Anyway, its a nice article for NYtimes which kind of gives a challenging perspective for teachers (like us!)
Here is the link:
Growing up digital, wired for distraction
Hi guys, just thought I'd post this as it seems every time I read the news "Something" related to ICT, learning with technology, etc. comes up....or maybe I'm just more attentive to it now?
The 'E to M' of ICTs in EDU - on the cheap
You may know well about e-learning. How about m-learning or f-commerce?
I mention f-commerce, i.e. Facebook commerce, because money is an important issue in the places I often work. In Bangladesh or Vietnam, education providers have a very tight budgets. In Bangladesh the entire budget for one student over five years, including administrative costs, was around USD 20. It may not seem like much but when there are 1 million people, one more sheet of paper amounts to 1 million more pieces of paper. So, when the cost of education for one student increased to USD 37, many questions were raised. 17 million more what?
I don't think many people in the Bangldeshi education system would be asking for mobile phones for all of the learners, or teachers. Not until mobile devices are more affordable and above all, the technology has been shown to be reliable in delivering greater learning outcomes.
But, hey, that's what we are searching for, and developing, m-learning.
What is needed is ce-learning? 'CE' stands for cost-effective.
My concern with the model that Cochrane and Bateman (2010) propose is that is appears to be suited to tertiary education, and it is very equipment intensive. For his ideal learners seem to require laptops and mobile phones, very ideal. Moodle for Mobiles is based on a similar model, iPhones and Android devices.
In my idea world, we can make use of what currently exists, and what currently is in use. If the vast majority of people use Yahoo Chat or Facebook, then learners and educators can find ways to make use of these. Mobile learning might mean taking a trip to a local internet cafe - if the school doesn't have the technical know-how and working equipment.
Even better, make use of the most common mobile device. The old-fashioned mobile telephone. In Bangladesh, education providers in the formal and non-formal sectors are providing services using mobile phones. Start with the basics: would 1 million SMS messages cost less than the paper equivalent?
What can be done with a mobile phone? My clever colleague (studying for a PhD) argued his ordinary mobile phone could do just about anything an iPhone could do. What then do people do? If there are four basic things people do online: search for information, read, communicate, and be entertained, then we can get a idea of how to make use of a mobile device.
I think it is practical, useful and surely cost-effective to deliver reading content to mobile phones. Learning involves a certain amount of information. Digital materials can be produced with less cost, and distributed quickly. One such example of this in Bangladesh is BBC Janala.
In practice, the m-learning initiatives I have encountered made use of audio. Multi-media is engaging.
A lesson from several studies indicates that technology and unprepared teachers will not resolve any issues. Web 2.0 teaching tools are as raw as a steak in a butcher's shop. It's going to take a real chef to make the steak desirable. To implement a dynamic, learner-centered and constructivist approach, teachers will need a to be involved. Fortunately research has shown that in-service teacher training can be conducted using common mobile phone technology. A new term is waiting to be coined - m-training, h-training, location-based learning, mistt, ez-learning?
Christopher
Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An ex- ploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19 - 21 March 2010, Porto, Portugal.
Sarah Lucas Pouezevara Rubina Khan (2007) Learning Communities Enabled by Mobile Technology: A Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh
I mention f-commerce, i.e. Facebook commerce, because money is an important issue in the places I often work. In Bangladesh or Vietnam, education providers have a very tight budgets. In Bangladesh the entire budget for one student over five years, including administrative costs, was around USD 20. It may not seem like much but when there are 1 million people, one more sheet of paper amounts to 1 million more pieces of paper. So, when the cost of education for one student increased to USD 37, many questions were raised. 17 million more what?
I don't think many people in the Bangldeshi education system would be asking for mobile phones for all of the learners, or teachers. Not until mobile devices are more affordable and above all, the technology has been shown to be reliable in delivering greater learning outcomes.
But, hey, that's what we are searching for, and developing, m-learning.
