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Technology Integration Matrix

03

May

This Technology Integration Matrix is a very handy reference point for school administrators, especially those ready to take the plunge and give students the opportunity of 1:1 access the Digital Education Revolution funding offers.

It is worthwhile clicking on the links under each indicator to see how the integration works in both shared and 1:1 learning environments. You’ll find video examples, objectives, materials/technology list, standards, and what amounts to basically a lesson plan. Incredible resource!

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

Technology Matrix


31 day Comment Challenge

30

April

As @dswaters pointed out at the recent ECAWA unconference I am not the most social creature online these days! I do engage with some discussions on email lists and a little bit more lately on Twitter but in general this year I have not really been joining in the dialogue of the blogosphere as much. I have been considering the reasons behind this, and think it is simply that I am so busy with the new job, but most of all I think it’s because if I am going to engage with a discussion I feel I need to really immerse myself in the discussion to have my contributions be of any use.

CommentThis general demeanour leaves me missing out on a fantastic project is going on in the edublogosphere called the 31 day comment challenge. I would love to be part of it but instead I am just going to write about how cool it is instead :-). Sue Waters makes some valuable points here about the fact “that commenting on blogs is a crucial aspect of blogging conversations for achieving the greatest learning,” and this is put in context by an insightful reference to Derek Wenmoth’s diagram The Four C’s of Participation in Online Communities. Maybe I’ll be up for the next one.

BTW - Digital Chalkie is a multi-user web-blog. If you are a blogger who would like a different audience, register above, and blog away here to your hearts content. As an open group-blog anyone is welcome to share their posts.


Encouraging teachers to use technology

11

April

Technology now dominates every area of our lives and educators need to make sure they are prepared for its inclusion into our schools. This may mean making a break from traditional teaching methods; but there is no denying the inevitability of technology being thrust into curricula around the country. Many teachers may be hesitant to accept this new world order but the key is to ensure they are ready for this new challenge. Here are some tips for preparing teachers for the future:

Make teachers feel comfortable. Many, at first, will resist the influx of computers into their classroom but if you can make feel at ease by letting them know the full spectrum of possibilities out there, then they will warm up. Appeal to a teacher’s passion in their given subject area of expertise and show them a computer program that will open their eyes to new, different ways of teaching their subject.

Teach the teachers. Keep in mind that teachers are just like the students in that they will learn at different rates. Develop a comprehensive training program, but allow the faculty to learn at their own speed. Avoid putting overt pressure on them to be at a certain computer aptitude. Eventually they’ll get the hang of it. Don’t rush them because then they’re more apt to abandon the training.

Keep a slow, deliberate pace. There will be plenty of staff members that are already advanced when it comes to using computers but for the ones that are a little slower maintain a steady training pace. Technology training is not something that can be accomplished overnight. It is something that you will continually be working on with workshops throughout the year.

Create a rewards system. Implementing such a training regimen may often require teachers to spend more time than the district allows for in a pay structure. Anyone will be more apt to quit on a project if they’re not being properly rewarded. Compensate teachers if they’re spending more than the allotted time on the training.

Be strict. If teachers are resistant to using computers then you may have to come down on them harder than you would desire to. Warn them that if they don’t use computers in the classroom they will lose them. Consider adding their adherence to the technology policy into their evaluations. If you’re serious about the program, then chances are your staff will get on board as well.

By-line:

Heather Johnson is a freelance writer, as well as a regular contributor for OEDb, a site for learning about online education. Heather invites your questions, comments and freelancing job inquiries at her email address: heatherjohnson2323@gmail.com .


How to start a parent-funded laptop program?

13

March

Paul Fuller was our special guest in a live Digital Chalkie webcast in this conversation around how one globally aware primary school got their one-to-one parent funded notebook program off the ground please tune-in. Paul explains about the students’ reactions, planning, financing, technical and pedagogical shifts.

Below is a podcast of Digital Chalkie webcast #6: How to start a parent funded notebook programme in a Primary School recorded on 8 p.m (WST) Thursday 13 2008:

We find out what happens if you give a kid their own device with access to the connected world? Why have Rudd/Gillard and Smith got it right with this policy of trying to get computers into the hands of students? Or do you have a different opinion?

