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![Interact with ‘bots The Guide says, “Hello, Doug. Welcome to the Louvre museum. What would you like to [see]?” You say, “I want to see the Mona Lisa.” The Guide says, “Go to the left and through the arch to see the work of [Leonardo da Vinci], including the [Mona Lisa]” You say, “Who is Leonardo da Vinci?” The Guide says, “Leonardo da Vinci was an artist and engineer born in [Florence] in 1452. His work epitomized the [Renaissance]. His best known works…”](https://image.slidesharecdn.com/technology-expectations-in-education-1204583218229270-4/75/Technology-Expectations-in-Education-62-2048.jpg)
![Protea's Guide to Market Participation “ The instant resolution nature of the consignment house has an interesting effect on steady-state properties of the market. Let’s suppose for a moment that the system is seeded with a large number of random entries for both bids and postings: (b1 b2 … bN) and (p1 p2 … pN) The subscripts here denote increasing denominations of [currency], i.e. both the bids and postings are sorted within their own pools. As long as any bids are higher than any postings, the system will resolve transactions and remove those bids and postings from play. If there are any bids and postings left, which we would expect in many instances, there are by definition two domains in the market afterwards: (b1 b2 … bM) ... (pM+1 pM+2 … pN) That is, the highest remaining bid is lower than the lowest remaining posting. In other words, these two domains – known as the bid pool and the sell pool - are disjoint. They have in a very tangible sense become two separate markets.”](https://image.slidesharecdn.com/technology-expectations-in-education-1204583218229270-4/75/Technology-Expectations-in-Education-69-2048.jpg)
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Technology Expectations in Education
The document discusses technology expectations in education for the Millennial generation. It notes that Millennials are accustomed to ubiquitous computing, continuous broadband access, creating new online content, and interactive virtual environments. It recommends that schools provide these types of technologies to meet students' expectations, including handheld devices, wireless access, collaborative online documents, social media, and video sharing. The document also stresses the importance of differentiated instruction and assessing students in ways aligned with new media.
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Technology Expectations in Education
- 1. Technology Expectations inEducation Doug Adams ALTEC
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- 4. The Millennial Generation“ Millennials” “ Digital Natives” “ N-Gen”, “Generation Next” Oyayubizoku ( 親指族 ) = “Thumb Tribe” Young Japanese have become so adept at their phones — manipulating a set of cursor keys or a button-sized joystick by thumb — that some people refer to a new ' thumb culture '. ( The Daily Telegraph , August 7, 2000) “ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007
- 5. Rapid Rate ofChange New technologies are creating new methods of communication, allowing for long-distance interaction and even collaboration. What will be the effect on education?
- 6. From Scientific American, July, 1903 “ The letter of a century ago still has a certain literary value. Nowadays we only ‘correspond’ or we ‘beg to state.’ It still remains for our children to discard the forms of polite address which have come down to us. The letter of the future will be a colorless communication of telegraphic brevity. ”
- 7. Where does innovationcome from? Consumers! Current consumer electronics show us the technology that our children will be comfortable with and expect from their educational experiences
- 8. Characteristics of theMillennials Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-takers Information sifting
- 9. 21 st Century Skills
- 10. 21 st Century Skills Core Subjects and 21 st Century Themes Math, Language Arts, Science, Social Studies Global Awareness and Civic Literacy Economic and Business Literacy Health Literacy Learning and Innovation Skills Creativity Critical Thinking and Problem Solving Communication and Collaboration
- 11. 21 st Century Skills Information Media and Technology Skills Information and Media Literacy Communication and Technology Literacy Life and Career Skills Flexibility and Adaptability Initiative, Productivity, and Self-direction Social Skills Leadership, Accountability and Responsibility
- 12. Visual Ranking and 21 st Century Skills http://educate.intel.com/en/ThinkingTools/VisualRanking/ Click Student Log-In Sign In [email_address] Team ID Team Password
- 13. Visual Ranking and 21 st Century Skills In groups, sort the list from most important (top) to least important (bottom) For the top three items , double click and explain why you ranked them as most important For the bottom two items , double click and explain why you ranked them as least important
- 14. Technologies to watchSo what will our students in the coming years expect from schools? Ubiquitous computing Continuous, broadband access Creating new content, personal control Interactive virtual environments
- 15. Ubiquitous computing Computinganytime, anywhere Handheld computers Wireless connections Instant communications Seamless interactivity For Millennials, the cell phone is the REAL “personal computer” In Japan, teen computer use has dropped dramatically
- 16. Handheld computers Moreand more students use a portable computing device in their everyday lives Cell phones are becoming more powerful and flexible. Chat, text messaging, group calls Multimedia playback Digital recording (audio, still pictures, video) Calendar and planner Web browsing and interaction
