21st Century Learning

As discussed, 21st century learning skills are essential for students' future success. The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. The following graphic depicts the holistic view of student outcomes within this framework. Student outcomes are shown in the arches of the rainbow. Support systems are represented by the pools at the bottom.

Image retrieved 5/31/11 from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

For more information on 21st Century Learning, please visit the P21 website!

The Technology Enthusiasts' Argument

As previously discussed, the technological changes across the globe are affecting the way we work, live, and learn. Collins and Halverson (2009) point out that educators must prepare students for success in the 21st century by adapting educational practices to include 21st century technologies.

They outline several ways in which technology enhances our human capabilities. They include:

-Just in Time Learning: The ability to access knowledge/skills just when they are needed.

-Customization: The ability to customize the learning experience, resulting in greater interest and motivation for students.

-Learner Control: The learner has greater control of the learning environment, depending on user preferences.

-Interaction: Students interact with the content, and can see the results of their own actions.

-Multimedia: Bringing together print, visual representations, video, and audio enhances the learning experience.

-Publication: When students publish their own work, they have an authentic audience and they can gain feedback in new ways.

-Reflection: Because technology can enable learners to record the learning process, they can go back and reflect on that process to self-assess.

Barriers to Technology Use

What are the barriers to technology use in schools? Several obstacles exist that make technology integration difficult, especially in small schools.

Cost

The high cost of computer equipment and maintenance prohibit the acquisition of these items. Some argue that for technology integration to be effective there should be 1:1 student to computer ratio (Chan, et al., 2006). Yet we know that most schools do not enjoy this luxury. A report from Education Week (2005) shows that the student to Internet-connected computer ratio in the United States stands at 4.1 students per computer. 87.5% of computers are equipped with high-speed Internet connections (Skinner, 2005) Click here for a more details on this report.

Classroom Management

Since whole-class instruction is the norm in many schools, having computers in the classroom can present management problems. If not managed properly, computers can be a huge distraction in the classroom. In addition to discipline problems, classrooms often lack the space required for the equipment.

Time

In order to make computer use effective in instructions, teachers need plenty of time to learn the technologies, develop lessons, and plan for assessment. Since successful implantation would require a huge shift in the way classrooms currently function, time is an immense factor. Many teachers limit technology use to drill-and-practice activities that can be completed quickly and independently.

Challenges to Instruction

Many teachers see computers as impersonal, unable to guide students in fundamental aspects of character development and social awareness. Computers are seen as a threat to the authority and competency of the teacher. When students are constantly “plugged in” they lose valuable time socializing and interacting with others.

These are all valid points that understandably inhibit the implementation of technology in the classroom. However, as previously discussed, computers will undeniably be an integral part of the lives of our students. We must make an effort to guide them in the responsible and productive use of technology in spite of these barriers.

References:

Chan, T., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J., Pea, R., Norris, C., Soloway, E., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C., Milrad, M., & Hoppe, U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.

Skinner, R.A. (2005). The state of the states. Education Week, 24(17), p. 77-80.

Resistance to New Technology

According to Collins and Halverson (2009), our school system that utilizes paper, pen, and chalkboards/whiteboards continues to rely on these instructional media because they are the tried and true vehicles for teaching and learning. They regard teaching as a conservative practice reinforced by a conservative institution. Schools address new innovative technologies by "condemning, co-opting, and marginalizing" (Collins & Halverson, 2009, p. 36):

Condemning

Many schools react primarily to the risks rather than the benefits of new technologies. Appropriate use policies simply ban the use of many technologies that may pose a threat to current teaching practices.

Co-Opting

Schools may integrate software to support existing curricula, ranging from drill-and-practice programs to programs that reinforce the learning outcomes in math, science, and social studies.

Marginalizing

Some boutique programs (such as Microsoft Office) are used more extensively in tandem with existing systems, but these programs still do not change the essence of teaching and learning: the teacher imparts information and the student demonstrates their level of mastery of the content.

