EDLD 5362 Informational Systems Management
Holly Dornak
Week 1 Assignment: Teacher Interview Overview In this assignment, you will interview a teacher that has been teaching at least 20 years. During the interview ask them to compare and contrast their teaching practices before and after the availability of the Internet in schools. You will present your findings in a paper.
2009 Lamar University
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EDLD 5362 Informational Systems Management
Holly Dornak
Rubric Use the following rubric to guide your work. Tasks ďƒŞ Content
Mechanics
Exemplary
Satisfactory
Needs Improvement
Response demonstrates an in-depth examination and understanding of the research and theories of relevance to the field of study. Response includes all components and meets or exceeds all requirements indicated in the instructions. Each part of the assignment is addressed thoroughly.
Response demonstrates a sound examination and adequate understanding of the research and theories of relevance to the field of study. Response includes all components and meets all requirements indicated in the instructions. Each part of the assignment is addressed.
Response demonstrates a limited examination and understanding of the theories of relevance to the field of study. Response is missing some components and/or does not fully meet the requirements indicated in the instructions.
(Max. of 25 pts)
(Max. of 22 pts)
(Max. of 20 pts)
The paper adheres to APA stylistic guidelines. Writing is clear, concise, and well organized. The paper has a sound thesis and excellent sentence/ paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
The paper adheres loosely to APA stylistic guidelines. Writing is mostly clear, concise, and well organized. The paper has a thesis and good sentence/ paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.
(Max. of 5 pts)
(Max. of 4 pts)
The paper does not adhere to APA stylistic guidelines. Writing is unclear and/or disorganized. The thesis is weak, and sentence/paragraph construction is poor. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing.
2009 Lamar University
Unsatisfactory No content (0 points)
Does not use APA stylistic guidelines. No thesis. No logical sequence of thought (0 points)
(Max. of 3 pts)
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EDLD 5362 Informational Systems Management
Holly Dornak
Directions Interview a teacher that has been teaching at least 20 years. In the interview ask them to compare and contrast their teaching practices before and after the availability of the Internet in schools. Present your findings in a paper. Use the following guidelines:
Use the APA Style Guide.
Give your paper a title. Whatever title you choose, it should clearly and concretely reflect the content of your paper.
Double-space your paper and use one-inch margins. Use a 12-point font. Use Times New Roman as the font. When complete, your review should be 500 to 700 words in length.
Include a list of references, on its own page, at the end of the review. Use APA documentation for in-text citations and for the bibliographic citations in the references.
Use a minimum of 4 research articles, chapters, or books to support your discussion paper.
This assignment is due no later than 11:59 p.m. on the seventh day of Week 1.
2009 Lamar University
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EDLD 5362 Informational Systems Management
Holly Dornak
Evolution of Teaching Practices 1
The Evolution of Teaching Practices Since the Dawn of the Internet Era Holly Dornak Informational Systems Management Lamar University
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EDLD 5362 Informational Systems Management
Holly Dornak
Evolution of Teaching Practices 2 As a more than 35 year veteran of the teaching profession, the worn hands of Mrs. Audrey Barnes have pulled more than a few tricks out of her “teaching bag” over the years. Hands down, she reports, the internet and associated technologies may be the most significant educational tools since the printing press. First, she notes, the days when teachers were limited to flipping through the teacher’s edition of the district adopted textbook in order to come up with innovative teaching ideas are long gone. With the ease of a single keystroke a search for an innovative lesson is set in motion. “That way, I can focus less on our textbook and more on what engages my students.” Mrs. Barnes observes. Additionally, empty worksheets, or notes taken by another student are no longer the best a teacher has to offer students who missed an important lesson. Podcasting not only allows students to revisit their learning time and time again, but it facilitates individualized instructioneven permitting students to take an active teaching role when they create podcasts of their own (Hew, 2009). “Things have changed so much.” Mrs. Barnes remarks. “Years ago there was only one computer with internet access for my students to use. There was a schedule. So students had, 30 minutes, maybe once a week to work on the computer. We focused more on keyboarding skills than anything else. All the school had was dial-up, so it took forever to look anything up.” Not surprisingly, the internet has had a profound impact on the non-traditional classroom as well. Prior to widespread use of the internet, homebound students were largely isolated and had limited opportunities to communicate with their teacher, let alone other students. Through