What is needed is ce-learning? 'CE' stands for cost-effective.
My concern with the model that Cochrane and Bateman (2010) propose is that is appears to be suited to tertiary education, and it is very equipment intensive. For his ideal learners seem to require laptops and mobile phones, very ideal. Moodle for Mobiles is based on a similar model, iPhones and Android devices.
In my idea world, we can make use of what currently exists, and what currently is in use. If the vast majority of people use Yahoo Chat or Facebook, then learners and educators can find ways to make use of these. Mobile learning might mean taking a trip to a local internet cafe - if the school doesn't have the technical know-how and working equipment.
Even better, make use of the most common mobile device. The old-fashioned mobile telephone. In Bangladesh, education providers in the formal and non-formal sectors are providing services using mobile phones. Start with the basics: would 1 million SMS messages cost less than the paper equivalent?
What can be done with a mobile phone? My clever colleague (studying for a PhD) argued his ordinary mobile phone could do just about anything an iPhone could do. What then do people do? If there are four basic things people do online: search for information, read, communicate, and be entertained, then we can get a idea of how to make use of a mobile device.
I think it is practical, useful and surely cost-effective to deliver reading content to mobile phones. Learning involves a certain amount of information. Digital materials can be produced with less cost, and distributed quickly. One such example of this in Bangladesh is BBC Janala.
In practice, the m-learning initiatives I have encountered made use of audio. Multi-media is engaging.
A lesson from several studies indicates that technology and unprepared teachers will not resolve any issues. Web 2.0 teaching tools are as raw as a steak in a butcher's shop. It's going to take a real chef to make the steak desirable. To implement a dynamic, learner-centered and constructivist approach, teachers will need a to be involved. Fortunately research has shown that in-service teacher training can be conducted using common mobile phone technology. A new term is waiting to be coined - m-training, h-training, location-based learning, mistt, ez-learning?
Christopher
Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An ex- ploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19 - 21 March 2010, Porto, Portugal.
Sarah Lucas Pouezevara Rubina Khan (2007) Learning Communities Enabled by Mobile Technology: A Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh
Data loggers and analytical software in Science
Posted by Ingrid Kopke Donado
One of the aims of the International Baccalaureate experimental Science program is to ‘develop and apply the students’ information and communication technology skills in the study of Science’ (IBO, 2007).
As IB Science teachers we are encouraged to use ICT in practical work throughout the two year IB Science courses. An effective way to do this is through the use of data logging sensors and data logging analytical software. As commented in (Newton & Rogers, 2001) ‘the attributes of the data logging method offer scope for these software-supported approaches to be deployed in a wide range of science practical settings’. The promotion of data logging analytical software can be implemented in all areas of Science and offers an alternative approach of collecting, storing and presenting scientific data for analysis.
One of the aims of the International Baccalaureate experimental Science program is to ‘develop and apply the students’ information and communication technology skills in the study of Science’ (IBO, 2007).
As IB Science teachers we are encouraged to use ICT in practical work throughout the two year IB Science courses. An effective way to do this is through the use of data logging sensors and data logging analytical software. As commented in (Newton & Rogers, 2001) ‘the attributes of the data logging method offer scope for these software-supported approaches to be deployed in a wide range of science practical settings’. The promotion of data logging analytical software can be implemented in all areas of Science and offers an alternative approach of collecting, storing and presenting scientific data for analysis.
Data logging tools and software allow for superior high quality data collection methods and if used correctly provide little error. Without having to worry about the data collection itself a learner can focus more on the scientific problem and as commented in (Newton & Rogers, 2001) ‘ there is potential for pupils to use software tools more creatively’. They go on to say ‘consequently there is some scope within the data logging approach for pupils to devise their own strategies for using the software to investigate phenomena’.