The traditional instructional practices within schools have gradually developed over the course of history and are not easily changed, as it is a complex system. Just as many reform efforts in school are long, hard fights, the process of implementing new technologies and modifying tried-and-true instructional practices will not be easily and quickly accomplished.

References:
Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Computer Use in Schools

In a 1999 study by the National Center for Education Statistics, teachers were significantly more likely to use computers in the classroom than elsewhere in the school, and they were also more likely to use them to a large extent in the classroom than elsewhere in the school. The following chart shows the extent to which public school teachers use various technologies:
Image courtesy of The National Center for Educational Statistics. Retrieved 5/31/11 from http://nces.ed.gov/surveys/frss/publications/2000102/index.asp?sectionid=5

Beyond the Computer Lab

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class.

"Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals."
(Edutopia Staff, 2008)

Brown, Bryan, and Brown (2005) describe how, during the early years of the information age, teachers started using technology to support instruction, although in limited ways. They began to use computers to track grades, or had students use computer programs for isolated skill practice or for objective comprehension assessments. "In other words, teachers and children simply did old things in new ways without grasping the value of technology as a new communication tool. Although technology changed the classroom environment to some degree, curriculum and instruction did not change (Brown, Bryan, & Brown, 2005, p. 2).

In the late 20th century, however, teachers began to use computers for much more than consuming content. Teachers are now using technology to create content. Students are able to access and share information using computers and the internet. Teachers who effectively utilize new technology have shifted from drill and practice activities to active learning and problem solving.


References:
Edutopia Staff (2008). Why integrate technology into the curriculum? The reasons are many. Retrieved on 5/31/11 from http://www.edutopia.org/technology-integration-introduction.

Brown, J., Bryan, J., & Brown, T. (2005). Twenty-first century literacy and technology in K-8 classrooms. Innovate 1(3). Retrieved on 6/2/11 from http://www.innovateonline.info/index.php?view=article&id=17

MP3 Players

MP3 players are digital audio devices used to store, organize, and play audio files. These players are small, easy to use, and most students are already well-trained in their use because they use them at home. Small models are becoming very affordable. For example, this MP3 player, available from amazon.com, has 2GB of memory and costs around $30:

There are thousands of existing media files that can be downloaded and played on MP3 players. The following resources are free!

Wikimedia: http://commons.wikimedia.org
Access free images, audio files, and video files.

Radio Willow Web: http://mps.wes.schoolfusion.us/modules/cms/pages.phtml?pageid=115312
Students can listen to podcasts (audio recordings) created by other students at various grade levels.

Seattle Public Library: Digital Media Library: http://www.spl.org/library-collection/digital-books-and-media
Download free e-books or audiobooks for use on MP3 players!

Students can write and produce their own podcasts about learning taking place in the classroom, and can listen to podcasts created by their classmates. Podcasts can be used by teachers for assessment purposes and can be shared with parents.

Cell Phones

Cell phones are currently banned in many schools. However, some teachers are starting to incorporate cell phone use into the curriculum. The following video is lengthy, but it has some great information on the debate between banning cell phones and using them for learning:



Cell phone applications:

Poll Everywhere (www.polleverywhere.com)
-Teachers pose questions, students respond by texting in their answers.
-Free for audiences under 30.

Cinch (www.cinchcast.com)
-Students can call a number and record audio to respond to questions or assignments.
-Students can create podcasts that are instantly uploaded to the web.

I tried it! It took me less than 5 minutes to create an account and post my first "cinch." Here it is...


Other uses:
-Teachers send assignments, class updates or other messages via text message or voicemail.
-Record interviews on Cinch.com
-Use camera phones to capture images from lessons or field trips. The images can be used for online newsletters or creative writing (Brooks-Young, 2010).

References:
Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile technologies. Thousand Oaks, CA: Corwin.