- 17. Broadband Access Consumermarket Streaming video CD quality on-demand music File sharing Online games Web 2.0 applications Millennial students will have greater expectations for use of broadband access in schools
- 18. Creating New Content(Web 2.0) Users of the Web create information and have control over it Wikis, Blogs, Podcasting, Video The Web becomes truly interactive as different sites link data Aggregators/Portals – IM, Twitter, RSS Social Bookmarking, “Folksonomies” Mashups Social Networking – Facebook, MySpace
- 19. Web 2.0 StorytellingProject Workshop presented by blogger Alan Levine Outline a story idea Find some media Pick a tool to build the story 50 Ways to Tell the Dominoe Story
- 20. Wikis Wikis areWeb pages that are designed to be edited by the readers pbWiki: http://www.pbWiki.com Wet Paint: http://WetPaint.com Wiki Spaces: http://Wikispaces.com Compare wikis with Wikimatrix http://www.wikimatrix.org/ Using Wikis in Education http:// wikisineducation.wetpaint.com / My Wiki http://dadams- altec.wetpaint.com
- 21. Wiki Examples Science: http://room2-wiki6.wikispaces.com/ Language Arts: Choose Your Path Story: http://terrythetennisball.wikispaces.com/ Language Arts: Collaborative Stories: http://room4-wiki.wikispaces.com/ Social Studies: Responsibilities: http:// responsibilities.wikispaces.com /
- 22. Blogs Blogs (shortfor “weblogs”) are online journals that encourage collaboration Blogger: www.blogger.com (Remove the Next Blog Bar: http://lowendmac.com/lab/06/0328.html ) Blogmeister: http:// classblogmeister.com/index.php Typepad: http:// www.typepad.com / ePals: http:// www.epals.com/about/tour/schoolblog.tpl Compare blogging tools: http://blog-services- review.toptenreviews.com /
- 23. Blog Examples Bloggingoverview: http://blog- study.blogspot.com / David Warlick "2¢ Worth": http://davidwarlick.com/2cents/ Wesley Fryer "Moving at the Speek of Creativity": http://www.speedofcreativity.org/ Kathy Cassidy: http://classblogmeister.com/blog.php?blogger_id=1337 Bay Area Writing Project: http://www.bayareawritingproject.org/bawp41/ Students and Teacher Interaction: http://classblogmeister.com/blog.php?blogger_id=41233 Fourth Grade in NYC: http://blogs.dalton.org/edinger/ Student book on blogging (older now, but still good): http://www2.gsu.edu/~coeapd/abc/index.html THE Classroom blogger, CoolCat: http:// coolcatteacher.blogspot.com /
- 24. Collaborative Documents Wordprocessing, spreadsheets, presentations stored online Google Docs http:// docs.google.com / Google Apps http://www.google.com/a/ This page in Google Apps http:// sites.google.com/a/altec.org/student -expectations/ Zoho http:// www.zoho.com Slideshare http:// www.slideshare.net /
- 25. Aggregators and PortalsWeb sites that gather posts and information from other sites into one convenient location (using a “Web feed” such as RSS or ATOM) MyYahoo http:// my.yahoo.com iGoogle http:// www.google.com/ig Google Reader http:// www.google.com /reader Bloglines http:// www.bloglines.com / 4Teachers.org Dashboard http://4teachersblog.blogspot.com
- 26. Social Bookmarking Bookmarksare stored remotely using a service, accessible from any computer. Delicious http:// del.icio.us Stumble Upon http://www.stumbleupon.com/ Digg http:// digg.com Slashdot http:// slashdot.org
- 27. Video Sharing YouTube http://www.youtube.com YouTube’s ALTEC channel http:// www.youtube.com/altecvideos TeacherTube http://teachertube.com Help with creating video: Kidsvid http:// kidsvid.altec.org /
- 28. Mashups Combining contentand tools from multiple sites to present information in a new way. 10x10: Words and Pictures that Define the Time http://www.tenbyten.org/10x10.html ZipSkinny http:// zipskinny.com / Flickrvision http:// flickrvision.com / Earth Album http://www.earthalbum.com/ Visited States http:// douweosinga.com/projects/visitedstates Gapminder http:// www.gapminder.org /world
- 29. Crowdsourcing Using peopleto perform tasks computers can’t CAPTCHA - differentiating between humans and computers http:// www.captcha.net / ESP - http:// www.espgame.org / Peekaboom - http:// www.peekaboom.org / Phetch - http:// www.peekaboom.org/phetch / Flickr Library of Congress - http:// www.flickr.com/photos/library_of_congress / Amazon Askville - http://askville.amazon.com/Index.do Swarmsketch - http:// swarmsketch.com / Crowdsourced journalism
- 30. Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science
- 31. Concerns with Web2.0 Assessment Clear, complete rubrics Student participate in setting criteria Assess the right things Resistance by parents, administration Time Accessibility Wes Fryer: Oklahoma more restrictive than China Taylor the Teacher: No blogs allowed
- 32. Attitudes in theMillennial World “ Our knowledge comes from the intelligence of the mob . There are websites that let us view user ratings on news , bookmarks , urban definitions , wines , burritos , beers , and videos . I want to have that same experience when searching for my first home. Show me what the community thinks. Give me the data the way I am used to receiving it…. ” -- Beam Me Up Jimmy - A Look At Tomorrow's 1st Time Home Buyer http:// realestatetomato.typepad.com
- 33. But I don’tbelieve that people will want to live in a world that is so… VIRTUAL From Scientific American, Aug, 1902: [C]hildren cope more easily with the new necessities of life, and new arrangements which perplexed their parents become habits easily borne. Thus we may imagine future generations perfectly calm among a hundred telephones and sleeping sweetly while airships whizz among countless electric wires over their heads and a perpetual night traffic of motor cars hurtles past their bedroom windows. As yet, our nervous systems are not so callous.