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EDLD 5362 Informational Systems Management
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Evolution of Teaching Practices 3 distance learning programs as simplistic as a laptop and webcam, homebound students and their teachers have experienced a revolution in education (Fox, 2009). Now these students have the unprecedented opportunity to hear lessons, ask questions, participate in discussion, and interact with the class. The role of the homebound teacher has metamorphosed from hurried tutor to engaged collaborator. Like any tool the internet and associated technologies have their pitfalls and limitations. In 2007, the 1-to-1 computer initiative in Liverpool Central School District near Syracuse, New York was discontinued. The central cause of program collapse, according to Maureen Patterson, Assistant Superintendant for Instruction, was the failure of the program to provide focused and effective teacher training prior to providing students with laptops. “Much more could have been done at the implementation phase to help teachers to become familiar with this technology and learn how it could enhance the pedagogy.” Without teacher training and a shift in teaching practices, even the most effective classroom tools loose power. Patterson continues, “The program was intented to change the way instruction was delivered to students…But it actually had no impact at all on student achievement. We did lots of studies, and it was clear that the technology wasn’t being used to enhance learning.” (Waters, 2009, p.7). In this instance, the use of technology and the internet were not successful in increasing student motivation and performance because there was no shift in teacher practice, due to lack of teacher training. Even Mrs. Barnes feels the frusteration. “Half the time I feel computer illiterate. If I’d had more training back then, I could have done more with it.” At Minnesota’s New Country School, it seems teachers have made an important shift in
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Evolution of Teaching Practices 4 educational paradigm and are getting things right (Hawkins, 2009). Students in the one room school work together on student-initiated projects at tables in the center of the room, or individually off to the side according to their preference. Differentiated instruction is possible as teachers balance use of the internet on with hands-on learning experiences. The results of the shift are in. “Kids at New Country test better than their peers on the state tests and on the precollege ACT.” (Abramson, 2007, p 1). Through the use of the internet, students are able to collaborate with peers and professionals throughout the world. “My classroom has become less a fishbowl, and more of an ocean.” Mrs. Barnes remarks. Because of the internet, students have near instant access to droplets of information as vast as the Pacific. As a result, the teacher’s role has evolved from revered sage, to that of a co-learner, adviser, and navigator.
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Evolution of Teaching Practices 5 References
Abramson, L. (2007, October 19). Experimental School Gets Rid of Classes, Teachers. Retrieved January 16, 2009, from National Public Radio: http://www.npr.org/templates/story/story.php?storyId=15322289
Fox, C. (2009). More than machines. T H E Journal, 36(6), 23-26. Retrieved from Computer Source database.
Hawkins, B. (2009). Teacher Cooperatives. Education Digest: Essential Readings Condensed for Quick Review, 75(2), 57-61. Retrieved from ERIC database.
Hew, K. (2009). Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies. Educational Technology Research and Development, 57(3), 333-357. Retrieved from ERIC database.
Waters, J. (2009). Maine INGREDIENTS. T H E Journal, 36(8), 34-39. Retrieved from Computer Source database.
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Professional Networks with Practical Impact Holly Dornak Informational Systems Management Lamar University
Importance of Professional Networks • Collaboration is a key component of professional development (ISTE, 2008). • Learning, even for educators, is inherently social (Vogel, 2009). • Web 2.0 tools allow educators from all walks of life share best practice, ask questions, and grow professionally (Hargardon, 2007).
Flow of Information Through Professional Network
As an Instructional Technology Specialist: • I must be aware of best teacher practices as they relate to technology integration • I must create and share effective lessons that integrate technology • I use Promethean Planet and Classroom 2.0 to grow professionally
Promethean Planet
http://www.prometheanplanet.com/
Promethean Planet
http://www.prometheanplanet.com/ • A large percentage of the teachers I work with have ActivBoards. • Interactive whiteboards are only as interactive as the teacher allows them to be. (Quashie, 2009). • My job is to assist teachers in integrating technology by making their lessons as interactive as possible. Thus, Promethean Planet is an important resource.
