EDT652

=EDT 652: Innovations in Education =

Discussion Questions

 * Question #1:** **As computers have gotten smaller and more affordable we have seen more in the K-12 schools. What do you think the implications for the use of technology in education will be as the chips are further reduced in size and affordability?** 

As computers consistently decrease in size and increase in affordability, there appears to be a sudden surge by school districts to implement technology in the classroom. I think that the implications of this sudden implementation has a variety of repercussions.

First and foremost, students of this generation will be expected to participate in the technologically savvy global community. As Thomas Friedman stated, "if our students are going to survive, let alone thrive in a world that's flat, they must leave school with a completely different set of skills than the skill set they typically leave school with today" (Jukes and McCain, pg 25). That is to say that, as educators, it is our responsibility to prepare our students for the real world; a world in which the skills taught must be applicable and relevant. That being said, I believe that as computers become both cost- and user-friendly, schools will need, and have begun, to integrate them into classrooms at a much faster rate. Further, I believe that the wide-spread implementation of technology in schools is a necessary step in preparing our students for the future.

However, based on Moore's Law, it is obvious that even the most cutting edge technology of today will be regarded as useless ten years from now. The problem schools will face is how to keep up with the exponential growth of technology with their ever-shrinking budgets. Additionally, as each new class of "digital natives" moves through schools, they will inherently know more about the "new digital landscape" than those teaching them. It will be the responsibility of teachers, and perhaps schools, to continually update their own knowledge of technology in order to keep up with the demands of their students.

While the consequences of the continuous advancement of technology is varying, it is obvious that in order to meet the needs of our students, teachers and schools will need to continue to integrate the most up-to-date technology available to them. In doing so, we will be providing our students with a set of skills that will be integral to their survival in our technology-centered world.


 * Question #2:** **What do you think are some of the reasons that Education is slow to change, even in a time of such a rapidly changing society and all the innovations in the field of technology?**

I think the over-arching reason education is slow to change, even in today's rapidly changing society, is because it has historically always been slow to change! Jukes and McCain write, "Throughout history, education has always struggled trying to come to terms with new innovations and tools that are central to society only to relent later when the educational value of the new innovations and tools become clear"(pg. 34). That is to say, the educational world as a whole tends to shy away from implementing what is considered "up-and-coming," instead opting to wait to determine it's usefulness before deciding whether to implement it.

Obviously, other roadblocks stand in the way of education. The ever-present topic of money does have a significant affect on how quickly, if at all, schools integrate technology. If at the end of the day, schools have to decide between new textbooks and getting computers for a lab, chances are schools will opt for the textbooks. Is this decision wrong? Not necessarily. However, considering how widely accessible information is on the Internet, it may not be the wisest choice ten years from now.

Additionally, it remains a struggle to keep teachers aware of, and literate in, the many technological opportunities available. It seems that just as the bulk of teachers are trained in one type of technology, for example SMARTBoards, a brand new type of technology will be coming out. It may be a combination of technology moving too fast, and schools "throwing in the towel" when it comes to attempting to keep up.

In any case, the institution of education is one that has been around for centuries. The instructional practices of two-hundred years ago may not be as different as ours today. (Even though we may think they are!) Education is, by nature, a slow-moving creature; never wanting to make a quick decision that will later be regretted. However, I believe that if education as a whole were to look at the world and see the obvious trend of technology and its implications. it would not regard rapidly integrating technology into schools as a "quick decision" but as the "right decision."


 * Question #3:****What program did you pick out of the LJ Group site? Briefly describe it and tell us why you think it would be a great resource for your or any classroom.**

After looking through the multitude of products LJ Group offers, I believe that the "Living with Science" kit would be the most beneficial to my first graders. Not only is it the most age-appropriate kit that the LJ group has to offer, but it also incorporates many of the science topics that I currently teach; making it particularly relevant.

In particular, I found the "Living with Scientific Reasoning" module to be the most appealing to me. Scientific reasoning is a benchmark for my first grade students. However, I have often found it difficult to teach and assess this particular area. The LJ Group's instructional module outlines an interactive and comprehensive course of study that would make this particular area of study easier to tackle as a teacher.

I found that the LJ Group's science kit incorporated some incredibly important elements of teaching. It provides students with individualized, hands-on, and often technology-based instruction. The LJ Group's website describing their program reads, "Through the use of the Computer Aided Instruction containing high quality graphics, animations and full audio support, students are guided through their assignment." As Jukes and McCain explained, "This is the first generation that has actually grown up with a mouse in their hands along with an assumption that that the images on the screen are supposed to be manipulated and interacted with - that screens arenâ€™t just for passive consumption"(pg. 74). The science kit certainly allows for this generation of students to interact with technology; using it as an engaging learning tool.

