The Bill and Melinda Gates foundation for years has been working to stomp out disease in the world. It also has been installing computer systems in libraries and schools around the world.
Caught in its wake for years has been Apple Computers, Inc. But things have changed somewhat.
Apple is now considered the most powerful computer/technology company in the world (thanks largely to Steve Jobs) and in that standing, it has done some amazing things with education.
One example is its iPod Touch. The little handheld device is helping English Language Learners with their language skills at a greater clip than through traditional methods.
At Central Elementary School in Escondido, Calif., students using the iPod Touch, in a six-week period made four- to six-times the fluency gains. Normal fluency gains are anywhere from five to 10-word gains in six weeks. Students at Central were learning 40 to 60 words in the same time frame. Teachers also found that when students were able to record and — for the first time — hear themselves read, it gave them the instant feedback they hadn't had before.
One teacher noticed that students were more willing to fix their work using the iPod Touch. For example, an ELL student would read a story, then speak the story into a microphone and play it back. If they sensed errors, they would volunteer fixing it, removing any need for a teacher to say, incorrect, do it again.
And I think this pilot program is just the beginning, but I don't think Apple will own it, either. Apple is expensive. Just as I am typing this into a Lenovo brand PC, school administrators will find more inexpensive copycat devices to do the job. You don't need to buy a Ferarri to teach someone to drive. But that's ancillary. What is real is that these new, electronic tools, whatever their brand, are going to be in the classroom on a more consistent basis.
Wednesday, May 26, 2010
Teaching responsibility with technology
"Part of our job is to teach students to use technology responsibly," says David Britten, superintendent of Godfrey Lee School District in Grand Rapids, Michigan. Britten has just flicked the Wi-Fi switch at his schools which will allow all students, fifth grade and up, access to the Interent. He has also assigned each student a school email account. Britten, an advocate of technology and a user of Twitter and other social media tools, is a huge fan of technology in schools. "If a student writes something inappropriate, you don't take away his pencil. You teach them about consequences."
Britten's school district was written about this year in the Grand Rapids Press, a news outlet in Grand Rapids, Mich. Not only may students use laptops, but they can plug in using iPhones, BlackBerrys and other technogadgets to help them in class. Teachers were a bit wary when the Wi-Fi switch came on. In fact, one teacher a student goofing off with her iPad, when in fact the student had the dictionary.com page open. Another group of students were thought to be using a PlayStation PSP in class. But the device was connected to the Internet and the students were working on their vocabulary.
I love these kinds of stories, and I know there are lots of pitfalls that must be avoided: Inappropriate sites and students playing games. But to try to keep technology out is mere folly. And it appears that Britten knows this.
The benefits his school district is experiencing as a result of the switch this February, are more engaged students. And the more electronic, the less paper is wasted. For example, students are using Google Docs for their assignments. They had been using thumb drives, but kept losing them. Google Docs allows students to access their work from anywhere and at anytime. And there's no fear of losing anymore thumb drives. And teachers there are working on relationships with cell phone makers to partner with them. That way, students who have no regular access to computers, can do so.
It is clear that, with careful consideration and gentle monitoring and involvement by teachers, the electronic classroom will grow exponentially.
Britten's school district was written about this year in the Grand Rapids Press, a news outlet in Grand Rapids, Mich. Not only may students use laptops, but they can plug in using iPhones, BlackBerrys and other technogadgets to help them in class. Teachers were a bit wary when the Wi-Fi switch came on. In fact, one teacher a student goofing off with her iPad, when in fact the student had the dictionary.com page open. Another group of students were thought to be using a PlayStation PSP in class. But the device was connected to the Internet and the students were working on their vocabulary.
I love these kinds of stories, and I know there are lots of pitfalls that must be avoided: Inappropriate sites and students playing games. But to try to keep technology out is mere folly. And it appears that Britten knows this.
The benefits his school district is experiencing as a result of the switch this February, are more engaged students. And the more electronic, the less paper is wasted. For example, students are using Google Docs for their assignments. They had been using thumb drives, but kept losing them. Google Docs allows students to access their work from anywhere and at anytime. And there's no fear of losing anymore thumb drives. And teachers there are working on relationships with cell phone makers to partner with them. That way, students who have no regular access to computers, can do so.