Useful Components of Promethean Planet • Free resources for members – Flipchart Lessons – Resource Packs – Weblinks – Software updates
• Forum/Blog allows members to collaborate, discuss insights, ask questions, and get answers from other network members
Useful Components of Promethean Planet • Free online professional development through Moodle • ActivTips: brief video clips that describe the more advanced functions of Promethean’s ActivInspire software • Webinars and video clips of teachers incorporating technology effectively in the classroom.
Professional Impact • Flipchart/Resouce sharing – Inspires innovation in my own flipchart creation/technology integration – Provides quality resources that fit my lessons with minimal tweaking
• Forum – Allows me to ask questions and share successes
• Professional Development – Keeps my knowledge base current
Classroom 2.0
http://www.classroom20.ning.com/
Classroom 2.0
http://www.classroom20.ning.com/ • Community of support for educators actively engaged in incorporating technology • Promotes educator collaboration across geographic, and socioeconomic lines
Useful Components of Classroom 2.0 • Blog allows educators to: – Ask questions – Engage in debate – Refine ideas – Share lessons, photos, videos and other resources – Interact with other tech-minded educators
• Wiki allows educators to: – Collaborate to share ideas, links, and best practice
Professional Impact • Forum – Searchable, will email notification of new posts to thread – Allows me to find innovative ideas for integrating technology – I can share these ideas with other teachers I serve – I can share my own ideas and resources with the network
• Media – Project ideas and samples lend inspiration to my lessons, and teachers I serve
Professional Networks • Ever increasing in number and popularity • Enormous benefits for educators – New ideas – Collaboration – Resource sharing – Helps prevent teacher burn-out
• Invaluable asset to education • Beginning to change the way educators grow professionally
References Hargardon, S. (2007). A Little Help from My Friends: Classroom 2.0 Educators Share Their Experiences. School Library Journal, 53(10), 44-48. Retrieved from ERIC database. International Society for Technology in Education. (2008). National Education Technology Standards (NETS T) and Performance Indicators for Teachers. Retrieved January 22, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards Knobel, M., & Lankshear, C. (2009). Wikis, Digital Literacies, and Professional Growth. Journal of Adolescent & Adult Literacy, 52(7), 631-634. Retrieved from ERIC database. Quashie, V. (2009). How Interactive Is the Interactive Whiteboard?. Mathematics Teaching Incorporating Micromath, (214), 33-38. Retrieved from ERIC database. Vogel, C. (2009). A Call for Collaboration. District Administration, 45(5), 22-25. Retrieved from ERIC database.
EDLD 5362 Informational Systems Management
Holly Dornak
Week 3 Assignment: SIS Evaluation Overview This week you will evaluate your district’s student information system. Use the document entitled Evaluation of Your Local School District’s Student Information System (SIS) Criteria and Directions, which is included in this assignment, to help guide your work.
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Rubric Use the following rubric to guide your work. Tasks ďƒŞ Sources and Information
Exemplary The student selects, consults with, and draws from appropriate and insightful information sources.
Satisfactory
Unsatisfactory
The student selects, consults with and draws from, overly general information sources.
The student selects, consults with, and draws from inappropriate information sources.
(Max. of 3 pts)
(0 points)
(Max. of 1 pt)
(Max. of 5 pts) Justification of Opinion and Point of View
No information sources.
Opinion is shared and is supported with insightful, carefully selected details.
Opinion is shared with marginal evidentiary support or explanation of thought.
(Max. of 5 pts)
(Max. of 3 pts)
Personal statements are shared with no evidentiary support or explanation of thought.
No personal statement. (0 points)
(Max. of 1 pt) Complexity of Understanding and Inferring
Writing
Reflections and conclusions reached are insightful and perceptive.
