Identifying an Emerged Technology at my Workplace

                        Module: 1    (EDUC 7108 – 2)   What is an Emerging Technology

Additional Technology at my School  

Anticipating: ACCELERATED READER™ ON MOBILE DEVICES: CONNECTING ...

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Imagination for technology tools in some schools are reality for others. Technology is a global issue. A new brand technology for us might not necessarily be a brand new technology in the market place. Dr. Thornburg has lifted our imagination to “one kind of technology that uses a fog cloud on which a volumetric laser scanner paints images” (2009b, p.4). The use of multimedia and hypermedia tools are becoming more of reality as we try to transcend wed 2.0 to web 3.0. The technology continuum is being stretched to an infinite limit to meet the cognitive learning theory concept of intellectual and IQ development for all students. We have seen the extraction of knowledge from the ecology of the environment. The thinking is that there is information all around that through social and academic networks active learning is assisting cognitive development. Siemens (2006) elicits, “We cannot think of new directions while we are in battles with the boundaries of existing thought and context” (p.27). The boundaries are both physical and technological. The classroom can only provide enough personal space for students and limited resources of reading material.  If we continue to rely on the overhead projector, the DVD player and the television then not only are our technology limited but also teacher centered by the available resources to the teacher. Since the development of the internet and the World Wide Web, learning has changed. Information is available at our finger tips with computers, smart phones IPod and so on. The 802.11 WiFi wireless networks have given a boost to multimedia learning but with limitation. The connections are linear within space and time. The presentation is limited without apps to being non-interactive.

Technology is being looked at as the moderator between the teacher and the students .This is true in the sense of information availability and facilitating for learning among diverse learners. Students’ interaction with content either Face to Face or online learning is a concept of widening the information window. Anderson (2010) espouses, “Content-content interaction is a new and developing mode of educational interaction wherein content is programmed to interact with other automated information sources to constantly refresh itself, and acquire new capabilities, through updates and interaction with other content sources” (p.59).

A current technology that has emerged in the last few years is being used in my school. This is a Computer Aided Technology (CAT) Model. The respective model is Computer-Managed Learning, and is provided by the Renaissance School Support Team. This technology has both Math and Reading base programs and is classified as Accelerated Reading (AR) program. The reading program is designed around reading skills for vocabulary development and is time bound. A data base for reading books at different levels is integrated and interacts with students’ performance from quizzes. The reading material essentially covers novels and fiction material. At the start of the school year students do a pretest in reading. The computer evaluates the student’s performance level and generates several data including a Zone Proximal Development (ZPD) score. The computer recommends the reading level of the student within a certain range. In this range the teacher works on improving the student’s to close the performance gap in reading.

The teacher works as the students’ mentor, coach, motivator and curator in developing reading level skills. Students develop self-efficacy and are motivated to keep reading after doing interim quizzes that shows reading level for the books they read. A recent study (May 2^nd 2011) conducted by John Hopkins University School of Education’s Center for Data-Drive Reform in Education (CDDRE) revealed that Computer-Managed Learning  showed the highest performance improvement for students and schools within the sample studied . CDDRE collected data from 85 “qualified studies” from a sample with a population of 60,000 students.  The findings revealed that eighteen schools had the highest performance of 28% improvement in reading level. Secondary schools within the sample revealed 31 % positive impact on students.

The disadvantage of the Computer-Managed Learning Program is that the reading material does not cover reading that is done in the content area of common core subjects. With the advent of the Common Core Instructional Shift, it is mandatory and being encouraged to have students develop reading skills across all subject areas. The common core standards (2011), consists of “shifts in ELA or Literacy.” Shift 1 focuses on PK-5, Balancing Informational & Literary Texts and this emphasizes “Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.” Shift 2 focuses on 6-12, Knowledge in the Disciplines and stipulates “Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.” Consequently, Computer-Managed Learning Programs will have to be modified for “Reading in the content area” in order to have better impact on knowledge building for students rather than preparation for developing reading skills. This would me a twofold gain in reading skills and content area development.  The classroom libraries hold limitation for reading materials that are current and diverse. Students therefore reach a zenith in reading and are not able to excel.

In some States there is mature (emerged) technology where students are provided with notebooks and iPads that they are able to use with a minimum 3G broad band technology for roaming. This is important for continuity in education at the end of the school day.  My school is of a low socio- economic status and is unable to purchase the necessary technology for extended learning. Thornburg (2009a) admits “The quest to bring computers to the hands of all students’ faces a stumbling block in many schools when the cost of operating system and office suite licenses are factored in.”  The Linux operating system allows for technology at low cost and availability for all students. This can be fitted with open source software and content such as the Open Office systems. Thornburg (2009a) believes we should not be locked into “proprietary systems” that are costly to maintain simply because of our familiarity with such operations. He thinks that the Linux system “will provide a robust computing environment that supports high quality software and does so at a tremendous savings” (p.5).

The Computer-Managed learning program at my school has had national positive impact on student’s performance. Recently I post-tested a group of special needs learners who were on the AR reading program. I observed there was positive improvement in reading and vocabulary development for 85% post-test compared to pretest. I believe technology along with the class teacher’s input had done a remarkable job for our students. With a cut in the school’s budget and the common core performance standard and expectation there is much to look for in closing the performance gap at my title 1 school. I support the idea of reading across the content of the curriculum. I will have to propose the setting up of the Linux technology at low cost and seek out streaming programs such as our current AR program that is able to cover content reading material across the curriculum. This is an innovation that my change agent role will have to pursue. I will have to transform my courage and actions to that of a champion. Rogers (2003) is very much aware of the role of champions “A champion is a charismatic individual who throws his or her weight behind an innovation, thus overcoming indifference or resistance that the new idea may provoke in an organization” (p.414). 

References:

Anderson, T. (Ed.). (2008). The Theory and Practice of Online learning. (2nd Ed.). Edmonton, AB: Athabasca University Press.

CDDRE. (2011). John Hopkins University School of Education’s Center for Data-Drive Reform in Education. Retrieved from: http://www.bestevidence.org/word/tech_read_May02_2011_sum.pdf

Engage New York. (2011). Common Core Shifts. Retrieved from:                                http://engageny.org/wp-content/uploads/2011/08/common-core-shifts.pdf

NYCDOE. (2011). Common Core Instructional Shifts. Retrieved from: http://engageny.org/resource/common-core-shifts/

Rogers E.M. (2003). Diffusion of Innovations (5th ed.) Free Press, New York, NY. 10020

Siemens, G. (2006). Knowing Knowledge. Edition/Copyright: 2006.publisher: LULU ENTERPRISES        or retrieved from: www.knowingknowledge.com

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. D. (2009b). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.

What is Emerging Technology? (2009) Author: Laureate. Publisher: Professional Sound Images Inc.