It is clear that, with careful consideration and gentle monitoring and involvement by teachers, the electronic classroom will grow exponentially.
Some Irish recommendations and more
The English Teachers' Association of Ireland (ETAI) puts out a quarterly called "Teaching English," which features helpful hints, new trends and content suggestions for teachers of English - a notion some Irish, I'm sure bristle at.
All that taken into consideration, the staff of the magazine have included several ideas on how to help English teachers with lesson plans and content. Included in the Spring 2010 issue is an article with suggestions for class films. The films are all mainstream, ones that every day citizens may have seen, but which also contain great messages that teens will identify with.
One of the suggested films is, "Bend It Like Beckham," an amazing work by Gurinder Chadha about a girl coming into her teenage years and discovering boys and a peerless athleticism at soccer. Jesminder is the daughter of orthodox Sikhs living in London. They have mapped out a traditional future for her but, of course, she has other ideas.
The ETAI suggests showing this film to grades 9-11 and has suggested themes from the movie to discuss in class: race, gender, family, growing up and society. There's a lot of latitude there for teachers to play with. The film could be the jumping off point for a larger unit that includes projects like students shooting their own movies that discuss similar themes.
Access to technology in the classroom will still be an issue. But it will only dissipate over the years as it becomes less expensive and increasingly necessary.
The ETAI makes a few other suggestions: "Rabbit-proof Fence," "Oliver Twist," "Holes," "Save the Last Dance," and "Whale Rider." Each of these films contains thought-provoking material, beautiful imagery and an assortment of viewpoints. They're great accessories to larger lessons that can include Internet research and student-made films.
I love movies, but I've never been a fan of using them in the classroom. I'd almost feel guilty. But they can be useful, and incorporating good ones can help students learn about themselves and others.
All that taken into consideration, the staff of the magazine have included several ideas on how to help English teachers with lesson plans and content. Included in the Spring 2010 issue is an article with suggestions for class films. The films are all mainstream, ones that every day citizens may have seen, but which also contain great messages that teens will identify with.
One of the suggested films is, "Bend It Like Beckham," an amazing work by Gurinder Chadha about a girl coming into her teenage years and discovering boys and a peerless athleticism at soccer. Jesminder is the daughter of orthodox Sikhs living in London. They have mapped out a traditional future for her but, of course, she has other ideas.
The ETAI suggests showing this film to grades 9-11 and has suggested themes from the movie to discuss in class: race, gender, family, growing up and society. There's a lot of latitude there for teachers to play with. The film could be the jumping off point for a larger unit that includes projects like students shooting their own movies that discuss similar themes.
Access to technology in the classroom will still be an issue. But it will only dissipate over the years as it becomes less expensive and increasingly necessary.
The ETAI makes a few other suggestions: "Rabbit-proof Fence," "Oliver Twist," "Holes," "Save the Last Dance," and "Whale Rider." Each of these films contains thought-provoking material, beautiful imagery and an assortment of viewpoints. They're great accessories to larger lessons that can include Internet research and student-made films.
I love movies, but I've never been a fan of using them in the classroom. I'd almost feel guilty. But they can be useful, and incorporating good ones can help students learn about themselves and others.
Sunday, May 16, 2010
The iPhone in the classroom
Let me say this first: I am all for using technology in the classroom for educational purposes. To try to stifle it is impossible and impractical. Just look at China or North Korea. You can't stop that kind of train.
But in the classroom, students using technology during classtime, particularly cell phones, PDAs or iPhones, are unacceptable. You may confiscate phones at the door or request that they all be turned off during classtime. But there will be perpetrators no matter what. While students' eyes are focused on you and your lecture, their hands are under the desk, busy texting overtime. Not a good thing. Strains the relationship between student and teacher and creates a class distraction.