Reflections and conclusions reached are minimal and simplistic.
Reflections and conclusions contain little or no personal insights.
(Max. of 5 pts)
(Max. of 3 pts)
(Max. of 1 pt)
The student generates writing that is highly relevant, appropriately specific, and clearly and completely stated.
The student generates writing that is relevant and reasonably specific, but may not be clearly or completely stated.
The student does not generate writing that is relevant, specific, clearly or completely stated.
(Max. of 5 pts)
(Max. of 2 pts)
2009 Lamar University
No reflection. No conclusion. (0 points) No writing. (0 points)
(Max. of 1 pt)
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EDLD 5362 Informational Systems Management
Holly Dornak
Directions For this week’s assignment, you will evaluate and discuss your local school district’s Student Information System (SIS). Your local school district employs a SIS which handles many of your district’s needs involving the management, sharing, and reporting of student information. For this assignment, you may want to consult with your campus’ SIS manager, district SIS managers, and other teachers who use the SIS. You will want to ensure that the sources you draw from are appropriate and insightful so you will be able to formulate an informed opinion. You may even draw from your personal experience (if relevant) with your district’s SIS. These consultations will aid you in the evaluation of the efficacy of your district’s SIS. Before you begin, here are some factors to consider when evaluating your school district’s Student Information System. The factors below will help guide your thinking: 1. Total cost of software ownership including reoccurring ongoing costs. Many products have various tactics to appear inexpensive, yet have higher reoccurring or start up and configuration costs (i.e. software licenses, training, software maintenance and support). 2. Feature set. What are the base features of the software, as well as the secondary features? Most school districts select a SIS with as many functions built into the system as possible. What functions does your school district’s SIS serve? 3. Texas-specific functionality. Texas is a unique state in that it requires many specific reports and assessments from its school districts. Items such as Texas-specific tests, and attendance reporting require school districts to provide pre-identification files and loading of test scores back into the system. How does your district’s software provide a solution for these requirements by the state of Texas? Evaluate the software’s ability to handle these processes. 4. Ease of use and reporting. With the many data elements your school district is required by the state to track, users need to have an easy and intuitive solution to maximize productivity and use of their time. Staff resources can be overburdened by a product that is cumbersome to use. Is your school district’s software user friendly, offering ease of navigation? Does the software ever require duplication of data entry? 5. Customer support and experience of the support staff. Customer support and service is as important as the solution itself. During the evaluation of your school district’s software, you will need to assess the types of support available: e-mail, telephone, Web and the vendor’s commitment to quality of support. Does the vendor provide timely support with useful answers? 6. Thorough training in the software system. Are your school district’s users adequately trained in the proper use of the software system? In order to ensure that the use of the SIS is successful, all users need to be properly trained on the product. Are your school district’s users trained through the district, through the vendor, or both? Were you trained in you district’s SIS? If so, was the training adequate, and thorough? Additionally, there should also be a component available for ongoing training. Fill out the chart included in this assignment with the information you learn about your district’s SIS. This assignment is due no later than 11:59 p.m. on the seventh day of Week 3.
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EDLD 5362 Informational Systems Management
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Workspace Fill out the chart below to complete this assignment. Be sure to address all the items listed on the previous page. The boxes will expand as you type.
Student Information System Evaluation Chart Areas To Address
Your Findings and Evaluation
Total Cost of Software Ownership (including reoccurring and ongoing costs)
Lamar Consolidated ISD Director of Information Services, David Koonce estimates annual maintenance costs at around $32,000. Associated expenses stretch the cost to $40,000 annually, excluding internal district personnel costs. Currently 3 full time district employees manage Discovery, our Student Information System.
Software Features Set
Our Student Information System helps our district track student demographics, enrollment, attendance, grades, transcripts, health related information, special programs, discipline, PEIMS data, and class schedules. It also provides a variety of reports on these data.
