Transforming the World of Education with Technology.. Starting Points and Resources

Future  Learning

Wireless shows the way to the future ways of learning
if we can conquer the digital divide.

My friend Mano works in areas of need in rural Virginia. There are lots of us who have the aptitude to teach students. Permission is something else.

My friend Mano works in areas of need in rural Virginia. There are lots of us who have the aptitude to teach students. Permission is something else.

Tpack-contexts

There is the content divide, teachers can learn to master information on the web. Here is where to start. You will love learning the Tpack Framework. It seems complicated? Not. It is an ideational scaffolding for teaching and learning. It works and , it is free. Tpack.

http://tpack.org/

A problem that is a dividing factor for many people is the lack of access. Broadband access is a problem and the tools to use technology are a problem.

All classrooms do not look like the schema above. For one thing teachers using technology often are in an active classroom. Not a lot of sitting down happens.

Or the classroom may be a flipped classroom. In case you need a good example here is one from Edutopia.http://www.edutopia.org/blog/flip-stem-classroom-ainissa-ramirez and all flipped classrooms do not look alike.

To see how technology transforms or changes view some of the projects in the Digital Generation. The digital generation has a great introduction and then it broadens engagement from gamers to students interested in making change in their community. I love the story of Luiz.

           Technology Changing How Students Learn, Teachers Say

Nancy Palmieri for The New York Times

Lisa Baldwin, a chemistry teacher, works with her students to fight through academic challenges.

By 

There is a widespread belief among some  teachers that students’ constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks, according to two surveys of teachers released in November and confirmed in December reports. But then there is this. Digital Generation

Monica Almeida/The New York Times

Hope Molina-Porter, an English teacher in Fullerton, Calif., worries that technology is deeply altering how students learn.

The researchers note that their findings represent the subjective views of teachers and should not be seen as definitive proof that widespread use of computers, phones and video games affects students’ capability to focus.

Even so, the researchers who performed the studies, as well as scholars who study technology’s impact on behavior and the brain, say the studies are significant because of the vantage points of teachers, who spend hours a day observing students.

The timing of the studies, from two well-regarded research organizations, appears to be coincidental.

You can find the rest of the article here:

http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html?smid=fb-share

Broadband? Here is a perspective on broadband from the FCC

Where are you on the map?

                       THE CONSENSUS UNDERSTANDING OF THE FCC’S ROLE WITH RESPECT TO BROADBAND

A challenge for the FCC in recent years has been how to apply the time-honored purposes of the Communications Act to our 21st Century communications platform—broadband Internet—access to which is generally provided by the same companies that provide telephone and cable television services.

Broadband is increasingly essential to the daily life of every American. It is fast becoming the primary way we as Americans connect with one another, do business, educate ourselves and our children, receive health care information and services, and express our opinions. As a unanimous FCC said a few weeks ago in our Joint Statement on Broadband, “Working to make sure that America has world-leading high-speed broadband networks—both wired and wireless—lies at the very core of the FCC’s mission in the 21st Century.”

Over the past decade and a half, a broad consensus in the public and private sectors has developed about the proper role and authority for the FCC regarding broadband communications. This bipartisan consensus, which I support, holds that the FCC should adopt a restrained approach to broadband communications, one carefully balanced to unleash investment and innovation while also protecting and empowering consumers.

It is widely understood—and I am of the view—that the extreme alternatives to this light-touch approach are unacceptable. Heavy-handed prescriptive regulation can chill investment and innovation, and a do-nothing approach can leave consumers unprotected and competition unpromoted, which itself would ultimately lead to reduced investment and innovation.

The consensus view reflects the nature of the Internet itself as well as the market for access to our broadband networks. One of the Internet’s greatest strengths—its unprecedented power to foster technological, economic, and social innovation—stems in significant part from the absence of any central controlling authority, either public or private. The FCC’s role, therefore should not involve regulating the Internet itself.

Want to measure your broadband   http://www.speedtest.net. it is easy..

Google’s Coolest Project? Broadband

By QUENTIN HARDY
A sign in Kansas City encouraged residents to pre-register for Google Fiber.Steve Hebert for The New York TimesA sign in Kansas City encouraged residents to pre-register for Google Fiber.
  • FACEBOOKAccording to Eric Schmidt, Google‘s executive chairman, the most interesting project going on at the search giant is its high-speed broadband trials in Kansas City. (Missouri and Kansas versions)

The business, called Google Fiber, promises speeds 100 times faster than conventional high-speed Internet services. Mr. Schmidt, who was speaking at a New York Times Dealbook conference in New York, said Google was delivering 760 megabits per second to the customer, and taking 720 megabits a second from customers.

Some of our have robust broadband and others of us do not. There are tools that are used to measure broadband, that are national , and some are international.

