Third-party Solutions: UK Learning Grid

The third solution that I will offer to the issue of effective integration of technology into the classroom is that of third-party solutions. The ordinary or even extraordinary classroom teacher typically does not have the time or expertise needed to develop, evaluate, and present or implement online educational content and models for using technology. A third party could develop these and then teachers could be trained to implement the technology into classroom practices.

In the U.K., Prime Minister Tony Blair and his government began a project in 1990 for the development, evaluation, consolidation, and delivery of online educational content for teachers, parents, and students in one place: the National Grid for Learning portal. A government document describes it as "both an architecture (or structure of educationally valuable content on the Internet) and a program for developing the means to access that content." This program still exists today and is not only a great national resource (with regional sections) but also provides a global model for the use of technology in education.

Source: Peters, Laurence. "Bridging the New Digital Divide: Lessons from Across the Atlantic." Technos: Quarterly for Education and Technology, Summer 2000 v9 i2 p26.

Solutions to the Digital Divide

The digital divide between rural and urban, young and old, white and non-white, poor and non-poor should be made a community concern. Places where people gather could offer access to computers and the Internet. These locations should not be limited to the public library but could include: community centers; churches; school libraries and computer centers; boys' and girls' clubs; YMCA/YWCA; and retirement homes.

This summer while driving in the mountains, I passed by a public school in a rural area and noticed a sign advertising the availability of the library for public use during the summer. The library wasn't open all the time, but on a designated night each week. Still, I thought it was a great idea to use these otherwise idle resources not only to help educate the children but offer a place for social interaction. The same concept could be applied to computer and Internet resources that schools have but may be left idle during the summer or other breaks.

My research also led me to sites that presented partnerships between technology companies and human services organizations such as the Salvation Army and the Boys' and Girls' Clubs of America. In my non-virtual experience, I am know someone who accesses the Internet and his email at his credit union.

If the need for computer literacy and Internet access is made a priority, community members and groups may start helping to make it a reality.

Solution to Improving Education: Private Industry

Intel, SAS, HP, and Microsoft not only help to bridge the digital divide but also offer innovative programs that address educational issues worldwide. Using private industry partners, schools and communities can receive grants, in-kind donations, and other resources to help them integrate technology into education.

Intel http://www97.intel.com/education/

SAS http://www.sasinschool.com/

HP http://www.hp.com/e-inclusion/en/index.html and http://grants.hp.com/us/education/

Microsoft http://www.microsoft.com/mscorp/citizenship/giving/

Two in One-Knowledge Network Explorer

When I first started this blog, my purpose was to find and analyze online educational games and activities for kids. The past couple of weeks I have been researching a broader and more complex global communication issue: the effective integration of technology into instruction.

SBC Communication, the producer of Knowledge Network Explorer, offers both: a portal to educational activities (Blue Web'n) and resources for those who want to use technology for teaching.

The Blue Web'n section is exceptional because it offers site referrals based on topic and age group. It also provides information specific to the needs of teachers (i.e., whether a site offers lesson plans).

Intel's Innovation in Education

When I started doing my research on the use of technology in education, I thought I would focus on corporate funding of technology initiatives-specifically those relating to bridging the digital divide.

I felt that I had won the jackpot when I learned about Intel and its programs, which include an afterschool computer clubhouse program for youth in underserved communities worldwide. I still feel that way but after doing more and more research, I found that there is or should be a dialogue about the value of technology in the classroom and practical, feasible ways of using technology to improve outcomes. As a result, many of the websites that I have found and recommended to date have focused on these issues--typically from an educator's perspective.

The Intel site though is useful because it provides working models of programs and resources for teachers that include instructional plans.

New peer-reviewed online journal on innovative ways to use technology to enhance education

"Innovate" is an new online magazine that focuses on the innovative, creative use of technology for education, not just in schools but in the workplace and community (specifically commercial and government settings the "about" section states). Viewing full articles requires registration but it's free.

Both theories and practical experiences (case studies) are presented so that visitors can have an understanding of how an idea or concept can be implemented.

The content is to be updated bimonthly and have an area with links to relevant websites.

