January 2009 Archives

A new study by Purdue University has shed some light on how to most effectively engage students in technology and engineering at a young age.

The study took five classes of 8th graders in a rural Indiana school and taught them about human impacts on water and water quality through a traditional textbook and lecture method and then compared their comprehension of those subjects to another five classes of 8th graders from that school who learned about water quality through engineering design modules. The students in the latter group were asked to build a water purification device as a way of learning the concepts.

The researchers found that students who built the hands-on water purification system had "a deeper understanding" of the concepts than the students who had lecture-based lessons, especially in students for whom English was not their first language. Both groups—a total of 126 students—were tested before they took the lessons and after they completed the unit.

I found this study to be interesting not only because it supports the idea that hands-on learning is more likely to engage students, but also that it can actually boost comprehension in certain subjects. As the researchers in the study point out, some teachers shy away from project-based or hands-on learning because of the extra time and preparation required to set those lessons up.

"Further study is needed, but this is an exciting first step in proving the value of engineering/technology design modules in the classroom," [Melissa] Dark, [one of the leaders of the study] said. "As a nation, we want to increase engineering and technology education in K-12 and also improve students' critical thinking skills, which we showed can be done though creative, hands-on design projects."

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I've been back in Portland for a few days, but I have one more post I wanted to write about FETC. During the conference, the Partnership for 21st Century Skills released a white paper (PDF) about 21st-century learning environments. The paper addresses more than just what the architectural structure of a school should be (although it does address that topic as well), but includes suggestions on the kind of technological and community infrastructure schools should have. The paper also emphasizes that learning environments are no longer confined to brick and mortar school buildings anymore. The idea behind a 21st-century learning environment is to break down the barriers between education and "real life," educators and the communities they serve, says the paper.

I won't repeat everything that the paper suggests, but I would like to touch on a few important points that were made. One is flexibility. As I talked about a few days ago, having the flexibility built into a technological infrastructure to adapt to new technologies is essential for keeping up to speed. The paper also talked about the need for the actual physical school building to be flexible, suggesting that classrooms be equipped with movable furniture as well as movable walls so classroom size and structure could be adjusted.

Another key component of a 21st-century learning environment is community involvement. According to the paper, community input into school construction decisions is important, and schools should think of the building as a public space that could be used for many different functions in the community, such as a daycare or senior center.

And one last point I wanted to talk about, just because it comes up so often, is the importance of making sure that technology is fully integrated into both the school building and the curriculum. Without the proper implementation, technology can become more of a hindrance than a help, and fully integrated technology into a school system takes effort from administrators, teachers, community members, and students.

There's a lot of information in this paper about all aspects of learning environments, so check out the whole paper (PDF) if that's something that interests you.

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I just attended a great talk by Chris Dede, a professor at Harvard, about emerging interactive media in education. Dede, who has been studying and working in the educational technology field for about 30 years, spoke about how teachers today are preparing students for jobs that don't yet exist, which raises the question: How do we effectively teach students the skills they need even though we don't have a clear vision of what exactly they might be doing in the future?

The main focus of Dede's talk was Web 2.0, how it can be used in classrooms, and what concerns may arise from those tools. He talked about tools that make students (and teachers) engage their thinking skills, such as blogs, podcasts, wikis, and discussion forums. He then took it one step further to talk about tools that encourage creation, such as social bookmarking sites, video and photo sharing sites, online writer's workshops and fan fiction sites, and mash-ups. Lastly, Dede talked about combining all of those skill sets to engage in "sharing and doing" through social networking sites, such as Facebook and MySpace, as well as through collaborative social change communities like Idealist and Kiva.

The main point I took away from Dede's talk was that what students need to learn in school is changing, the tools that they use to both learn and be engaged are changing, and it's up to schools and educators to figure out exactly how to handle that transition. Web 2.0 tools, if used properly, can be powerful and engaging learning tools, but so far most of the innovation has been for entertainment, social, or personal purposes. The challenge now is to figure out how to effectively harness those tools for education.

I'm always exhausted by the end of a conference like this one, which is chock full of opportunities to hear from educators, researchers, and also those in the corporate sector, and I'm sure it'll be a few days before I can fully appreciate the whirlwind of discussions I've heard, people I've met, and ideas that have been floated, but I think it's safe to say that across the board, technology is playing a major role in transforming how students learn and what they need to know, and it's a very exciting time to be in education.

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This morning, I attended an eye-opening and informative breakfast meeting hosted by CDW-G, which featured IT administrators from three different school districts, all in different phases of implementing new technology systems into their respective school systems. As someone who hears and reads a lot about education technology, it's always a treat to listen to those who are working directly with teachers and students to see how technology can make a difference in the classroom.