Additionally, I found it important that each of the science kits were offered in a bilingual version, taking into account the differing populations that make up schools today.

Overall, I believe that the products that the LJ Group has to offer would be extremely beneficial to my students, and students of any age. It cover topics that are often difficult to teach (such as scientific reasoning) in an interesting and comprehensive way that not only engages children, but instructs them in a manner that is suited to them. Additionally, based on the success stories, it has a drastic affect on student achievement. "That is an amazing 27% gain in just one school year of using the new Living with Science program. SISD saw several campuses with large LEP populations jump 30, 35, 40, and 43 percentage points in one year! One campus went from Academically Unacceptable to Recognized in one year!!" (LJ Group) In the era of education that focuses primarily on test scores, it is no doubt that this kit would be a benefit to all!


 * Question #4:** **Jukes and McCain talk about one type of digital divide – the divide between the digital natives (our students) and adult teachers – but there is a growing concern about another “Digital Divide” in our country. Do some research on the Internet to find out what the Digital Divide is and then give a brief description of the digital divide and a reference to a website where you got your information? Also – brainstorm some ideas as to what we as educators can do to help bridge this gap?**

The online journal "Contemporary Issues in Technology and Teacher Education" featured an article regarding the digital divide. Titled "The Digital Divide in Students' Usage of Technology Tools: A Multilevel Analysis of the Role of Teacher Practices and Classroom Characteristics", this article explores the digital divide between students in rural and urban settings, gender, average usage of computers, and teacher beliefs, usage, and experience with technology.

Authors Seung H. Kim and Joshua Bagaka state "The U.S. Department of Commerce referred to this gap between people who have access to computer technology and people who do not as the "digital divide." The digital divide is also often mentioned as the gap between those who are able to participate fully in the technology agenda and those who are not (Bracey, 2000)" (Kim and Bagaka, 2005). In other words, the digital divide is the technological equivalent of the "have" and "have-nots."

The authors note the significant impact teachers have on this digital divide. They state "The role of teacher and institutional variables such as a teacher's level of experience, their beliefs, and their practices in closing this gap should be of paramount importance to educational researchers" (Kim and Bagaka, 2005). Specifically, the teacher is able to narrow the digital divide between students who have access and experience with technology and those who do not. Ultimately, Kim and Bagaka find that teachers may be one of the most powerful tools available to combat this digital divide. They found that "teachers' positive beliefs about technology, their teaching experience, and their personal usage of computers were all found to narrow significantly the digital divide between students who have access to computers at home and those who do not" (Kim and Bagaka, 2005).

Based on the research highlighted in this article, it is plain to see that teachers are an integral piece of bridging this gap. I believe that one of the most important things we can do as educators is to actually accept that we do have an impact on students' technological learning, and that we can do something to help it! Often, I think it is easy to simply say "we can't do much about it" or "they'll get their computer experience at home." As the article illustrates, our usage directly impacts their learning!

Beyond that, I think that we need to give students as much experience as possible, even if it is limited. Kim and Bagaka write, "in addition, teaching experience was positively related to students' usage of productivity tools that are often integrated into the curriculum, but not with interactive or individual tools that are typically used in isolation. This finding may imply that when teachers are more proficient in technology and have more experience, they integrate technology tools into their teaching. As a result, their students are given the opportunities to use technology, regardless of their technological environment at home" (Kim and Bagaka, 2005). That is to say that even though we may not be able to provide them with the most cutting edge technology available, simply providing them with the experience of using technology at all is of positive consequence to students.

Additionally, providing comprehensive and in-depth training in pairing academic curriculum with technology--teaching them in tandem, rather than using technology as simply a supplement--should begin to be a focus of education programs. Kim and Bagaka write, "Teacher training should focus on educational applications or innovative uses of technology tools for each subject area rather than on technology proficiency skills in isolation" (Kim and Bagaka, 2005). By providing this education to new teachers now, we will be able to close the digital divide in the future.

In the present, school districts need to continue to provide teachers with the technology needed to provide students with an adequate technology experience. Additionally, they need to continue (if not increase) the technology training offered to teachers; focusing on the practical and daily application of technology to current classroom practices. Teachers need to feel comfortable using technology, which can certainly be found in availability and practice, in order to provide students with the practice and experience they need. It is only then that the "digital divide" referred to by Jukes and McCain can be narrowed.

