Sunday, April 11, 2010
The Wiki Way
Recently I prepared a short presentation for teachers that introduced the use of wikis. I wanted the teachers to experience a wiki so the mini-workshop is done using a wiki. Teacher will experience a wiki as they learn about them. I used wikispaces. It focuses on how wikis can be used for collaboration among teachers and administrators. It also covers basic wiki usage and many ideas for implementation in the class room. Additionally, links to sites that provide descriptions by teachers on how wikis have helped them facilitate learning are included. http://thewikiway-cummings.wikispaces.com/
Wednesday, January 27, 2010
Old Dogs Learning New Tricks?
In the article Adopt and Adapt: Shaping Tech for the Classroom, Marc Prensky describes the process of technology adoption in schools as a four step process:
1) Dabbling.
2) Doing old things in old ways.
3) Doing old things new ways.
4) Doing new things in new ways.
Prensky’s progression helps emphasize that using technology is not an end in and of itself, but rather a potential mode that can push the possibilities, to take our methods beyond what has been previously possible. As technology advances in our schools, we learn to use it in various ways, but does it change the process of learning? Do our methods change or do we incorporate the technology to do things as we always have? Do we use the technology to lighten our load, to jazz up our lectures, or limit our paper consumption? What are the new possibilities within the digital world?
The real question is “How do we understand/view the learning process and knowledge?” Are we traditionalists, believing that knowledge exist independently of any human experience and is passed from the teacher to the student? Or, are we constructivists, believing that individuals construct their own understanding of the world based on their prior experience (Learning to Teach with New Technology: Implications for Professional Development, Chrystalla Mouza, page 278, Journal of Research on Technology in Education, Winter 2002-2003:Volume 35 Number 2)?
Will we commit to incorporating technology in such a way that our students have rich opportunities for exploration, critical thinking, and collaboration to solve real world problems that involve the use of technology? Will we, as digital immigrants, the old dogs, learn new tricks, not only to use technological to do old things in new ways, but to do new things in new ways?
1) Dabbling.
2) Doing old things in old ways.
3) Doing old things new ways.
4) Doing new things in new ways.
Prensky’s progression helps emphasize that using technology is not an end in and of itself, but rather a potential mode that can push the possibilities, to take our methods beyond what has been previously possible. As technology advances in our schools, we learn to use it in various ways, but does it change the process of learning? Do our methods change or do we incorporate the technology to do things as we always have? Do we use the technology to lighten our load, to jazz up our lectures, or limit our paper consumption? What are the new possibilities within the digital world?
The real question is “How do we understand/view the learning process and knowledge?” Are we traditionalists, believing that knowledge exist independently of any human experience and is passed from the teacher to the student? Or, are we constructivists, believing that individuals construct their own understanding of the world based on their prior experience (Learning to Teach with New Technology: Implications for Professional Development, Chrystalla Mouza, page 278, Journal of Research on Technology in Education, Winter 2002-2003:Volume 35 Number 2)?
Will we commit to incorporating technology in such a way that our students have rich opportunities for exploration, critical thinking, and collaboration to solve real world problems that involve the use of technology? Will we, as digital immigrants, the old dogs, learn new tricks, not only to use technological to do old things in new ways, but to do new things in new ways?
Monday, January 25, 2010
Texas STaR Chart
Check out this SlideShare Presentation. It show how the STaR Chart is used to provide information on the implementation of the Texas Long Range Plan for Technology:
Texas STaR Chart
View more presentations from jkcummings.
Sunday, January 24, 2010
Unashamed Plug
My wife and I are so very excited! Her first book, Knights of Warsaw, is being released March 2, 2010 by Tate Publishing Co. It can be purchased on-line now. For more information go to http://www.knightsofwarsaw.com
Texas Range Plan for Technology, 2006-2020: Teaching and Learning
Texas Long Range Plan for Technology (LRPT) defines a need for change in our schools. Technology permeates our society. It has become an essential part of the infrastructure of public and private institutions including business and government. Each year, the number of US graduates proficient in technology skills is less than that of other countries. This fact is the reason for the long range plan.
Our students are “digital natives.” They “interface” with their world through technology daily. Consequently, their minds are predisposed to acquiring information through technology. Educators knowing this will use technology to more effectively teach content while sharpening the student’s skills relative to technology. However, this predisposition does not insure that they develop the technology skills need for the 21st century.
There are many benefits of the implementation of technology in education. Technology should become an active and effective piece of instruction in all grades to aid students in being engaged in learning and prepared for real world experiences.
To promote and support academic excellence, the LRPT addresses four areas: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure. Teaching and Learning is the final goal. It is a good place to begin understanding the LRPT and guide our understanding of the other areas.
Teaching and Learning in the LRPT is defined as environments were all learners: “have access to relevant technologies, tools, resources, and services for individualized instruction 24/7; use information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems; use research based strategies in all subject areas to improve academic achievement; and communicate effectively in a variety of formats for diverse audiences.” – (Long Range Plan for Technology, 2006-2020, A Report to the 80th Texas Legislature from the Texas Education Agency, page 29)
Progress in the LRPT Teaching and Learning is often slow to come. The other three areas are foundational and experience a learning curve. Because education is a public institution, change often is slower than desired. Many forces contribute to this problem. One of the most complicated forces is the conservative nature of the public education system. Ethical concerns and legal liabilities frustrate the progress. Information of all types is readily available to all ages via the internet. Control technology used by most school districts is limited. Consequently, districts tend to be very conservative and error on the side of caution.
One trend that may help alleviant these concerns is the development of private technology companies that provide products that guarantee internet security. These companies are developing the tools to address these issues. Districts should seek opportunities to converse with these companies and seek to find the funding to purchase their products.
Our students are “digital natives.” They “interface” with their world through technology daily. Consequently, their minds are predisposed to acquiring information through technology. Educators knowing this will use technology to more effectively teach content while sharpening the student’s skills relative to technology. However, this predisposition does not insure that they develop the technology skills need for the 21st century.
There are many benefits of the implementation of technology in education. Technology should become an active and effective piece of instruction in all grades to aid students in being engaged in learning and prepared for real world experiences.
To promote and support academic excellence, the LRPT addresses four areas: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure. Teaching and Learning is the final goal. It is a good place to begin understanding the LRPT and guide our understanding of the other areas.
Teaching and Learning in the LRPT is defined as environments were all learners: “have access to relevant technologies, tools, resources, and services for individualized instruction 24/7; use information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems; use research based strategies in all subject areas to improve academic achievement; and communicate effectively in a variety of formats for diverse audiences.” – (Long Range Plan for Technology, 2006-2020, A Report to the 80th Texas Legislature from the Texas Education Agency, page 29)
Progress in the LRPT Teaching and Learning is often slow to come. The other three areas are foundational and experience a learning curve. Because education is a public institution, change often is slower than desired. Many forces contribute to this problem. One of the most complicated forces is the conservative nature of the public education system. Ethical concerns and legal liabilities frustrate the progress. Information of all types is readily available to all ages via the internet. Control technology used by most school districts is limited. Consequently, districts tend to be very conservative and error on the side of caution.
One trend that may help alleviant these concerns is the development of private technology companies that provide products that guarantee internet security. These companies are developing the tools to address these issues. Districts should seek opportunities to converse with these companies and seek to find the funding to purchase their products.
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