You can measure broadband  in your community and then go raise a ruckus if it is not adequate with this tool.

     I Like this quote I dislike this quote“For the last decade, we have been amazed and delighted by what we can do online. And yet people feel increasingly powerless to stop unscrupulous individuals and companies from infecting their computers with programs that they didn’t request. The providers of Internet services and software simply must get this problem under control so the users can realize the full potential of their access to the Internet.”
 Vint Cerf quote

The use of broadband in the area of education is deep and wide, but still in its earliest stages of development. In the pre-broadband era – about 15 years ago – “distance learning” was generally conducted on a set schedule in a professional facility with the capability of satellite video to a small group able to pay a high fee.

With the wide availability of broadband this definition has been turned 180 degrees. Today an individual student can see a lecture at a time and place which best fits his or her schedule at little or no cost. Not only does broadband provide better access to coursework, but students taking those courses appear to do better than those sitting in a traditional classroom.

Broadband permits a wide variety of online learning experiences. Students can be directed to websites different from the course website. There they can stream a video or examine a famous painting; they can have an online chat with their teacher or professor; or students studying the same coursework can come together in learning communities in real time without regard to their physical geographic location. These “virtual study groups” have not been possible before the general availability of broadband.

Of greatest interest is the acceptance of adults to taking courses on-line. According to Philip R. Regier, the dean of Arizona State University’s Online and Extended Campus program, growth will be in continuing education programs In three to five years, he estimates, the current census of 5,000 continuing education students “could triple, with nearly all the growth coming online.” The use of broadband as students’ “in-home tutor” is well-documented. The ability to search the world’s libraries from a student’s home has had an enormous impact on the quality and depth of the educational experience for serious students.

Teachers who have had to use the traditional red pen to correct and edit papers and reports, can now use their computers to “track changes” and send the work back to students (and their parents) via e-mail for their review.

If education is the foundation of society, then broadband is quickly becoming the mortar which binds and strengthens that foundation.

Got Milk? Got Broadband? Then you can learn to transform using whatever tools that are  available to you with also some really good face to face , or mentoring examples.

In many urban, distant and rural communities there is a lack of the technology tools, broadband and teachers who know how to use the technology, but once we get connectivity many free resources, ideas, and projects are on line. You need the time to explore, examine, extricate the ideas for your use, learn to evaluate and to engage using your ideas and the prescribed curriculum that you deal with. There are many , many teacher groups that provide lesson plan examples and ideas.

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About Being the Best Teacher You Can Be…. Choose NASA .. the educational resources are great! You will leave dullness behind!!

5206_137672091326_268879_nI love teaching.

How can you fulfill this ? I am a Challenger Center Fellow and a Christa McAuliffe Educator. I went to minority schools. I did not have science in the elementary school. But I had NASA. Courses and workshops. So wonderful.

There are people who have given me immense gifts in the way of mentoring.NASA gave me the universe and project based learning  and the ideas about ecology. I loved learning and helping teachers to learn within the educational groups of NASA. The learning started with projects and went on to large and interesting project based learning, some of these are old, Moon Base America, The Challenger Center Initiative and the online NASA resources. I loved most the programs on Mars. I also use museums to teach with. They have a bigger budget than I have.

What an investment in teachers! You can find resources here. http://www.nasa.gov/audience/foreducators/index.html If you ever do any of the projects and are truly interested, there is much, much more and it is not at costs.


The Challenger Center is a little different but the project based learning is outstanding. You need not go to the Challenger Center, but it would be for kids, a life changing experience. There are lots of teachers who have been prohibited from this type of learning called project based learning  because it is not regurgitative test measured information. Project based learning? I loved wearing an astronaut suit and sharing information with students. I felt as if I was sharing , teaching and giving information to the children that was awesome. Here are some teacher resources. Now there is a different way of being involved.

Challenger Center for Space Science Education offers dynamic, hands-on exploration and discovery opportunities to students around the world. These programs equip students with the knowledge, confidence, and skills that will help better our national social and economic well-being. But the center also offers courses and learning experiences for teachers. There is support and there are resources. There is a cost to some programs.

Our <a href="/teacher_resources/nitrogen_main.html">Traveling Nitrogen Game</a> makes a fun activity for students to learn about the <a href="/earth/Life/nitrogen_cycle.html">nitrogen cycle</a>.  The activity includes a student worksheet ("Traveling Nitrogen Passport"), 11 reservoir signs, and stamps.  The activity is available in our <a href="/php/teacher_resources/activity.php#8">Classroom Activities section</a>, including a free html version, and a pdf version free for  <a href="/new_membership_services.html">Windows to the Universe subscribers</a>.  The Traveling Nitrogen Game Kit is available in our <a href="/store/home.php">online store</a>, including laminated signs and a set of 11 dice.<p><small><em></em></small></p>

A unique and proven teaching model – Challenger Learning Centers – gives students the chance to become astronauts and engineers and solve real-world problems as they share the thrill of discovery on missions through the Solar System. Using space simulation and role-playing strategies, students bring their classroom studies to life and cultivate the skills needed for future success. Learning Centers reach into communities around the globe, engaging more than 400,000 middle school-age students and 40,000 educators each year.