One thing that was emphasized over and over at the meeting was how essential it is to have a supportive superintendent who is open to learning more about educational technology and investing in it. Having the superintendent on board with technology programs and initiatives, all three administrators agreed, was the first step in moving forward. In addition to the superintendent, the school board is also a major stakeholder, and making sure that they are kept in the loop about technology decisions and understand why they are important is also essential to a successful technology program.

Another key component of building a strong technological infrastructure is working directly with curriculum and academic folks in the district, the IT administrators said. Ultimately, it is those folks who can help determine what is most helpful for improving education in the classroom. The technology alone won't help students learn; it has to be fully integrated into the curriculum in order to make a difference, and that can't happen without constant communication with curriculum administrators as well as training and professional development for teachers.

In addition, building a technological infrastructure that is both reliable and flexible is key to being able to integrate the technology into the classroom and provide support for teachers. Without a reliable network and infrastructure, teachers become frustrated and will give up trying to incorporate technology into their lessons, they said. And without the ability to adapt to new technology, the infrastructure can become quickly outdated and obsolete. Standardizing technology across districts—the types of computers, the operating systems those computers run, the wireless networks, etc.—is absolutely essential to being able to respond quickly to changes in technology and problems that occur, the IT administrators agreed.

The last point I took away from this meeting was that IT is definitely not confined to keeping computers up and running and putting document cameras and interactive whiteboards in every classroom. It's also a major part of both cyber and physical security, as well as distance learning and administrative communication (through videoconferencing and voice-over IP networks), among others. The scope of IT has expanded dramatically over the past few years and will likely continue in that direction. Technology is not something confined to the IT department, nor is it only handled by IT administrators. Instead, it's a team effort that takes dedication from everyone from students and teachers to superintendents and administrators.

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Hello from Orlando, where I thought I might be able to catch some sun after a few months of winter in the rainy Northwest, but apparently that's not in the cards. I've been told that Orlando is currently having the coldest week on record since 2003. But despite the cold front, myself, along with thousands of ed tech educators and enthusiasts, have converged here this week to share ideas, review best practices, and pinpoint ed tech solutions at FETC.

So far, I've met with a handful of companies exploring innovative solutions to problems with online security, data management, and green technologies; listened to the tail end of Philippe Cousteau's keynote speech about the importance of education to the preservation of our planet; and picked up a copy of the new Digital Directions on the exhibit hall floor.

There's a lot to see and do here over the next few days, and I'll be sure to keep everyone updated, so stay tuned for more from this year's FETC conference.

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California Congresswoman Lucille Roybal-Allard recently introduced legislation in the House of Representatives to help low-income schools get federal funding for technology upgrades and computers as part of the Achievement Through Technology and Innovation Act, or ATTAIN.

The bill, which amends part of the No Child Left Behind Act, would also provide more technology training for teachers, put standards in place to make sure every child is technologically literate by 8th grade, and provide federal guidance for states on how to make sure that all schools have up-to-date software and technology. In addition, there's a research component to the bill, which would investigate the efficacy of the technology program if it is put into place.

After doing a little poking around, I found out that Ms. Roybal-Allard proposed a similar bill two years ago, but it never left the House. Maybe now, when the importance of ed tech is getting even more attention, it might have a chance of getting off the ground.

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The Bytes & Books ball last night was full of high spirits for the Obama administration and the prospects for greater investment in education technology for the nation’s schools.

“I think there are very good times ahead for ed tech,” said Mark A. Schneiderman, a lobbyist for the Software & Information Industry Association. “President Obama believes very much in what teaching and learning can look like if technology is used efficiently.”

Schneiderman is also the treasurer of the National Coalition for Technology in Education and Training (NCTET), which hosted the event. He brushed aside a suggestion that a flood of federal stimulus money—including $1 billion for ed tech in the current House Democrats’ version of the economic stimulus plan—would lead to careless spending.

The House proposal guards priorities such as training teachers, he added, by directing the money through the federal “Enhancing Education Through Technology” law—which has a “strong professional development set-aside [requirement].”

While optimistic, another ed-tech lobbyist nonetheless was concerned about the toll that local budget cutting might take on ed tech in schools. In the grip of fiscal difficulty, school districts tend to make cuts across the board, said Keith R. Krueger, the chief executive officer of the Consortium for School Networking, which represents school technology leaders. CoSN is preparing a “toolkit” on how to make budget cuts without restricting innovative uses of technology.

For example, by investing in computer “virtualization,” which allows one piece of technology to be split or cloned for a wide range of uses, schools can lower energy costs.

In these difficult times, Krueger said, ed-tech leaders should be asking: “Are there new and better ways to do things we’re already doing?”

He added that if the last eight years were about accountability, the next four should be about accountability and innovation.

Former U.S. Ed-Tech Directors in Attendance

Two former directors of the U.S. Department of Education's office of educational technology were there, in flowing ball gowns.

