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
http://images.google.ca/imgres?imgurl=http://www3.familyoldphotos.com/files/images/111208/frank%2520dillen%2520teacher.preview.jpg&imgrefurl=http://www3.familyoldphotos.com/photo/pennsylvania/8220/frank-dillen-teacher-class-in-julian-pa&usg=__rERgcR_fMo3R8kpzUriWJe0oxo4=&h=364&w=500&sz=34&hl=en&start=1&um=1&itbs=1&tbnid=yKNxaN80QNMnLM:&tbnh=95&tbnw=130&prev=/images%3Fq%3Dteacher%2Band%2Bclass%2Bold%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DG%26rls%3Dorg.mozilla:en-US:official%26tbs%3Disch:1
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
Bach, J. S. (1055). BWV 1065 Grirmaud, H. & Die Destsche Kammerphileharmonie Bremenr (2008)
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
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