Monday, June 25, 2007
Lan servers?
Reading through the Horton book, I am reminded of the fact my school does not have a large LAN server. We have no network for saving material and the school is planning to implement a graduation requirement for a digital portfolio. Some students will be working with imovie, as we are an Apple based school. Some will build websites to fulfill the requirement. It seems to me that in order to have this be a “ Requirement” the students are going to need a safe place to store word, PowerPoint, audio, photo and video files. I would like to know how man of classmates have LAN server like the one we need?
Friday, June 22, 2007
Authoring tools and students assessent
Student’s assessment is one facet of education that has been revolutionized by technology. Teachers, administrators, and educational bodies are now thanks to optical scanners able to test and analysis unlimited numbers of students in a short period of time. Education has embraced this technology and it has resulted in the use of standardized tests over the last forty- years. As technology advances education is now no longer satisfied with the student assessment optical scanners and standardized test provide. The current movement is now one away from tests towards more complicated, holistic methods of evaluation. According to Geoffry Fletcher, editor- in chief of T.H.E. Journal alternatives for student assessment should be developed with a holism approach using technology to communicate results to the stakeholders, and with the long- term educational goals of the institution in mind. There a number of different methods being experimented with in America today. They include data warehouses storing storing all the work a student does from kindergarten to twelfth grade, hoping to give a complete picture of the student’s academic ability. Research has shown that computers are now able to grade long open- ended questions with the same if not better accuracy as humans. Electronic portfolios created with authoring tools can allow students to express their academic capabilities and achievements in a manner that can be communicated anywhere at any time. The possibilities really are unlimited and the movement away from standardized tested with optical scans will soon go the way of the ditto machine.
The question that must be asked is “ Does these new methods of assessment foster students learning?” The answer is an emphatic yes. As we all know tests are a one- dimensional necessary evil of measure student comprehension of content material. Technology has a remarkable ability to engage students, therefore varying the ways in which students use technology should have the same effect. Often students who are poor test takers become disengage with learning because they have not experienced success in the classroom. By building and electronic portfolio of their artwork with hypermedia or a power point of how to operate a table saw, those students who falter on tests may become reconnected with the value of learning.
This well organized, well written article adds to the picture of where education is moving due to the impact technology has had. Article after article has illustrated that the technology will make education for students far more interesting and colorful. Mr. Fletcher echoes that schools approach to technology must be long- term. Research must be conduct as we refine the use of all technology on student assessment.
Fletcher, G. (April, 2004). Technology’s role in accountability and assessment. T.H.E. Journal article number 16695.
http://www.thejournal.com/articles/16695
The question that must be asked is “ Does these new methods of assessment foster students learning?” The answer is an emphatic yes. As we all know tests are a one- dimensional necessary evil of measure student comprehension of content material. Technology has a remarkable ability to engage students, therefore varying the ways in which students use technology should have the same effect. Often students who are poor test takers become disengage with learning because they have not experienced success in the classroom. By building and electronic portfolio of their artwork with hypermedia or a power point of how to operate a table saw, those students who falter on tests may become reconnected with the value of learning.
This well organized, well written article adds to the picture of where education is moving due to the impact technology has had. Article after article has illustrated that the technology will make education for students far more interesting and colorful. Mr. Fletcher echoes that schools approach to technology must be long- term. Research must be conduct as we refine the use of all technology on student assessment.
Fletcher, G. (April, 2004). Technology’s role in accountability and assessment. T.H.E. Journal article number 16695.
http://www.thejournal.com/articles/16695
Thursday, June 21, 2007
Technology Counts
Few Articled provide real insight as to how teachers should be planning and implementing technology is their classrooms. Many articles are repetitive and many only contain one or two substainent pieces. The article entitled “ Technology Count 2007: The Evolution of Ed. Tech” is an online question an answer session that is from begging to end a gold mine of useful information. Kevin Bushweller professor of computer science and education at the University of Michigan moderates the session. Margaret Hinoy director of the center for Children & Technology and Cathleen Norris professor of Technology and cognition at the University of North Texas contribute to the article.