Kim, S. H., & Bagaka, J. (2005). The digital divide in students' usage of technology tools: a multilevel analysis of the role of teacher practices and classroom characteristics. Contemporary Issues in Technology and Teacher Education [Online serial], 5(3/4). Available: http://www.citejournal.org/vol5/iss3/currentpractice/article1.cfm


 * Question #5:** **Do you agree or disagree with the author's view that education is stuck in an Industrial Age Paradigm? Give some examples to support your answer, including characteristics of the Industrial Age and how schools have changed or remained the same.**

Like many of my peers, I both agree and disagree with the authors' view that education is stuck in an Industrial Age Paradigm. While I certainly acknowledge that I have been in classrooms, both as a student and a professional, that operated under the Industrial Age school of teaching, I also have been in classrooms in which the transition from Industrial Age to Information Age has been made.

Jukes and McCain question, in regards to the "Full Frontal Lecture" outlined in their text, "Do you recognize this approach? What’s being valued here? What skills are being emphasized? Is it on problem solving? No – the primary focus is delivery of content together with classroom management. The goal is to cover the material so kids can successfully write [the] test. Who is being active here? Who owns the problem? The teacher of course! What level of thinking is being valued – higher level or lower level? Lower level naturally" (pg. 166).

I believe it would be hard for any teacher to honestly say they have never performed a "Full Frontal Lecture." It is, as Jukes and McCain explain, a method of instruction that is deeply ingrained in educational pedagogy. It was effective years ago and resulted in an intelligent group of people. Therefore, by that logic it must be a somewhat effective technique. Rote memorization and "instruction in a vacuum" is sometimes implemented rather than problem solving and real world application.

However, there is a fault in the logic that states that what worked then should work now. Jukes and McCain have spent many pages discussing the dramatic shift that has occurred due to the introduction and explosion of technology. The students that benefited from an Industrial Age-type of instruction are markedly different than the students of today. The methods of yesterday will not be effective on the students of tomorrow.

While there are certainly teachers, schools, and even districts that abide closely to the Industrial Age educational system, I myself have seen a shift.

When I was a child, education revolved around memorization and a lack of real-world connection. When I asked "why do I have to learn this?" I was almost always met with the answer "because you do." Rarely did a teacher attempt to provide the link between academic knowledge and real-world application. As a college student, however, my education courses began to focus on providing students with that link as a means of "hooking them" on education. The thought is that if they can see the direct implications of what they are learning, they are more likely to be interested in it.

Now, as a teacher myself, I consistently try to apply the content I teach to my students' lives. Furthermore, I work in a school that strives daily to do the same. As a staff, we work together to provide students with a learning environment that meets their needs, provides them with problem solving situations, incorporates technology whenever possible, all while highlighting the real world applications of what they are learning.

Naturally, this ideal education situation does not occur 100% of every day. Every teacher occasionally reverts back to the "Full Frontal Lecture" method of teaching. However, I think there is an acknowledgment that our teaching styles can be better, and must be better, in order to prepare our students for the future.

The Industrial Age school of teaching certainly still exists. However, many teachers, schools, and districts alike have begun to transition from this traditional education system to one that is more tailored to the needs of the current generation of digital natives.


 * Question #6:** **What are some of the pros and cons of online schools? Also, brainstorm some ideas to address the cons that are mentioned in this discussion.**

Online schools have become a hot topic of discussion as of late; bringing to light both the pros and cons. After researching the Oregon-based COOL School, I can definitely see the benefits and downfalls of such a program.

On one hand, these types of programs can be incredibly beneficial for some students. They provide students with the ability to learn at their own pace, rather than being forced to learn at the pace of the classmates around them. For some students, this additional time may be exactly what they need to succeed.

In addition to that, school work may be done, essentially, any time and anywhere. Students with lifestyles or schedules that do not fit with a traditional school day schedule would benefit immensely from the flexibility that online learning provides.

Furthermore, even though face-to-face contact between teacher and student is not part of the program, communication is still very much present. In fact, students participating in online learning often receive more personalized feedback from teachers. This is in contrast to the often-times generic feedback teachers provide in a traditional setting due to the large number of students.

On the other hand, I find that online schools lack one of the most important aspects of school: social education. Traditional schools offer a combination of academic education and social education. As teachers, we provide much of the academic education students receive. Student interaction among their peers, however, provides students their "social education." Students need to learn how to collaborate with others, participate in cooperative work groups, and problem solve social situations in order to be successful in the real world. These skills are not something that can be taught, only learned from personal experience.

The lack of the social dimension of online schools is a definite downfall of these programs. However, their adverse effects can be lessened if students are provided with ample opportunities to be around their peers in other situations (sports, musical programs, etc.). The COOL School, based in Oregon, for example, offers students the opportunity to participate in the online coursework at school, thus providing them with the necessary social interaction.

In general, no one type of school is the best type. Traditional schools have downfalls, just as online schools do. In the end, it is up to the parent and student to determine the best learning environment for them, and to then compensate for whatever the school is lacking in order to ensure that the student is receiving the best, well-rounded education possible.