This is a slideshow from one of the presentations Paul gave to the school community:

To get the discussion rolling before the webcast, I posted this text below to a few email lists, sourced from this website here. This piece was posted on the Abilene, Kansas High School Dialogue Buzz website during the spring of 2003. It was an anonymous post by a student, but is VERY powerful.

Let’s have a little competition at school and get ready for the future. I will use a laptop and you will use paper and pencil. Are you ready…?
I will access up-to-date information - you have a textbook that is 5 years old.
I will immediately know when I misspell a word – you have to wait until it’s graded.
I will learn how to care for and harness technology by using it – you will read about it.
I will see science concepts in 3D – you will do the odd problems.
I will create artwork and poetry and share it with the world – you will share yours with the class.
I will have 24/7 access – you have the entire class period.
I will access the most dynamic information – yours will be printed and photocopied.
I will communicate with leaders and experts using email – you will wait for Friday’s speaker.
I will select my learning style – you will use the teacher’s favorite learning style.
I will collaborate with my peers from around the world – you will collaborate with peers in your classroom.
I will take my learning as far as I want – you must wait for the rest of the class.
The cost of a leased laptop per year? - $250
The cost of teacher and student training? – Expensive
The cost of well educated Australian citizens and workforce? - Priceless

Here are some key points made by Paul on the programme:

- OGPS is a public primary (K-7) with only 120 students

- We are rolling out laptops for all students 4 - 7 (60 students)

- We are using the base model MacBooks with combo drives.

- Most are parent funded (combination of leasing and purchasing)

- Families in financial hardship (approx 20%) are provided with a
laptop by the school for use during school hours only. Many of these
families are already seeing the value of a take-home laptop and many
are trying to find the funds if they can.

- Parents are given the choice of purchasing outright or leasing.
Machines will be upgraded every 2 years.

- Prices include AppleCare extended warranty and insurance.

- Families who purchased outright won’t be able to claim any tax
rebate, as it starts in 2008-09. My understanding is that families who
lease will be able to claim the component of their lease costs that
fall within that financial year.

- I won’t disclose any of the pricing at this stage (commercial-in-
confidence) except to say that we were very happy with the way that
Apple supported the school.

- As always, the key to this process has been getting buy-in from
staff and parents.

- And before you say “But my school can’t afford that” …. remember
we are a dirt poor public school one suburb across from Maddington.
What we do have is an amazing school community where the staff,
parents, kids and Principal understand and support what we are trying
to do.

- Someone described us last year as a ’small community school with  a
global vision’. I like that :)


School community WiFi for Rudd’s ed revolution?

12

February

Great - we finally have computers making their way into the hands of Australian students. But what if they don’t have access to the internet that will really equip then as 21C learners when they get home? (I’ve written more about the Meraki solution on my own blog here.)

Kevin Rudd Education RevolutionIn this scenario, I have been thinking about how schools can provide equitable access to students from a wide demographic range to the internet. With Kevin Rudd’s promise that students from years 9-12 will receive a computer of their own it is important that consideration is given to how they will connect to the network that connects them to their 21C world. One powerful solution is to set-up a secure WiFi network across the geographic area that surrounds the school community. While I realise that not all kids go to school’s nearby, a large proportion still do.

Meraki school wi-fi

Let’s say a school with Rudd’s promised 100Mbps connection was to share that connection with student’s within the schools geographic radius this could be a very effective way of providing access and moderating content usage. It is one thing to provide students with these machines but unless we empower them with the ability to use them as network devices we are missing the point.

Birds onlineThis may seem like a pipe dream but there is precedence of a similar projects here in Australia. The Victorian Department of Education has set-up the ‘World’s largest’ Wi-Fi network with a server backbone built their own Linux kernel. With 540,000 students, 42,000 teachers, more than 200,000 computers, and 40,000 notebooks spread across the 1700 sites, DET VIC last year allocated A$6.5 million (US$4.8 million) to implement a wireless network aimed at easing connectivity. I’d be interested to find out if student access to this network extends beyond school hours or are they sending students home with what equates to notepads without a pencil to write on it. Positively, according to this article DET Victoria has experienced a minimum 20 percent saving against cabling and 50 percent due to open source software.