There are many topics that are addressed in the piece, noteworthy items include technology and standardized tests, charter schools, funding, professional development, educational philosophies, good & bad use of technology, and legislation. Hinoy, Bushweller, and Norris provide great insight into all of the above listed. Their experience allows them to predict which roads educational technology will take, and how they will affect education in America. The group recognizes that new teachers will have to be given as many strategies as possible to integrate technology into their classrooms. As younger teachers become a larger portion of the teacher population, strategies for proper technology will be taught using a distance education system. All agree that the technology plans for school districts must be developed as long- term substantial technology use. Not as they put it “ short- sighted, inexpensive band aid planning.” Blogging will become a mandatory use of technology and will be included into state educational standards. Popular Internet uses for entertainment will be included into education such as video projects utilizing site like youtube. According to Cathleen Norris the trend of course content curriculum will gain even more momentum fueled by technology use in the classroom. And finally the group foresees in the long tern the elimination of multiple- choice tests.
This article provides many fascinating predictions, and useful tips for working with education technology. All topics of discussion cannot not be discussed because the group literally touches all end of the technology spectrum. The group also discusses charter schools like the Marin School of Art and Technology. Notably how these schools use of software such as MermoryMiner, and will continue to grow in popularity. They discuss how distance educational techniques will be continue to be established as discussed in the prior entry about adaptive hypermedia. Bushweller, Hinoy, and Norris agree that as students becomes more accustomed to working with educational technology, when they graduate and pursue a career employers will be utilizing the same technology for job training. The group does a wonderful job of hitting all the topics of discussion relating ed. technology.
http://www.edweek.org/chat/transcript_04_04_2007.html
Bushweller, K. (April 2007). Technology counts 2007: the evolution of ed. tech. Ed Week. Org.
There are many topics that are addressed in the piece, noteworthy items include technology and standardized tests, charter schools, funding, professional development, educational philosophies, good & bad use of technology, and legislation. Hinoy, Bushweller, and Norris provide great insight into all of the above listed. Their experience allows them to predict which roads educational technology will take, and how they will affect education in America. The group recognizes that new teachers will have to be given as many strategies as possible to integrate technology into their classrooms. As younger teachers become a larger portion of the teacher population, strategies for proper technology will be taught using a distance education system. All agree that the technology plans for school districts must be developed as long- term substantial technology use. Not as they put it “ short- sighted, inexpensive band aid planning.” Blogging will become a mandatory use of technology and will be included into state educational standards. Popular Internet uses for entertainment will be included into education such as video projects utilizing site like youtube. According to Cathleen Norris the trend of course content curriculum will gain even more momentum fueled by technology use in the classroom. And finally the group foresees in the long tern the elimination of multiple- choice tests.
This article provides many fascinating predictions, and useful tips for working with education technology. All topics of discussion cannot not be discussed because the group literally touches all end of the technology spectrum. The group also discusses charter schools like the Marin School of Art and Technology. Notably how these schools use of software such as MermoryMiner, and will continue to grow in popularity. They discuss how distance educational techniques will be continue to be established as discussed in the prior entry about adaptive hypermedia. Bushweller, Hinoy, and Norris agree that as students becomes more accustomed to working with educational technology, when they graduate and pursue a career employers will be utilizing the same technology for job training. The group does a wonderful job of hitting all the topics of discussion relating ed. technology.
http://www.edweek.org/chat/transcript_04_04_2007.html
Bushweller, K. (April 2007). Technology counts 2007: the evolution of ed. tech. Ed Week. Org.
lesson 5
Establish standards for any institution must be a complicated, infinite task. Technology, and education by themselves are intricate subjects that everyone has a belief system for. Combining the two issues is sure to raise passions, opinions and debate. The roles of teachers, administrators, and students need to be defined, and goals must be recognized. Standards are without a doubt necessary for education to function and evolve. Once set in stone, the standards are easy to target and ridicule as Gary Stager does in June 2007 piece for District Administration Magazine. He uses the term technocentric, which he describes as using any use of technology to bolster the educational value of an activity. It is certain that all educators would agree that more technology does not guarantee better educational results or experiences for students. It is through this technocentric prism that Stager views the newly updated technology standards. To prove his point Stager references these charts designed by ISTE, that is used to justify the revision of the tech. standards. He points out the authors comparing facets technology that are not really related. There is some truth to Stager observances, but the charts should not be totally discounted. Link to charts.
http://www.districtadministration.com/viewarticle.aspx?articleid=1186&p=6#0
However, criticism is part the growing process and to keep up with technology one cannot stop growing. Most people do not own cars that are ten- years old so it certain would seem that is time for updating the technology standards for education.