 * Question #7:** **After examining these sites and looking at all the innovative uses of technology, describe one way that one of these technologies could be used in a K-12 classroom to enhance teaching and learning. Also come up with one new site of your own to add to the list – give the name and address of the site and a one sentence description**.

I found that the "NASA for Educators" site to be something I could definitely use with my first grade students during our Solar System unit.

My students are astoundingly interested in the solar system, and the NASA website features videos, interactive games, and instructional materials that are grade-appropriate. I was particularly interested in the "Picture Dictionary" which defines space-related terms, such as "galaxy" with both pictures and student-friendly terminology.

As an educator, I find this site to be particularly attractive, as I know the information provided is going to be accurate! Additionally, the site has a database of educational materials available to educators. This database can be refined by grade level, subject matter, and type of material needed.

Overall the site is easy to navigate, both for myself and my students, and provides accurate, engaging, and fun information that would definitely enhance any solar system unit!

A website I have found particularly useful is Readingatoz.com. This website has a multitude of reading resources. In particular, ReadingAtoZ has "projectable books" that can be displayed on a SMARTBoard. Students are able to read and manipulate the text. For example, students can highlight unknown words, break apart words into chunks, write notes on the pages of the book as they read it, etc. It is a great interactive tool for students, allowing them to really get into the book!

Assignments

 * Assignment #2:** After watching the “Did You Know” video, and reading the “Technology in Schools” and “Techno-Promoter Dreams, Student Realities” articles, it is easy to see that there are several challenges schools will face as we look toward the future.

One challenge, so concisely illustrated by the “Did You Know” video, and a common thread among many “technology in schools” literature, is that we live in an ever-changing and constantly growing society. Not only does this apply to our world’s population, but the technology that inhabits it as well. The challenge, I believe, is to answer the simple question, “How do we keep up?” How are schools, and society as a whole, going to keep up with the rapid development of technology and use this new technology to its fullest potential?

Another challenge, as illustrated by Seymour Papert in his article “Technology in Schools” is how to use technology as a catalyst for change in the educational world, rather than just using it to enhance the old educational system. He writes, “My answer is that if you have a vision of Someday you can use this to guide what you do Monday. But if your vision of where it is going is doing the same old stuff a bit (or a lot) better your efforts will be bypassed by history.” Essentially Papert states that technology needs to be used to create something different and unique; a new way of education that truly embraces technological advancement, rather than relying on technology to make the old way appear shiny and new.

Finally, Craig Peck, Larry Cuban , Heather Kirkpatrick, in their article “Techno-Promoter Dreams, Student Realities” cite that the basic challenge schools face is actually using the technology provided to them. They write, “Despite the dramatically increased presence of information technologies, however, the vast majority of students have school experiences remarkably similar to those of students over the previous 50 years.” Essentially, they found that although technology was much more available to students, its presence in their lives did not have any dramatic affect on their academic success. Part of the challenge lies in teachers’ willingness to integrate this technology into their curriculum; not just in a small way, but in a much grander way that ensures that students are getting everything they can from the experience. :

//Instructor Comments: Rachel, well done, organized and supported. I especially like the challenge you listed "...how to use technology as a catalyst for change in the educational world, rather than just using it to enhance the old educational system." And, evidenced by the Discussion, this one challenge is made up of many elements and is quite complex due to the fact that it gets at the core of traditional structure and requires a philosophical change in thinking to actually work. //


 * Assignment #4:** Choose a favorite project and write a short description including the grade level and subject(s). Please include a link to the project’s webpage.

I chose the "Couplet Poems" project. Although it does not specifically say, I believe this is a second grade project in the area of reading/language arts. It involves learning about couplet poems, writing an original couplet poem, illustrating it, and then recording a reading for the video. http://edcommunity.apple.com/ali/story.php?itemID=15510

Write a paragraph about why you chose this project.

I really enjoyed this project as it really highlighted student achievement and creativity. Poetry is a subject often left by the wayside in first grade, as much of our focus is on fluency and comprehension. However, I think a project focusing on creativity and originality would be of a huge benefit. Additionally, by recording their reading, it would allow them to actually hear themselves, boosting their fluency. I also think that a project like this would be a phenomenal project to share with their family members (they would just need a link!) as well as with their peers. The project also introduces them to several computer programs that they will be using in their future, giving them the experience they need! Finally, I think this project is something that could very easily be done by me! It isn't something that would take me many hours after school of prep; it is a simple, but effective, technology-integrated lesson that I can actually see myself doing!

What are the pros/cons of utilizing a project such as this as a learning experience?