OnOttButton (2009). Cell phones in the classroom: Learning tools for the 21st Century. Retreived from http://www.youtube.com/watch?v=aXt_de2-HBE

Mobile Technologies

Devices such as cell phones, MP3 players, and laptops are being used to bring about the kinds of active learning described in the last post. Have you thought about how many mobile items surround you and your students on a daily basis? This image shows just a few:

Mobile Devices

Clockwise from top:
1. Portable DVD player
2. Electric razor
3. MP3 player
4. iPod
5. Cell Phone
6. Nintendo DS
7. Blackberry

Image retrieved from http://paulexperiment1.tumblr.com/post/276052039/mobile-technology


In subsequent posts, we will look at ways various mobile devices can be used in the classroom.

iPod / iPod Touch

An iPod is a mobile device that has thousands of capabilities. It is basically a miniature computer, capable of accessing the internet via a wireless connection.

There are many, many ways to use an iPod Touch in the classroom. Richard Colosi, a first grade teacher at Canandaigua Primary School, in New York, uses lots of technology in the classroom. In particular, he has his students use iPod Touch and iPad devices to build fluency and to inspire a love of reading and writing.

He and his students put this video together to show some uses of the iPod touch to foster literacy skills:


Another video from Mr. Colosi:


To sum up, children can use the following applications of the iPod Touch (these are just a few!)
Students can...
1. Record reading and play it back for listening
2. Record podcasts
3. Listen to audiobooks or audio/video lessons
4. Read eBooks.
5. Play thousands of learning games - available for free though the App Store
6. Take pictures or video with the camera
7. Find places in the world using the Maps application
8. Take notes
9. Make simple websites (Zapd application) or make blog posts (BlogPress application)
10. Create a slide show or video about learning taking place in the classroom.

These are just a few examples of ways the iPod Touch can be used. The following websites have many more suggestions:
Apple Education Page: http://www.apple.com/education/ipodtouch-iphone/
Ideas to Inspire: Ways to use an iTouch in the classroom: http://www.ideastoinspire.co.uk/ipodtouch.htm
iPod in the Classroom: Do's and Don'ts: http://www.edumacnation.com/2010/02/ipod-touch-in-the-classroom-dos-and-donts/

The Digital Divide

Another barrier to the effective use of technology is known as the "Digital Divide." The digital divide refers to inequalities in access to technologies. The divide exists between large and smalls schools; rural, urban and suburban schools; affluent and poor schools. The divide also exists in homes and neighborhoods, not just in schools (Collins & Halverson, 2009). It can be manifested in:

-Lack of access to computers
-Lower performing computers
-Slower internet connections

This video, from the UK's e-Learning Foundation, introduces the digital divide:


This video also presents the issue at a community-global level:



NPR produced a story on the digital divide. In the interview at the following link, technology expert Mario Armstrong talks about the disparities in technology access that exist for students in our schools. Click on this link to hear the audio file and to see the transcript of the program:

http://www.npr.org/templates/story/story.php?storyId=6715965

Armstrong suggests 5 options for addressing the Digital Divide:
1. Leasing arrangements
2. Federal Grants
3. State Funding
4. Private Grants
5. Local Community Support
6. Parent purchase programs (discounted equipment for parents when purchasing through the school)

In addition to getting hardware in the hands of students, addressing the digital divide also includes providing sufficient training to students, parents, and teachers so the technology can be used effectively. It is not enough to simply purchase equipment. Creating a supportive environment for digital literacy is crucial (Kalyanpur & Kirmani, 2005).


References:
Collins, A. & Halverson, R. (2009). Rethinking eduction in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Kalyanpur, M. & Kirmani, M.H. (2005). Diversity and technology: Classroom implications of the digital divide. Journal of Special Education Technology, 20(4), p. 9-19.

Too Much Technology?

Some say that children are immersed in too much technology--that constant use of computers and other devices is harmful and detracts from learning. The following two videos present some of these viewpoints.