Texas-specific Functionality
Discovery handles PEIMS submission files (input by campus secretary or clerk when a student enrolls), PET file exports and TREX exports. It also has a Texas specific transcript layout. Discovery is capable of storing and tracking TAKS data, but in order to increase instructional effectiveness LCISD does not utilize this feature, as this data is managed by D2SC (our grade book/lesson management system.)
Ease of Use and Reporting
For this assignment I took an anonymous survey of Discovery users in our district and learned that their responses very much echoed that of David Koonce, Lamar Consolidated ISD Director of Information Services. He notes, “Parts of Discovery are easy to use and intuitive, while other parts are obscure or cumbersome…there are several cumbersome processes that create unnecessary work for the user.” One user notes, “If you make a change on one screen, the change is not automatically made on other screens. You have to go to all the screens and make the change.” Clearly the system could be improved. Entering duplicate data on
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Holly Dornak separate screens is tedious, time consuming, and leaves room for user errors that are then difficult to find and correct. Creating user-friendly reports should be one of the strong suits of any effective Student Information System. Unfortunately, Discovery could use some work in that department as well. One user remarks, “The reports that are available are not the ones I need and they are difficult to understand from the descriptions.” LCISD Director of Information Services, David Koonce tends to agree, “Reporting through the system is currently inadequate for our needs, but we work around this and create our own.” District staff and leadership seem to agree that our Student Information System has room for improvement.
Customer Support and Experience of the Support Staff
In terms of customer support, Mr. Koonce reports that while he primarily communicates via email with the vendor and eventually gets the help that he needs “many times we have to go back and forth to get a useful answer.” Additionally he notes that the vendor had experimented with a web-based support system, but it was discontinued due to lack of interest. Only two users indicate that have communicated with the vendor. Most report seeking help from district personnel when questions/issues with Discovery arise.
Thorough User Training in the Software System
The vast majority of the Discovery users surveyed report their formal training on the Student Information System to be less than adequate. Nearly half (43%) report that they sat down and learned to navigate the program by themselves or that another coworker on campus attempted to train them. Only 7% of users report ever being trained by the vendor. One user said, “I do believe Discovery is a very useful tool and I would very much like to learn how to better use it to do a more effective job.” Mr. Koonce remarked, “I think we have lacked sufficient (we have had some) ongoing training to be in a position where we would say that all of our users are adequately trained. We have had training performed by both the vendor and the district. We have additional ongoing training
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Holly Dornak scheduled with the vendor right now (for Feb 15th) to continue to address this issue. That being said, our users are functioning in their positions. This issue is that they either may not be functioning at optimal efficiency.� This statement seems to describe our district’s Student Information System in a nutshell; functioning, but not at optimal efficiency.
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EDLD 5362 Informational Systems Management
Week 4 Assignment: Model Classroom Overview In this assignment, after reading the Horizons Report 2009 K-12 Edition and watching a video, you will create a blueprint for a model classroom that should exist in five years.
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EDLD 5362 Informational Systems Management Rubric Use the following rubric to guide your work. Tasks Academic Rigor
Exemplary
Satisfactory
Needs Improvement
Ample evidence is presented demonstrating how the technological components (i.e. software) of this model classroom challenges students through use of all of the following: scaffolding, researchbased inquiry methods, pacing, highorder thinking skills, and differentiated instruction.
Some evidence is presented demonstrating how the technological components (i.e. software) of this model classroom will somewhat academically challenge students, using only one of the following: scaffolding, research-based inquiry methods, pacing, highorder thinking skills, and differentiated instruction.
(Max. of 4 pts)
(Max. of 3 pts)
Little evidence is presented demonstrating how the technological components (i.e. software) of this model classroom academically challenges students, and does not use scaffolding, researchbased inquiry methods, pacing, high-order thinking skills, or differentiated instruction.
Interoperability Ample evidence is of Software/ presented Hardware demonstrating the model classroom’s technological equipment is standardized, will operate on the local network, and will comply with network standards.