As I explained briefly above, I think the project has many positive academic attributes to it. It will boost creativity and ownership of their writing, as well as their reading fluency. Additionally, it will be motivating for them to know that they will be reading their videos on a movie as well as showing their illustrations. It also provides them with the (much-needed) experience using computers and computer software that will no-doubt be integral in their lives later on. The only problem I see with actually putting this project to use is my lack of resources at my school. Considering we don't have a computer lab, and rely solely on C.O.W.S (traveling computers)that are rarely available due to MAPS testing, I'm not sure how I would be able to get the project done in a reasonable amount of time. However, I was very impressed by this project, and the creativity behind it, and would certainly like to try it with my first graders!

//Instructor Comments:// //Rachel, how disappointing that must be for you to discover new ideas, see the application, and not be able to use it with your students. This project sounds like fun with the melding of the genre' with technology to make it come alive for them. This is a much better way to excite them about poetry, one of the less loved literary forms...Prof. LIN//

**Assignment #5:** After reviewing the 21st century skills outlined by the various websites, I found that information fluency would be a skill that would most benefit my students. One of the most relevant (and oftentimes forgotten about) skills students will need to learn is how to effectively search for information on the internet. Providing students with a computer without any instruction on how to use it appropriately is similar to handing over the keys of a car to someone who has not completed Drivers Education; they do not have the skills or knowledge-base to use such a powerful machine. Therefore, I believe that a unit on appropriate searching strategies is essential to student learning.

This unit will provide students with an understanding of how to appropriately, accurately, and effectively search for necessary information on the internet. The unit overview is as follows:

-Central Question: When is digital information more useful than print information? Discuss what type of information can and should be searched for on the internet.

-Central Question: What am I searching for? Discuss how to select a specific topic to search for (as opposed to something too broad that results in an overload of results). Discuss how to translate a natural research question into a search query using proper technological nomenclature. - Search Box Strategies: define keywords, scan, refine based on results, find information required or refine and search again. - Practice search strategies by participating in an “Internet Search Challenge.” This can be done as a competitive whole-group activity. Examples of challenges can be found here: http://21cif.com/rkit/actionzone/

- Central Question: Where will I find the information and how will I get there? Discuss the variety of web resources available to students. Highlight the effectiveness of web resources for specific areas of study. For example, www.kids.discovery.com is a wonderful science resource for students. However, it is not the most appropriate resource for a mathematics project. -Provide students with age-appropriate resources that students can practice navigating to increase the level of comfort. -With knowledge of several web resources, allow students to practice choosing appropriate resources for specific areas of study.

-Central Question: Why is this important? Discuss why effectively searching for informational on the web is an important skill. Compare and contrast its’ effectiveness with that of traditional print media. -Information Race. Students race to see how fast students can find information using traditional print media versus digital media. Discuss the winner of the contest, and why.

I believe that this brief overview of using effective search techniques will benefit students. It will provide the with strategies to use when searching for information, appropriate web resources for them to use, and illustrate when digital information is appropriate.

An example of a project would be as follows:

Students will select a topic of interest to them. Once students have chosen a topic, they will identify what relevant, web-based resource(s) they will use in order to research their topic. Students will then use the search strategies outlined above to search for information pertaining to their topic. Students will be required to use at least three web-based resources; all of which need to be credible. Finally, using the information garnered from their web searches, students will write (using WORD, or another word processing program) a summary of their research topic, as well as the resources they used to find the information.

//Instructor Comments: Well done, Rachel. You laid this out quite nicely and clarified at the end. This research piece in the entire internet invasion was overlooked and it is important for kids to be able to judge the validity of websites, something they probably don't think about at this point...Prof. LIN//


 * Assignment #6:** Cyber Oregon Online COOL School is a selection of online courses available to students in and out of Oregon. According to their website, “COOLSchool offers a dynamic, easy-to-use selection of online courses. All COOLSchool courses are: useful for complementing local curriculum, accredited by the Northwest Association of Schools and Colleges and Universities, aligned with Oregon Content Standards, and taught by licensed teachers.” ([]) This virtual school maintains a joint partnership with participating Oregon school districts.

Courses available to students are similar to those available to students participating in a traditional educational experience. Winter 2008-2009 regular education courses, for example, included mathematics (ranging from algebra to calculus), science, foreign languages, social science (including history courses as well as a personal finance course), english, the arts, health education, and career and technical education.

The cost of COOL School is dependent. Students residing in Oregon, for example, receive a considerable discount. Additionally, districts that provide COOL School as an alternative for multiple students will get a discount as well. Students may choose to participate in this type of program independent of their school, and therefore pay for it out of pocket. However, participating districts can provide, and therefore pay for, this program for students.