Digital Divide explored via PBS

This site is a one of many PBS microsites. Different aspects of the digital divide are explored.

The content does not appear to be updated regularly but I found it valuable because the issues presented and the language used are accessible to non-technical people (there is even an explanation of what a PDF is!) and non-educators. Getting people of all professional background to understand the divide issues is key to solving them.

I particularly enjoyed the "voices" section in the classroom area.

An excerpt from an interview with Jane M. Healy, Ph.D., Educational Psychologist:

"A lot of parents actually think that computers are going to make their kids smarter than, for example, art or music class or maybe even gym class. And actually the opposite is the case because we know from good research that music, the arts, humanities, that broad ranges of studies and physical movement actually improve the brain. They actually make kids smarter. They help to bring together that integration of neural development of information and thinking and creativity and imagination that we are so badly going to need in the next century.

And so if you have a choice, you are certainly not going to cut those things to put in machines which have no demonstrated effectiveness at all in learning and may, in fact, be harming your kids minds. If bringing technology into any school means giving up the arts, the humanities, phys ed, library resources, time for kids to socialize together, I'd say that it is a bad allocation of resources. But in good schools where this is being done well, this is not happening because the computers are being used as an adjunct to a very rich, full program. And that is what we might hope that all our children would have an opportunity to experience. "

U.S. Department of Education: Office of Educational Technology

Straightforward and easy to navigate, this site provides a information on the current state of technology in education. Internal links include a listing of opportunities for grants.

My local newspaper does not cover the technology beat so it is difficult to know, without firsthand experience, how technology is being used or could be used in the schools. For example, there is a school system technology fair next week in town but I have heard about it from my oldest son, who will be demonstrating an application for hand-held computers there. This site gives facts on what's happening now in classrooms throughout the U.S. New initiatives, such as migrant education and distance learning for underserved classrooms, are also presented.

Craig Cunningham: "Using philosophy and the World Wide Web to elevate teaching and learning"

Craig Cunningham has academic and professional expertise in the use of technology for educational purposes. According to the CV on his website, his credentials include a Ph.D., Philosophy of Curriculum from the University of Chicago Department of Education. Currently, he is an Associate Professor, Technology in Education Program, National College of Education, National-Louis University, Chicago; Research Associate for Technology and Teacher Education, Center for School Improvement, University of Chicago, and Director of the Web Institute for Teachers.

His website offers to his publications and research papers as well as links to the Web Institute, Chicago Public Schools/University of Chicago Internet Project (CUIP), and more. Many links lead the visitor to in-depth information regarding effective, innovative uses of technology for educational purposes. Information not directly related to technology provides the visitor with insight into Dr. Cunningham's experience and approach to education.

Fears about unwise use of technology resources

1. The Internet will only replace traditional methods of student research not provide opportunities for extending learning and, if it becomes a greater reality, exploratory learning will be one-dimensional rather than enhance off-line experiences.
2. Teachers will feel pressured rather than equipped to develop and filter content
3. The digital divide will persist in homes and communities.
4. Educational content will be developed only by professional educators and not experts in a designated field.
5. Communities will rely too heavily on government funds to bridge the digital divide and create educational content.

Does Internet access=student achievement?

Does Internet access=student achievement? Americans are betting billions that it does.

President Clinton’s Technology Literacy Challenge, and the subsequent government funding, grant opportunities, and private/public partnerships, may be credited with getting public schools wired. In this 1996 State of the Union address, he introduced this challenge for education: “In our schools, every classroom in America must be connected to the information superhighway, with computers and good software, and well-trained teachers.”

Today, access to computers as well as connectivity to the information superhighway, more commonly called the Internet or World Wide Web, is nearly complete. According to the National Center for Education Statistics, Internet access grew significantly from 1994 to 2002. Ninety-nine percent of schools and 92% of classrooms in the United States were online as of Fall 2002, compared to 35% of schools and 3% of classrooms in 1994.

The heavy investment in technology, however, has not yet yielded educational returns.

