ACU Connected Leads the Way

As high school students prepare for higher education, we as teachers want to make sure that they leave us with the skills they need to not only be successful in college, but also in the workplace. Over the past five years, the availability of mobile technology has changed dramatically. With those changes, the skills required in the workplace have changed, and as they should, the skills that students are acquiring in college have changed. enGauge (2003) points out that some of the skills required of workers in the new digital age are collaboration, interactive communication, and effective use of real world tools (p. 12). With this shift in mindset, schools are beginning to offer a different way of learning to help students attain those skills.

 

It was just a short time ago that Apple introduced the iPhone, which revolutionized mobile communication across the country. Since then, other companies like Samsung and HTC have followed suit in creating mobile phones similar to the iPhone, and other devices, like the iPod Touch, have made communication and computing more accessible to the masses. A side effect of this change is that many schools have begun incorporating mobile technology in their classrooms.

 

Universities like Abilene Christian University have gone the added distance of providing such devices to incoming freshman to help them collaborate with peers, stay connected beyond the classroom walls, and facilitate the learning process. The result of the ACU Connected initiative is that learning at ACU has made the transition from teacher centered learning in which students are constantly in search of what will be on the test and answering the question of “when will I need to know this?” to becoming more student centered. Student centered learning creates an atmosphere in which students take greater ownership in the learning process by engaging in meaningful discussion and producing work that is representative of the content they are to be learning. Dr. Dwayne Harapnuik (n.d.) adds that “Perhaps one of the greatest benefits to this active and dynamic approach is that leaners [sic] are engaged in the knowledge-creation process and no longer just view themselves as passive recipients of information but rather contributors” (n.pag.).

 

View the following video to see examples of student attitudes and the impact of the ACU Connected initiative:

 

The endeavor of providing mobile devices for the classroom began at ACU in 2007, when faculty began exploring the idea of bringing mobile devices into the classroom. Since then, the program has been well received as student participation has been high and faculty perceptions have been very positive. When asked of their experiences in using iPhones in their college classes, students like Mark Foster have praised the program by saying:

 

"Mobile learning is allowing students to have more engaging experiences in the classroom. When a teacher comments about something you want to know more about, you can pull out your iPhone and search for additional information. It encourages students to learn more." (Abilene Christian University 2009-10 Mobile Learning Report, p. 4).

 

Increased collaboration and communication at the higher education level using these devices has come in many forms. Teachers have the ability to share information before and after classes, as well as use class blogs and forums so that students can collaborate outside of class. As well, students can use their devices to take advantage of podcasts and videos that are made available on the internet by their instructors, or create their own content using their phones or tablet devices. Finally, by having mobile devices in hand, teachers can give out last minute tips and reminders to students, allowing seamless communication and adding less confusion about due dates and assignment guidelines.

 

As institutions of higher education begin to integrate technology in the ways we have just discussed, high school administrators and teachers are more aware of the pressures to begin incorporating the same skills and tools into their classrooms. Teachers at Wolf Creek Public Schools have found that allowing students to use technology in the classroom has created a shift in learning and skills: “The switch to personal mobile devices has moved the focus away from getting information to learning and asking questions” (Roscorla, T., 2011). Author Tanya Roscorla goes on to quote superintendent Gary Spence in saying, “It's about enhancing and building excellent learning environments. It's not a tech goal; it's a learning goal” (Roscorla, T., 2011).

 

High schools don’t necessarily need to take on as large a task as Abilene Christian University in providing iPhones to students. However, we can use ACU Connected as a model to begin integrating more technology by allowing students to bring their own devices to school. This will require a change in mindset on the part of our schools, but allowing this change will free students from the passive role of listening and absorbing, and give them the ability to explore, create and communicate beyond the walls of the classroom. A “Bring Your Own Device” rule will allow students who have devices to begin using them in productive ways, such as responding to in class polls, adding information to blog discussions, or researching information on the fly. To accommodate students without such devices, schools might utilize grant dollars or donations to provide wi-fi enabled iPod touches. An effort this size will invariably create opposition from some teachers, so we will need to proceed at a slow pace. A pilot program could include those teachers who feel comfortable integrating mobile technology into their classrooms. Afterward, successes and failures can be measured to make changes to the program, and then the pilot group can train other faculty members on integration techniques.

