“5 K-12 Technology Trends for 2010” with rebuttal

I was recently sent a link to an article entitled “5 K-12 Technology Trends for 2010” from THE Journal.  I thought it would make an interesting blog post with my additional comments and questions after each.  See below in RED:

1. eBooks Will Continue to Proliferate

eBook readers aren’t going to replace traditional math and English textbooks anytime soon, but J. Gerry Purdy, chief analyst, mobile and wireless, for business research and consulting firm Frost & Sullivan in Atlanta, said the devices will gain traction in the K-12 arena this year.

“The eBook phenomenon is gaining ground in the consumer space, where people are using them to read both fiction and non-fiction,” said Purdy. “The way the stars are aligned, it won’t be long before someone adapts eBooks out of the consumer space and makes textbooks available on these portable devices.”

While eBooks would literally lessen the load that students have to carry around with them in backpacks all day, Purdy said, the devices aren’t “quite there yet” when it comes to color, graphics, and symbols. “The eBook readers are mostly black-and-white right now,” he added, “but when the technology advances to the point where color and animation can be integrated, it will become much more viable for the textbook market.”

This is interesting from the stand point that ebooks will have over current textbooks:

  • Less weight for kids
  • New updates every year
  • Fewer dead trees

But also from the stand point of possible future options:

  • Getting collaborative, open texts in students hands (schools/students could publish their own)
  • Textbooks could be social and networked
  • Text could be audio, video, interactive
  • Text could be updated in real-time
  • Students could actually keep their annotated texts in their personal library forever instead of turning them in at the end of the year

2. Netbook Functionality Will Grow
One-to-one computer initiatives are proliferating throughout United States schools and are expected to become even more popular in 2010 as netbooks become even more affordable. Priced at $200 to $300, these small, inexpensive computers are helping to bridge the technology divide that exists at those schools where individual students don’t have access to their own laptops.

Netbooks, Purdy said, are opening the door for students to tap the Web as a learning tool, along with general computing–which will eliminate the need for multiple devices (one for computing, another for Web browsing, and so forth) by students, said Purdy, and will help streamline technology initiatives at the district level. “I know that if were administration, I wouldn’t want to issue two to three devices to each student,” he said. “I’d want one device that would fulfill multiple needs.”

Agreed, however, it looks more and more like the pure netbook (smaller screen, smaller keyboard, etc) is going away and we are getting a hybrid netbook/ultra-portable laptop (12 inch screen, full keyboard,etc) for ~$400.  The market is finding the sweet spot!

3. More Teachers Will Use Interactive Whiteboards
Large, interactive display systems that allow teachers and students to work together in ways that traditional blackboards could not are gaining ground in the K-12 environment. Expect the trend to continue this year, said Sheryl Abshire, chief technology officer for
Calcasieu Parish Public Schools in Lake Charles, LA.

“These tools have been around for a while, but the educational landscape wasn’t ready to use them 10 years ago,” said Abshire.

Abshire said she credits federal economic stimulus funds for helping to advance the use of whiteboards, many of which are just now being installed and used in the nation’s K-12 schools. “We’re seeing a big resurgence in their use, and I expect that to continue in 2010,” she said. “The buzzword for the 21st century is ‘engaged learning,’ and the whiteboards will serve as a catalyst for getting students out of their seats and up to the board to learn.”

A couple of issues….

  • Do smartboard acquisitions fool educational decision makers into believing that they have completed the task of “integrating technology”?
  • Are smartboards, in theory and in practice, a teacher centric technology or a student centric technology?
  • Does smartboard centered instruction support continuous instructional improvement or does it further embed mediocre teaching practices?

4. Personal Devices Will Infiltrate the Classroom
Sometimes barred from the classroom owing to perceptions of security risks and student “distractions,” smart phones and iPods are now making their way into the K-12 space, and with teachers’ and administrators’ blessings. “We’re definitely on the cusp of seeing more of these personal devices in the classroom,” Abshire predicted.

The fact that most smart phones come with wireless capabilities and larger screens makes them particularly relevant in the K-12 space, where “after the stimulus money runs out, we’re going to be in trouble in terms of federal money for technology,” said Abshire. “The next logical step is for the devices to come into school.”

Purdy concurred and said the fact that some students are getting their own wireless devices by second or third grade will accelerate the trend. “We used to think this was a ‘teen’ phenomenon,” said Purdy. “But its now culturally acceptable for someone as young as seven or eight years old to have a cell phone. It won’t be long before every student will have access to one or more wireless, portable devices in the classroom.”

When will K12 policy makers learn to embrace these devices as opposed to banning them?  We can’t, as Alan November would say, “cut off their tentacles when they enter the school building.  It only helps to make school less real.

5. Technology Will Enable Tailored Curricula
On educators’ and administrators’ wish lists right now is an easier, tech-based way to assess, record and track individual student performance in the classroom. David Stienes, principal with private equity fund
LLR Partners in Philadelphia, said those wishes could come true this year, courtesy of several emerging companies that are working on new student assessment tools.

Once ready for prime time, the programs will allow teachers to track a child’s progression through the K-12 years on a weekly basis to ensure that “things are going according to plan,” said Stienes. The programs will also integrate benchmarking data for measuring a student’s progress against other children, thus paving the way for more individualized, customized curriculum options.