Some evidence is presented demonstrating the model classroom’s technological equipment is standardized, will operate on the local network, and will comply with network standards. (Max. of 3 pts)
(Max. of 4 pts) Alignment with Standards, Objectives & Academic Disciplines
Ample evidence is presented demonstrating how the technological components of this model classroom directly target identified learning goal(s) aligned with the grade level content standards, objectives, and
2009 Lamar University
Unsatisfactory No evidence. (0 points)
(Max. of 2 pts) Little evidence is presented demonstrating the model classroom’s technological equipment is standardized, will operate on the local network, and will comply with network standards.
No evidence.
(Max. of 2 pts) Some evidence is presented demonstrating how the technological components of this model classroom marginally target identified learning goal(s) aligned with the grade level content standards, objectives, and academic
Little evidence is No evidence. presented (0 points) demonstrating how the technological components of this model classroom target identified learning goal(s) aligned with the grade level content standards, objectives, and academic
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EDLD 5362 Informational Systems Management
Alignment with District & Campus Technology Plans and Goals
academic disciplines.
disciplines.
disciplines.
(Max. of 4 pts)
(Max. of 3 pts)
(Max. of 2 pts)
Ample evidence is presented demonstrating that the technological components of this model classroom directly align with district and campus technology plans and goals.
Some evidence is presented demonstrating that the technological components of this model classroom align with district and campus technology plans and goals.
Little evidence is presented demonstrating that the technological components of this model classroom align with district and campus technology plans goals.
(Max. of 3 pts)
(Max. of 2 pts) Little evidence is presented demonstrating the technological components of this model classroom were selected based on the authentic needs of the students and/or the teacher.
(Max. of 4 pts)
Some evidence is presented demonstrating the technological components of this model classroom were selected based on either the authentic needs of the students or the teacher, but not with consideration for both parties.
Response demonstrates an in-depth examination and thorough understanding of the assignment through the inclusion of all components, and meets or exceeds all requirements indicated in the instructions. Each part of the assignment is addressed thoroughly.
Response demonstrates a sound examination and adequate understanding of the assignment through the inclusion of some components, and meets all requirements indicated in the instructions. Each part of the assignment is addressed.
(Max. of 4 pts)
(Max. of 3 pts)
The paper adheres to APA stylistic guidelines. Writing is clear, concise, and well organized. The paper has sound organization and
The paper adheres loosely to APA stylistic guidelines. Writing is mostly clear, concise, and well organized. The paper has a thesis and
No evidence. (0 points)
(Max. of 4 pts) Authenticity
Writing Elements: Content
Writing Elements: Style, Mechanics, & Grammar
Ample evidence is presented demonstrating the technological components of this model classroom were selected based on both the authentic needs of the students and the authentic needs of the teachers.
2009 Lamar University
No evidence. (0 points)
(Max. of 2 pts)
(Max. of 3 pts) Response demonstrates a limited examination and understanding of the assignment. Response is missing some components and/or does not fully meet the requirements indicated in the instructions.
No examination or understanding of the assignment. (0 points)
(Max. of 2 pts)
The paper does not adhere to APA stylistic guidelines. Writing is unclear and/or disorganized. The thesis is weak, and
Does not use APA guidelines. No thesis. (0 points)
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EDLD 5362 Informational Systems Management excellent sentence/ paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
good sentence/ paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.
sentence/paragraph construction is poor. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing.
(Max. of 4 pts)
(Max. of 3 pts)
(Max. of 2 pts)
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EDLD 5362 Informational Systems Management
Directions Read or view the following Web links that you will use as the basis for this assignment: The Horizons Report K-12 Edition: http://www.nmc.org/pdf/2009-Horizon-Report-K12.pdf Possible Classroom of the Future: http://www.youtube.com/watch?v=QcXEznPXj8k&feature=PlayList&p=4DAA0739CBF70FBC&i ndex=11&playnext=2&playnext_from=PL After you have viewed both links, create a blueprint for a model classroom that should exist in five years. Address each of the areas in the Horizons Report – Collaborative Environments, Online Communication Tools, Mobiles, Cloud Computing, Smart Objects and the Personal Web. Your blueprint should be in the form of a discussion paper. Use the following guidelines:
Use the APA Style Guide.
