EDU 560

EDU 560Summer 1 2013Session #1WelcomeWelcome to EDU 560!

Please Introduce Yourself

NicoleNicole M. Zumpano

Lead Technology Teacher, CPS3Syllabus Reviewhttp://edu560summer12013.wikispaces.comCourse StructureAnnouncements and check-inReading DiscussionCandidate presentationsLecture / presentationBreak Technology hands-onWeb 2.0 Cool ToolsHomework

Class Normshttp://linoit.com/users/nmzumpano/canvases/Edu%20560%20Class%20Normshttp://edu560summer12013.wikispaces.com/Class_NormsTech in Ed Sign UpEach candidate is responsible for signing up for one Tech in Ed presentation. Presentations should be 5-10 minutes in length.

For your topic you will be responsible for creating a presentation and showing it to your classmates. You will be responsible for uploading your presentation to the appropriate page on the class wiki. This page should include: your presentation (embedded), a definition of the topic, and a minimum of 5 additional resources for readers to learn more about your topic. These can include videos, screencasts, links, research, images, audio, or any other appropriate resources.

Please consider choosing a topic that you are interested in and have limited knowledge in. WikisWikis are collaborative websites

Uses:

Professional Resource: http://nicolezumpano.wikispaces.comClass website: http://englishstorytime.pbworks.com/w/page/19090124/FrontPageCollaborative Projects: http://goingwest.wikispaces.comWiki ideas for the classroom: http://www.teachersfirst.com/content/wiki/wikiideas1.cfm

Our Wiki: Respond to the request to join the wiki!BlogsWeb-logs listed in reverse chronological order

Uses:

Professional Resource: http://zumpanowednesdayweb.blogspot.comLesson Plan blogs: http://305science.blogspot.com http://zumpanotechlab.blogspot.comReflective portfolio/professional resource: http://teachinglikeits2999.blogspot.com, http://ccap-team.blogspot.comBook Talks: http://mrbarrrm302.blogspot.comFirst person living document: http://fftgrant.blogspot.com

10 Tips for the Education Blogger (Nov 2011 issue) http://www.learningandleading-digital.com/learningandleading

Reflective PostsSet up your own blogCreate a welcome post introducing yourselfPost the URL of your blog to our wiki

Examples: http://rachelswainedtech.blogspot.com/2012/08/the-creation-of-this-blog-marks_28.htmlhttp://ianedtech.blogspot.com/2012_08_01_archive.htmlhttp://mrobinsonreflections.blogspot.com/2012/08/welcome.html

BreakHow much time do you need?Please take this technology survey before we resume: http://pewinternet.org/Participate/What-Kind-of-Tech-User-Are-You.aspxUnderstanding Todays StudentsProject Tomorrows Speak Up Surveyhttp://www.tomorrow.org

Horizon Reporthttp://horizon.wiki.nmc.org/home

Kaiser Family Foundationhttp://www.kff.org

Beloit Mindsethttp://www.beloit.edu/mindset/2016/

Technology in Education Research

Pew Internet Researchhttp://www.pewinternet.org

Technology Use in Chicago Public SchoolsUniversity of Chicago Consortium on Chicago School Research

Project Tomorrows Speak UpBackground: Project Tomorrow is a national non-profit dedicated to empowering student voices. Convenience sample given in fall 2012 to:

Total Participation 2012: 466,303K-12 Students: 364, 233Teachers & Librarians: 56,346Parents: 39,713School/District Admins: 6,011

8,020 schools across 2,431 districts30% urban43% rural27% suburbanAll 50 states and DCProject Tomorrows Speak Up

Teachers, Administrators & ParentsProject Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

StudentsProject Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Project Tomorrows Speak Up

Pew Internet Research

802 youth (ages 12-17) and parents phone surveyPew Internet Research

78% of teens now have a cell phone, and almost half (47%) of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011

23% of teens have a tablet computer, a level comparable to the general adult population

95% of teens use the Internet

93% of teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family membershttp://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspxPew Internet Research

Online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012.http://www.pewinternet.org/Reports/2013/Teachers-and-technology.aspxPew Internet Research

92% of these teachers say the Internet has a major impact on their ability to access content, resources, and materials for their teaching

69% say the Internet has a major impact on their ability to share ideas with other teachers

67% say the Internet has a major impact on their ability to interact with parents

57% say it has had such an impact on enabling their interaction with students

Pew Internet Research

Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments

More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments

62% say their school does a good job supporting teachers efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area

Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments

Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income studentsPew Internet Research

Just 15% of AP and NWP teachers whose students are from upper income households say their school is behind the curve in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as behind the curve

70% of teachers of the highest income students say their school does a good job providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas

Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students lack of access to digital technologies is a major challenge to incorporating more digital tools into their teachingTechnology Use in CPS

Administrative Data from CPSChicago Public Schools survey spring 2011 (students, teachers, principals)Student survey spring 2012Technology Use in CPSStudents Reports of Technology Use

Technology Use in CPSTeachers Reports of Technology Use and How it Relates to Student Use

Technology Use in CPSPrincipals Reports of Technology Use

Horizon ReportBackground: New Media Consortium creates an advisory board to look at emerging technologies that will have an impact on education in the next 5 years. Board contains members from education, technology and other fields. Spring 2012

-Three reports available: higher ed, primary & secondary K-12, museum ed

Time-to-Adoption Horizon & Key Trends:Near Horizon (next 12 months): Mid-term Horizon (2-3 years): Far-term Horizon (4-5 years):

http://www.nmc.org/news/2013-horizonk12-interim-results

Horizon ReportReport includes examples across disciplines as well as further readings for each of the 6 technologies to watch listed in the Horizon section

Kaiser Family Foundationhttp://www.kff.org/entmedia/entmedia012010nr.cfm

Background: Kaiser Family Foundation & Stanford University. Report based on a nationally representative survey of 2,002 3rd12th grade students, including a subsample of 702 respondents who also volunteered to complete seven-day media use diaries. Survey given between October 2008 and May 2009

Findings:

Eight-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day (more than 53 hours a week). Media multitasking (using more than one medium at a time), means they manage to pack a total of 10 hours and 45 minutes worth of media content into that timeframeUse of every type of media has increased over the past 10 years, with the exception of reading. In just the past five years, the increases range from 24 minutes a day for video games, to 27 minutes a day for computers, 38 minutes for TV content, and 47 minutes a day for music and other audio.

Kaiser Family FoundationFindings:

Today, 20% of media consumption occurs on mobile devicescell phones, iPods or handheld video game players

Almost another hour (:56) consists of old contentTV or musicdelivered through newpathways on a computer (such as Hulu or iTunes.)

For the first time the amount of time young people spend watching regularly scheduled programming on a television set at the time it is originally broadcast has declined. However, the proliferation of new ways to consume TV content has led to an increase of 38 minutes of daily TV consumption. So television viewingin one form or anothercontinues to dominate media consumption, taking up about 4. hours a day.

Today 59% of young peoples TV watching occurs on a TV set at the time the programming is originally broadcast; fully 41% is either time-shifted, or occurs on a platform other than a TV set.

Kaiser Family FoundationFindings:

Over the past five years, there has been a huge increase in ownership among 8- to 18-year-olds: from 39% to 66% for cell phones, and from 18% to 76% for iPods and other MP3 players. During this period, cell phones and iPods have become true multi-media devices: in fact, young people now spend more time listening to music, playing games, and watching TV on their cell phones (a total of :49 daily) than they spend talking on them (:33).About two-thirds (64%) of young people say the TV is usually on during meals, and just under half (45%) say the TV is left on most of the time in their home, even if no one is watching. Seven in ten (71%) have a TV in their bedroom, and half (50%) have a console video game player in their room. Top online activities include social networking (:22 a day), playing games (:17), and visiting video sites such as YouTube (:15). Three-quarters (74%) of all 7th-12th graders say they have a profile on a social networking site.Only about three in ten young people say they have rules about how much time they can spend watching TV (28%) or playing video games (30%), and 36% say the same about using the computer. But when parents do set limits, children spend less time with media: those with any media rules consume nearly 3 hours less media per day (2:52) than those with no rules.

Beloit Mindsethttp://www.beloit.edu/mindset/previouslists/2013/

Background: Each August since 1998 Professors at Beloit College put together a cultural list of what life is like for incoming freshmanWeb 2.0 Cool Tool

Powerpoint on steroidsFeatures:

Pan and ZoomImport media (PPT slides, videos, images, PDFs)Present online and offlineReal-time collaborationDownload slides to present offlineJust-plain-cool

HomeworkReflective Postings:Reflective Post #1: Introduce yourself. Give the reader some background about how you arrived at this point in your career. What is your experience and opinion regarding technology in education? Feel free to include photos that express your personality (yet are appropriate to the blog), provide links or videos that you feel will help the reader get to know youReflective Post #2: Research. Choose a finding from the research presented to you in class. What stood out? Were you surprised by anything you saw? Do you think having information such as this available to you will help you reach your students on a greater level? Should we be cautious about research findings or take them at their word? Do you think students were portrayed positively or negatively by the findings?

Please note: these questions are used to guide you in writing your post. You may include additional relevant information

Solomon & Schrum Introduction and Chapter #1 (reading due by next class. Chapters located on the class wiki readings page)