After reviewing this programs website, I had mixed feelings about the COOL School. I was impressed with the school’s accreditation by the Northwest Association of Schools and Colleges and Universities, as well as the courses being taught by licensed teachers. I also liked the fact the program maintains a partnership with school districts; some allowing for students to complete the COOL School coursework at the traditional school, as well as paying for it. Furthermore, I found some of the courses available to students to be of particular interest. COOL School provides Advanced Placement courses in calculus, which some traditional high schools fail to provide students. Additionally, students have the opportunity to take courses that are less traditionally offered to students. For example, students can take American Sign Language or English on the Web. Finally, I found several important courses currently not available to most students in traditional schools; courses such as Personal Finance, Life Management Skills, and Computer Tools and Skills. These courses, while not part of a general education curriculum, are courses that provide skills that can be directly applied to students’ life.

While there were several aspects of COOL School that I liked, there were some aspects that I was less impressed with. Fiscally, I think that COOL School is quite expensive. For an Oregon resident, one course is $295; a hefty amount for both parent and school. This fee does not include the technology and other materials necessary to participate in said course. Another area of concern is the lack of social experience students will suffer from not being part of the traditional school experience. While there are students who do not benefit from this experience, I do think that peer-to-peer interaction and social problem solving skills are incredibly important for the majority of students. Finally, my main concern with the COOL School is its inability to provide students with a diploma. The website states, “While there is no limit to the overall number of COOL School courses a student can take, COOL School does not offer at this time a comprehensive curriculum that allows us to grant a diploma.” ([])

Participation in COOL School provides students with alternative, interactive, student-paced coursework, all of which can be exceptionally beneficial to some students. However, in today’s world, it is almost impossible to do anything without a high school diploma. Until Cool School can offer their students with this, I think it will ultimately be a flawed program.

//Instructor Comments: Rachel, the interesting thing about the school you chose is the name. It may just be me, but even though it is an acronym, to me "COOL" give me a feeling of being less serious, less professional, a way to appeal to the kids using their terms, etc. And, also, to pay that money and to figure out that there is no diploma attached, means that students would have to be able to get credit back in their high schools, or somewhere, to graduate with a diploma. It seems like taking one step forward, and one step back. But, maybe for those who are just credit deficient, there is in place some accepted means of transferring credit, but as a parent, I would be leery!...Prof. LIN //


 * Assignment #7:** This article was particularly interesting, as the individuals cited refer to the period of time that we are on the precipice of. While the majority of the individuals saw technology as an ultimate benefit to students, teachers, and schools, some had reservations.

I found several quotes to be of great interest to me.

Saul Rockman wrote, "I'd rather teachers learn to say yes when students want to try out a new tool and share what they learn with their peers. Too often we hear, "No, you can't use that because I don't know how to use it, yet." So what! Give permission. Let 'em go. We need to free children of the constraints that teachers sometimes impose when they don't know the answer. We need to give students permission to try -- and occasionally to fail -- rather than preventing them from gaining access to skills and ideas and information that will help them decide what work they want to do and how they want to do it. We have the tools; we use the ones that help us get our work done efficiently and enjoyably. Let's give the children the same options and the same responsibility to choose what works for them."

I felt that this quote best summed up what has begun to happen, and what should continue to happen in the future. Often educators, myself included, can be guilty of needing to be "in control" of the educational situation. If we loose control of our classroom, and by extension our students, then who knows what will occur? However, I think that Rockman is pointing out that this lack of control (in a technological sense) can actually be of a greater benefit to students. I think that some teachers are finally letting go of the reigns a bit (or at least holding them looser) and letting their students find out for themselves what works for them!

One author, James Tenbusch, stated "I thought that technology was a tool, and only a tool -- not a whole new curriculum. Why are we expecting teachers to change the whole way they do things just so they can bring computers into the instructional mix of their classrooms? How are first- and second-graders supposed to collaborate meaningfully on the setting of instructional standards? They don't have the cognitive skills necessary to be self-determined learners."

This quote is one that I do not necessarily agree with. Technology, in today's context, is not simply a tool. It is not, for example, like a calculator--a bit of technology that can be helpful, but not necessarily essential to life. Technology today is embedded within all aspects of life; it is, and will continue to be, essential to the lives of our students. Granted, expecting teachers to re-write an entire curriculum "just to bring computers into the classroom" is extreme. However, I think that with help, training, and collaboration, current curriculum won't need to be completely rewritten, rather tweaked in order to garner the best results from both the old and the new.

Finally, one theory, proposed by Bob Walczak, has, as of now, been proven to be false. He wrote, "In the first place, the stress on test scores and improvement in learning will vanish, driven out by technology that improves at a rate that makes longitudinal data collecting impossible." While this concept is naturally appealing, I do not see this particular result of technology present in today's educational world. Test scores and achievement tests still remain the focus of administrations everywhere, for test scores and student achievement levels are essentially where the money lives. Perhaps someday, in the very distant future, technology will have an affect on this particular subject. As for the present, however, I feel that Walczak's prediction has not come to fruition.