“Historically, schools have given specialized attention to students who ‘fall out of the system,’ but not when it comes to applying individual curriculum to a broader population,” said Stienes. “Look for technology to change that in the near future.”

What would these tools look like in a school that believes in progressive, constructivist/constructionist, project based pedagogy?

Advertisements

How Dangerous Is the Internet for Children?

Great article from David Pogue today!

http://pogue.blogs.nytimes.com/2008/02/28/assessing-the-dangers-of-the-internet-for-children/

Nice to have evidence concerning what many of us have assumed all along (Internet dangers have been and continue to be over-hyped).  That being said, my other take away is that we really should continue to be having more discussions around cyber-bullying and empowering students with strategies to deal with this phenomenon.

Powered by ScribeFire.

Educational Technology “Certifications”

It would appear to me that it is only a matter of time before my current job (Director of Technology for a public school district in Connecticut) becomes a certified position.  Not necessarily in the traditional sense of certification such as teaching and administrative certifications, but as in school districts wanting directors of technology that are certified in education and in technology.

We have been waiting for the state department of education in Connecticut to create a certified Director of Technology position/program.  My hunch is that we will continue to wait for sometime.  However, public school districts in Connecticut (and I am sure in other states as well) are not waiting.  Many of them are posting job openings that require certifications in technology and education.  Often it is not specific as to what the exact certifications must be but they must be an educational certification and a separate technology certification.

Gone are the days of a teacher with a proclivity to use technology in his/her classroom sufficient preparation to take on the growing demands and importance of educational technology leadership in a school district.  Who will guide the ship towards 21st century skills and knowledge?  We must have formal training programs (and eventually a state sponsored certification) that help produce the educational technology leaders our students need and must have to be productive citizens of a “flat” world. 

Powered by ScribeFire.

Textbooks…throw them out (I mean recycle them)

I just finished reading an article by Alex Johnson on MSNBC.com called "A Textbook case of failure: Politically driven adoption system yields shallow, misleading materials" from May 16th, 2006. The article discusses the "scandalously bad textbooks" Americans students are using in our K12 classrooms. Some quotes from the article:

"But glaring in [NCLB's] omission from the program is any siginifcant examination of the most basic of classroom tools, the textbook."

"few if any textbooks are ever subjected ti independent field testing of whether they actually help students learn."

"As younger, inexperienced teachers are thrown into classrooms to meet new federal standards, as much as 90 percent (my emphasis added) of the burden of instruction rests on textbooks"

"AMerican textbooks are both grotesquely bloated and light as a feather intellectually, flitting briefly over too many topics without examining anf of them in detail."

Diane Ravitch – "[Textbooks] are sanitized to avoid offending anyone who might complain at textbook adoption hearings in big states"

"the politics of the boards adopting the books in Texas and California shape what is, to all intent and purposes, a defacto national curriculum"

WHAT IF: 

We got rid of all or almost all textbooks in the K12 environment and provided professional teachers with a budget to purchase materials they wanted for their curriculum and we provided time to collaborate with colleagues and access to Internet/Web resources to "roll your own"???

NOTES/TODO:

Throw out the textbooks (or even better, send them back to be purchased in the pre-owned textbook market and use the funds for…)

Have teachers develop their own materials during PD and collaboratively

Provide funds for some books (that students keep), web resources, pdf's, student personal libraries, etc

Use current textbook funds to support new materials (research how much last year, avg. 10 years???)

Work with current text book companies as they move online to personalize content

Teach teachers and administrators during college how to make their own materials

———

"School officials, however, cannot or will not devote sufficient amounts of money to copyrighted materials. Public schools were spending around $275 billion dollars total in the 1993-1994 school year, and approximately $209 billion if one excluded pupil transportation, capital outlays, debt service, and expenditures for adult education or community service. According to Market Data Retrieval of Shelton, Connecticut, a service used by textbook publishers and other K-12-related vendors, just $1.727 billion went for textbooks. Spending on other copyrighted works amounted to $3.677 billion, bringing the total to about $5.404 billion, or about 2.6 percent of the $209 billion. With a total of 43,637,734 students in public schools, the $5.404 billion would be just $124 per student in the 1993-1994 school year. Another market research service, Quality Education Data of Denver, Colorado, reported that schools were spending some $22.50 per student on educational software in 1993-1994."
http://www.ed.gov/Technology/Futures/rothman.html#lessthanthree

Leadership is…

Tonight is my last class of a Leadership Theory course I am taking thru Sacred Heart University. The course is part of an Educational Administrator certification program (092 if you are in CT). The professor asked us to summarize for him what leadership is as defined by this course. This is my take below:

Leadership is all about relationships

Leadership is not black and white but very grey

Educational Administration is about leading and managing and balancing the two

Leadership is about walking around

Leadership is about talking to people

Leadership is about finding the facts and acting on them

Leadership is critical to school success

Leadership is getting the right people "on the bus"

Leadership is about asking the right questions

and listening to the answers

Leaders must know the rules better than anyone

Leaders must have a vision (or be actively looking to create one)

and help others create one togther

Leaders must not be afraid to act on new information and change the vision

Leaders must be constructivist because

those being led often have more information

Leaders must develop new leaders

Leadership is not easy

Leadership does not have to be hard

Leadership changes (as do all things) and leaders must change with it!