Wireless4AllThis idea of the school providing network access for students beyond school-hours led me in search for a solution. While the USB modems provided by mobile carriers are becoming effective tools for business they are still way to expensive for school use. However, we now have the ability to create secure easily access to WiFi networks via one node on the network by way of relaying that signal. One device and service that impressed me on this search is Meraki. This company has focused on changing the economics of access since its beginning as a MIT Ph.D. research project that provided wireless access to graduate students. One can take the tour on how Meraki works here. While many, large scale WiFi projects have been plagued by poor and unreliable coverage, Meraki seems to be different - even if it is using 801.2b/g and not the new ‘n’ standard.

Some of their city networks include the City of San Francisco and City of Prestonsburg. Meraki has over 5,000 networks today. The Victorian DET has

Meraki comes with a suite of monitoring tools such as shown in the graphic below that would be valuable for school administrators.

Meraki

I like their choice of name too:

Meraki (may-rah-kee) is a Greek word that means doing something with soul, creativity, or love. It’s when you put something of yourself into what you’re doing.

In some sectors the knee-jerk reaction to this suggestion will be to disregard this as a way of schools being able to exert influence in the family home. On the other hand others may thinks this is great if the students access only the content in the walled gardens that surround school content. But 21C kids need access to their own personal learning environment (PLE) which is the internet. While we teachers would have ridden miles to get to the local library. These kids will travel metres to the nearest open wireless network. We need to remember how fast the nature of access is changing and to approach the opportunities with a educative view rather than a legislative one - an organic one in fact. Real nature is not green. It is out of control. Our technological world has become so intricate and uncontrollable that it has become a nature of its own.

I could go on but this would be another post on open-source and why it is the backbone of the flat-world we now live in. So, I leave this thought process here for the moment and value some input from others to see if this is a viable possibility.