In comparing the new to the old some of the technology itself was not invented in 1998, and with the coming of the mini- revolution changing the standards is warranted. New terms have crept into out vocabulary such as digital citizenship. Stager is correct in pointing out that some terms have simply been redeveloped such as changing “technology research tools” to “research and information retrieval”. Nevertheless, with a more technically literate and skilled public the goals of ISTE standards should not be “basic operation” it should be “creativity and innovation.”
One could point out the standards both new and old have far more in common that they differences. Operating and concepts, planning and designing learning environments, assessment and evaluation, and social/ ethical us of technology still dominate both documents. True some of the language has been reconstruct, but the emphasis remains on using technology to benefit students learning. On cannot also underestimate the effect of the critical thinking movement have had an education as a whole. Many education standards are being reestablishing to include the concept of critical thinking to maximize student cognition.
In updating the ISTE standards, technology facilitators have to consider certain aspects of technology that did not exist in 1998. The growth and use of the Internet far exceeds what many of us would have imagined in the late nineties. Communication technology now allows anyone to access the Internet from the cell phone or palm pilot, not just CEOs. Social networking sites allow for easy of interaction, and pose a dangerous threat to those who are unaware. One could argue that the developments warrant revising any technology standard. If teachers, administrators, and students must be constantly prepared to grow in their use of technology, there should be no hesitation to amend or update the standards involved.
http://www.districtadministration.com/viewarticle.aspx?articleid=1186&p=6#0
However, criticism is part the growing process and to keep up with technology one cannot stop growing. Most people do not own cars that are ten- years old so it certain would seem that is time for updating the technology standards for education.
In comparing the new to the old some of the technology itself was not invented in 1998, and with the coming of the mini- revolution changing the standards is warranted. New terms have crept into out vocabulary such as digital citizenship. Stager is correct in pointing out that some terms have simply been redeveloped such as changing “technology research tools” to “research and information retrieval”. Nevertheless, with a more technically literate and skilled public the goals of ISTE standards should not be “basic operation” it should be “creativity and innovation.”
One could point out the standards both new and old have far more in common that they differences. Operating and concepts, planning and designing learning environments, assessment and evaluation, and social/ ethical us of technology still dominate both documents. True some of the language has been reconstruct, but the emphasis remains on using technology to benefit students learning. On cannot also underestimate the effect of the critical thinking movement have had an education as a whole. Many education standards are being reestablishing to include the concept of critical thinking to maximize student cognition.
In updating the ISTE standards, technology facilitators have to consider certain aspects of technology that did not exist in 1998. The growth and use of the Internet far exceeds what many of us would have imagined in the late nineties. Communication technology now allows anyone to access the Internet from the cell phone or palm pilot, not just CEOs. Social networking sites allow for easy of interaction, and pose a dangerous threat to those who are unaware. One could argue that the developments warrant revising any technology standard. If teachers, administrators, and students must be constantly prepared to grow in their use of technology, there should be no hesitation to amend or update the standards involved.