In an ideally wired world, computer technology and the Internet will be used for exploratory learning and the development of higher-order cognitive skills, not just as a tool for information retrieval and reinforcement of basic skills.

Those who challenge the assumption that Internet access=smarter kids without significant effort include Craig A. Cunningham, director of the Web Institute for Teachers at the University of Chicago. He provides insight into the specific issues that should be addressed before technology will impact educational outcomes: "What we don't need is a mindless pursuit of educational technology for its own sake, without regard for the opportunity costs (what we would spend the money on if we didn't have to pay for computers and access), the educational effects (enhancing basic skills as against improving higher-order thinking skills), or the substantial changes in schooling that may be necessary to use technology effectively."

Obstacles to reaping the educational power of technology remain. They include:

• A digital divide in the homes of students separating access among haves and have-nots (31% percent of students from families earning less than $20,000/year use computers at home compared to 89% in families earning more than $75,000/year).
• Need for teacher training not only in technology but the effective use of technology in instruction tied to the curriculum (6% of teachers use the Internet as a primary source for core curriculum materials although 92% access online resources for supplementary materials)
• Need for the ongoing development and selection of online content for appropriateness and usability.
• Dearth of a instructional models that facilitate exploratory learning and the development of higher-order skills.
  

Sources:

Cooper, Eric. "President Clinton's 1996 State of the Union Address" A Chronology of U.S. Historical Documents. October 26, 20024. http://www.law.ou.edu/hist/state96.html

Cunningham, Craig A. "Improving Our Nation's Schools through Computers & Connectivity." Brookings Review, Wnter 2001 v19 i1 p41.

Department of Education Press Release. "President Clinton's Call to Action for American Eduation in the 21st Century." http://www.ed.gov.updates/PresEDPlan/part11.html

Dyril, Odvard Egil. "Online education: putting the pieces together: it is time to take the final steps to integrate technology into education" District Administration, June 2002 v38 i6 p46 (l).

Eamon, Mary Keegan. "Digital divide in computer access and use between poor and non-poor youth." Journal of Sociology & Social Welfare, June 2004 v31 i2 p91(22).

Green, Douglas W. and O'Brien, Thomas. "The Internet's impact on teacher practice and classroom culture." T H E Journal (Technological Horizons In Education), June 2002 v29 i11 p44 (6).

National Center for Education Information-Statistics. National Center for Education Information-Reports. "School net access up; digital divide remains." American Libraries, Jan 2004 v35 i1 p38(1).

Mel Levine on the Echo Boomers

I found a link to this article from the All Kinds of Minds newsletter.

My kids, as children of baby boomers, are in this generation. Specific traits and/or things that concern Dr. Levine about echo boomers are:

• taught team work rather than leadership
• overmanaged by adults
• overscheduled with little free time
• pressured to achieve
• aim to please
• traditional values
• interested in community service
• want to build things up rather than tear things down (community-wise)
• trust the government and mom and dad
• rely on word of mouth for product/service advice

Cyber Crime and Punishment (generational divides)

While I was searching for the Ellen Goodman editorial in the last post, I stumbled upon a more recent article. I see more clearly the generational divide in regards to cyber-activities, specifically illegal file sharing and worm/virus/popup ad distribution.

If anyone wants a over-30, non-academic perspective, here's one.

Favorite line and most relevant to the debate: "So there has to be something between 10 years in jail and getting sent to your room."

on why parents want self-regulating content providers

An 1990s editorial by Ellen Goodman on the difficulty of countering cultural messages appears in Dr. James Dobson's book Bringing Up Boys. I've found an excerpt of this editorial in an unrelated website and have linked to the cached version to make it easier for readers to find.

Sure parents can monitor their children's websurfing but it's hard to devote an hour a day or so to sitting idly by while a child does research or plays educational and recreational games. This practice also does not support the development of the child's independent judgment and responsibility, which are chief goals of parenting.

Perhaps non-parents will read this article and understand the struggles of parents who do want to protect free speech but also want to engender a sense of social responsibility in content providers. If not, they can understand more clearly when they become parents at some time in the future.

An excerpt from the excerpt by Ellen Goodman:
What the media deliver to children by the masses, you are expected to rebut one at a time.