However, to somehow incorporate texting into the lesson, might be a win-win situation. I stumbled on Joel Heffner's blog and got the idea of incorporating texting. Heffner has been a teacher for 28 years and served as a staff developer for the New York City Department of Education's Office of Instructional Technology. So he has some authority on the subject. When he was teaching, he was just fine with using technology in class. He would Twitter homework, have students read chapters on their iPhones and on and on.
My idea, inspired by Heffner's tech acceptance, was to have students text group work in class. Those without phones or texting capability, could be paired up with someone who has a phone and they act as a unit. The teacher might ask students to get into groups of three, text opinions on Marco Polo then reach a consensus, all on their phones (no actual talking). Then the teacher could immediately post Student analysis on the overhead. This way, while you do risk some students not doing the work, most, I feel, would participate.
You could have students pairing up to do instant research. "Jerry, go online and find out what agriculture skills African slaves brought to states such as South Carolina. Then read your results to the class."
That kind of instant information and engagement will be essentaial in the coming years.
So, while you don't want students goofing off, a teacher would do him or herself a service, and actually challenge themselves, by finding ways to use technology, such as iPhones, in the classroom.
But in the classroom, students using technology during classtime, particularly cell phones, PDAs or iPhones, are unacceptable. You may confiscate phones at the door or request that they all be turned off during classtime. But there will be perpetrators no matter what. While students' eyes are focused on you and your lecture, their hands are under the desk, busy texting overtime. Not a good thing. Strains the relationship between student and teacher and creates a class distraction.
However, to somehow incorporate texting into the lesson, might be a win-win situation. I stumbled on Joel Heffner's blog and got the idea of incorporating texting. Heffner has been a teacher for 28 years and served as a staff developer for the New York City Department of Education's Office of Instructional Technology. So he has some authority on the subject. When he was teaching, he was just fine with using technology in class. He would Twitter homework, have students read chapters on their iPhones and on and on.
My idea, inspired by Heffner's tech acceptance, was to have students text group work in class. Those without phones or texting capability, could be paired up with someone who has a phone and they act as a unit. The teacher might ask students to get into groups of three, text opinions on Marco Polo then reach a consensus, all on their phones (no actual talking). Then the teacher could immediately post Student analysis on the overhead. This way, while you do risk some students not doing the work, most, I feel, would participate.
You could have students pairing up to do instant research. "Jerry, go online and find out what agriculture skills African slaves brought to states such as South Carolina. Then read your results to the class."
That kind of instant information and engagement will be essentaial in the coming years.
So, while you don't want students goofing off, a teacher would do him or herself a service, and actually challenge themselves, by finding ways to use technology, such as iPhones, in the classroom.
Girls and technology
I am the father of three girls, and while my 7-year-old loves to play around on the computer and is a whiz at figuring things out, I have to wonder how long it will last.
I wonder because when she becomes a teenager, peer pressure and stereotyping may push her away from studying Information and Communication Technology. That certainly has been the case in Europe, where a study found boys and girls equally competitent in their usage and understanding of computers and technology, but where girls often dropped outof ICT courses around the sophomore year.
A study and white paper by European Schoolnet (EUN) published in June 2009, showed that the ICT gender gap is alive and well and asssessed why girls just aren't attracted to ICT careers. The study was funded by CISCO and authored by Agueda Gras-Velasquez, Alexa Joyce and Maïté Debry.
This was a study conducted in Europe, with most western European countries participating. What bore particualar relevance was that the continent is anticipating a labor shortage in the ICT field to the tune of 70,000 jobs. So getting young women involved has become more imperitave to the integrity of the combined economy.
What the study found was that boys and girls were equally competent in using technology but there were fewer role models for girls. What role models girls did have were not tech savvy. While mothers, as parents and female role models are encouraging to their daughters, and trends are showing a gradual increase in ICT interest among girls, change is glacial at best.
Feedback from Cisco employees and those from its HR department received feedback on this issue during business functions and discovered that there were some discrepancies about just what ICT work truly involves. And a comparative analysis of the country fiindings found:
- Polish female students have the most positive view towards ICT, ICT jobs and Internet networking careers, followed by Italy and the UK.
- Dutch female students have the most negative view and see ICT networking careers as better suited to men.