At the Diocesan Boys’ School we have chosen to use the Pasco brand of data loggers and data logging software. The plug and play application of this equipment is very attractive and little time is spent investing extraneous cognitive load in working with the sensors. Students are quick to grasp the use of this tool and make effective use of its application. Using notebooks as data loggers, students are free to move around with the sensors as is shown in the presentation. Pupils are also free to analyze data using software provided by Pasco or can use alternatives as they see fit. The data logging software is also compatible with other input mobile devices and although as a department we are still in the learning process of integrating other mobile technologies with this software, we have managed to use cameras effectively as a data collection tool. Another important component of the IB practical science investigations is for students to design their own investigation. This is where students become creative with science and can start to incorporate the use of data logging sensors and software as well as other mobile devices into their work in a sense gaining ownership of the technology around them.
IBO. (2007, March). Physics subject guide. Retrieved October 30, 2010, from OCC: http://occ.ibo.org/ibis/documents/dp/gr4/physics/d_4_physi_gui_0905_1_e.pdf
Newton, L., & Rogers, L. (2001). Teaching Science with ICT. London , New York: Continuum.
Using Mobile Tech in Math
There are over 350 Math Apps available through the Apple Apps store, and these were only the apps whose names started with 'Math'. There are also graphing apps, calculator apps, puzzle apps, and more.
Peter's example of using GPS enabled devices for outdoor adventures is easily applicable to Math as well. Especially if the device can use Google Earth. Use of Google Earth while on the adventure would allow for students to calculate new bearings and distances "on-the-go" with Google Earth's Ruler Tool. Otherwise, the teacher would just have to provide enough information at the checkpoints to do the calculations. Puzzles, and Math questions could be used as the tests to find the next location, like an Amazing Race type of adventure. Or perhaps buildings, infrastructure, and landscapes could be described in mathematical language in order for the students to follow directions to the next target.
... more later
Peter's example of using GPS enabled devices for outdoor adventures is easily applicable to Math as well. Especially if the device can use Google Earth. Use of Google Earth while on the adventure would allow for students to calculate new bearings and distances "on-the-go" with Google Earth's Ruler Tool. Otherwise, the teacher would just have to provide enough information at the checkpoints to do the calculations. Puzzles, and Math questions could be used as the tests to find the next location, like an Amazing Race type of adventure. Or perhaps buildings, infrastructure, and landscapes could be described in mathematical language in order for the students to follow directions to the next target.
... more later
What good is a Wiimote or a smartboard in a classroom?
Have you ever seen a $50 Wiimote turned into a $2000 smartboard? Once you have seen the video, the idea might grow on you.
In fact, this idea had already caught me when I was working in schools and universities in Vietnam and thinking about the use of such technology.
Well, I was even more pleasantly surprised to find that some fantastic people in Vietnam were actually conducting research on this! At a conference on 'ICT in Education' I became informed of some of the research on the use of cost-effective whiteboards in universities in Vietnam.
This cost-effective technological innovation raises some interesting research questions.
One such research question is outlined in a paper by Vo Tan Dung and Do Huy Thinh:
[2]. How can the interactive potential of low-cost ISBs be enhanced in the classroom?
While the conclusion is that many teachers in Vietnam would be happy to say goodbye to chalkboards - it is often said by teachers that chalk dust is carcinogenic - and usher in smartboards, the authors acknowledge that much training would be required for the teachers to make use of the technology.
It is worth considering the benefit of this technology then, not only in terms of learning, but using an ecological research perspective. These cost-effective whiteboards, if implemented, may improve the health of teachers and learners.
Christopher Fulton
In fact, this idea had already caught me when I was working in schools and universities in Vietnam and thinking about the use of such technology.
Well, I was even more pleasantly surprised to find that some fantastic people in Vietnam were actually conducting research on this! At a conference on 'ICT in Education' I became informed of some of the research on the use of cost-effective whiteboards in universities in Vietnam.
This cost-effective technological innovation raises some interesting research questions.
One such research question is outlined in a paper by Vo Tan Dung and Do Huy Thinh:
[2]. How can the interactive potential of low-cost ISBs be enhanced in the classroom?