But it occurs to me now that the call for “parental responsibility” is increasing in direct proportion to the irresponsibility of the marketplace. Parents are expected to protect their children from an increasingly hostile environment.

Are the kids being sold junk food? Just say no. Is TV bad? Turn it off. Are there messages about sex, drugs, violence all around? Counter the culture.

Mothers and fathers are expected to screen virtually every aspect of their children’s lives. To check the ratings on the movies, to read the labels on the CDs, to find out if there’s MTV in the house next door. All the while keeping in touch with school and in their free time, earning a living.

Great Links from Christianity Today

Here is a portal for educational content. This link will take you to the Social Studies area.

I especially liked the American Memory section from the Library of Congress. There are games and quizzes as well as other activities that present history, geography, and political science in innovative ways. The content, though appropriate for older elementary and middle school students, can be advanced; for example, there is a section on interpreting political cartoons that I found challenging but easy to use. The link to this site: http://lcweb2.loc.gov/ammem/ndlpedu/features/index.html

free play and pay for play at Learning Planet

Content that ties to grade-level curriculum is here! The games are simple to play but challenging enough to teach a lesson. In addition to the free items, visitors may become a member and access more games and activities for a $39.95 annual fee. Some of the ads are distracting (I wonder if the ads are in the members section) but the educational value is here.

Scholastic Games not for scholars

This site is promising but does not have the educational content that I expect from a book publisher. The graphics and interactivity are good but the value is limited.

The "If You Were President" activity redeems this site. Select your cabinet, create a budget, defend or explain your choices, and read newspaper accounts of your opinions. It's innovative and educational.

Memphis portal not an entrance to greatness

I have visited several school websites (identifiable by k12.state.us in the URL) and the quality typically varies from okay to excellent. This site makes my "worst" list because many of the links lead to inappropriate content.

For example, Billy Bear's Online Games has distracting banner ads and the games, though made for kids, have minimal educational content. Interactive English is educational but isn't suitable for K-12 students. The Disney link takes the visitor to the Disney Channel site, the focus of which is not on curriculum-specific topics.

There are, however, some worthwhile links for the visitor who wishes to sort through the choices.

White House for Kids, mostly great

This site focuses on White House current events and history. In the games and quizzes section, quizzes cover varied topics from the U.S. Constitution to pets. Both correct and incorrect answers come with a brief history lesson.

The Math Challenge questions (one challenge at a time) are difficult, requiring paper and pencil even at the elementary school level. That's not a big deal but you can't leave the challenge until you answer correctly. Unfortunately, incorrect answers don't lead to clues or mercy on the part of the challenge-giver. This game needs a clear exit strategy!

The rest of the site is fun and worthwhile.

textbook games and articles

Harcourt School Publishers produces this site. The search function allows visitors to search by grade and subject. There are student resources (and games) as well as teacher resources. Some of the games are adapted from CD-Roms available for purchase for use on the web.

starfall a wish come true

One of my offline audience members (my dad) told me about this site. He tutors some first graders at local elementary school but doesn't like the materials they use. So he searched for phonics on the internet and found this site. It's great!!

This site expertly combines educational content with images, animation, interactivity, and sound. Wow! Its audience is beginning and early readers or what the site authors more precisely call "emergent readers." Its purpose is to teach reading through the use of phonics.

My son loved the Word Hunt, where kids can make different endings to the sentence, "The rabbit is...." When you place "pretty" at the end, a bow appears on the rabbit; when you place "old" there, gray hair and glasses appear.

There are sections for parents and teachers, and offline resources available to students through grade 2.

web filtering - not as easy as it looks!

Web filtering is time-intensive and effort-intensive. Obviously the purpose for web filtering is to find sites worthy of mention on a blog. But there are so many sites and until I see more of them, it is premature to make judgments of worthiness. When I find a decent site, I want to let my audience know; but as I review more and more sites, I refine my criteria and change my standards for goodness and greatness.