I- n general, 50 percent fewer female students are interested in studying ICT in the future compared to the percentage that report liking ICT at school.
- Except in the Netherlands, more than 50 percent of students are influenced by role models (parents, celebrities and teachers). In particular, male students look to male role models, and girls to female role models.
In general, the research found positive attitude towards ICT from female parents, especially in Poland, Italy and France – although this was much less the case in the Netherlands.
It's going to take some time, but I've always been a believer that necessity is the mother of invention and if Europe is swimming in ICT vacancies, then women who need gainful employment may take notice.
As for my daughter, I just hope she follows her heart in making a career decision, and not be swayed by peer pressure or societal influence.
I wonder because when she becomes a teenager, peer pressure and stereotyping may push her away from studying Information and Communication Technology. That certainly has been the case in Europe, where a study found boys and girls equally competitent in their usage and understanding of computers and technology, but where girls often dropped outof ICT courses around the sophomore year.
A study and white paper by European Schoolnet (EUN) published in June 2009, showed that the ICT gender gap is alive and well and asssessed why girls just aren't attracted to ICT careers. The study was funded by CISCO and authored by Agueda Gras-Velasquez, Alexa Joyce and Maïté Debry.
This was a study conducted in Europe, with most western European countries participating. What bore particualar relevance was that the continent is anticipating a labor shortage in the ICT field to the tune of 70,000 jobs. So getting young women involved has become more imperitave to the integrity of the combined economy.
What the study found was that boys and girls were equally competent in using technology but there were fewer role models for girls. What role models girls did have were not tech savvy. While mothers, as parents and female role models are encouraging to their daughters, and trends are showing a gradual increase in ICT interest among girls, change is glacial at best.
Feedback from Cisco employees and those from its HR department received feedback on this issue during business functions and discovered that there were some discrepancies about just what ICT work truly involves. And a comparative analysis of the country fiindings found:
- Polish female students have the most positive view towards ICT, ICT jobs and Internet networking careers, followed by Italy and the UK.
- Dutch female students have the most negative view and see ICT networking careers as better suited to men.
I- n general, 50 percent fewer female students are interested in studying ICT in the future compared to the percentage that report liking ICT at school.
- Except in the Netherlands, more than 50 percent of students are influenced by role models (parents, celebrities and teachers). In particular, male students look to male role models, and girls to female role models.
In general, the research found positive attitude towards ICT from female parents, especially in Poland, Italy and France – although this was much less the case in the Netherlands.
It's going to take some time, but I've always been a believer that necessity is the mother of invention and if Europe is swimming in ICT vacancies, then women who need gainful employment may take notice.
As for my daughter, I just hope she follows her heart in making a career decision, and not be swayed by peer pressure or societal influence.
Wednesday, May 12, 2010
Using science and technology for sustainability
Sustainability is "thee" issue in education today. Incorporating it into lesson plans or making it the subject of a lesson plan is more common in schools as sustainability plays a more crucial role in survival of the species.
In the May 2010 issue of National Science Teachers Association Journal, phyics students at Montpelier High School in Montpelier, Vt., were asked to come up with an idea that might save energy. The teacher first explained the basics about electricity, carbon footprints and other foundational information. The students then began exploring ways to save. Wind turbines, wood pellets, hybrid car analysis, hydroelectric power, and an undershot water wheel used in the local river were a few of the ideas students came up with. Students used class computers to do research and email to contact experts in the various programs. Some experts actually came to theschool to help students with their projects.
Students who chose a hydroelectric project found that they could save the city about a quarter of its electrical costs by restoring the Lane Shops dam in town.
The cool thing about this Unit Plan was not only the innovative ideas students generated, but how technology played a role. Just using email alone saved students time and got them the answers they needed instantaneously. And doing Internet research saved time, too.
This sort of project could be replicated at any school that has computers in the classroom.