//Instructor Comments:// //Rachel, testing is just the unwinding of any new strategies that are implemented in the school. The new strategies we have talked about during this class, cannot be tested. The 21st Century Skills are based on the right brained approach to education, yet, the procedure for testing is straight out of left brain function. It is a contradiction of education strategies for higher level thinking and productivity. The DPI is in the process of doing some rewriting of the tests that we now use, but, until the federal government stops tying funding to test results, we will continue to try to expose the students to the 21st Century Skills for workplace learning for the future, and will test them with skills they are moving away from in the 50's model of learning. Does not make sense, for sure!...Prof. LIN//

**Final Paper:**   **The Classroom of the Future** Teachers of the last generation would no doubt look at education now with a sense of astonishment. The progress education has made in decades past is astounding, and this progress does not appear to be slowing down. The explosion of technology in all aspects of life have forced an even more rapid change upon the education world as a whole. Just as the teachers of the past view present-day schools as strikingly different, the teachers of today will undoubtedly view schools twenty years from now in the same light—markedly changed.

While there are a number of contributing factors to the overall changes that will take place, technology is at the heart of it all. Without technology, student learning would still be confined to the resources available to them within the walls of their classroom. Technology has allowed students to see beyond the out-dated text books and occasional field trip; it has allowed the real world in.

Technology, in the present, has opened the door between the real world and the traditional education world. Teachers decide just how far open the door is—whether to keep it wide open, allowing students to participate in real-world activities or to slam it shut, preferring to stick to traditional teaching methods. It still remains just a door, however, and we have yet to see the real world and the education world existing as one. There has been, and continues to be, a proverbial wall between the two. I believe that the schools of the future will break down this barrier. Technology will not only have opened the door, but crashed down the wall as well. The world of education and the real world will co-exist, participating in a symbiotic and mutually beneficial relationship.

Traditional “seven hours a day, five days a week” schools will no longer exist. In an ABC News article, Mary Cullinane, program manager for the West Philadelphia School District, states that schools of the future will “break down the dependency on time and place". (1) She goes on to say that rather than relying on a central place (i.e. school) to provide all student learning, students will engage in learning opportunities in a number of places. Cullinane specifically identifies the importance of community resources in student learning; utilizing real-world experiences to amplify student learning. Sharon Cromwell, of //Education World//, agrees that the traditional schools of today will be replaced, stating “In their place will be community-style centers operating seven days a week, 24 hours a day." (2)

I share the belief that schools will transform into a meeting place for students and teachers. I believe it will become a diverse learning environment, catering to the specific needs of the already diverse population of learners. David Bennett of the National College for School Leadership, writes, “Future schools will be very diverse learning institutions. Gone will be the daily timetable with learning occurring in the same location with a group of 30. Students will come and go, draw from the resources of the community, use a multitude of learning strategies and work with a variety of learning peers, including adults.” (3) Schools will become a center for learning, utilizing all resources available, and teaching to the specific learning styles of their students.

The KnowledgeWorks Foundation, an organization dedicated to developing and implementing effective teaching approaches, recently released their “2020 Learning Forecast.” They write, “Over the next decade, the most vibrant innovations in education will take place outside traditional institutions.” (4) They further state that “Schools will become dynamic, community-wide systems and networks.” (5) Student education will not take place solely inside the four walls of a classroom. On the contrary, the world will in some ways become their classroom.

Alvin Toffler, a critic of the current educational system, discusses many of the attributes I believe schools will have in twenty years in an interview by James Daly. Toffler emphasizes the integration of the real world into the curriculum; selecting specific aspects of the real world in order to tailor the curriculum to the student. He says, “You need to find out what each student loves. If you want kids to really learn, they’ve got to love something. For example, kids may love sports. If I were putting together a school, I might create a course, or a group of courses, on sports. But that would include the business of sports, the culture of sports, the history of sports and once you get into the history of sports, you then get into history more broadly.” (6) In other words, Toffler suggests taking the old adage “meeting the needs of diverse learners” to a whole new, but entirely realistic, level.

t is technology that allows this idea to be a realistic one. While Toffler maintains the importance of integrating community into schools, stating “I think that schools have to be completely integrated into the community, to take advantage of the skills in the community,” (7) it is unrealistic to anticipate that every community will have the resources needed to supplement such highly individualized education. It is realistic, however, to utilize the community resources available, and then turn to technology to fill in the missing pieces.