I feel empathy for web authors and designers; with minimal funding, it is hard to create and maintain a great site that has age or grade-level appropriate educational content with games and quizzes that kids enjoy. Many of the sites that I find worthy of mention are ones that are part of a larger organization such as a television network, school system, or book publisher. The government also produces excellent sites. Still, I want to applaud all of them (small with few funds or large with lots of money) for their efforts. Although the sites may not succeed in every way I would like, the sites bring value to their audiences.

Issues reading blogrolls

I find blogrolls valuable-usually. When a blogroll is long (over 20 blogs) then the list loses its meaning. The idea of a blogroll is to narrow the infinite list of blogs, not provide a comprehensive list of blogs.

greatness-meter from ALA and me

The American Library Association-Great Websites for Kids page lists its criteria for greatness in websites. In summary: the author/sponsor of a site should be obvious and the the site should have a purpose, be appropriate for its audience, easy to navigate, and have meaningful and useful content that educates, informs, or entertains.

I think that the ALA has a great start but the criteria is general and doesn't specify what makes a site great for kids.

I find it difficult to categorize a site as great or not great so I have prepared my own criteria for what makes a site good and what else a site should have to make it great in the category of online educational games and activities.

Good:

• language, design, navigational tools, and content are appropriate to targeted age group
• headings are appropriate and understandable (i.e., games are marked "games")
• links are live and take the visitor to a desirable site

Great:

• content is aligned with curriculum
• target age group or grade is clearly stated
• original content is presented
• games, quizzes, and activities are innovative (not just wordsearches and hangman)
• a parents' guide is available
• a privacy policy is posted
• complies with Children's Online Privacy Protection Act guidelines
• kids really enjoy visiting the site
• facts and concepts are presented and/or reinforced

expert or wannabe web surfer

This site is authored by Barbara Feldman, who writes a weekly column on websites that are pertinent to that week's topic. For example, if the topic is Mars, she finds and describes five websites on Mars that are appropriate for children.

I would think that the site design would reinforce Ms. Feldman's status as a web expert rather than a web wannabe. But it doesn't. Everywhere I turn, someone is hawking something to me. If I go to hamster games, I see ads for hamster products. There are also ads to buy items made in Israel, medical organizers, a device for my elderly parents, and sports tickets. It reminds me of the carnival game hawkers at the county fair.

Even for a veteran surfer like me, separating the educational content from the advertising content is difficult. I couldn't leave my kids here alone.

Ntaional Geographic Kids consistent, fun

The National Geographic Kids' site maintains its parents' brand image (sharp images with meaty content) while appealing to kids (and their parents). The site is easily navigated and games are easily accessible.

The site does a great job of combining content with games, without sacrificing the integrity of either. I have noticed that some sites sell games that have little educational content relevant to its purpose; for example a book publisher's site may have fictional characters featured in a game but the game is similar to the games on e-zone (my kids love Lenny, an e-zone character by the way but I find the games to be of recreational value only). Game sections on some sites link to content with significant educational value but consist mainly of articles, though well-done, are not games.

National Geographic provides links to articles from games (mainly quizzes) and incorporates content into the games but does not substitute articles for games.

I also like the gentle responses to an incorrect answer: "Sorry. That's not it. Try one of the other answers." And to a correct answer: "Keep up the good work."

The only drawbacks to this site is that content is not directly tied to curriculum and kids may need to have an interest in history and animals to enjoy the content.

watching Liberation Watch

My classmate, an Iraqi War veteran, writes of news and information sites most relevant to the people-liberation and government-building efforts in Iraq. His firsthand knowledge of the people, places, and culture, as well as his understanding of technology-based communication methods, makes his blog a worthwhile place to visit for his insight and a jumping-off place to learn more about learning more. I especially enjoyed his link to Kevin Sites blog (http://www.kevinsites.net) with commentary and pictures from a journalist in Iraq.

rainbow phone protects and supports children online

The children's website section of this site has a few select links that serve as portals to more educational sites, many with games and activities.

