ian wigglesworth mod 3b 6620

Collaborating and creating

real world knowledge

through technology

By: Ian Wigglesworth

ED-6620-081 (Issues & Trends/Ed Computing - 73355)

Memorial University

Agenda

Brief history of learning and educational technology

Current state of education

Brief exploration: Technological lag in education

Future technology trend # 1 – Autonomous-experiential learning

Future technology trend # 2 – Textbooks replaced by computers

Future technology trend # 3 – Teacher as a technology specialist and researcher

Conclusion

History of education

One teacher who teaches material

Textbooks contain knowledge

Learning is done in a classroom

Teacher is seen as content expert

Students learn by rote

Students interact minimally with ‘real’ world (field trips)

Modern technology not incorporated into the classroom until 1980s

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1, 2, 3

Teachers and administrators not seeing the value to Technology

"Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write" (quoted in Bean, 2008).

4

History of educational technology in the classroom

Ancient technology – writing implements (e.g. wax and stylus

Textbooks introduced

Projected still pictures (slides)

Audio

Video and Audio

Television and storage media

Computers

Current state of education

Teacher facilitates learning

Teachers content/subject experts

Textbooks contain lessons and content

Computers used in class as supplementary instruction

Many teachers unable to use computers/technology in class

Students’ technology savvy greater than teachers’

Adoption of technology in the classroom lag

Adoption of technology into the classroom has been slow

Teachers and administrators are skeptical

School boards are hesitant to invest in technology due to Moore’s law

Technology is expensive and requires resources for upkeep

Professional development difficult as technology continues to change

Teacher training does a poor job at readying future teachers for technology use

5, 6, 7

1st Trend

Autonomous-experiential learning

Autonomous-experiential learning

New devices augment reality

New devices that allow for seamless integration of technology into education

Video game manufacturers invest research and development monies into education

Wearable device that has three key parts Video/still camera Mini-projector and mirror Modified cell phone (computer and Internet

connection8, 9, 10

Autonomous-experiential learning – New devices allow for interaction between user, the real world and the Internet

10 (Picture)

Games as motivation to learn and medium for social change

Video games as social change and learning

People are more willing to collaborate online

Motivation of learners changes

Games have more intrinsic motivation than school learning

Social change can happen through games that mimic the real world and actually impact the real world

11 (incl. picture)

Autonomous-experiential learning – Effects on learning

Learning occurs in- and out-of-doors Information not held by teacher Information user inputted and user edited

i.e. collaboration mandatory The operating system disappears and the

user controls the software with his or her body.

Device does not require instruction and is free from the constraints of an operating system (Sundarrajan, 2007)

Textbooks become antiquated Teachers’ role changes

12

Autonomous-experiential learning – Possible consequences

Traditional classrooms no longer needed

Learning occurs in the real world

Encourages constructivist approach

Collaboration dependant

2nd Trend

Electronic media replaces the textbook

Computers replace the textbook – Open, raw-linked data and Pivot

Raw linked data – peer-edited and contributed Searchable data Continuously updated – never out-of-date

13

Computers replace the textbook – Pivot and raw linked data

Textbook Raw linked data

Current X

Editable X

Easily linked to additional information X

Easily updated X

Reliable X X

Can be accessed anywhere X

Stagnant X14

New ways to search data

Pivot Allows for natural searches based on computer

created algorithms Sorts data into useful groupings

15, 16

Computers replace the textbook – Effect on learning

Students see that the information they create is important

Students understand technology and research skills at a younger age

Creates more intriguing lessons

Collaboration mandatory to accomplish tasks

Collaboration with students from around the world possible

Computers replace the textbook – Possible consequences

Students become too dependent on technology

Students might lose the ability to research from books

Difficult for teacher to stay up-to-date

3rd Trend

Teacher as technology expert

Teacher as a technology expert

Currently, the teacher is a content/subject expert

New role – facilitate learning of individuals and group

Research skills replace subject area knowledge

17, 18, 19

Teacher as a technology expert – Effect on learning

Learning would shift from teacher-centered to student- centered

Learning could happen anywhere – nontraditional school setting

Material covered in class could be continuously updated

Student learning experience based on real tasks

Student more likely to participate i.e. intrinsic motivation

Teacher as a technology expert – Possible Consequences

Students and teachers dependent on technology

Ministry of Education/school boards would require technology experts to maintain equipment