While the conclusion is that many teachers in Vietnam would be happy to say goodbye to chalkboards - it is often said by teachers that chalk dust is carcinogenic - and usher in smartboards, the authors acknowledge that much training would be required for the teachers to make use of the technology.
It is worth considering the benefit of this technology then, not only in terms of learning, but using an ecological research perspective. These cost-effective whiteboards, if implemented, may improve the health of teachers and learners.
Christopher Fulton
An idea for research: Influence of ICT usage in IB Science exam scores
Posted by Gavin Hopwood
Defining our research topic.
Amongst the issues related to the implementation of technology in education lies the concern of whether most investments in technology for schools are wasted (Educational Technology Debate, 2010). Recently, the World Bank and Unesco promoted a “substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities” (Educational Technology Debate, 2010).
According to the ETD (2010), “[t]here is a general consensus that Information and Communication Technologies (ICTs) such as radio, TV, computers, the Internet, and mobile phones can increase educational experiences and improve education”. Many of the research done regarding these issues, heavily rely on the implementation of technology in areas where there was previously no or very little technological infrastructure – the OLPC iniative in Paraguay, Uruguay and Peru; the Jokko Initiative in West Africa and the Bridgeit Program in Tanzania are a few examples of these.
However, a different approach seems to exist for those areas in which access to technology is a given condition. Within these contexts, the idea of “digital natives” who demand more and more access to technology (Prensky, 2005) seems to be almost fixed, and large amount of research focuses on which ICT tools are the most widely used (Becta, 2008) although research has shown that there are discernible “areas where the use of and familiarity with technology-based tools is far from universal” (Kennedy et al, 2006 as stated in (Bennett, Maton, & Kervin, 2008).
With this perspective in mind and considering the reality of well established educational testing systems modeling curriculum and instruction (ACTs, A-levels, O-levels, IB, GCSEs to name a few), we believe it is important to conduct research on to what extent is the incorporation –whether mandatory or optional- of ICT affecting student learning as measured by standard tests. It is worthwhile noting that this research does not attempt to neglect the need to re-evaluate the nature of curricula, but rather to deal with the immediate reality of the careful thought that needs to be considered when engaging learners in using familiar technologies for learning (Becta, 2008).
To further narrow down this research topic, and following the interest of our group, we have decided it would be of interest to evaluate to what extent is the incorporation –whether mandatory or optional- of ICT in Science affecting student learning as measured by standard IB testing.
Reasons underlying this choice, include the already existing “measured” results/test scores from students not involved in ICT usage and the different school policies that run from “mandatory use of technology” to “optional use of technology”.
What studies exist?
On the Impacts, barriers and issues of implementation of Web 2.0 in Secondary Schools, BECTA has generated a “cautiously positive” report. This can be accessed on http://research.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15881
The UNESCO and the World Bank have a series of sources which explore ICT and learning (mostly in developing countries). Although the implications of these studies are not directly transposable with the research question at hand, they provide valuable insights on some of the qualities that learners acquire/develop with new technologies. A series of reports can be accessed at http://edutechdebate.org/
The DEMOS report, (accessed at http://www.demos.co.uk/files/Their%20space%20-%20web.pdf ) shows both evidence of positive results from “free usage” of technology as well as providing some insight of the implications of empowering learners through and with technology.
The NCSL in the UK has provided a report which summarizes already existing scenarios in which a similar approach (to that which he have proposed) is being experienced. The collected synopses can be accessed at http://future.ncsl.org.uk/resources/63_harnessing_technology_and_learning.pdf.
Has compiled an extensive report on “Critical Issue: Using Technology to Improve Student Achievement”. The report includes factors to consider, implications, pitfalls, cases as well as links that can be useful. It can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
What needs to be done?
