Nortel LearniT Resources

The Guardian (of the UK) is reporting on several recent initiatives to harness the near ubiquitous nature of cell phones for education and learning. This piece points out that many mobility applications in education connect with students who have trouble connecting with more traditional forms of learning.

I wonder if these (and other) initiatives are focusing on ‘equal to’ instructional objectives or if they are broaching higher achievement goals?

Would there be interest among schools to integrate training on how to use m-Learning from Nortel LearniT?

“Effective Access: Teachers’ Use of Digital Resources in STEM Teaching” takes a specific look at how high school teachers use digital libraries in their classrooms. The Education Development Center (EDC) was one of the earliest recipients of the National Science Foundations’ (NSF) National Digital Science Library grants (NDSL). While the report is not ‘generalizable’ to all HS Science teachers, it offers an affirmation of many de facto interpretations as to the obstacles to broader adoption and more effective use of technology infused into teaching.

What I found most intriguing in the report was the sense that there is a major disconnect between developers of digital resources and users. This issue is at the core of Nortel LearniT’s strategy to instead focus on building the capacity of users (teachers and students) to create digital resources that THEY need to enhance their instruction, as opposed to promoting a centralized production model (the source of the current ‘disconnect’).

Does this make sense to you?

One of the best things about attending NECC is meeting so many talented and fascinating people. We are always happy to hear from teachers and students we’ve met, and learn about the wonderful things that they have been doing with technology infused learning. We met Jennifer this year at NECC and she dropped us a nice note to follow up on our meeting. We learned that she works with Gifted kids in Pennsylvania and is a fan of ASCD’s Understanding by Design. We also are impressed with her review of Todd Oppenheimers’ book “The Flickering Mind”.

As for you, please take a moment to drop us a note and share the great work that you’ve been doing! staff@NortelLearniT.org

Much has been written and discussed concerning the role, and potential, of video games in student learning. A recent article in Converge reports on the University of Wisconsin’s conference on games and learning. In the piece, the author draws a linkage between the attributes of a well designed video game that is created for educational purposes, with those of a good teacher. He writes “They (teachers) know how to engage and motivate students to pay attention, and to keep focused for long and productive periods on specific learning activities”. He goes on to suggest “Like good teachers, the video games generate social excitement and energy that spill into planned activities.”

Do you agree with the author and what are your thoughts concerning the trend to explore this nascent phenomena of harnessing the power of videogaming for the purposes of academic pursuits?

This recent report found that the number of teenagers using the Internet has grown 24 percent in the past four years and 87 percent of those between the ages of 12 and 17 are online. Compared to four years ago, teens’ use of the Internet has intensified and broadened as they log on more often and do more things when they are online. Compared to four years ago, teens’ use of the Internet has intensified and broadened as they log on more often and do more things when they are online.

After years of emphasizing the need to support the use of technology in the classroom, a recent study shows that it is still underutlized due to insufficient professional development. This article in the Courier Journal described how most of the $30 million spent on computer technology in Jefferson County public school classrooms in the past decade is not helping students learn. The leading cause behind this conclusion is no surprise in that investments in hardware and software are made with inadequate support for the teacher to find time to learn how to use these tools effectively.

One of the keys to solving this dilemma is to embed training in the experience of using the technology. Simply put: learn by doing. Couple this with the natural interest that kids have in using technology by channeling their interest towards learning objectives.

What do you think?

What are students saying about Nortel LearniT training and instruction?

Thank you so much for coming to our school and helping us to understand the programs on the computer. You were a great joy to look forward to on Mondays. I have learned some great things. Thank you. Robin

Thank you helping us with computers. My homepage rocks. Krystal

Without you I woundn’t have had the chance to become a computer whiz. Zara

Thank you for all of the time and effort you put into our school. You’re awesome. Thank you for the pictures. Take are and thanks again for everything. Kyla

I appreciate everything that you have taught me. Thanks, Cara

Thank you for everything that you have done. You have taught me a lot about PowerPoint. Amanda

Thank you Cathy for a fun time. Veronique

Be sure to check out presentation sessions on the show floor, Booth # 2228

For presentations details visit:
http://www.nortellearnit.org/EventsMain.aspx

As the National Educational Computing Conference (NECC) gets its 2005 show underway the question that has been bothering me is, what, if any difference is there between Technology Integration and Technology Tools?

I thought that I had a clear understanding before I was deluged with emails from vendors and presenters who are going to be at this show. Technology integration is where the emphasis is on the core instruction and there may be some use of technology to either illustrate key learning objectives or to demonstrate how they can be applied in varying situations.

But today, it seems everyone has claimed the label of being about ‘Technology integration’ and it has greatly expanded this definition. Technology tools such as eLearning applications, ed tech software and hardware all claim that they permit, support or even deliver integration within instruction.

So the term itself may not be as relevant as it was just a short time ago. At its root definition, technology integration once meant that it (technology) was to be carefully woven with a specific objective or task. Perhaps today’s definition is simply being about the act of using or having technology included in the educational process.

I’m not saying that the broadening of the use of the term is necessarily a bad thing, I just think that the goal of de-emphasizing the role that technology plays is to focus on the end result of helping teachers to teach, and students to learn. So what does technology integration mean for education? I believe it should not be about imposing new ways to use technology in the classroom or creating additional tasks for teachers and students to have to accomplish using tech tools because they are available.

As you begin your summer, or as you head to NECC, or if you are hard at work in continuing your pursuit to provide and improve the educational system, I would love to hear your thoughts on what has happened and more importantly, how at this moment in time, we have the potential to truly transform education by inspiring learning.

This article has caused quite the buzz up here. Good to know what others are saying…

http://www.macleans.ca/topstories/education/article.jsp?content=20050606_106930_106930