Susan D. Patrick, who had a stint in the middle years of the George W. Bush administration, is the president of the International Association for K-12 Online Learning (formerly the North American Council for Online Learning), which has members that include all the major providers of online K-12 schools.

Linda G. Roberts, who was ed-tech director in the Clinton administration and the first person to occupy the job, has spent the last eight years advising companies and serving on the boards of Wireless Generation Inc. and Sesame Workshop and on advisory councils of education organizations.

In an e-mail after the event, she wrote that the economic stimulus package provided a long-awaited opportunity to do things that have not been possible before.

"I hope that this new investment in technology will be tied to what we now know about learning with technology (the conditions under which technology is used effectively) and focused on 21st- century skills, active engaged learning, critical thinking, and knowledge creation."

Many in the ed-tech community view Roberts as something of a prophet, and she said that with the arrival of the Obama administration, she did feel like she was returning from “eight years in the wilderness.”

Yet she was not seeking job offers, she said. “The way I think I could be most helpful would be in an advisory capacity."

Award for Innovation

Marco A. Torres
(Photo by Jeanne McCann)

NCTET presented awards recognizing contributions to education technology. The recipients included filmmaker and philanthropist George Lucas; Barbara Stein, formerly an ed-tech policy expert for the National Education Association who is now working for the Partnership for 21st Century Skills; Sen. Edward M. Kennedy, who was represented by a member of his staff; and Linda Darling-Hammond, the education adviser to the Obama campaign.

Another awardee, Marco A. Torres, the recipient of NCTET's Innovator Award, is a teacher at San Fernando High School, north of Los Angeles. He was recognized for his groundbreaking work in helping local students make documentary films as a way to learn social studies, language arts, and other subjects.

Torres told the group gathered at the ball that the Internet and modern software tools can now provide every student with a studio for producing content, a stage for displaying their creations to others, and a community of peers for sharing ideas, such as through online social networks. But to use these tools, teachers had to reexamine their traditional methods, he said.

“The challenge now is for teachers to ask questions, not just do it the way they have done it before,” he said afterward, in an interview.

Torres said that when he leads professional development programs at his school, which he describes as “rough,” he tells teachers, "You have three options: quit, complain, or innovate.”

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So now we have arrived at the weekend before Inauguration Day.

And on Tuesday night, the 20th, this reporter will be attending the black-tie "Bytes and Books Inaugural Ball," which is sponsored by a coalition of companies and education groups promoting education technology and, especially, federal funding of same.

Several ed-tech friendly members of Congress are expected to attend. And four individuals will be honored for their contributions: U.S. Senator Ted Kennedy; Filmmaker George Lucas, who started the George Lucas Educational Foundation; Barbara Stein, the longtime ed-tech policy expert at the National Education Association; and Bill Thomas, the director for educational technology at the Southern Regional Education Board.

I'll blog about the event Wednesday morning. We shall see how high the attendees are kicking their heels, now that the extraordinary funding levels for ed-tech in the congressional economic stimulus proposals have become known.

If there is a question you think should be posed to some of the ballgoers, please jot it down as a comment, and I'll note it down as I squeeze into my tux.

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Education technology is likely to receive a major federal boost from the economic stimulus package, based on the House Democrats' version of the plan, released today.

The House Democrats' "American Recovery and Reinvestment" plan includes "$1 billion for 21st century classrooms, including computer and science labs and teacher technology training."

This plan, which Capitol Hill sources say was developed in collaboration with the incoming Obama administration, is not the final one, as the Senate Dems are developing their version of the stimulus plan, which may have different numbers. But it is a key piece of the emerging picture of what the final plan should look like.

The House Democrats' plan overall includes $41 billion to local school districts, including $1 billion made available through the Enhancing Education Through Technology (E2T2) program, which last year was just $263 million.

From the House Dems' proposal:

"We will put people to work building 21st century classrooms, labs, and libraries to help our kids compete with any worker in the world."

Other money in support of education technology may be provided through the proposal's $14 billion for K-12 school construction "renovation and modernization, including technology upgrades and energy efficiency improvement."

Some ed-tech observers think spending on technology or related skills might come through the proposal's $13 billion for Title I help for disadvantaged students and $100 million in competitive grants that aim, in part, to "modernize the teaching workforce." There is also $250 million in the plan to help states build and upgrade data systems to improve student achievement.

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Six college students at the University of Central Florida will be taking part of their practical training in education as interns with virtual teachers at the Florida Virtual School.

The trial internship program will help address the online school's need for teachers with appropriate skills and the university's need to produce educators who are prepared for a K-12 online learning market that is growing by 30 percent annually, according to officials of the two Orlando, Fla.-based institutions.