Challenger Center’s teaching model is an effective approach to strengthen knowledge and interest in Science, Technology, Engineering, and Mathematics (STEM). The McLain 2011 report examined two decades of evaluations from students who experienced a Challenger Learning Center mission, and the findings indicate overall positive gains by students. The study also recognized the psychological nature of career-choice, decision-making embedded in Challenger Center’s model. It found the hands-on simulation experiences are important contributors to that process, perhaps more than any other single experience that might be remembered as extraordinary in a young person’s exposure to STEM. In some cases it is a hard sell to the administrators. They often do not understand this kind of project or are worried about NCLB stats and so well, you are not allowed to do this project based learning. Not on the test they say. In this project you develop sophisticated knowledge that the general public may not know.

We in a 5th grade classroom, knew about the Horsehead Nebulae before the public saw it months later. It helps to talk to astronauts and scientist who care about their subjects.Horsehead Nebula

An assortment of containers and science equipment on a table
The STS-118 crew transported plant growth chambers, seeds and watering devices like these to the space station for an in-orbit experiment.

12682_493292470701096_2082112609_n

With these kinds of experiences, the imagination of children and critical thinking skills are challenged. It is not just the technology, it is the creation of the learning landscape to enhance learning.

It enhances discovery through simulation and exploration of new concepts

Explore this NASA program it is free.. and excellent..

Artists concept of 2 people sitting in a spacecraft on Mars

We connect individuals to new people and ideas and expand content beyond what was previously available.

It promotes equity by providing a diverse array of resources and experiences to those who might not otherwise be able to afford them.

It allows teachers to adapt to and to accommodate different learning styles through modularized , self -paced , just in time learning and non threatening learning

I was challenged to learn new science to be able to teach it well. It was supported with great curriculum and posters and resources.There is also this website

Windows to the Universe  What is different about this web site is that it is on three different levels and it is rich in resources.

If your principal will not let you teach during the school day. Do this.. it is fun!!!

Vic and I took this course, it is great!
Cut a pound cake in half, and what do you have? It is still pound cake, but in two pieces instead of one. What if you keep slicing and dicing the pound cake all the way down to single crumbs? No matter how many times the pound cake is cut, it’s still pound cake.

Three training participants look at materials about the solar systemAfterschool Universe training sessions are offered throughout the year at locations across the United States. Image Credit: NASA

What does pound cake have to do with the universe? Just like the chemical elements that are the building blocks for all the matter in the universe, pound cake retains its identity no matter how many times it’s divided. Pound cake also plays a key role in an activity that’s part of Afterschool Universe, a NASA-sponsored astronomy program for middle school students.

Afterschool Universe is targeted for settings outside the normal school day. The program consists of 12 standalone sessions in which students explore basic astronomy concepts.

“We saw a need for the program because existing astronomy education materials covering such topics were mostly aimed at high school students. Middle school students were fascinated by these concepts but had few options to learn more about them,” said Anita Krishnamurthi, the program’s project lead. “There’s a great potential to engage students and adults in astronomy in the afterschool setting.”

Each session usually begins with a brief introductory discussion facilitated by the program leader, followed by a hands-on activity in which students participate individually or in groups. A session typically runs about 45-60 minutes and culminates with a wrap-up discussion focusing on what was learned through the activity.

In most cases, program leaders must undergo training before they can run the program or train others to do so. Information sessions and training workshops are offered at various locations across the country, including at the NASA Goddard Space Flight Center in Greenbelt, Md.

Four training participants look at a light through cardboard tubesHands-on activities play a role in each of the 12 Afterschool Universe sessions. Image Credit: NASA

Upon completion of training, program leaders receive a NASA certificate, a comprehensive program manual, downloadable files, worksheets and evaluation forms, posters, and a kit of materials that are only available from specialized suppliers. Program leaders are responsible for obtaining the basic materials needed to implement the program. NASA encourages leaders to partner with a local scientist.

The manual provides background information and detailed descriptions of how to conduct each session, including listings of objectives, concepts addressed and materials needed. No activities require use of a computer, though the manual gives suggestions for optional Web-based activities.

Afterschool Universe, funded entirely by several grants for NASA’s Science Mission Directorate including the Chandra Mission, was developed by the education and public outreach team in the Astrophysics Science Division at NASA’s Goddard Space Flight Center in Greenbelt, Md.

Related Resources
Afterschool Universe   → 
Beyond Einstein   → 
Imagine the Universe   → 

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