Rainbow Phone is a watchdog organization based in Italy that helps fight online abuse of children (i.e., reports porn sites featuring children) so kids need to stay away from some of the content on this site. Still the recommendations of sites are helpful and tomorrow I will look at some of them (I have already previewed a few) and discuss these or at least one of these in depth.

make the flashing lights go away

This site features lots of ads and things flashing. The constant movement is distracting and not conducive to learning.

Categories and topics are presented nicely, though similar to a commercial directory. All links go to other pages in the syvum site. I tried the Thrillionaire game for U.S. Capitals. One miss ends a game, I very quickly learned. Although the instant feedback is nice, it is discouraging, especially when you are just getting started. I would prefer a nice try and a score at the end of a round that reflects my miss rather than starting over--of course, it wouldn't be thrilling and thrillionaire if the game were set up differently.

There are also constant pop-ups requesting permission for downloads, which my second grader is often willing to accept in order to make them go away. I've taught him to say "no" to downloads but the constant requesting in this site wins my award for the worst site today, and perhaps of any that I will encounter this semester.

Kids need to be protected from this type of site--the content may be acceptable but the crass advertising is not.

blogging credentials

When I first wrote my about me section for this blog, I wrote mainly about my status as the mother of two boys with different ways of learning. Listing favorite books, movies, etc. in the profile seemed like a way to position myself based on my social-psychological-spiritual-political-economic leanings rather than list qualifications. But after reading this week's assignment about stating my qualifications to write on this subject, I more carefully considered what my credentials are, if any, for a blog on online educational activities. I do have some! They are presented in my profile now.

Although all of my credentials are not based on academic and professional training, I will have a credential when I complete this series of courses in the certificate program. And I have done enough reading on child development that I understand discussions on this topic, and can make decisions based on informed judgment rather than personal preferences or prejudices--not that I don't have those, but I do have a bit more substance to back up my discussions.

As I read others' blogs, I will consider how the profiles present not just a worldview but bona fide credentials.

open book - voting records and donor records

On his blog, Counterframe, my classmate Dean Smith presents news in the arena of politics, big business, and media--Viacom CEO's open endorsement of George W. Bush as his choice for his president. (October 4, 2004)

But what is there to hide???

Voter registration records--complete with name, address, party affiliation, and poll visits (though not choices) are public record, accessible via the internet. Donor records of campaign contributions are also available. So why make a secret of known or accessible information? Is Mr. Redstone simply stating what could be otherwise discovered by a web searcher? Or, should CEOs use greater discretion? Will they influence consumers, shareholders, employees, and potential investors, and, if they do, is this a good, neutral, or really, really bad thing?

I know I am missing or failing to discuss key points about media giants and their influence. I suppose I have long stopped thinking of media persons as discoverers, sifters, and tellers of truth.

Seussville: Oh, The Places You'll (not) Go

Seussville is a different kind of site: being different can be good (I learned that from Dr. Seuss himself) but it isn't always a good thing.

The site opens with a choice of high or low bandwidth, and then opens to a smaller, free-standing screen--this set-up is neat but unnerving.

Most Seuss readers are early readers so reading shouldn't be a prerequisite to play games at the playground on this site. Games should be clearly labeled; that games are located at the playground is not intuitive to the busy parent or early reader.

Even I may develop self-esteem issues because of my inability to grasp the game rules quickly. The Sam I am Says (based on the book Green Eggs and Ham) game was difficult and required fast reading and quick memorization. I don't think I won; in fact, points were deducted due to my inabiilty to play successfully.

The Oh, The Places You'll Go and Catch a Thing were entertaining but not educational.

PBS Kids Games

PBS offers an excellent resource of online games, quizzes, and activities for children.

What makes it great? Online activities are categorized by television show, which allows parents and kids to pick age-appropriate activities; that is, if a show is appropriate for a child to watch, then the matching activities are appropriate for the child's level of learning. Also, program characters and story themes are reflected in the online activities so that parents can have an idea of the type of content that will be presented; again, if the television program is acceptable or desirable, then the online activity is fine also.

The games are well-designed, fun, and engaging but don't require a large learning curve like many online, non-educational games.

Topics may not mirror school curriculum but do offer the chance for kids to use cognitive skills. The Arthur games require higher-level thinking skills.