The half-dozen education majors at the University of Central Florida will work mouse-in-hand with FLVS teachers for seven weeks, helping provide direct instruction through webinars; meet with middle or high school students and their families in conference calls; interact with other online teachers and teaching teams at FLVS; and grade student work.

The students--volunteers who were selected based on their competence with technology--will be able to complete their internships from home. After their online internships, they will spend seven weeks in traditional classrooms in Central Florida.

FLVS delivered courses to more than 63,000 students in grades 6 through 12 last year.

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Educators who are skeptical about students spending their time at social-networking Web sites may have a reason to rethink that opinion.

The U.S. space agency has started a Facebook page as a way to engage young people with its activities involving science, technology, engineering, and math education.

The NASA page is intended for students in grades 9-12 and higher ed. It offers news about competitions, feature articles, podcasts, and videos.

Students must have their own (free) Facebook membership before signing up for the NASA site.

The page will also update students on opportunities that have an upcoming deadline, timetables for launches or landings of the space shuttle, and other significant NASA events.

The page will be updated daily, except for weekends and holidays, according to NASA's Jan. 12 announcement.

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Web 2.0 technologies are showing flashes of potential for allowing K-12 students to collaborate globally about important issues.

I glimpsed some of that potential recently in a Web conference on global warming that involved some middle and high school students on the east and west coasts of the United States and in Africa.

Taking part were students at the Ni River Middle School, in Spotsylvania County, Va.; the Insight School of Washington, an online school based in Spokane, Wash.; and Le Petit Séminaire de Pabré, near Ougadougou, the capital of Burkina Faso, in central Africa.

The schools are in the Fire and Ice Program, sponsored by Elluminate Inc., a Calgary, Alberta, Canada-based company that makes a system used to conduct Web-based learning and collaboration. “Our objective is to drive projects that involve global warming, and are specifically focused on schools in need, in Africa and South America, to facilitate cultural change,” said Stace Wills, who works on contract for Elluminate.

Participating schools are asked to develop curriculum-related projects addressing global warming in their local communities. Periodically, students from two or three schools meet online to exchange ideas and status reports, which are also posted on Web sites and wikis.

I watched the 90-minute session on December 16, from my office computer, in Bethesda, Md.

I could see on the screen the Ni River and Pabré classes taking part via live video. The Insight School, which has students spread across Washington State and beyond, was present through audio links, not video. But participants at all of the schools could post PowerPoint slides, send text messages, and write on an on-screen whiteboard.

Wills, as moderator, doled out control of the screen tools and provided some interpreting, when necessary, between French and English. He did so from his home in Calgary.

The Pabré students were crowded on benches facing the Web camera, as Hermann Yaogo, their teacher, interpreted a poster they presented using PowerPoint: The old man standing in a desolate field was a witness to environmental degradation. “In time past, there were green pastures and plenty of water, but in less than 50 years, there was no life. He was so disappointed about what was happening,” Yaogo said.

The Pabré school is combating this degradation by planting trees in the community, Yaogo said. The students also showed a logo they had designed to convey the message that preserving nature is a task for everyone.

Later, Wills explained to me that, a year ago, before the Pabré school had an Internet connection, its students were trucked off campus to a makeshift center to participate in the Fire and Ice Program sessions using a digital white board. Then, by winning a contest that Elluminate sponsored, the school received a digital projector, Webcam, speaker, and whiteboard; and the school now has dial-up access to the Internet, which is adequate for sending and receiving grainy video. The company also arranged for lessons in "accent-free English," to help the French-speaking students and teachers more fully participate in sessions, Wills said.

The Insight School’s teacher, Mishelle Smith, and several students, described their new Web site on global climate change and their research on the declining water quality in Spokane’s Hood Canal, a locally important crab and salmon fishery.

Low oxygen levels have caused massive deaths of fish in the canal, they said, showing slides with their water quality measurements.

But students have discovered that the alder trees that have sprung up on the banks of the canal are contributing to the problem by allowing more nitrogen into the water than the mature forest that preceded them allowed. The students plan to replace the alders with cinder trees, which are effective absorbers of nitrogen.

Another of their findings--that contamination from leaking sewage tanks was entering the canal--led to an interesting cross-cultural exchange with the Pabré students.

Yaogo, the Pabré teacher, asked via audio: "Talking about the septic tanks, is it possible to use the content of those septic tanks to make manure for agriculture?”

Smith, who is based in the United Kingdom, replied by text message: "It is human waste and cannot be used."

Yaogo: “But human waste is used in Burkina in fields. And it's very efficient.”

Smith: “Interesting ... on food crops?”

Yaogo: “Yes, but it is sterilized first.”

Perhaps the schools will build on this exchange this month, when the Insight and Pabré students plan to exchange letters about their projects, according to Wills.

Some images from various Fire and Ice events are posted here.

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