ABC News Story: Too Much Tech For Kids?
See the video here: http://www.youtube.com/watch?v=7PpMvzG3UU8&feature=player_detailpage

Critique and Discussion

There are many reasons why teachers should integrate technology into the existing curriculum. As discussed on this blog, today’s children will be required to be literate in the use of many technologies in order to be successful in the workforce they will enter (Schrum, 2009). They are surrounded by technology at home and many feel motivated when using devices in combination with lessons at school. Many devices and applications can be used to help students who struggle to read or to grasp other concepts presented in the traditional manner. Assistive technologies can make the mainstream classroom more accessible for students with disabilities. The increased uses of computers in everyday life and in the workplace make technological skills crucial for students today.

With that being said, schools should take a good look at the current use of technology and the digital literacy skills students are gaining (or not gaining). Are computers relegated to the computer lab? Are teachers equipped with the devices and training needed to incorporate technology into their lessons and activities? To what extent are students building critical literacy skills with technology? If the computer is used solely for drill and practice activities, typing papers that would otherwise be hand-written, or preparing presentations that could otherwise be presented using traditional means (poster, glue, paper, etc.), students will only be applying skills that have always been taught, through a new medium. To be effective tools, computers should be used to help students synthesize and analyze information, collaborate with other students, and to think critically about topics and concepts presented in class (Collins & Halverson, 2009). Not all use of technology is equal.

Many of today’s students are immersed in the use of technological devices, are excited to use the devices, and want to experience the world through digital media. If classroom instruction does not capture the interest of the student, learning will not occur. If the student is interested and highly engaged in the activity, more learning and growth will take place (Rosen, 2010). However, teachers should always strive to provide balance for students. Computer activities should not replace social interaction, real reading from actual books, writing for traditional purposes, nor authentic experiences taking place in the physical environment, not just on screen. Children also need to be taught safety and responsibility when using computers and working online. If we leave these skills out of the curriculum, where will they be acquired?

So What? A Rationale

Technology has changed the nature of employment around the world. Children are growing up surrounded by more and more technology. What does this mean for education?

According to Lynne Schrum and Barabara B. Levin, authors of Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement (2009), schools are still operating as if still in the 20^th century, where the skills acquired in school prepared students for jobs in agriculture, mining, and manufacturing.

In a world of globalization and rapid technological change, we believe that schools must enable and require that our students develop 21^st century skills, such as critical thinking and problem solving, communication and collaboration, and creativity and innovation, in order to be well prepared to live and work in the 21st century. (p. xiv).

Students are surrounded by technology at home, but at school they must “power down” and learn in a different way. Some argue that since the world is changing and since success in future careers will demand success with high tech equipment and these 21^st-century skills in critical thinking and problem solving.

Others argue that children are too “plugged in,” that the high cost of technological equipment and the management issues computer equipment presents deter their use in the classroom, and that the internet complicates the issue of finding legitimate knowledge.

Both of these positions hold valid points. We must prepare students for success in the highly technological world. The following posts will present different sides of the arguments for and against increased use of technology in the classroom.

Reference:

Schrum, L. & Levin, B.B. (2009) Leading 21^st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

Conclusion & Recommendations

In order to incorporate the use of technology effectively, in meaningful ways that help students acquire 21^st century skills, teachers must be properly trained and given time to develop quality lessons. Today’s students are digital natives—they have had access to computers and technology for their entire lives. Most teachers are digital immigrants—they did not grow up using computers from a very young age. These teachers need ample support and instruction in becoming digitally literate themselves in order to pass on these skills to students. Administrators should provide plenty of time and training opportunities to assist teachers in these endeavors (Schrum, 2009).

Technology provides innumerable opportunities for change in education. Change is not easy, nor does it come quickly. In order for technology to be used effectively and responsibly in education, much research is required for educators. We must be thoughtful and intentional with the way we bring technology into the classroom.