The+Final+Frontier

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Explore the ISTE and AALF.org sites for suggestions on pro-d (links are on our page) - share links, a brief description and any insights onto the wiki (because we feel your pain with the WP site). Please identify your posts with your name...

=__Descriptions and Thoughts on ISTE __=

Posted by Erin: There has obviously been a lot of time and collaboration put into the formation of ISTE's tiers of IT competency. They identify [|3 tiers for teachers] first using technology to a fully interactive ICT type of classroom. It's a handy and easy to read kind of gradient which could serve to inform and motivate a teacher's growth. There are also [|examples of the kinds of skills students could ideally have at various age/grade levels] (given equal access to IT) I think the language provided in this pdf could be borrowed and used in updated provincial "performance standards" or for our own reporting. I hadn't seen this specificity in aligning age/grade with IT expectations given a level playing field. Their [|Essential Conditions] are something that should be required reading for the Ministry of Education.

--- Posted by Neil: There is a magazine published by ISTE called //[|Living and Learning with Technology]// - just follow the top menu Learn>Publications>Learning & Leading. It has interesting, informative, and easily accessible semi-academic articles about issues in educational technology. I especially liked the article in each issue entitled Point/Counterpoint in which there are two sides taken about an issue. Two examples are called //[|Point/Counterpoint: Will the iPad Revolutionize Education?]// and [|Point/Counterpoint: Is Cursive Writing Worth Teaching?] Each article can be viewed as a PDF or in digital format. The benefit of the digital format is that you can also follow or participate in the discussion comments which follow each article.

__Descriptions and Thoughts on AALF__

Posted by: DLG #4 - Shelagh, Lorna, Nadine, George, Deb, Harpal

Technology, Coaching, and Community: Power Partners for Improved Professional Development in Primary and Secondary Education (White Paper) [|http://beta.aalf.org/cms/?page=Research Art- ISTE Coaching] This article is about 3 types of coaching teachers with using technology: Cognitive Coaching Instructional Coaching Peer Coaching
 * explicit connections between specific types of instruction and technology tools
 * connects new learning to curriculum
 * takes time! One cannot just throw together a set of‘cool tools’ to demonstrate and hope that something effective will result...
 * must be labour intensive, ongoing and supportive to have an impact
 * listen with care & share information when teachers most need it
 * model effective teaching practice
 * collaboratively plan, co-teach and reflect
 * job-embedded and focused on the needs of teachers
 * like a personal trainer, not an unwelcome monitor

//**Rob**// Interactive Simulations to Develop Higher-Level Science and Math Skills With Your Laptops Author: Scott Garrigan, School of Education, Wilkes University | March 8th, 2011 []

The title pretty much says it all. The idea is that teachers and textbooks have traditionally been unable to hook students into cutting edge advancements in science (biotechnology, nanotechnology, genetic engineering, etc.). The National Science Foundation (US) has responded by funding the creation of online, browser-based applications that will allow students to run simulations with cutting-edge science and math concepts. This is called computational science. The three simulation systems mentioned in the article are PhET, NetLogo and Molecular Workbench.
 * Summary:**

PhET ([|http://phet.colorado.edu]) interactive science simulations contains 200 interactive models to help students understand math and science concepts. An example is an application that allows students to explore physics concepts by designing and running simulations on their own skateboard park.

NetLogo ([]) contains about 200 math and science simulations, much like PhET. The simulations at NetLogo, however, are supposed to be more flexible and accurate so that students can gain a deeper understanding from them. Students can also design their own simulations and games with NetLogo.

Molecular Workbench ([|http://mw.concord.org]) also contains hundreds of simulations, and addresses very complex scientific concepts like quantum mechanics and nanotechnology. The designers of Workbench continually add modules that contain lessons for students to follow. Students and teachers are able to design their own simulations and activities.

Find a way for my students to gain any sort of reliable and regular access to computers in my techno-poor school and then sign me up! Anyone who has ever taught any vaguely challenging science concept knows the pain of trying to draw out the steps on an overhead or whiteboard (the kind that doesn’t do anything when you drag your finger along it). The idea of allowing students to explore, or better yet create, simulations relating to difficult or abstract concepts – heck even simple and concrete concepts – is amazing. I will definitely be exploring these sites more and sharing them with my department. We may at least be able to project some of the simulations onto our overhead screens. I’ll take what I can get.
 * My opinion:**

= **The Digital Divide (AALF article) - Jeff** = []

==== This article looks at what the “Digital Divide” is and gives statistics, albeit American, that are of no surprise to us in the research we have done in previous courses. Higher socio-economic status are the “have’s” and lower are the “have-not’s.” It expresses the urgency needed to level the playing field or face even greater disparity between rich and poor, developed and developing (Annan, 2003). ====