Students’ socialization may suffer

Not all subjects can be taught without a classroom

Conclusion

Educational technology reshapes teaching methodology

Schools may change from brick and mortar

Constructivist learning and horizontal individualism will become even more prominent

Teacher education will need to move from subject/content expert to technology/research expert

20, 17, 21

Endnotes:1. Brookfield (1988)

2. Cubberly (1920)

3. Hawkins, Sheingold, Gearhart, Berger (1982)

4. Bean (2008)

5. Molebash (1999)

6. Prensky (2001)

7. Greenhow, Robelia, & Hughes (2009)

8. CBC (2010a)

9. CBC (2010b)

10.Maes & Mistry (2010)

11.McGonigal (2010)

12.Sundarrajan (2007)

13.Berners-Lee (2010)

14.Feldman (1997)

15.www.getpivot.com (2010)

16.Flake (2010)

17.Gray (1997)

18.Tapscott (2009)

19.Kay (2006)

20.Nelson (2006)

21.NASA (2010)

References

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Bean, M. (2008). Lifelong Learning the key to survival in the 21st Century Global Economy. In Microsoft European Academic Leaders Conference–Budapest. Microsoft Corporation.

Berners-Lee, (2010, February). Tim Berners-Lee: The year open data went worldwide. TED. Retrieved from http://www.ted.com/talks/lang/eng/tim_berners_lee_the_year_open_data_went_worldwide.html

Brookfield, S. (1988). Developing Critically Reflective Practitioners: A Rationale for Training Educators of Adults. In S. Brookfield (editor). Training Educators of Adults: The Theory and Practice of Graduate Adult Education, New York: Routledge.

Cubberly, E.P. (1920). The History of Education. Cambridge, UK: Cambridge University Press.

CBC. (2010a). Nintendo guru targets education. From http://www.cbc.ca/technology/story/2010/03/19/nintendo-classroom.html retrieved on March 20, 2010.

CBC. (2010b). Hands-free gaming closer to reality. From http://www.cbc.ca/technology/story/2010/01/07/ces-xbox-hands-free.html retrieved on March 20th, 2010.

Flake, G, (2010, February). Gary Flake, is Pivot a turning point for web exploration? TED. Retrieved from http://www.ted.com/talks/lang/eng/gary_flake_is_pivot_a_turning_point_for_web_exploration.html

Gray, A. (1997). Constructivist teaching and learning. SSTA Research Centre Report 97(07). Retrieved from http://www.pen.ntid.rit.edu/%5Cworkshops%5CTUT_Jun_02%5CSessions%5C7Curriculum_Content%5CPre-Workshop%20Materials%5CConstructivisit_Teaching_Learning on March 20, 2010.

Greenhow, C., Robelia, B., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.

Hawkins, J., Sheingold, K., Gearhart, M., & Berger, C. (1982). Microcomputers in schools: Impact on the social life of elementary classrooms. Journal of Applied Developmental Psychology, 3(4), 361-373.

Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education. Journal of Research on Technology in Education, 38(4), 383.

Maes, P. & Mistry, P. (2009, February). Pattie Maes and Pranav Mistry demo SixthSense. TED. Retrieved from http://www.ted.com/talks/pattie_maes_demos_the_sixth_sense.html

McGonigal, J. (2010, Februrary). Gaming Can Make a Better World. TED. Retrieved from http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html

Molebash, P. (1999). Technology and education: current and future trends, Information Technology Journal, 8, December 2000. Retrieved from http://etext.virginia.edu/journals/itjournal/1999/molebash.html on March 20, 2010.

NASA. (2010). The Peer Review Process. Retrieved from http://pds.nasa.gov/tools/peer-reviews.shtml on April 1, 2010.

Nelson, M. (2006). Digital technology Trends in Higher Education, National Association of College Stores and ECAR, 2006(9)

Prensky, M. (2001). Digital Natives, Digital Immigrants on the horizon. MCB University Press, 9(5)

Sundarrajan, S. (2007). Grid Operating System – A Virtual Execution Container For Grid Infosys Technologies Limited Retrieved from http://www.infosys.com/research/centers-of-excellence/Documents/grid-operating-system.pdf on March 20, 2010.

Tapscott, D. (2009). Grown up digital. New York: McGraw-Hill.

End