 

As high school teachers, although we may be resistant to allow students to use phones, tablets, and other handheld devices in school, we are just embarking on an innovation in learning that has already created a great amount of change. As always, students that leave our building will be adequately prepared for college if we are able to impart the book knowledge we have always given them. But, they will be more prepared if we are able to pass on twenty-first century skills that enable them to collaborate and work in a digital age.

 

References

 

• Abilene Christian University 2009-10 Mobile Learning Report. Abilene Christian University. 2010. PDF file. Retrieved from http://www.acu.edu/promise/innovative/mlreport2009-10.html

• enGauge. (2003). Twenty first century skills for twenty first century learners. Retrieved from http://pict.sdsu.edu/engauge21st.pdf

• Harapnuik, Dwayne. (n.d.). Engaging and student centered. ACU connected blog. Web. 25 July 2011.

• Roscorla, Tonya. “Wolf creek public schools embraces byod, puts pedagogy first.” Converge Magazine, 5 July 2011.  Web.  25 July 2011. 

.

 

 
For more information, view the following video regarding student use of mobile devices at ACU:

Technology Trends Review

As high school students graduate to the halls of higher education, the experiences that they encounter differ from their secondary school learning due to the use of technologies that have emerged within the last five years. Through studies conducted at various institutes of higher education and through trends identified in the marketplace, we can capture a glimpse of the experiences or which high school students need to prepare as head to college. As teachers and library media specialists, we need to address these student needs by becoming apprised of the shift that has occurred in our institutes of higher learning. This includes an understanding of the emerging technology trends and their impact on education, the need for proper teacher training, and the impact on the student.


The Horizon Report (2006 – 2011), has consistently indicated over the last six years that there are key emerging trends that will have an impact on education. Those trends include mobile computing, use of e-books, cloud computing, and user created content. Other technologies and trends have been indicated as those to watch, however the aforementioned are consistently indicated in each report and therefore will show the greatest disruption to the traditional learning process and appear to be those that will be most widespread and beneficial to students in the years to come.

Mobile technology in the form of cell phones, tablets, and other handheld devices have emerged as the platform of choice for students wishing to access class material on the go. The ECAR Study of Undergraduate Students and Information Technology (2010) indicates that “the mobile web will be bigger than desktop internet use by 2015” (p. 59). If this is true, then traditional use of desktop computers to complete research, data gathering, and student work will evolve to a more mobile format that can increase student production and make learning opportunities more accessible.

Digital resources in the form of e-books and e-readers have shown an increase in popularity since they were first indicated as a trend in the 2010 horizon report (The Horizon Report, 2011, p. 41). The impact that this technology may have on education is that e-books can make study materials, research, and textbooks available in a more convenient and accessible format. Students obviously will benefit from the lighter load that comes in their backpacks, but beyond this, “reader technology has developed to the point that graphs, illustrations, videos, and interactive elements can easily be included, and many enable bookmarking, annotation, commentary, dictionary lookup, and other useful functions” (The Horizon Report, 2011, p. 45). Features such as these provide a richer learning experience, while providing accessibility functions to aid a variety of leveled learners.

Cloud computing provides the ability of the user to securely store and access content remotely. Specifically, “cloud-based applications do not run on a single computer; instead they are spread over a distributed cluster, using storage space and computing resources fro many available machines as needed” (The Horizon Report, 2009, p. 11). The impact that this may have on education is that information can be stored and retrieved from off site, rather than take up space on large site based servers. As well, teachers and students can create content ‘in the cloud’ so that they can create collaborative materials and experiences.

User-created content, such as videos, podcasts, blogs, and wikis, provides a medium through which students can collaborate, create, publish, and share work. A practice that has been trending since 2007 and often referred to as the Personal Web (The Horizon Report, 2009), the ability of students to create their own content has exploded with the emergence of YouTube, Twitter, Facebook, and Blogger, just to mention a few.