==== It also discusses the importance of the “Divide” in an educational context where those with “limited opportunity” or the appropriate “computer literacy” skills will fall short of being fully functioning members of the 21st Century. It is from this lens that I used this article to examine my own school’s issues that I have documented previously. I thought our school system’s mandate was supposed to prepare students to be active and informed citizens? ====

The article finishes by asking some key questions:

 * 1) ==== **//How do the statistics listed compare with your own community’s experience?//** ====

==== Well, I don’t think the “White Americans are more wired than African-American or Hispanics” stat works so well here, but New Westminster is considered inner city and has a wide ethnic makeup so I am sure that some demographic data would be relevant. In fact, I know that we have some students who arrive quite early in the morning to print out written reports because they lack printers; however, I don’t think this is applicable to a single ethnicity. ====


 * 1) ==== **//How does the digital divide impact educational strategy in your context?//** ====

==== This was the question that stuck with me (I know we are a school left wanting when it comes to technology/access - will spare you the rant). I inquired with other teachers I knew and asked what their experiences were. How many computers? Is it easy to get access etc. The majority of high school educators were in my boat: too many students, not enough access, as well as a limited plan in place for the future. ====

Conversely, elementary and middle-school teachers (of the three I asked) had much greater access to terminals (newer ones too) as well as a plan in place to continue their use.
==== It seems as though students and educators in the primary system have a greater capacity to learn and operate technology due to the smaller student to computer ratio. Unfortunately, by the time they arrive at a 2000+ student high school, the”divide” becomes much more noticeable. ====

BYOD(T) - Bring Your Own Device(Technology) - Worst Idea of the 21st Century?
I found a link to this post from the AAFL website. I guess that some districts are adopting this BYOD/T policy to create a 1:1 experience for the student. The author of the post is vehemently against the idea. I think we call think of a few reasons why... the participation gap being probably the most notable (ie. students with more $$ will be able to afford a better "device."). He lists some other reasons why it's not a good idea: lots of different devices will put stress on the teacher, not all devices were created equal, the pace of the class will have to be slowed down to the slowest/cheapest/least adaptable device, and most importantly he makes a case that this type of policy sends the message that by moving to a BYOD/T model (and not publicly funding a 1:1 model) is in fact devaluing the importance we put on education. I see his points and largely agree with them, but at some point you have to say "something is better than nothing." And perhaps starting with a BYOD/T model will be a gateway to move towards a 1:1 model. Someone who replied to his post also put forth a couple of pros of BYOD: students can control what software they choose to learn from; school districts are mot locked into a corporate agreement with a vendor (Apple, IBM, Kindle), consequently promoting open platform models; and, that perhaps the emphasis will not focus on the device (ipad, balckberry) and instead be focused on the web.

TPACK - Technological, Pedagogical and Content Knowledge
In thinking about teaching and technology, and about education in general, I found the [|TPACK] site very interesting and informative. In addition there is a video posted on You Tube, which explains the concepts. I like how they have reduced the concepts to three terms, and then used a Venn diagram to explain the interrelationship between the terms. It is worth checking out. Here is the link to the [|You Tube video]

Lastly, there is an [|Innovative Educator blog], which shows how teachers have put these concepts into action.

Deirdre
[|__AALF Blog - Bring Own What, and Why? / Bring your own laptop (BYOL) program__]

I found this blog post by Bruce Dixon on the AAFL website to be pretty interesting. He presents the idea for students to bring their own laptops, technology or devices from home to use at school. Some of the many challenges are discussed that would come along with simply just giving the students the option to bring in their own technology (cost for families, varieties of technology, issues with implementation, etc.) but what I found particularly interesting is the response at the bottom of the blog post where a 7th grade teacher discusses a BYOL program that had some successes at her school. Overall, the article made me think about how my own lessons would change if I had most of my students on their own laptops but I also thought a bit about the huge problems that would be encountered on a daily basis. The end of the day would most likely involve at least 30 minutes dedicated simply to looking at problems with software, wireless connections, spilled juice on keyboards, etc.

**-Chris**

TECHY TEACHER - WHAT THE TECH? - Sara

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I found a link to this site from searching on http://aalf.org/. I do not know if this is what this WIKI is focussing on, but I found it extremely helpful and more on the practical side, especially for Elementary School Teachers. This site contains a whole list of sites and programs that have successfully been used in the classroom. For each program, there are comprehensive descriptions, links to video tutorials, student and teacher examples, some lesson plans, rubrics, pros and cons etc. It's a veritable treasure chest for teachers! The site reviews everything from "All things Google", Animoto, Audacity, Blogging, Book Trailers, Comic Life, Cool Tools, Inspiration TO Voicethreads, Wikis, Writing Process, and Podcasting. There are too many to list. I will be definitely using this site!