As previously stated, technology provides the link between the education world and the real world. In the future, utilizing technology to exploit this link will be less premeditated and more second nature. The schools of the future will use all the resources available to them, relying heavily on the community and its professionals to teach to each student’s needs. Where the resources of the community fail to meet their needs, technology will be the obvious alternative. Virtual field trips, live conferencing with groups of individuals from communities across the country, and hands-on simulations—to name just a few—will be seamlessly integrated to create a well-rounded learning experience for each student.

The classroom of the future, as I see it, can easily be compared to a well-oiled machine. It will be in constant state of motion; learning will not end or begin at a specific time. Students, teachers, the immediate community, and the virtual community via technology will all have interconnected roles within this learning environment. Students will direct instruction; their interests, learning styles, and educational needs will ultimately drive what is taught. Additionally, the resources used to meet student needs will not be limited to textbooks, lectures, and an occasional visit from a community member. Rather, the community at large, both physically immediate and virtual, will be utilized to derive the most benefit for the student. Each piece of this “educational machine” will be a critical component to providing our students with the greatest number of tools, experiences, and skills necessary for them to participate in their world. As a current teacher, I can say without a doubt that the collaborative school environment I foresee in the future will no doubt leave me with a sense of shock and awe; just as the teachers of the past look at the schools of today.

 1. Lewin, Adrienne Mand. (August 31, 2005). School of the Future' Promises Next-Generation Education. //ABC News/Technology//. Retrieved from http://abcnews.go.com/Technology/Business/story?id=1049526&page=1 2. Cromwell, Sharon. (January 1998). The School of the Future. //Education World//. Retrieved from http://www.educationworld.com/a_curr/curr046.shtml 3. Bennett, D. (2000). The school of the future: Key issues for school leaders. //Nottingham, UK: National College of School Leaders.// 4. KnowledgeWorks Foundation. (2009) //2020 Forecast: Creating the Future of Learning. Opportunities for Creating the Future of Learning.// 5. KnowledgeWorks Foundation. (2009) //2020 Forecast: Creating the Future of Learning. Opportunities for Creating the Future of Learning.// 6. Daly, J. (Interviewer) & Toffler, A. (Interviewee). (2007). Future School. //Edutopia, February 2007.// Retrieved from http://cw.marianuniversity.edu/rstucky/PDF/FutureSchool_Toffler.pdf 7. Daly, J. (Interviewer) & Toffler, A. (Interviewee). (2007). Future School. //Edutopia, February 2007.// Retrieved from http://cw.marianuniversity.edu/rstucky/PDF/FutureSchool_Toffler.pdf

//Instructor Comments:// //Your paper is very well presented and also well written. Your resources are professionally listed. So, a few comments…// //The main points of your paper lie perfectly around this one sentence, “Technology has allowed students to see beyond the out-dated text books and the occasional field trip; it has allowed the real world in”. That is a very powerful statement because when reading it, and thinking about the difference between then and now overall, the impetus for change is here. Because of the scope of technology, nothing is out of reach for those who want to learn anything. The contrast comes when using the 50’s model, which still sadly exists in some classrooms. In this model, the teacher actually limits learning because the parameters of what will be learned about a topic are set by the teacher, presented by the teacher, researched by the teacher, and the teacher determines what resources are to be used, so the total control of knowledge of a subject is predetermined, and laid out, and cut off. There is really no room for exploration. Enter your “open door” system. How opposite could it be? It is learning in real time, learning from credible sources, learning and collaborating live via the internet, with experts in the field, learning as one source can learn to another and another via links. No more using 10 year old encyclopedias for science, for example,the fastest changing topic besides technology. But, the key to learning as it should be, is, still as you mentioned, up to the teacher, but in a totally different way, a totally different mindset in regard to the role of the teacher. When you close your classroom door, what happens there? What kind of learning occurs? Are they still kept in a box, behind a “proverbial wall” as you say? You quoted Toffler, and how he would restructure lessons for the interests of his students. It does seem to be overwhelming to do that with each student, but that is because you are used to doing all the planning, all the data gathering, etc. The students role in this is to use the internet to find the information that you would normally give them. This is the big change. But, they are learning researching techniques and will naturally follow their interests in getting the information, and you can guide them, not find it for them. This is an example of one difference in teaching and learning strategy. The point is that your students live in real time in their world, it is imperative for teachers to see the significance of that. You and your cohort members will have to discuss what you know, model what you now realize and encourage those around you to move into the new teaching method of the digital age. You can become “change agents” in your classroom first, and give your students the connection to the real world that they so crave. Then you can become “change agents” in your buildings, and eventually for your districts. You are so important, the critical piece to solving this puzzle. Good luck as you move ahead, Rachel. It was a pleasure having you in class. Congratulations! You have earned an “A” in EDT652, Innovations in Education, 3 credits closer to being a Masters Degreed Professional! …Prof. LIN//