1. Establishing groups for investigation.
Prerrequisites:
a) Students taking Science courses. Since the IBDP demands that ALL students that are candidates for the Diploma Programme study one science (at least), candidate students will suffice.
b) Students belonging to one of two scenarios:
i) A scenario in which technology usage is mandatory and interfered with. i.e. students have to use certain technology-types within certain constrained conditions and are prevented from doing so within others.
ii) A scenario in which access to technology is extensive and not-mandatory. i.e students have access to technology and they choose whether to use it or not.
2. Rather than assuming that teacher delivery and participation will “remain the same” in these two scenarios, and to avoid the ethical implications of “dividing” students from the same educational institution into two study groups, the best option is to reduce the “teacher interference” by sampling several groups for each scenario in several educational institutions. The need would be therefore to standardize as much as possible the socio-economic background of students.
3. In order to contrast IB Science test results from groups (i) and (ii) above, to those of students without access to technology, two options exist: a) Create a third scenario or b) Consult earlier IB Science test results from schools in which technology is not incorporated. The latter should be a better option as most schools nowadays incorporate technology in some way or another, thus establishing a technology-excluded scenario might be unrealistic.
What will be measured?
At the end of their IB course, students have to take standardized tests. These are the same across regions in the world, and are supposed to assess a series of skills inherent to Science.
By statistically comparing the results from the 3 designated Scenarios (no technology, technology interference, technology without interference), some insight may be provided as to whether there is an implication to when and how technology is used for learning in Science –as measured by these standard tests.
What are the implications?
IBO schools are of a growing number. Many of these schools invest large sums of money and infrastructure in technology development –both at the teacher level as well as the student level. The extent to which this investment is beneficial to the desired outcome (i.e obtaining high exam results) is not clear. Thus this study could provide some insight as to the approaches that may need to be taken by IB schools if and when selecting ICT tools that will be incorporated. The study could also provide insight on how technology usage may help to personalize education and curriculum within already established “learning objectives”.
Becta. (2008). KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - Summary. Becta.
Bennett, S., Maton, K., & Kervin, L. (2008). The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-778.
Educational Technology Debate. (2010, April 23). Educational Technology Debate. Retrieved October 18, 2010, from Educational Technology Debate Info Dev. UNESCO: http://edutechdebate-etd.eventbrite.com/
Prensky, M. (2005, December). Listen to the Natives. Educational Leadership , pp. 8-13.
Defining our research topic.
Amongst the issues related to the implementation of technology in education lies the concern of whether most investments in technology for schools are wasted (Educational Technology Debate, 2010). Recently, the World Bank and Unesco promoted a “substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities” (Educational Technology Debate, 2010).
According to the ETD (2010), “[t]here is a general consensus that Information and Communication Technologies (ICTs) such as radio, TV, computers, the Internet, and mobile phones can increase educational experiences and improve education”. Many of the research done regarding these issues, heavily rely on the implementation of technology in areas where there was previously no or very little technological infrastructure – the OLPC iniative in Paraguay, Uruguay and Peru; the Jokko Initiative in West Africa and the Bridgeit Program in Tanzania are a few examples of these.
However, a different approach seems to exist for those areas in which access to technology is a given condition. Within these contexts, the idea of “digital natives” who demand more and more access to technology (Prensky, 2005) seems to be almost fixed, and large amount of research focuses on which ICT tools are the most widely used (Becta, 2008) although research has shown that there are discernible “areas where the use of and familiarity with technology-based tools is far from universal” (Kennedy et al, 2006 as stated in (Bennett, Maton, & Kervin, 2008).
With this perspective in mind and considering the reality of well established educational testing systems modeling curriculum and instruction (ACTs, A-levels, O-levels, IB, GCSEs to name a few), we believe it is important to conduct research on to what extent is the incorporation –whether mandatory or optional- of ICT affecting student learning as measured by standard tests. It is worthwhile noting that this research does not attempt to neglect the need to re-evaluate the nature of curricula, but rather to deal with the immediate reality of the careful thought that needs to be considered when engaging learners in using familiar technologies for learning (Becta, 2008).