The growth of trends such as those mentioned above indicates that learning is becoming more reachable and more mobile than ever. The Morgan Stanley Mobile Internet Report (2009) indicates that use of mobile technology will move at a faster pace than acceptance of desktop computing and internet use of the early 1990s (p. 44). A great indicator of this is the increasing number of students who are utilizing mobile devices. The ECAR Study of Undergraduate Students and Information Technology (2010) indicated that in 2009, “51.2% of students owned an internet capable device” while in 2010, that number had jumped to 62.7% (p. 45). As well, students were using these devices to access or create wikis, use social networking sites in their courses, collaborate with other students, and access web-based productivity applications (The ECAR Study of Undergraduate Students and Information Technology, 2010, P. 75). In addition to accessibility, students are indicating a desire to use more mobile technologies and expect their instructors to be knowledgeable in their use as well (The ECAR Study of Undergraduate Students and Information Technology, 2010, p. 87).

The implications of these studies indicate that as schools, we need to accept that a shift is occurring in education and we need to meet the needs of our students head on. Much of the traditional information and content in our classes can be accessed wirelessly or across the internet and used in ways that instill collaboration and critical thinking. The effect is that students will be better prepared for careers that employ these technologies. As secondary teachers, preparing high school students for college courses utilizing these technologies, increases their chances even more. Student belief in the integration of technology by their teachers is evident in these studies. Half of students in the ECAR study (2010) commented that “the use of IT in courses improves their learning, and half also agreed or strongly agreed that by the time they graduated, the IT they have used in courses will have adequately prepared them for the workplace” (p. 91). Others have indicated that they desire more technology in their classes as well as tech-savvy instructors. Students are often expected to use technology in projects for classes, but are disappointed to see that their instructors cannot do the same. One student commented:

When I see seasoned professionals, often with doctoral degrees, fumbling around just to copy and paste files, I feel at a loss...If the experts in their fields were able to train their students in the technologies that are dominating their professional fields…students would have better chances for employment” (The ECAR Study of Undergraduate Students and Information Technology, 2010, p. 88).

These statements indicate that some teachers are not fully behind integration of technology. To assist the student in becoming successful in using technologies, teachers need to be as prepared as their students.

Given the information put forth by these studies, there are many schools moving toward greater use of technology in the classroom. However, there are obstacles that schools face in moving toward technology integration. The first obstacle to overcome is cost. However, one must understand that the information provided here also indicates that the mobility of apps and devices creates a scenario in which students bring their own devices and utilize open source or free software and applications.

As schools progress toward the goal of providing innovative technologies to students, the role of the school will be to provide an infrastructure to support the wireless capabilities used by mobile devices. Once this is complete, the next obstacle to overcome is to provide adequate training to teachers and students so that they are comfortable with use and integration of these apps in the curriculum. This will require an initiative on the part of the learning community which will spearhead efforts to provide such training. Most likely, library media specialists or technology integration specialists will be called upon to provide training to teachers. Teachers will then become specialists as they begin to teach students to utilize mobile technologies in the classroom. However the process unfolds, the benefit will be when students exit our schools prepared for the utilization of technology that is expected by schools of higher education. But faculty members need to understand that this is not a one shot effort. Making a shift of this magnitude will require an ongoing process in which school officials, trainers and teachers work toward integration, while paying close attention to industry predictors of technology use. As changes occur, schools need to be able to adapt. Asking schools to adapt to technology was a monumental task 20 years ago. But adaptation to technology today will prove to be a much easier transition as price points and user friendly options become available.





References

Morgan Stanley (2009). The mobile internet report. Retrieved from

http://www.morganstanley.com/institutional/techresearch/pdfs/Mobile_Internet_R

eport_Key_Themes_Final.pdf

The ECAR study of undergraduate students and information technology (2010).

Boulder, CO: EDUCAUSE.

The Horizon Report (2006 ed.) (2006). Austin, TX: The New Media Consortium.

The Horizon Report (2007 ed.) (2007). Austin, TX: The New Media Consortium.

