Most of today involved Cindy’s poster session. We spent about three hours demonstrating the web site and projects associated with her Teaching American History Grant.
The editor we worked with on our original book made the trip from New York to see us and we spent most of the rest of the day discussing the projects we all are now working on.
We did make it to the exhibits and I will describe a few items that caught my attention tomorrow.
Before some news of the day (as it relates to NECC), I have to give Apple a plug. Apple upgraded iTunes (cross platform) and included a system for downloading and then playing podcasts (see image below and note NECC podcast link).
It is now extremely convenient to download podcasts and play them on your computer (or your iPod). Will this have an impact on education? I think it is hard to say at present. I think this will be a more innovative technology than most my assume (note the potential to use images in the same manner as the artwork that comes with downloaded music) and it will be a big deal. This is not the same as predicting schools will find useful applications.
The Old Guys (Gender Neutral) Can Still Teach You Something
I attended a research session today that appears to reach a conclusion that may run contrary to an incorrect conclusion some may be reaching. In the day of “millenials”, thumb typers, gamers, and school programs that propose students should teach administrators how to use technology, it turns out that students familiar with technology appear to become more versatile and creative users when exposed to a school environment that integrates technology. In other words, educational experiences with technology improve the “skills” of young, but experienced users of technology. Andrew Gersick presented impressions based on a two-year observation of technology savvy 7th graders in either a “deeply integrated” or “superficially integrated” school.
Findings from observations and interviews were summarized by reference to three continua:
– resourceful —- restricted
– author — consumer
– community of practice — isolated
Students educated in the school with more deeply integrated technology were more likely to make use of technology in ways described as resourceful, as authors, and within communities of practice.
Exploring a variety of educational uses of technology helps frequent users of technology apply technology with greater versatility and creativity (my terms).
See the paper at the following link:
The Ecology of Children???s Computing: The Home-School-Community Connection
We had an opportunity to talk with people we know from eZedia. Improvements in eZedia products are planned for the coming year and may involve issues related to digital rights management. Given the integration of eZedia within Safari Video Networks makes sense. If this company can find a way to allow students to create products that make use of bits of video from the providers Safari can access, this would be very cool.
For the next three days, my blog will originate from Philedelphia and NECC 2005. I think of NECC as the best conference for K-12 practitioners – a great mix of vendors, people with ideas, and a few researchers. Cindy and I come here to keep up.
For those who cannot attend, there are several ways to follow what is going on:
Web Video
Podcasts
Blogs
We will offer a few comments and images of our own.
Looks like the techies attending NECC will be using the event to give educators a taste of blogs, podcasting, etc. It is a great way for those offering content and those willing to serve as an audience to experiment a little.
One podcasting venture will come from a small group of ADEs (Apple Distinguished Educators) – try ADE Postcast for a preview.
If you are unfamiliar with the iTunes podcast option, you should take the time to learn how iTunes now makes major podcasts available to any interested listener (Washington Post article).
There is still hope the feds will put some money into K-12 technology (EETT – Enhancing Education Through Technology). The program has been brought back to life in the House by the Appropriations Committee.
See eschool news for details.
I struggle with the concept of “data driven”. Partly, this may be because of my personal interpretation of what data driven means. I was trained as a quantitative researcher and have been committed to quantative research throughout my professional career. So – the idea of conceptualizing questions and collecting data to answer these questions is something I do. With this experience may come certain biases that have to do with issues of research design, theory building, and a very cautious approach. There is a reason researchers continually say “more research is necessary” and it has more to do with skepticism and caution than making sure we have something to do next year.
So – perhaps I am confused by expectation that educators will become “data driven” decision makers based on my own uncertainties. It is difficult to find the answers to tough questions. However, maybe educators are attempting to answer “easy” questions that have important implications. I hope this is the case. When I encounter an explanation of “data driven” within the practitioner’s domain I try to pay attention. Here (from techLearning) is an example.
Time Magazine is famous for its annual “person” of the year. The company has extended this focus on the “best” of the year by offering “10 Web Sites of Year.
No, I did not find my web site on the list!