It’s necessary in this era of accountability for teachers to have a classroom site, and to post their pages among those of the school or district site. The name of the school or district and its logo should appear on all pages to provide evidence of an official connection and a unifying element among all teachers’ sites at the school. Unfortunately, I don’t always see this.
In the third installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker address BYOD and other mobile device strategies for blended learning.
- By Michael Horn, Heather Staker
I began this three-part investigation on using biometrics in K-12 after reading The Truth about Biometric Devices in Schools. In part 1, I defined biometrics and indicated that they are creeping into nearly every market in our society, particularly since the tragedy of September 11. There are applications used in education to authenticate transactions; control entry into various facilities; monitor time and attendance; secure access to laptops, PCs, and networks; and more. I introduced you to the most commonly used biometrics in schools, which are fingerprints and handprints, provided resources for you to make your own investigation into the nature of those technologies and products available, and left you with concerns to think about. Now I'll delve more into those issues that have been raised by parents, students, and civil liberties groups. All of this is intended to help you better decide to ban its use or buy into biometrics. Stay with me, for in part 3 we'll look at vendor claims and a sound business plan of action that leads to a security solution you really need.
- By Patricia Deubel
In the initial launch of Collaboration 2.0, Dave Nagel (2008) reported that during 2008 educators can look for "a continued trend toward more and more hosted, mashed-up, collaborative tools in education, from assessment platforms to collaborative learning tools (such as blogs and wikis) to online delivery of audio and video to full-blown productivity tools, such as Google Apps for Education and others" (p. 2). Everything on the Web sounds good.
- By Patricia Deubel
More and more schools across the country are bringing digital media into the curriculum--from digital painting and graphic arts to digital print production to digital video editing. In particular, there seems to be a surge of activity in the digital video editing space, with schools offering courses designed as either electives to fulfill an art requirement or as prep for students looking to pursue careers in production and post-production.
It's difficult to have a conversation about using cell phones for learning without someone complaining that the phones will be a distraction. These complaints are presumably made by those who have never been in schools where cell phones are used as learning tools. Those who have know that not only do teachers find distraction is not an issue, they also find students are more engaged and excited about learning.
The Consortium for School Networking (CoSN; http://www.cosn.org) recently released a report titled Collaboration in K-12 Schools: Anywhere, Anytime, Any Way. I helped produce the report as a volunteer member of CoSN’s Emerging Technology Committee, and will use it as the basis for my column.
Does educational research data tell us anything? Can it prompt us to improve what we do? The important question for me is whether research of any kind prompts me as an educator to think about ways to improve my teaching.
- By Rushton Hurley
I had the delightful privilege of moderating the FETC Virtual Conference this past May. One of the events was a Q & A with Elliot Soloway, of the University of Michigan, and Cathleen Norris, of the University of North Texas, regarding their mobile learning research initiatives. Their strong contention is that students will bring their mobile phones to school to learn--and it will happen a lot sooner than we think. It's inevitable, they say, and educators need to get with the picture.
- By Therese Mageau
Today’s students have come to expect learning on demand. They are not afraid of technology, and speed is the name of the game. They multitask, think less linearly than those of us over 30, enjoy fantasy as an element of their lives, are less tolerant of passive activities, and use their tools to stay connected with each other. Nevertheless, this situation has implications for educators.