The Horizon Report (2008 ed.) (2008). Austin, TX: The New Media Consortium.

The Horizon Report (2009 ed.) (2009). Austin, TX: The New Media Consortium.

The Horizon Report (2010 ed.) (2010). Austin, TX: The New Media Consortium.

The Horizon Report (2011 ed.) (2011). Austin, TX: The New Media Consortium.







Visit these sites for more information regarding emerging trends in technology.

• Ishizuka, K. (2011, July 11). Tech trends: ISTE 2011: Don your big girl panties.  School library journal. Retrieved from http://www.schoollibraryjournal.com/slj/home/891266-312/tech_trends_iste_2011_don.html.csp

This article focuses on the up and coming technology trends for school library media specialists. In introducing the leading technology trends, specific attention is given in the article to teaching students and teachers about the shift that will occur in classroom technology. With that, this article speaks of the importance of social media as a means of providing resources, use of cloud supported technologies, and the benefits of e-readers in the school. A great deal of the discussion aligns with the difficulty librarians face with budget cuts and how these technologies can alleviate those pressures.

• Reynolds, R. (2011). Education and technology trends 2011. The xplanation. Retrieved from http://blog.xplana.com/education-and-technology-trends-2011/

The xplanation is a blog that addresses issues in education. This blog entry marks the blog's prediction for technology trend in education. As with other educational sources, the xplanation predicts that cloud computing, mobile technologies, and content sharing will be trends to follow in education. A specific disruption for the face of education, they say, is greater use of e-books and digital textbooks. With each of these fields, the author also points out, that increased competition will result in a lower price point for goods and services, which will have a lesser impact on titer school budgets.

• Gabriel, T. (2011, May 12). Speaking up in class, silently, using social media. The new york times. Retrieved from http://www.nytimes.com/2011/05/13/education/13social.html?_r=2

This article from the New York Times emphasizes the growing use of social media in the classroom. By providing specific examples of classroom practice, the author explains how twitter and blogging platforms can be used to create a backchannel of discussion on a given topic in the classroom. The author goes on to explain the benefits which include increased participation from students who would otherwise say nothing in class. As well, the author rounds out the article by providing feedback from proponents and skeptics of such a practice, so as to give a well rounded perspective on social media in the classroom.

• Kessler, S. (2011, May 4). 4 ways mobile tech is improving education. Mashable. Retrieved from http://mashable.com/2011/05/04/mobile-education-initiatives/

This article from Mashable investigates best practices and successes with mobile technologies at various institutes of higher education. The author discusses programs that have instituted the use of mobile technologies, specifically the use of the iPad at ACU. Key concepts include the use of mobile technologies to facilitate inquiry based learning and mobile teaching, the use of e-textbooks on mobile devices, and making use of mobile phones to reach audiences who would normally be hard to reach. The emphasis of this last topic is that mobile devices can be used to teach in regions where schools are not accessible by most populations, but this can also be applied to populations who are hard to reach due to schedule and time constraints.

• eSchool News. (2011). School technology action report: Emerging trends: 2011.  Bethesda, MD: eSchool Media.

The STAR (School Technology Action Report) released by eSchool News targets a few key practices that are emerging in schools across the country. Specifically, the report discusses flipping the classroom, use of mobile devices, the movement of tablets and e-readers into the classroom, and cloud computing. Much like other reports on emerging trends in education, this report mirrors statements such as the increase in student use and affinity toward using mobile devices to stay connected to the classroom outside of class time. The report also includes benefits that come from upgrades in current mobile devices, their impact on test scores, integration with learning management systems, and the freedom that comes from cloud computing when integrated with mobile systems.