To further narrow down this research topic, and following the interest of our group, we have decided it would be of interest to evaluate to what extent is the incorporation –whether mandatory or optional- of ICT in Science affecting student learning as measured by standard IB testing.
Reasons underlying this choice, include the already existing “measured” results/test scores from students not involved in ICT usage and the different school policies that run from “mandatory use of technology” to “optional use of technology”.
What studies exist?
On the Impacts, barriers and issues of implementation of Web 2.0 in Secondary Schools, BECTA has generated a “cautiously positive” report. This can be accessed on http://research.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15881
The UNESCO and the World Bank have a series of sources which explore ICT and learning (mostly in developing countries). Although the implications of these studies are not directly transposable with the research question at hand, they provide valuable insights on some of the qualities that learners acquire/develop with new technologies. A series of reports can be accessed at http://edutechdebate.org/
The DEMOS report, (accessed at http://www.demos.co.uk/files/Their%20space%20-%20web.pdf ) shows both evidence of positive results from “free usage” of technology as well as providing some insight of the implications of empowering learners through and with technology.
The NCSL in the UK has provided a report which summarizes already existing scenarios in which a similar approach (to that which he have proposed) is being experienced. The collected synopses can be accessed at http://future.ncsl.org.uk/resources/63_harnessing_technology_and_learning.pdf.
Has compiled an extensive report on “Critical Issue: Using Technology to Improve Student Achievement”. The report includes factors to consider, implications, pitfalls, cases as well as links that can be useful. It can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
What needs to be done?
1. Establishing groups for investigation.
Prerrequisites:
a) Students taking Science courses. Since the IBDP demands that ALL students that are candidates for the Diploma Programme study one science (at least), candidate students will suffice.
b) Students belonging to one of two scenarios:
i) A scenario in which technology usage is mandatory and interfered with. i.e. students have to use certain technology-types within certain constrained conditions and are prevented from doing so within others.
ii) A scenario in which access to technology is extensive and not-mandatory. i.e students have access to technology and they choose whether to use it or not.
2. Rather than assuming that teacher delivery and participation will “remain the same” in these two scenarios, and to avoid the ethical implications of “dividing” students from the same educational institution into two study groups, the best option is to reduce the “teacher interference” by sampling several groups for each scenario in several educational institutions. The need would be therefore to standardize as much as possible the socio-economic background of students.
3. In order to contrast IB Science test results from groups (i) and (ii) above, to those of students without access to technology, two options exist: a) Create a third scenario or b) Consult earlier IB Science test results from schools in which technology is not incorporated. The latter should be a better option as most schools nowadays incorporate technology in some way or another, thus establishing a technology-excluded scenario might be unrealistic.
What will be measured?
At the end of their IB course, students have to take standardized tests. These are the same across regions in the world, and are supposed to assess a series of skills inherent to Science.
By statistically comparing the results from the 3 designated Scenarios (no technology, technology interference, technology without interference), some insight may be provided as to whether there is an implication to when and how technology is used for learning in Science –as measured by these standard tests.
What are the implications?
IBO schools are of a growing number. Many of these schools invest large sums of money and infrastructure in technology development –both at the teacher level as well as the student level. The extent to which this investment is beneficial to the desired outcome (i.e obtaining high exam results) is not clear. Thus this study could provide some insight as to the approaches that may need to be taken by IB schools if and when selecting ICT tools that will be incorporated. The study could also provide insight on how technology usage may help to personalize education and curriculum within already established “learning objectives”.
Becta. (2008). KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - Summary. Becta.
Bennett, S., Maton, K., & Kervin, L. (2008). The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-778.
Educational Technology Debate. (2010, April 23). Educational Technology Debate. Retrieved October 18, 2010, from Educational Technology Debate Info Dev. UNESCO: http://edutechdebate-etd.eventbrite.com/
Prensky, M. (2005, December). Listen to the Natives. Educational Leadership , pp. 8-13.
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