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  • Melanie: Thank you Kim! I will definitely check out this link and see the developments for higher education on the SLED.
  • Kim Flintoff: We have been using Second Life in a range of situations. Built a Wound Care Clinic with Curtin University for training nurses about wound care and the relationship between hand-washing and infection in a...
  • Melanie: Hello Paul, I am wondering, have continued to utilize SecondLife? Do you find that it has better user-friendly features? Do you find that your courses are easier to teach in this format? Is the VLC classroom a...
  • Melanie: We may agree to disagree on the instant gratification society term, however when you look at new social network devices that are connected to mobile devices – there is an urgency that is attached to those...
  • Kim Flintoff: "instant gratification society" - I'm not sure I'm part of that society. Educational institutions do not make decisions - people do. Which people in educational institutions will cling dearly to email? Email...
  • Melanie: I agree that email is outdated in most settings. However, many educational institutions will cling dearly to email due to the aspect of "waiting before sending." Email is still a resource and an appropriate tool...
  • Maryjane: This is incredible and we need to spread it to school districts. It was posted two years ago and I've not seen new policies or classroom innovations happen since then. People are afraid of what the kids might do....
  • Suzanne: I cannot help but think that this trend, while reflecting archetypal youth rejection of all things "adult," is also related to the digital immigrant/digital native thing. The young are very flexible, very willing...
  • Maryjane: This made me laugh outloud. School districts are still discussing whether they'll give access to students for email; do all their business by email instead of walking next door and talking to someone; and wonder...
  • Nick Smith: This video was exactly what I needed/wanted to hear. As a student working towards being a teacher, I find it great to not only revolutionize teaching, but to re-invent it all together. One woman mentioned...
  • Scott Merrick: Hey there, feel free to unpublish this comment--it's more or less for your own info: This is to let you know that Digital Chalkie has been nominated for Blog-o-the-Month at the Blogger's Hut on Second Life...
  • Laura Seabrook: I have one other question, which I can't find answer to on the Murku wiki (no doubt the answer is right there and I keep missing it) - where/how does one get it?
  • Laura Seabrook: Murku looks really interesting (and I shall definitely try it), though the examples could do with some improvement, as per my comments above. Positioning can be important - see the Blambot article at...
  • Kim Flintoff: Murku is designed to facilitate the construction of comics based on content in a Second Life TM, ie SL, environment. Murku will be of interest to those who have always dreamt of creating their own comics but...
  • Laura Seabrook: Actually there was a typo in my previous comment. I meant to write wouldn't be, not would as far as being the first to do an SL comic. I discovered Plywood shortly after starting my own, which can be found...
  • Kim Flintoff: Hi Laura, The example in the article wasn't intended to be a highly refined product - it literally took me 60 seconds to create with some random images grabbed from my hard drive. The points you make about...
  • Laura Seabrook: I started doing Second Life comics late in 2007 ( though I didn't use Comic Life - rather I drew bits, used screenshots and put it together using PaintShopPro and Fireworks (for speech balloons etc). I knew...
  • michael chalk: Great stuff Paul .. lots of good points here. You are right about the ABC - they're really leading the charge into the new era of digital participation aren't they! My favourite thing they do is the way they...
  • Ken Allan: Kia ora Kim! I don't think it is anything to do with HOW we communicate. It is more to do with how kids see email. It is simply to do with the age-old feature of youngsters avoiding ANYTHING that is associated...
  • Aaron Fisher: This is very cool! It is amazing how those principles from long ago are relevant today, just in different forms. Students do learn better by doing, no matter the subject. We teachers need to do a better job...
  • Julie Carney: Thanks for this post, and for posters like Paul who have linked and commented on resources for educators to use. As is the case with most things, it seems the right combination of educator/program/developer...
  • Debbie: I, too am upset that this website has been taken off-line. My special education students loved it, and I knew I could always find an activity geared their levels and abilities. I hope that it will soon be running...
  • Andrew Westerman: Each LO costs $20 000. So, if 20 students use that learning object for 0.1 of an hour (6 minutes), that's 2 student / hours @ $10 000 per hour. If 2000 students use that LO for 0.2 of an hour (12...
  • Cathy Nash: Learning Objects are one of the tools in a good teacher's toolbox. It is simplistic to lay them aside as past it. A poor teacher can make a pencil look dull and a great teacher may just achieve great things...
  • Suzanne: I am so upset that this site has been removed, however I fully understand why. My Year One children and my pre-primary children loved using the site and it catered for all ability levels in my class. i do hope...
  • Julie: I am sorry that Rainbow Maths has been forced off the web. My daughter loved it so it is missed. Any idea when Jenny may put it back on the web with added security measures to prevent it being copied etc?
  • Jen Zupp: I totally agree with Jenny's reason to take it off. I have spent thousands of hours keeping my website up which is pretty much a directory of quality websites I find online. If I had created a masterpiece like...
  • Kristy Dickson: I agree with Paul, $20 000, $80 000, or whatever they cost, kids are losing interest. I think they have their place for a bit of drill and practice occasionally, but I wouldn't pay for them. Motivation and...
  • Ingrid: I'm distraught that rain forest maths is not available. My 3/4 kids loved it. My kids loved it and it is so easy to cater for their abilities with the different levels. Anyone know if there's a chance it will be up...
  • Azam Ali: my kids love this site, they come on rainforest to learn. Anyone trying to stop kids education is playing with our future. Shame on people who are greedy for money and dont care for the future.
  • Bryn Jones: Channel 4 in the UK has £50million to develop new media content. Ewan McIntosh has some role in it as Digital Commissioner for Scotland. Jobs open now! http://www.4ip.org.uk/
  • Thomas Goodwin: Paul Reid has pointed educators in the right direction (create and collaborate) however he started from an incorrect premise; The Learning Federation's Digital Resources are completely different from the...
  • Patricia Corby: Phew, what a terrific wealth of useful info here! Thanks Paul. In reference to this comment "They need to move from static to dynamic in form" as an overall comment it is relevant but being fair some are...
  • Paul Reid: If everyone's Math is correct the Teaching & Learning Federation pays $20k for jpeg pictures Learning Objects! eg these ones shown here http://www.thelearningfederati on.edu.au/for_teachers/what...
  • Janice Millard: its not fair that my class can't go on rain forest maths because of other people copying we were going to do a test on it but it was closed down my class was very upset not very happy!