Flipping the Classroom

The post below is from an article I posted on a Ning site for work. It deals with flipping the classroom:

I ran across this article today in the loads and loads of emails, blogs, and journals that have collected while we were gone this past two weeks.  It discusses the implications of flipping the classroom.  Instead of being the sage on the stage, requiring kids to listen as you teach, and then send them home to mountains of homework, this article suggests doing the opposite.  Provide instructional resources in the form of podcasts and videos on a teacher website so kids can access them at home.  Then use your valuable class time for hands-on activities, labs, and written work.  Then you become a greater resource than just a lecturer.  If you get a chance, read this article from the Innovative Educator.  If you don't have the time to read, at least watch this video from the article about a science teacher who has been successful using a flipped classroom.  After you watch the video, post your thoughts or concerns about this idea

Video Games as Innovative Teaching

One of the topics discussed by Clayton Christensen in his book, Disrupting Class:  How Disruptive Innovation Will Change the Way the World Learns (2011), focuses on the use of video games in the classroom (p. 220).  This struck a chord with me, because prior to my position as Sand Springs Virtual Academy Director, I worked as a professional development trainer for teachers.  One of the classes I created in this position focused on the use of video games as a learning tool in the classroom.  Teachers have been using the Wii console as a learning tool in various forms for the past 5 to 6 years.  The class focused on the use of the Wii, but actually led to a greater discussion of online games, computer based games, and video games as training tools in business.   My research led me to read a few books that teachers might find interesting: 

• Gadgets, Games, and Gizmos for Learning by Karl Kapp
• Karl Kapp can also be found at http://www.kaplaneduneering.com/kappnotes/ if you are interested. 
• Playing to Learn:  Video Games in the Classroom by David Hutchison

More recently, I ran across this post on the website, Good Education (http://www.good.is/).  It discusses how a teacher is using Angry Birds to teach Physics, and documenting his progress and methods every step of the way. 

From:  http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/




As I read through this article, I realized how when we play games like this one, we do a great deal of planning and hypothesizing on the fly without even knowing it.  If kids were to truly dissect a video game like angry birds and apply physics to the situation, it would open up a whole new level of understanding and enjoyment in the subject.

I knew that the use of video games in the classroom was a new trend, and a successful one at that, but I hadn't really thought of them as a form of disruptive innovation in teaching before.  Now I am paying more attention.  As I look at new teaching methods, I have a different view.  I tend to dissect them, compare them to older methods, and assess whether they are effective.  Guess you really can teach an old dog new tricks.  And I guess as old dogs, we need to keep looking for new tricks.

Reference:

Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How innovation will change the way the world learns. New York: McGraw Hill.

The Effect of Disruptive Innovation in My Organization

Disruptive innovation is when a particular business or entity brings about change in the consumer environment by introducing a new product that is simpler or more affordable. Even though the product or service may not be as good, Christensen, Horn & Johnson (2011) explains that it, “benefits people who had been unable to consume the back plane product” (p. 47). The back plane product or service is often the more expensive or high end choice. A disruption such as this usually occurs because a need exists in the marketplace of which non-consumers, those that are unlikely to opt for the alternative, are unaware. The more affordable or simpler option presented by the disruption creates a new level of consumption that creates a change in the market environment.


On the other hand, sustaining innovation describes a condition in which businesses maintain the level of quality and meet demand by making improvements to a product or service that already exists. Christensen & Raynor (2003) explain that, “some sustaining innovations are the incremental year-by-year improvements that all good companies grind out” and are those that “they can sell for higher profit margins to their best customers” (p. 34). Based on this description, the greatest difference is that disruptive innovation creates a change in the status quo of sustaining innovation by providing a product that did not formerly exist for a sector of the market that did not formerly consume goods for a given commodity.

Historically, one can observe the effects of disruptive innovation through the introduction of products such as the pocket calculator. The invention of the pocket calculator, although seen as poorer in quality when compared to a desktop calculator or adding machine, was portable and less expensive. As a result, consumers who could not afford a larger adding machine could buy a pocket calculator for their computing needs. The calculator later evolved from a simple disruption in the marketplace to eventually become a prime example of sustaining innovation as, over time, companies such as Texas Instruments began improving on the original design. Ultimately, they created higher end versions of the pocket calculator that would serve greater needs than most consumers needed, and as a result drove the prices up for the product. The same can be said for a more recent development in technology. The iPad represented a similar disruption in the marketplace, as Apple worked to provide an alternative to the Mac laptop. The iPad created a niche in the marketplace that hadn’t existed prior to its invention and provided a cheaper and portable option for consumers who likely would not purchase a laptop. Apple has spent the past year on the work of sustaining that success by improving the product so it can compete with copycat tablets.

