Bringing urban schools into the information age: planning for technology vs technology planning
Fishman, B. J., & Pinkard N.
The authors noticed that many schools put computers into classrooms and thought that was it. However, hardware alone would not guarantee technology-enhance learning effect.
Fisherman and Pinkard pointed out three pitfalls in computer installed schools: insufficient use of computers, lack of technology support for teachers, and no connection between technology, learning theory or curriculum. To address these pitfalls, they suggested a “Planning for Technology” model.
(This paper was published in 2001 when computers were less common in schools or at home. Today, teachers in general gain better skills and knowledge in using computer.)
7 years passed and I wonder how many schools, including colleges, are aware of the pitfalls addressed and do use computers to enhance teachings. I mean, not by simply allow students to use pre-installed software such as word processor, digital graphic processor, searching on the Internet. I still consider these as insufficient use of computers.
I am more curious: how many schools have hold teacher discussion on how to incorporate technology into curriculum to form a shared vision?
Fisherman and Pinkard’s article was valuable because the model did gave out a step-by-step solution.
In our last class discussion we realized that provide computer and Internet access did not mean Digital Divide was eliminated, because unintended use of computers was popular and the envision goal was not achieved. I have the same worry the same would happen in schools, hardware access alone does not equal to obtaining technology-enhanced learning environment.
Sunday, March 8, 2009
Tuesday, March 3, 2009
Digital Divide: is that so scary?
Lots of us agree that digital divide is the inequity access of computer / Internet.
What may be the consequence? One answer is that unable to access to them causes information inequity and further marginalized those who unable to access them, further push the digital divide gap. So in the stand point of social justice, we begin to fear.
Many people believe that digital divide is the cause of social-economic status. Say, if you can’t afford a computer and the Internet access, you fall into the victim of information and computer skill inequity. So you have a large chance to be in the disadvantage side of digital divide, just like the wealth divide and power divide.
(In the following discussion, I would like to refer computer / Internet access as “Digital”.)
I contemplate: what Digital brings to me? The answer is: I do gain information access and obtain computer skill development in a very general means. Just mention the informal learning side, say, I love taking pictures and I visit photography sites daily and absorb knowledge on camera component, accessories and digital editing skills. As for formal learning, we all use online library, Google scholar.
I can’t help thinking how popular Internet cafe is in China, which provides computers and Internet access for those who could not afford them (young people or students), to allow many activities such as studying, working, gaming, entertainment and instant message. Many times I passed the cafes simply to find young people were playing computer games or taking video chat, hanging on with net friends afar.
Digital use is voluntary. I noticed that my mom, with all convinience at hand (we had Digital at home), still prefered to use phone to connect to me. This pushed me to think that after all, Digital is a consumer product; some choose it while others don’t.
What troubled me was, the fear of digital divide pushes everyone to be Digital consumers.
Unexpected consequence of digital divide:
For those who on the weak side, they have
No Internet overuse
No video game overuse
No compulsive shopping, social networking, even blogging
Say, no Internet addiction disorder.
What may be the consequence? One answer is that unable to access to them causes information inequity and further marginalized those who unable to access them, further push the digital divide gap. So in the stand point of social justice, we begin to fear.
Many people believe that digital divide is the cause of social-economic status. Say, if you can’t afford a computer and the Internet access, you fall into the victim of information and computer skill inequity. So you have a large chance to be in the disadvantage side of digital divide, just like the wealth divide and power divide.
(In the following discussion, I would like to refer computer / Internet access as “Digital”.)
I contemplate: what Digital brings to me? The answer is: I do gain information access and obtain computer skill development in a very general means. Just mention the informal learning side, say, I love taking pictures and I visit photography sites daily and absorb knowledge on camera component, accessories and digital editing skills. As for formal learning, we all use online library, Google scholar.
I can’t help thinking how popular Internet cafe is in China, which provides computers and Internet access for those who could not afford them (young people or students), to allow many activities such as studying, working, gaming, entertainment and instant message. Many times I passed the cafes simply to find young people were playing computer games or taking video chat, hanging on with net friends afar.
Digital use is voluntary. I noticed that my mom, with all convinience at hand (we had Digital at home), still prefered to use phone to connect to me. This pushed me to think that after all, Digital is a consumer product; some choose it while others don’t.
What troubled me was, the fear of digital divide pushes everyone to be Digital consumers.
Unexpected consequence of digital divide:
For those who on the weak side, they have
No Internet overuse
No video game overuse
No compulsive shopping, social networking, even blogging
Say, no Internet addiction disorder.
Thursday, February 26, 2009
Cloud computing & distributed cognition
Somehow I connect these two concepts.