Monday, June 18, 2007
corporate E- learning
E- learning is not only having a revolutionary effect on education, it is changing the business world as well. As of 2003, according to Simba Information e- learning in corporate America is 1.4 billion dollar industry and growing at about 10 percent a year. Custom e-learning which can be 70 to 80 percent of a companies training requires both authoring tools and what is known as custom delivery services. Often employees engage in online tutorials, and site building sometimes weekly. This means that many of the fortune 500 companies rely on authoring tools to help train their sales force, account departments, human resources, etc… These authoring tools must not only meet the needs of these companies, they must be user- friendly and trouble-free. Ten years ago companies would have to spend a great deal more time and money keeping the employees updated in the competitive business world. “ While companies often outsourced much of their custom development work to outside firms three or four years ago- when online learning will still in its nascent stage- ease of use and great functionality of authoring tools means much of it as been pulled in house. “ Simply put, now that authoring tools are easy enough for anyone to use companies find it cost effective to engage their employees in e- learning. Fueled by compitetion, companies such as XStream Software, Knowledge Anywhere, Firefly, and Cognitive Arts now dominate the hypermedia field of business.
Overall it is fascinating how valuable authoring tools have now become in business. Companies in fields like pharmaceuticals, electronics, travel, and countless other fields rely on hypermedia to educate their employees. Billions of dollars are spent, and new e- learning departments have become key to competing in complex markets. Software must be simple and met the demands of these companies. This of course is beneficial to education. With all of these companies refining the use of authoring tools, the innovation they take will no doubt trickle down into education. However, it will be interesting to observe what techniques business software companies borrow from educational software companies. Education technology companies such as Groupsmart, and educational techniques like OctoPlus may again stimulate e- learning for these corporations. Again employees like students all have unique ways they relate to and process information. It would be foolish on the part of the business software companies not to look at distance learning through e- learning. This movement by business does help to illustrate that the field of e- learning is now blooming to become a major tool of society. No one should underestimate how far these techniques and this technology will permeate.
Overall it is fascinating how valuable authoring tools have now become in business. Companies in fields like pharmaceuticals, electronics, travel, and countless other fields rely on hypermedia to educate their employees. Billions of dollars are spent, and new e- learning departments have become key to competing in complex markets. Software must be simple and met the demands of these companies. This of course is beneficial to education. With all of these companies refining the use of authoring tools, the innovation they take will no doubt trickle down into education. However, it will be interesting to observe what techniques business software companies borrow from educational software companies. Education technology companies such as Groupsmart, and educational techniques like OctoPlus may again stimulate e- learning for these corporations. Again employees like students all have unique ways they relate to and process information. It would be foolish on the part of the business software companies not to look at distance learning through e- learning. This movement by business does help to illustrate that the field of e- learning is now blooming to become a major tool of society. No one should underestimate how far these techniques and this technology will permeate.
Sunday, June 17, 2007
Adaptive hypermedia
One of the many educational institutions doing research into e- learning and its relationship to authoring tools is Rensselaer Poytechnical Institute (RPI). At RPI researchers have begun investigating and experimenting on how adaptive hypermedia when modified affects individual courses having a positive affect on individual students learning. The research is focused primarily on how learners use patterns to adapt course presentation, navigation, and content to their individual needs and preferences. They have developed a course model they have named OctoPlus; which consists of eight instructional features, which represent an instructional method. The first of the eight is connecting which hopes to engage student’s prior knowledge of content, to help the instructor gauge how much existing knowledge the learner has. Second, the reflection activity as students to externalize their thoughts and experiences with the professor to create a mutual understanding. Thirdly share their experiences with whole class and no just the professor to identify shared social knowledge about the subject of the course. All eight steps of the course are used to give the instructors detailed knowledge about what the student knows and how they can share their knowledge. “ I think that a lot of times when instructors are faced with putting their course online there, there aren’t a lot of guides for them other than just transferring their lectures into text- book format” according Linda Polhemus, project manager. At RPI professors and researchers have performed experiments given exactly the same content of courses through distance learner format, one with OctoPlus model and without. According to Mike Danchak professor of Computer Science “ We have found the exact same percentage in both groups, but ht adaptive group did it in a much shorter time period. Cautiously we’re inferring that individualization is more efficient in that maybe we’re giving them what they need to be successful in a shorter period of time rather than looking at perhaps a lot of irrelevant or extraneous things.” It appears that using authoring tools for e- learning in this manner is more effective due to the fact that it touches all colors of the learning spectrum. It is important to note that many is not most learners do not realize which style of learning is preference.