I see disruptive innovation as a force of change in my own field of education as new products and methods arise to fulfill the needs of individual learners. Specifically, the use of computers in schools has created a disruption that can evolve education from a teacher-centered profession to a student-centered profession. For years, teachers have led instruction and provided a one size fits all view of learning. Christensen, Horn & Johnson (2011) refer to this as monolithic content delivery and estimate, “that at least 80 percent of the typical teacher’s time is now spent in monolithic activity” (p. 111). As a result, less time is left to individualized attention. Computers have been in the classroom for years, but now they can be used as a force for change as they transition from being an appliance in the room to being a tool for instruction. In the past, teachers would present material at a pace that expected all students were expected to follow and would test and move on whether mastery had been met or not. Teachers now have the opportunity to use computers and internet access to provide individualized learning through online learning systems. Christensen, Horn & Johnson (2011) point out that, “when students learn through student-centric online technology, testing doesn’t have to be postponed until the end of an instructional module” and teachers “can verify mastery continually to create tight, closed feedback loops” (p. 111). To put it more simply, computers can be used to assist students in learning at their own pace and by aiding them in achieving mastery of a concept before moving on. This is in stark contrast to the lecture, drill, and test mode that leaves some students behind because they don’t understand content before moving on.

I have recently taken a new position in my school district as virtual school director. I see the use of online learning as an opportunity to service a group of what one might consider non-consumers in our district. That group consists of home school, credit recovery, and first time credit students. To serve those non-consumers, we are prepared to offer a full virtual high school alternative beginning August 1st. For students that fall into one of these categories and may be, for one reason or another, unable to enroll in a traditional face to face class or need to repeat a class that is nearing capacity, we will be able to provide classes to them online. Through the online curriculum, we will be able to provide a benefit to these students by addressing their specific learning styles through diversified and specialized content and by providing one-on-one tutoring assistance. As a result, our hope is that students will be more engaged and show greater interest in content. This is a drastic change to our school environment, but one we hope will provide alternatives that will serve as a safety net to at risk students who might otherwise drop out due to failure. As well, we will likely recapture home schooled students as this alternative was formerly unavailable to them.

As with any change in the landscape of the school system, I anticipate that there will be opposition from the faculty. Some teachers have already voiced the opinion that an online classroom cannot be as rigorous as a face to face class. Others have expressed concerns that substituting traditional classes with online curricula may take away jobs. My response to this is that the online environment may bring about change, but it will also create opportunities for both teachers and students. Many of the methods that teachers complain they have difficulty employing in the classroom can be afforded by the design and structure of an online curriculum. As a result, if teachers do not use the online program in place of their traditional course, then they will be able to provide supplemental activities from the online curriculum that can reinforce the learning that takes place in their regular lesson plans. As well, students will be able to take courses not traditionally offered in their schools due to budget concerns or dwindling faculty size; a problem we are currently facing. Overall, I believe that once teachers are able to embrace this change, it will be beneficial to everyone. Christensen, Horn & Johnson (2011) point out that in several examples where online learning has taken place across the country, “teachers are more like coaches and lecture rarely. They help, guide, and evaluate” (p. 220). The time afforded to teachers to take on the role of facilitator will surely benefit the student. Additionally, the change in the teacher’s role will likely grow as an attractive alternative to ineffective teaching styles. To that end, I hope that this new offering in our school system will be a catalyst for change as all teachers begin to see alternatives to teacher-centered classrooms.




 

Works Cited

Christensen, C.M. & Raynor, M.E. (2003). The innovator’s solution: Creating and

sustaining successful growth. Boston, MA: Harvard Business School Publishing

Corporation.

Christensen, C.M., Horn, M.B., & Johnson, C.W. (2011). Disrupting class: How

innovation will change the way the world learns. New York: McGraw Hill.