Let's see distributed cognition first.
After 3 weeks' reading, I guess now we all agree that:
1. it is a cognition process distributing between individuals & groups
2. cognition process connect internal (human) and external (invironment, including tools, aids to enhance cognition)
3. cognition across time & space. (prolong cognition)
Cloud computing:
The unitary definition has not come out yet, because its meaning and application still in evolution.
From a "hard" point, numerous computers / servers connected via the Internet (wifi, satellite) to form a super power
From a "soft" point, this super power handles numerous simutaneous requesting, filtering and outputing.
Do you see that this cloud computing fit cognition in all three of its features? It allows communication and cognition between individuals + groups + environment + time.
Let's see distributed cognition first.
After 3 weeks' reading, I guess now we all agree that:
1. it is a cognition process distributing between individuals & groups
2. cognition process connect internal (human) and external (invironment, including tools, aids to enhance cognition)
3. cognition across time & space. (prolong cognition)
Cloud computing:
The unitary definition has not come out yet, because its meaning and application still in evolution.
From a "hard" point, numerous computers / servers connected via the Internet (wifi, satellite) to form a super power
From a "soft" point, this super power handles numerous simutaneous requesting, filtering and outputing.
Do you see that this cloud computing fit cognition in all three of its features? It allows communication and cognition between individuals + groups + environment + time.
Thursday, February 19, 2009
Individual distributed cognition: incarnation?
"Incarnation" jumped out of my mind when hanging on distributed cognition. For individual, he/she extends or exchange his/her thoughts/actions to/with external environment. Strange mind, isn't it?
Distributed cognition: simple or complex concept?
Last week I figured out what was distributed cognition:
1. Human brain was unable to handle everything in mind calculation, thus it needed tools and aids. It needed pencil and paper, etc, to extend its ability.
2. Sometimes tools and aids became part of cognition, this was especially true for sophiscated matters. Without them, a cognition process would break down. Eg, I lost my data when a hard drive failure occured, I was unable to continue my contemplation before I made a recovery of previous data.
3. Social aspect (environment) brought about impact on individual cognition and group cognition. When in Rome, you think as Rome thinks. (Wikipedia: 1980s Edwin Hutchins proposed distributed cognition, one of the insights was taken from Vygotsky who emphasized social aspects of cognition)
I wonder what is NOT DISTRIBUTED COGNITION.
If tools were part of distributed cognition, then no tool was more powerful than the Internet which connected people around the globe. Cloud Computing is the product of it. Maybe, advanced artificial intelligence is in its way.
1. Human brain was unable to handle everything in mind calculation, thus it needed tools and aids. It needed pencil and paper, etc, to extend its ability.
2. Sometimes tools and aids became part of cognition, this was especially true for sophiscated matters. Without them, a cognition process would break down. Eg, I lost my data when a hard drive failure occured, I was unable to continue my contemplation before I made a recovery of previous data.
3. Social aspect (environment) brought about impact on individual cognition and group cognition. When in Rome, you think as Rome thinks. (Wikipedia: 1980s Edwin Hutchins proposed distributed cognition, one of the insights was taken from Vygotsky who emphasized social aspects of cognition)
I wonder what is NOT DISTRIBUTED COGNITION.
If tools were part of distributed cognition, then no tool was more powerful than the Internet which connected people around the globe. Cloud Computing is the product of it. Maybe, advanced artificial intelligence is in its way.
Sunday, February 15, 2009
Grassroot reporting Beijing hotel fire
The building belongs to CCTV - China Central Television, No. 1 in China. Its voice represents the government.
A high-rank official decided to celebrate Lantern Festival with fireworks. Those fireworks were so powerful that they had to be approved by the government.
As it began to burn, thousands of onlookers (well, a burning flame over 170 yards) used cellphones to take pictures / video to send to friends. In half an hour the news spreaded over the Internet.
As the building was burning, CCTV calmly reported the wild fire in Australia, with little word mentioned this striking 70 million lose (building along. with Olympic Games reporting equipments, the number can raise to 100 million).
Enraged grassroots live broadcasted the fire. It was said that the police had tried to stop the illegal firework use but was in vain. A fact was that in the past 3 years CCTV broke the law without any punishment.
In sum, the most influential network CCTV did little while grassroots live broadcasted with cell phone and the Internet (SMS, text, audio/video clips.) Professional pretends not knowing anything, amateurs did the job.
When doing the reporting, many discussion threads were deleted. Virtually grassroots fought with net moderators until they got the instruction from above allowing such discussions to continue. Even so, many posts were still cleaned up in the following day.
As the fire started, it was about 9 am in US and I was viewing a photography site and follow a thread with high quality photos live report. In the evening when I came home, this thread was no longer exist.
