Review of Top ten Tech prediction…
Review of Top ten Tech predictions for 2011 – By Chris Dawson
I personally have some difficulty with the idea that education is a marketplace. For many years I believed that classrooms should be commerce-free, but I now realize, particularly since starting this MET program, that the digital learning experience has a price-tag. With all the upcoming technological trends it is thus important to evaluate their educational value whether from a venturer’s, a learning technologies specialist’s or an educator’s perspective – as all three seem intricately linked. I chose to review the Top 10 Tech predictions for 2011: Chris Dawson’s Top 5 Ed Tech Predictions for 2011, as well as Adam Garry’s Top 5 Ed Tech Trends. I felt that this type of technical review would be complimentary to my view as both an educator and a prospective venturer. Since the 5 trends presented concentrate on learning platforms I also thought that this would also lend itself well to adult learning and teaching – where my interests lie.
Overview of Adam Garry’s Top 5 Ed Tech Trends\Predictions for 2011
Learning initiative vs. tech initiative
I completely agree with Adam Garry, Dell’s manager of global professional learning, as he relates that learning platforms need to be well designed and integrated to provide a basis for learning with technology. I love their quote ‘1:1 should be a learning initiative instead of a tech initiative’ – I agree. So many times teachers simply throw in technology just for the sake of it, but technology should be an integral part of learning.
Personalized learning vs. differentiated instruction
The idea of truly personalized learning, according to Adam Garry, is an achievable goal, as we step away from LMS to learning platforms that allow students to access a multitude of digital learning tools. I particularly found it exciting to imagine platforms that can offer personalized formative and summative assessments, as well as provide learning based on students’ learning styles and specific needs. Adam also relates that Web 2.0 tools could further provide more authentic opportunities for learners to assess their learning. Product-based web 2. 0 tools can encourage students to ‘show’ their learning in creative ways, allowing them to demonstrate their understanding beyond standardized tests.
As an educator I believe that this is the way of the future, and from a venturer’s point of view I can imagine many possible learning ventures that could cater to this form of learning and teaching.
Of course the 1:1 learning theory is for many school boards and learning institutions financially impossible, for the idea of personalized learning requires restructuration of the school system – a challenge and long-term goal at best. The integration of such technology is also a big reminder of the digital divide that exists . . .
Overview of Chris Dawson’s Top 5 Ed Tech Predictions for 2011
This report on the top 5 Ed Techs for 2011, is simple (for the newbie like myself) and can be of interest to both educational specialists and venturers alike.
Tablets
Dawson feels these devices are going to be essential when envisioning the 1:1 learning initiative. The tablet is both a tool that allows easy access and creation of content, while it also provides easy access to the internet and to e-textbooks. Some tablets are compared, such as the Inspiron Duo, the Android 3.0, the second generation I-Pad – but further research would need to be made to really compare the pros and cons of the different makes. Dawson promotes these devices as inexpensive, but I believe that the initial investment would be beyond most school budgets.
Thin computing
Thin computing is a whole new concept to me, and as an educator offers particularly attractive applications providing the possibility to store large amounts of information, and ways for students to communicate. The author covers a wide variety of products, such as Windows MultiPoint Server, Linux-based MultiPoint competitor, Google’s Chrome Notebook, VNC and Citrix applications, which, according to Dawson, appear to be relatively inexpensive devices and IT products. Unfortunately, this report does not offer much detail about these devices and products and further exploration of each would be necessary to see which one fits best for specific educational settings.
Cloud-Based Tools
Chris Dawson boasts that Google Apps, Live@Edu, and Journ(i)e are social learning platforms that allow students to submit their work online. I feel that this is a way educators could motivate students to learn in creative ways. Because these are free apps they also provide an inexpensive learning platform. Despite the popularity of these tools, once again educators have to be willing to explore and become familiar with these apps to properly integrate them within their course curriculum.
E-textbooks
According to Dawson, Kindle is a limited tool; although it provides a great way to carry a great deal of reading content there are now other tools that offer more. The iPad, tablets, Google eBooks, open source books, as well as sites that produce teacher and student content provide a variety of digital assets that are for the main part free and accessible. As an educator I believe the fact digital assets are more easily accessible is of outmost importance. This trend particularly opens up learning venture possibilities for the broader community of global educators.