- 34. Differentiated Instruction Adaptingeducational activities and instructional approaches to meet the needs of all students within a single classroom Students vary in a number of ways Background Knowledge/Readiness Language Skills Learning Styles/Preferences Interests more?
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- 36. Differentiated Instruction ContentStudent selection of topics/interests Compacting the curriculum Accelerated or remedial activities Example: ThinkTank ( http://thinktank.4teachers.org )
- 37. Differentiated Instruction ProcessVary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities Example: RubiStar and PBL Checklists ( http://rubistar.4teachers.org/ ) ( http://pblchecklist.4teachers.org/ )
- 38. Differentiated Instruction ProductAllow students to demonstrate knowledge in a variety of ways Vary performance expectations Example: KidsVid and Web Poster Wizard ( http:// kidsvid.altec.org / ) ( http://poster.4teachers.org/ )
- 39. Collaborative Research withNoteStar Students organize topics, assign topics to group members Take notes as they do research, right in the browser window Track source material and citations Organize notes to prepare for writing http://notestar.4teachers.org
- 40. Gaming in EducationDo not, my friend, keep children to their studies by compulsion, but by play -- Plato, Republic. Games have been widely used in education throughout history Athletics Debates Spelling bees Classroom Jeopardy Most common use is in assessment
- 41. Gaming in EducationThe 1970s saw a dramatic increase in the use of games for educational purposes "As the true character of gaming as a unique communication form becomes clear, its use… will become pervasive” Richard Duke (1974), The Future’s Language In the 1980s there was a focus on basic skill development – Reader Rabbit & Math Blaster
- 42. Games and VirtualWorlds Video games represent a significant medium, on par with film and television Spider-Man 3 opening day - $60 million Halo 3 opening day - $170 million Computer-based games are far more likely to appeal to females More interactive than console games Puzzles, word games, 3D Virtual worlds
- 43. Simulations Simulation: areproduction or representation of reality Some simulations can be games Sim City Zoo Tycoon “ Serious games ” Some simulations may not be games Economic models Cinematic re-enactments Anatomical or geographical exploration Incidental Learning
- 44. How Games TeachActivity – the game depends on learner not being passive Engagement – longer time on task, greater involvement, rewards X2: Exploration and Experimentation – support creativity, scientific thinking, opportunity for (relatively consequence free) failure
- 45. How Games TeachFrequent achievement – smaller tasks with individual rewards, motivating Expanding competence – scaffolding and breadcrumbs No right answer Working within a set of rules Language – signs, symbols, slang all promote language skills. Game literacy = world literacy
- 46. How Games TeachSocial nature Identity and empathy – students identify with characters and situations Simulation – students can explore situations that are otherwise impossible Practice – drill and repetition
- 47. How Games TeachApplication – learn and apply new knowledge Context – relationship between objectives and game content Feedback cycle – analysis > decision > feedback > analysis
- 48. How Games TeachMultimodal – text, images, sounds, symbols, actions Reflection – emphasis on thinking, problem solving rather than “twitch” Mastery – Experienced players teach new players, experts become mentors Challenge – game players seek out difficult or challenging tasks
- 49. Incidental Learning Systems-basedreasoning - reasoning about some phenomenon in terms of a system Understanding feedback - understands relationships among system components Model-based reasoning - evokes a model to understand some system in the virtual world Model-testing & prediction - compares model’s predictions to actual observations Mathematical modeling - proposes mathematical model to describe relationships in system Mathematical computation - explicates some mathematical computation not given by game -- Constance Steinkuehler , UW-M, 2007
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- 51. Limitations of GamesContent Alignment with standards Inaccurate information (most games aren’t designed to be “educational” at all!) Fidelity of simulation Transfer of skills Content skills Thinking skills Pedagogical skills
- 52. Therapeutic Applications ofVirtual Environments Psychological Phobias ( SpiderWorld , flying, speaking) Sports psychology Post-traumatic Stress Disorder Physiological Distraction (exercise, games, ChocolateWorld) Pain relief ( SnowWorld )
- 53. Virtual worlds canbe: Immersive Interactive Persistent Compelling
- 54. Immersive Three-dimensional world,often with a first-person view Modeling of realistic environments Terrain Weather Passage of time (night/day, food) Surface modeling Modeling of imaginary or impossible environments
- 55. Interactive More than500,000 players at any given time… Wide variety of communication channels Person to person Group chat Broadcast messages Interact with computer-controlled characters
- 56. Persistent Player charactersretain what they earn from one session to another Some games allow substantial environmental changes driven by players In all games, the world continues whether YOU are logged in or not.