A high-rank official decided to celebrate Lantern Festival with fireworks. Those fireworks were so powerful that they had to be approved by the government.
As it began to burn, thousands of onlookers (well, a burning flame over 170 yards) used cellphones to take pictures / video to send to friends. In half an hour the news spreaded over the Internet.
As the building was burning, CCTV calmly reported the wild fire in Australia, with little word mentioned this striking 70 million lose (building along. with Olympic Games reporting equipments, the number can raise to 100 million).
Enraged grassroots live broadcasted the fire. It was said that the police had tried to stop the illegal firework use but was in vain. A fact was that in the past 3 years CCTV broke the law without any punishment.
In sum, the most influential network CCTV did little while grassroots live broadcasted with cell phone and the Internet (SMS, text, audio/video clips.) Professional pretends not knowing anything, amateurs did the job.
When doing the reporting, many discussion threads were deleted. Virtually grassroots fought with net moderators until they got the instruction from above allowing such discussions to continue. Even so, many posts were still cleaned up in the following day.
As the fire started, it was about 9 am in US and I was viewing a photography site and follow a thread with high quality photos live report. In the evening when I came home, this thread was no longer exist.
Thursday, February 5, 2009
Text Message in Education
Required reading:
When fingers do the talking: a study of text messaging
Faulkner, X, Culwin, F.
Abstract:
The article examed Short Message Service (SMS) activities using questionnaire and diary recording. 565 return questionnaires were collected. 265 (45%) and 298 (55%) were completed by females and males respectively. 24 mobile phone users took part in the diary study. Most participants were United Kingdom university students, others were mobile shop customers.
Findings:
People of various age used text messaging for many activities. Females slightly preferred to use text messaging than males.
Comment:
This is a phenomenon study with no obvious intention for exploring SMS educational use. I need to find an article target to SMS in education use.
Self-pick article:
Improving learning performance in laboratory instruction by means of SMS messaging
Martinez-Torres, M. R., Toral, S. L., Barrero F., & Gallardo, S.
Abstract:
The authors used a case study to compare performance difference between traditional approach and SMS service enabled approach in a microcontroller course. 142 students took the course.
Students were asked to rank the importance of 12 dimensions that impact learning performance. The authors found out that 4 top factors were significantly improved by the SMS messaging (motivation, real examples and practice, feedback), thus confirmed the contribution of SMS messaging to learning performance.
Critic on both articles:
The required article "fingers talking":
1. it was a phenominon study. Many SMS-relate issues were covered while not specificly address SMS's educational use.
2. Both authors were from UK, and citing European studies, most of them were from Finland. We need to be aware of the geographical and psychological difference.
3. This article was about mobile phone SMS environment, but not computer-generate Instant Message environment.
The self-pick article:
The learning performance measured in the research was by motivation, satisfaction, desired behavior change and desired interactions, mostly by naturalistic observation and self-report.
Somehow, it is different from what I expect: score.
When fingers do the talking: a study of text messaging
Faulkner, X, Culwin, F.
Abstract:
The article examed Short Message Service (SMS) activities using questionnaire and diary recording. 565 return questionnaires were collected. 265 (45%) and 298 (55%) were completed by females and males respectively. 24 mobile phone users took part in the diary study. Most participants were United Kingdom university students, others were mobile shop customers.
Findings:
People of various age used text messaging for many activities. Females slightly preferred to use text messaging than males.
Comment:
This is a phenomenon study with no obvious intention for exploring SMS educational use. I need to find an article target to SMS in education use.
Self-pick article:
Improving learning performance in laboratory instruction by means of SMS messaging
Martinez-Torres, M. R., Toral, S. L., Barrero F., & Gallardo, S.
Abstract:
The authors used a case study to compare performance difference between traditional approach and SMS service enabled approach in a microcontroller course. 142 students took the course.
Students were asked to rank the importance of 12 dimensions that impact learning performance. The authors found out that 4 top factors were significantly improved by the SMS messaging (motivation, real examples and practice, feedback), thus confirmed the contribution of SMS messaging to learning performance.
Critic on both articles:
The required article "fingers talking":
1. it was a phenominon study. Many SMS-relate issues were covered while not specificly address SMS's educational use.
2. Both authors were from UK, and citing European studies, most of them were from Finland. We need to be aware of the geographical and psychological difference.
3. This article was about mobile phone SMS environment, but not computer-generate Instant Message environment.
The self-pick article:
The learning performance measured in the research was by motivation, satisfaction, desired behavior change and desired interactions, mostly by naturalistic observation and self-report.
Somehow, it is different from what I expect: score.
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