In the May 2010 issue of National Science Teachers Association Journal, phyics students at Montpelier High School in Montpelier, Vt., were asked to come up with an idea that might save energy. The teacher first explained the basics about electricity, carbon footprints and other foundational information. The students then began exploring ways to save. Wind turbines, wood pellets, hybrid car analysis, hydroelectric power, and an undershot water wheel used in the local river were a few of the ideas students came up with. Students used class computers to do research and email to contact experts in the various programs. Some experts actually came to theschool to help students with their projects.
Students who chose a hydroelectric project found that they could save the city about a quarter of its electrical costs by restoring the Lane Shops dam in town.
The cool thing about this Unit Plan was not only the innovative ideas students generated, but how technology played a role. Just using email alone saved students time and got them the answers they needed instantaneously. And doing Internet research saved time, too.
This sort of project could be replicated at any school that has computers in the classroom.
Access is key to tech success
I saw a report on technology use in elementary and middle schools that showed access was a roadblock to the successful use of technology in the classroom in terms of race. Writing for the Mid-Atlantic Equity Center, Ray Yau's "Technology in K-12 Public Schools: What Are the Equity Issues" showed that African-American and Latino populations were lagging behind other races (Asian and White in particular) in terms of using classroom computers to help them succeed in grade-related activities.
African-American and Latino fourth graders were using computers at school more than Asians or Whites. African-American and Latino students were succeeding in drill and practice computer applications, too. However, when it came using school computers for simulations and applications, which exercise "Higher-order thinking skills and correlate with higher achievement," according to Yau, African-American and Latinos fell behind. Where 43 percent of
Asian students and 31 percent of White students were primarily using simulations and applications as their primary use of school computers, Latino use for the same purposes was at 25 percent and African Americans at 14 percent. Yau used data compiled from a study by H. Wenglinsky, called "Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics." The study was done 10 years ago but it raised questions that are still relevent today. Socioeconomics remain a huge disparity between races.
The study showed that White households are more than twice as likely (40.8%) to own a computer than Black (19.3%) or Latino (19.4%) households. And even at income levels greater than $75,000, Whites are more likely to have PCs (76.3%) than are Blacks (64%). The rates for internet access are nearly three times as high for Whites (76.3%) as for Blacks (7.7%) or Latinos (8.7%).
So why are African Americans or Latinos using computers at school more often? Because fewer of them have computers at home - let alone Internet access. But the bigger issue raised in the research was not answered: Why Asians and Whites were having more success with simulation and application. Since it has nothing to do with ability or potential, the answer must have more to do with socioeconomics, which ties into access. Basically, if you're poor, you will have less access to computers - not to mention fine restaurants, fancy cars and mansions.
Another factor could be related to family values: Is education valued in a particular culture? Not sure. That would be research worth reading.
African-American and Latino fourth graders were using computers at school more than Asians or Whites. African-American and Latino students were succeeding in drill and practice computer applications, too. However, when it came using school computers for simulations and applications, which exercise "Higher-order thinking skills and correlate with higher achievement," according to Yau, African-American and Latinos fell behind. Where 43 percent of
Asian students and 31 percent of White students were primarily using simulations and applications as their primary use of school computers, Latino use for the same purposes was at 25 percent and African Americans at 14 percent. Yau used data compiled from a study by H. Wenglinsky, called "Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics." The study was done 10 years ago but it raised questions that are still relevent today. Socioeconomics remain a huge disparity between races.
The study showed that White households are more than twice as likely (40.8%) to own a computer than Black (19.3%) or Latino (19.4%) households. And even at income levels greater than $75,000, Whites are more likely to have PCs (76.3%) than are Blacks (64%). The rates for internet access are nearly three times as high for Whites (76.3%) as for Blacks (7.7%) or Latinos (8.7%).
So why are African Americans or Latinos using computers at school more often? Because fewer of them have computers at home - let alone Internet access. But the bigger issue raised in the research was not answered: Why Asians and Whites were having more success with simulation and application. Since it has nothing to do with ability or potential, the answer must have more to do with socioeconomics, which ties into access. Basically, if you're poor, you will have less access to computers - not to mention fine restaurants, fancy cars and mansions.
Another factor could be related to family values: Is education valued in a particular culture? Not sure. That would be research worth reading.
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