The research being done at Rensselaer imperative to the successful growth to the field of e- learning. As many college professors and high school teacher venture in to distance learning they will need to have guides and establish programs to help them make the transition. Research such as this also greatly helps students learn what types of learning style they prefer. By identify what methods and techniques are successful both teachers and students can save time.
This article illustrates how the body of distance education will continue to evolve as whole. As institutions such as MSAT mention in the previous review look for new ways to incorporate hypermedia into the classroom they need to remember that not all learners learn the same. The normal difference n the classroom can and will be magnified when placed in the distance learning format. Following the OctoPlus model should help all types of learners thrive in distance learning.
Distance Education Report (July 206). Adaptive hypermedia for individual learning. Vol 10, (13).
The research being done at Rensselaer imperative to the successful growth to the field of e- learning. As many college professors and high school teacher venture in to distance learning they will need to have guides and establish programs to help them make the transition. Research such as this also greatly helps students learn what types of learning style they prefer. By identify what methods and techniques are successful both teachers and students can save time.
This article illustrates how the body of distance education will continue to evolve as whole. As institutions such as MSAT mention in the previous review look for new ways to incorporate hypermedia into the classroom they need to remember that not all learners learn the same. The normal difference n the classroom can and will be magnified when placed in the distance learning format. Following the OctoPlus model should help all types of learners thrive in distance learning.
Distance Education Report (July 206). Adaptive hypermedia for individual learning. Vol 10, (13).
Saturday, June 16, 2007
MemoryMiner
As education embraces technology, new methods and techniques will be experimented on. The large-scale experiments will be performed at charter schools all over the United Stated, and their results will be share in order to create a more perfect educational system. “ Pilot schools will be instrumental in the developing of the new multimedia platform as an educational resources (Mehta, S. 2005).” One of these new schools experimenting with technology use is the Marin school of Arts and Technology (MSAT). At MSAT students are experimenting with this new type of software that allow them to create multimedia presentations for the purpose of learning history. The software being used is designed by a company named Groupsmart of San Francisco, California. Their MemoryMinr’s software is “ a project based learning expierience in the arts and technology design to engage high school students (Mehta, S.).” Students use achieves of still and motion photography and audio recordings to create interactive, first hands accounts of major historical events. The goal being that the use of technology will captivate the students, and add weight to the primary sources they are organizing. Groupsmart has an archive of thousands of primary sources that can be access through the Internet on a nation wide database. Memoryminer is available free of charge to any school will to participate through a grant program developed by the Groupsmart cooperation. They provide individual training, workshops, and support to both teachers and administrators utilizing their software. Groupsmart is thrilled about the results they have seen schools experience while working with the program. “ We are thrilled that MSAT, one of the most advanced schools in the nation in terms of making technology work for education, was able to be a pilot school for this program said John Fox CEO of Groupsmart.
It is companies like Groupsmart and schools like MSAT that are the future of education. The technological needs of students and teachers will need to be met by companies will to think out side the box, and build large- scale information networks like the one used for Memoryminer. As we continue to refine our use of authoring tools and technology we look to companies and schools to show us how they being used and can be improved. In all likelihood programs like Memoryminer will be at large- scale use in traditional high schools throughout America.
Mehta, S,. (December, 2005) Groupsmarts announces memoryminer 1.0 school pilot program. Thejournal.com/.
http://findarticles.com/p/articles/mi_m0EIN/is_2005_Dec_8/ai_n15925393
It is companies like Groupsmart and schools like MSAT that are the future of education. The technological needs of students and teachers will need to be met by companies will to think out side the box, and build large- scale information networks like the one used for Memoryminer. As we continue to refine our use of authoring tools and technology we look to companies and schools to show us how they being used and can be improved. In all likelihood programs like Memoryminer will be at large- scale use in traditional high schools throughout America.
Mehta, S,. (December, 2005) Groupsmarts announces memoryminer 1.0 school pilot program. Thejournal.com/.
http://findarticles.com/p/articles/mi_m0EIN/is_2005_Dec_8/ai_n15925393
Subscribe to:
Posts (Atom)