroom Supplying iPads and Other Hand-Held Devices BYOD Virtual Schooling  Virtual schooling is another trend that could be emerging. Distance learning can be seen starting with correspondence education in 1906, then moving to educational radio programs in 1919, and onto instructional television programs in 1961(Barbour, 2011)
 In 1993 Canada created New Directions in Distance Learning and the EBUS Academy which focused on distance learning and virtual schooling.
 In 2001 there was an estimated 50,000 people enrolled in K-12 virtual schools, 6 years later there was about 700,000 students enrolled in online courses.
 Virtual schooling has also been shown to be an effective way for K-12 students to learn. Barker and Wendel found that students in six virtual schools performed no worse than three conventional schools in Canada (as cited in, Barbour, 2011).
 A teacher of 30+ years and a literacy specialist feels that in the future virtual schooling will become more prominent and those who are unable to attend school at any grade, will be able to virtually attend school.
 If the virtual schooling works appropriately and quickly than it may be more successful.  Schools that adopt a BYOD device policy will be able to have more advanced technology in their classrooms without depleting the district’s technology budget
 There will be less waste for these districts that adopt BYOD since some of the textbooks can be replaced by nooks or kindles (Barseghain, 2012).
 To combat the high price of iPads and other hand-held devices some schools not charging a textbook rental fee each year, and instead are requiring students to use that money to purchase an iPad and pay a $75 technology fee which covers ebooks and wi-fi (Esarey, 2012)  With 99% of schools in America having internet access, the usage of web games in educational settings is on the rise
 Mobile devices and other hand held gaming systems are becoming more common as well. With the advancement of this technology, web games will become even easier to access and use in an educational setting. And with the increase of BYOD policies hand held devices will be seen even more (Mitchell & Savil-Smith, 2004).
 To help the use of web games in education grow the Institute of Play is forming a new type of school. Here programs are being created to educate teachers to use digital media and games effectively in the classroom.
 The teachers then will bring their knowledge to a 6-12 grade public school called Quest to Learn in New York City. This school will use game inspired methods and web games to teach critical thinking as well as traditional subjects (Klopfer , Osterweil, & Salen, 2009) .
 One interviewee feels that students may need the control and presence of a teacher.  In April 2012 a school in Auburn, Maine was given permission to give iPads to the kindergarten class for fall of 2012 (Rich, 2012).
 Right now it will cost $200,000 to distribute the iPads, but that price may go down as the technology advances and hand-held devices become even more accessible.
 The apps and other programs may be free in the future or be offered at a reduced price if they are sold directly to a district’s iPad program. Interviewees Thoughts on Technology
Pre-k Students
 The students showed the greatest interest in technology while discussing reading on an iPad.
 When asked about classroom books and iPad books one child said “Computer books. I can read them without you... It talks.... I want it for my home days. I like the voices in the skippy john jones book. It sounds silly. My mom doesn't sound like that.” and “The computer books. They talk to use and move. It's more fun to touch”.
 By being exposed to ebooks at a young age these pre-k students will expect their future classrooms to have iPads and kindles.
 One child even asked “I like to learn with your little computer. Does my new school teacher have the little computer?”.
Pre-k students thoughts on the their future classroom
 This group of 15 pre-k students and one parent from each household responded to a survey about the use of technology in their household and what these families expect to see in their child's classroom in the next few years. Casey Bean, Sarah Lytle, Meggie Schmidt, Anne Marie Sengillo Barbour, M. (2011). Today’s student and virtual schooling: The reality, the challenges, the promise…. Journal of Open, Flexible and Distance Learning, 13(1), 5-25. Baseghain, T. (2012, March 30). Amidst a mobile revolution in schools, will old teaching tactics work?. Retrieved from http://blogs.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/

Esarey, J. (2012, May 2). Our lady of providence to replace books with ipads. Retrieved from http://www.courier-journal.com/article/20120502/ZONE11/305020052/Our-Lady-Providence-replace-books-iPads Mitchell, A., & Savil-Smith, C. (2004).
The use of computer and video games for learning. (p. 208). London: Retrieved from `http://gmedia.glos.ac.uk/docs/books/computergames4learning.pdf

Klopfer, E., Osterweil, S., & Salen, K. (2009).
Using the technology of today, in the classroom today. Retrieved fromhttp://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf Rich, S. (2012, May 07). Should kindergarteners use ipads in the classroom?. Retrieved from http://www.govtech.com/education/Should-Kindergarteners-Use-iPads-Classroom.html
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