The four eras of digital technology in education

Educational Technology in Context
To begin the course, Foundations in Technology in Teaching and Learning, I have had to research to come to an understanding of where technology has come from to learn where it is going. Studying 'the big picture' of technology in education leads me to understand the early perspectives that "shaped and defined" it to try to gain insight into the true role it will play in the future.

The Four Eras of Digital Technologies

1950- late 1970s: PRE-MICROCOMPUTER ERA

IBM 650 Computer Consoles, 1956
https://www.llnl.gov/news/photo_gallery/
historical_photos.html

• the first computer was used for instruction; MIT pilots are trained using flight simulators (1950)
• the IBM 650 teaches binary arithmetic to school children in NYC (1959)
• universities use main-frames systems for programming (1960-70)
• Computer-assisted instruction (CAI) emerges; universities using mainframes and mincomputers in schools (early 1970s)
• schools begin using computers for instruction and administration (mid to late 1970s)
• Luehrmann coins the term computer literacy as CAI movement declines; in 1978, Molnar warns that non-computer literate students will be educationally disadvantaged (late 1970s)

Late 1970s- 1990s: MICROCOMPUTER ERA

• the first microcomputers enter schools (1977)
• Integrated Learning Systems (ILS) are identified as cost-effective solutions for instruction; movement away from stand-alone systems towards central servers with connected machines (mid 1980s-1990s) 

1993-1998: INTERNET ERA

• the World Wide Web is born (1993)
• online and distance learning increases (1994)
• virtual schooling begins (1995)
• International Society for Technology in Education (ISTE) creates standards to guide technology skills for learners and teachers (1998)

2005- : MOBILE TECHNOLOGIES ERA

Apple iPad
http://www.ipadcreative.com/

• social networking gains mainstream popularity (2005)
• Amazon releases the first ebook reader, Kindle (2007)
• Partnership for 21st Century Skills creates framework (2008)
• iPad, the first handheld computer, released by Apple (2010)

I think the point that struck me the strongest from this, not least regarding how long educational technology has been around (longer than I have!), but the fact that the term computer literacy (Luehrmann) has been around since the late 1970s, and, even more importantly, that as far back as 1978 (before I even started school!) there was warning that that non-computer literate students will be educationally disadvantaged (Molnar). I wonder why it is, now we live in a whole world of technology, where it shapes our everyday - in the developed world at least, we are still having to justify its use and effectiveness?

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Important links:-
ISTE Standards
21st Century Skills
ICT Competency Framework for Teachers

Reading:
Integrating Educational Technology into Teaching:
Preface (v-vi), &
Ch. 1, "Educational Technology in Context: The Big Picture"

Learning Junkie Strikes Again...

In the academic year 2012-2013 I took or qualified in the following Professional Learning:-

Extended Essay Category 3 Training (IBO, Malaysia)

Google Apps for Education Teacher Certification
Presenting Read? Me? at Hands on Literacy Conference 2012 (Singapore)

Designing New Learning Spaces (Stanford University)

Professional Learning in the Digital Age (Virtual book club with the author)

English B IB Diploma Training (IBO, Online)

Flipped Classroom Certification

E-learning and Digital Cultures (Edinburgh University)

PBL Certified Teacher

Flat Classroom Certified Teacher

Most of the learning from the above is documented in this blog. 

Now, at the end of the year, not feeling the need to slow down for some reason, I have begun my Masters in Education and Instructional Technology at the University of Maryland University College.

 
This advanced degree program focuses on integrating technology in the preK-12 schools to strengthen and transform teaching and learning. The program provides the knowledge and skills needed to incorporate technology effectively into preK-12 curricula, instruction, and assessment; to develop expertise in current and emerging instructional technologies; to gain deep understanding of the role of technology in the contemporary school; and to lead change efforts at the classroom, school, and district levels.

These pages will document my exploration and learning throughout this course - which, with a full teaching job, may take some time ;)

Teaching and leading beyond boundaries

Teaching and leading beyond boundaries

I feel I completely share the vision of UMUC's Professional Education Unit Conceptual Framework to "surpass boundaries of time and place, conceptions about the limitations of students, and maintenance of the status quo in teaching, learning and leading" (p.3) as embodying the exact same standards, skills and ethos I wish to instill in my learners.

The idea that the vision of UMUC's Professional Education Unit Conceptual Framework is to empower us to teach and lead beyond boundaries is one that excites me as something I hold dear for my learners. As an English teacher, I see my role as one that is changing to meet the needs of current learning and futre needs. Literacy to me means being able to read, understand, respond and communicate via paper, pen, video, film and digital means. Boundaries exist for me in regards to traditional styles of teaching and in terms of what are perceived as my role, but I want to push them, break them down and do more.

UMUC Professional Education Unit Conceptual Framework
January 2013

Goals
My goals for this programme are not only to learn more and get better at what I do, but also to gain a solid and authentic grounding in the latest research and thinking in this field to assuage any sceptics that fail to grasp how technology can move learning forwards. I want it to empower me to make informed decisions that allow me to "implement transformational instruction" (p.3) in my classroom. I want to prepare my learners "for a changing world" (p.5) and provide "effective educational experiences"(p.5) that are personalised for each and every learner's success.

I envisage that this course will allow me to empower learners, not constrain them within notions of what education once was, but to explore what it might be, can be and will be.
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UMUC's Professional Education Unit Conceptual Framework, 25 January 2013

"A wonderful contribution to the field of global collaborative projects"

I am currently working on the culmination of my Flat Classroom Teacher Certification course, which is a collaborative Global Project Design. I have worked with a colleague from Wisconsin, USA to modify and develop my 'Dare to be Yourself' unit, designed for my Year 8 and 9 learners this term.

Originally written to address the problem of intolerance and lack of kindness, the 'Dare to be Yourself' unit, using the novel Stargirl, has been utilised to become a Global Project that can be delivered across the world and allow learners to connect and observe the similarities that exist in our world, with the hope of building individual, social and global conscience.

In preparation, the following feedback has been received from one of the course facilitators:-

Stargirl by Jerry Spinelli
from Goodreads

"AMAZING!!!! Seriously, this is one of the most thoroughly and thoughtfully planned out projects I have seen. You have chosen a timely and timeless topic that students across the globe will love. What I think is most valuable about it, is how grounded it is in English Language Arts standards that English teachers anywhere can use for an in depth unit of study. You’ve broken down the whole process beautifully with your week by week timeline and all of the resources that have been provided. The website is so well-designed and I think teachers and students alike will be energized and excited to take on this project. I love the Animoto handshake and the strong, explicit guidelines for netiquette and appropriate digital citizenship. The quad-blogging along the way is a wonderful way to develop community throughout the project and provides for rich engagement and discussion about the novel and its themes. The choice embedded in the final projects really allows students so much creative freedom to express their ideas and take action. I love the celebration/showcase piece as well...global dance in Google Hangout, too much fun!! This is the type of project that will stick with students their entire lives. Bravo!!!

I strongly encourage you to incubate this project in the Fall...it really is a wonderful contribution to the field of global collaborative projects!"

To receive feedback like this from a respected global educator with extensive experience in this field is so heart-warming. This is my first attempt at global project design and to receive such glowing feedback boosts my confidence and reassures me that I am able to compete in a blossoming field. To think that my work can contribute to "the field of global collaborative projects" is incredibly reassuring and exciting!

The final presentation happens on Sunday 19 May at 8am Singapore time/Saturday 18 May at 7pm Wisconsin time via Blackboard Collaborate and a blog will follow.