Give your paper a title. Whatever title you choose, it should clearly and concretely reflect the content of your paper.
Double-space your paper and use one-inch margins. Use a 12-point font. Use Times New Roman type. When complete, your review should be 500 to 700 words in length.
Include a list of references, on its own page, at the end of the review. Use APA documentation for in-text citations and for the bibliographic citations in the references.
Use a minimum of four research articles, chapters, or books to support your discussion paper.
Your paper is due no later than 11:59 p.m. on the seventh day of Week 4.
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Workspace Write your paper in the expandable box provided.
Fast Forward 1
Fast Forward: Classroom of the Future Holly Dornak Informational Systems Management Lamar University
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Fast Forward 2 The classroom of the future is a flexible work environment that encourages collaboration and connection to real world experiences. In order to facilitate a flexible work environment, all components of the classroom are as wireless as possible. Electrical outlets are readily available on the floor throughout the space. Seating and workspaces are easily moveable so that students can work together in groups or independently as the occasion warrants. Assets available to students include: Broadband Internet Connectivity Online Document Storage Laptops with Webcams and Integrated Microphones Software Including, but not Limited to: Document, Spreadsheet, Presentation, Video/Photo/Sound Editing, File Conversion, Screen Capture, Web Browsing, Web Editing, and Instant Messaging Tools Student Presentation Stations Projector, Screen, Laptop with DVD ROM, Speakers, Document Camera, Wireless Slate Smart Touch Screen MP3/MP4 Players with Microphone Digital Still/Video Cameras
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Fast Forward 3 Student Response System with Texting Capabilities Teachers will have ready access to these additional items: Video-conferencing Equipment Teacher Presentation Station Interactive White Board with Dual Pen Capabilities and Wireless Slate
It is likely that these items will be used in collaboration with a host of other new technologies.
Teachers will make greater use of smart technologies to create interactive
learning environments for students, distribute/collect assignments, and customize instruction. The use of cell phones and iPods (or similar devices) in the classroom will be mainstreamed. This will enable students to utilize their smart-phone as a computer (Schachter, 2009). Online collaboration tools from the cloud, such as Google Docs and Moodle will be used by instructors and students alike as they share files and work together to build the skills necessary for twenty-first century learners to be successful in a global information age. After all, “the digital divide, once seen as a factor of wealth, is now seen as a factor of education: those who have the opportunity to lean technology skills are in a better position to obtain and make use of technology than those who do not.� (Johnson, Levine, Smith, & Smythe, 2009. p 6).
Fast Forward 4
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In the classroom of the future, students will communicate with peers and subject matter experts throughout our country, and around the world via video conference. Instructors (both in the classroom and via video conference) will be able visually guide students through complex steps and increase class interactivity through the use of interactive white boards and document cameras (Shenton & Pagett, 2007). A student response system, such as Promethean’s ActivExpressions add yet another level of student accountability and “create an active learning environment that affords greater opportunity to practice new concepts.” (Hoekstra, 2008, p 339). The classroom of the future is easier to design than it is to implement. When I was in fifth grade I distinctly remember being told how we would all soon read computer screens instead of books and our teacher would teach through the TV rather than prowling around our classroom. That was over 20 years ago. While online textbooks and distance learning opportunities are available, they have hardly gained the widespread usage they deserve. For true integration of technology to occur society must embrace more than a shift in school design. A change in the way we think about the teacher/learner relationship must first occur.
Fast Forward 5
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References: Hoekstra, A. (2008). Vibrant Student Voices: Exploring Effects of the Use of Clickers in Large College Courses. Learning, Media and Technology, 33(4), 329-341. Retrieved from ERIC database. Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009. The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium. Schachter, R. (2009). Mobile Devices in the Classroom. District Administration, 45(10), 31-34,. Retrieved from ERIC database. Shenton, A., & Pagett, L. (2007). From "Bored" to Screen: The Use of the Interactive Whiteboard for Literacy in Six Primary Classrooms in England. Literacy, 41(3), 129-136. Retrieved from ERIC database.
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