- 57. Compelling Typical playerspends 22 hours per week in the game (Yee) Players described the game as an “addiction” “ NeverRest” or “World of Warcrack” 40% say they spend more time in the world than they do at work (Castranova) 25% are online for more than 40 hours per week (Haran, BBC News) 25% report they would spend all of their time in the world, if they could (Yee)
- 58. Fine, but howis it educational? Don’t we want all of our educational experiences to be: Immersive Interactive Persistent Compelling What would you do with your students if you could visit a virtual world ?
- 59. Historical visits ExploreColonial Williamsburg and see what life was like at the time of the American Revolution
- 60. Historical visits Learnabout pyramids by seeing them as they were being constructed
- 61. Other virtual explorationDifficult or expensive Space , ocean, volcano International visits Microscopic or invasive Explore an anthill Inside a cell Futuristic or imaginary Alice in Wonderland Martian colony
- 62. Interact with ‘botsThe Guide says, “Hello, Doug. Welcome to the Louvre museum. What would you like to [see]?” You say, “I want to see the Mona Lisa.” The Guide says, “Go to the left and through the arch to see the work of [Leonardo da Vinci], including the [Mona Lisa]” You say, “Who is Leonardo da Vinci?” The Guide says, “Leonardo da Vinci was an artist and engineer born in [Florence] in 1452. His work epitomized the [Renaissance]. His best known works…”
- 63. Interact with otherusers Chat window Could support simultaneous translation Voice Currently, supports voice to voice Could support voice to text eventually
- 64. Virtual exploration “Fieldtrip” can can have a negative connotation for many of us Applications Interactive two-way video (live) Virtual tours (canned) Simulations Telescopes in Education http://tie.jpl.nasa.gov/tie/index.html
- 65. Other virtual explorationDifficult or expensive Space , ocean, volcano International visits Microscopic or invasive Explore an anthill Inside a cell Futuristic or imaginary Alice in Wonderland Martian colony
- 66. So, when willwe see all this stuff in schools? Some of it we can see now The rest, we will see it become more and more common in schools When it is in the home When the users expect it Probably not long after it becomes mainstream
- 67. Economics in VirtualWorlds Thousands of buy and sell transactions occur daily, as players trade items that their characters acquire within the game Computer to Player, Player to Computer Player to player In game IRL (in real life) – http://www.playerauctions.com Economic transactions impact on real world Real economic and social models can be explored
- 68. City of HeroesDiscussion Topics 7/20/07 http://boards.cityofheroes.com/ Speculative markets Variants on auction strategies Market functions and mechanics Arbitrage “Trading transparency”
- 69. Protea's Guideto Market Participation “ The instant resolution nature of the consignment house has an interesting effect on steady-state properties of the market. Let’s suppose for a moment that the system is seeded with a large number of random entries for both bids and postings: (b1 b2 … bN) and (p1 p2 … pN) The subscripts here denote increasing denominations of [currency], i.e. both the bids and postings are sorted within their own pools. As long as any bids are higher than any postings, the system will resolve transactions and remove those bids and postings from play. If there are any bids and postings left, which we would expect in many instances, there are by definition two domains in the market afterwards: (b1 b2 … bM) ... (pM+1 pM+2 … pN) That is, the highest remaining bid is lower than the lowest remaining posting. In other words, these two domains – known as the bid pool and the sell pool - are disjoint. They have in a very tangible sense become two separate markets.”
- 70. Virtual Markets inEducation Virtual Markets allow users to trade using virtual money – no real cash As people invest in a particular “property”, the price goes up, as demand goes down, so does price. Virtual Stock Exchange Hollywood Stock Exchange Inkling – allows anyone to create their own market