References
Dawson, C. (n.d.) Top 10 Ed Tech predictions for 2011.Retrieved May 15 from ZDNet Education.
http://www.zdnet.com/blog/education/top-10-ed-tech-predictions-for-2011/4382
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Dave Horn 6:02 pm on May 16, 2012 Permalink | Log in to Reply
Hi Marie
I very much agree that “1:1 should be a learning initiative instead of a tech initiative” and when we first started to look at building technology into our learning platform it was the technology driving the decisions and not the pedagogy (this was largely a function of it being the easiest for the IT department). We have remedied the problem and made sure pedagogy is driving the bus, but there will still be difficulties and require, as you noted, concerted effort from the teachers to implement the plan.
I think this was a solid review of the review. Would you seek it out again?
mariefrancehetu 4:31 pm on May 17, 2012 Permalink | Log in to Reply
Hi Dave,
At our school we still have to work at building a bridge between the learning and tech initiative. Essentially there is little communication between the IT team, the educators and the folk who hold the purse strings. Thus it makes it hard to have and use technology that fits within the established curriculum. It is up to the teachers to take the time to foster some technology within course delivery – but this is time consuming and many teachers simply abandon the idea, either from the lack of skills or time.
We still have a long way to go to achieve learning initiatives that go hand in hand with tech initiatives . . .
karonw 8:14 pm on May 16, 2012 Permalink | Log in to Reply
Hi Marie,
Great critique analysis, although the authors stated that the tablets implementation is inexpensive but I must agree with you that it would be expensive and will most likely go over the budget at the end. For example, if the iPad was being used the apps are not for free and there will be additional cost for that. Even for tablets such as andriod based ones have free apps for students to use, we also need to put into consideration that these tablets will need to be refreshed at some point, updating and servicing may be needed hence this would also add an additional cost such as labour fee and etc. The technology itself can be inexpensive but the implementation as a whole can be expensive.
Just my thoughts.
– Karon
mariefrancehetu 4:46 pm on May 17, 2012 Permalink | Log in to Reply
Hi Karon,
I agree that implementing a 1:1 teaching\learning philosophy using tablets for example would be quite expensive. However, if technological tools are used fully within the course curriculum, it could also save on purchasing books and other gadgets like calculators and computers, ipods and so on. Tablets can be passed down to other classes as well. I think what’s important is to consult educators on what technological tool could be used and how it would be used before purchasing anything.
If schools purchase tools that appear less expensive, but are limited in how they can be used, then perhaps they end up being a waste of money in the end. At my school, an Ipod has been bought for each student and teacher. At about 300$ each these tools are hardly ever used . . . However, if Tablets had been bought instead, our FSL classes could have used them as dictionaries, to blog, to read news items and so on – to name but a few uses for both class and homework assignments. So in the end it would be a better long-term investment.
Thanks for sharing your thoughts Karon
Bridget 4:20 pm on May 17, 2012 Permalink | Log in to Reply
Hi Marie-France,
Thanks for the review.
I agree with the statement that “1:1 should be a learning initiative instead of a tech initiative”. I see it having two meanings; student learning and teacher learning. Sometimes, what starts as a tech initiative, becomes a valuable learning experience for the teacher. The increase in confidence and experience can then take the focus off technology and allow the teacher to see the initiative as a learning one. It can be a matter of perspective.
I sometimes begin to use a tool because of its promised technological value and once i see what it can do, my focus changes to the pedagogical.
Bridget
mariefrancehetu 4:56 pm on May 17, 2012 Permalink | Log in to Reply
Hi Bridget,
You bring up an important point, I do believe that for many teachers fostering technology within their course curriculum is an adventure . . . it takes time and energy to find just the right tool, app or web site to integrate to your lesson.
I find achieving a learning initiative with technological tools requires research and lots of trials and errors. The most challenging aspect is trying to foster technology within a strict curriculum. Most conventional curriculae leave little room for creativity and are especially focussed on performance and achieving set standards.
Although there are many challenges to surmount, I do feel that it is well worthwhile to explore technological tools and slowly integrate them within course delivery.
Thanks for sharing your thoughts Bridget.
mackenzie 3:39 pm on May 18, 2012 Permalink | Log in to Reply
Hi Marie-France,
I like the many ideas you mention in your critique, in particular the Tablet. I have heard of teachers (abroad) that use them in conjunction with Smartboards. Each student is given a tablet and can collaborate as a class on the board. This way the teacher isn’t leading the learning and can walk about the class observing and facilitating students were needed. As a Math/Physics teacher I can think of a myriad of constructivist learning approaches that would marry with this design. This could also work with laptops and Elluminate (online whiteboard software with chat and video)….a more economic approach.
Cheers, Steve