How does this study shape our thinking? Have the findings been validated by more independently-funded researchers? The sponsors of this study are technology heavy-hitters, and the results are based on self-reporting from technology-rich schools who may well be predisposed to support their decisions. Are we in the same situation?
Your questions pose some deep thinking and great discussions. As I am reading, I am finding that we do not "fit into the box" of a lot if this research. I do believe that we are on the forefront of bridging technology for our students. Unfortunately, the teachers are finding many glitches along the way that could hinder them from continuing to use technology as much as they should. I hope that we are able to put some infrastructures in place that would enable our students to access technology all day instead of intermittently.
Kimberly,
I agree with you that we certainly do not fit inside the box as teachers or anybody for that matter, but what it appears to me is that we do need to dive into the technology and use it as much as possible. It is actually my goal to incorporate my current lessons strictly from the book and paper format to full computer use. I'm not quite sure how to do that yet, but I would like to slowly incorporate my own class website, with class assignments posted that the students can click on and access and work on without me directing them to do so.
I think you have the right idea Ted. Maybe there is a future for Moodle in your incorporation of assignments to an online format?
Throughout this study they keep using the term "ubiquitous" technolgy. I interpret this to mean that all students will have access to technology all the time. Currently, our infrastructure is not able to handle this. I'm glad we are having these discussion because it needs to be reinforced that without immediate and successful accessability teachers and students will lose valuable teaching/learning time and frustration will take over. Our district is on the right path, we just need to work a little harder.
I think that Sunnyside is working plenty hard. I would argue that it needs to work smarter.
Dear Mary,
I liked your reply because now when I hear, "Research says....," I begin to think, "Whose research baby does it belong to and why?" Research and statics are mostly presented in a "proper light/situation." I like the angle of learning from other's personal success and how does that apply to "us" or "me."
Thoughtfully,
Caroline
I agree with the idea that there are factors unique to our district and that for us to attempt to apply study findings from other places is specious. At the end of the day we should consider the findiings as theory and then frame our practice around but directly on.
Astute question Mary, one that must be at the fore front of all of our endeavors. One need not look any farther than the questions being asked of Nuclear energy uses today and in the future in the aftermath of the Japanese disaster. I feel as the data comes in we must follow the positive data and amend our ways with the negative data as best we can. So far the Data is showing us that we have student interest and grad rates are improving. It may continue to feel like being led blindly but if the magic works then let it continue to work. But never lose sight of the peripheral attributes of these new systems. As a teacher in the arts I, personally, do not want to see any degree of dehumanization through grinding our student’s noses, be it with old or new technology. But I also see a fast and efficient method of satisfying one’s curiosity. And that leads to learning in leaps and bounds. Find a way to teach a child to be curious and with technology the chances are better that things will be coming up roses.
It is very easy to read such a positive study and become convinced that it is gospel. That is, until one reads the sponsors at the end of the report. It seems that this continues a trend that tends to make technology research results suspect since they are usually supported by companies that have much to gain by the results of the report. We need more "netural" studies to balance the others.
I definitely agree with you, we need to take a more realistic approach. Look at our resources and find the best fit for our schools and students. At the same time, the only reality of the report is that we cannot avoid the changes in technology that are rapidly approaching and we must deal with these changes.
What a great question Mary! As I read the Project RED report I saw a lot of instances where I could pick out Sunnyside here and there, but more than that, it got me thinking about what our goals are and what we should aim for in our technology initiatives. I think the Project RED is an opportunity to get us thinking as much as anything else. Sunnyside is unique in it's community and it's technology initiatives. I believe looking to see what is happening elsewhere isn't always as much a comparison as it is a chance to see where we might want to go too.
Exactly.
Certainly it is wise to circumspectly consider the report and weigh its value in terms of our district. However, it is an inevitability that all schools will become immersed in technology. How we undertake this endeavor is the key.
I have the same concerns from a methodological standpoint. The only university that seems to be represented on any committee are from Colorado. The authors did "CYA" by brining these problems to light but did not seem to address this difficiency for future studies. I think in terms of SUSD, it would be great to get some PhD candidates to sign up to do the research for SUSD - it would be free and would assist the District in determining what is working and what may not be working.
In the methodology section, the authors did address the problems with self-reporting and finding ways of getting more exacting data. For instance, there is a product called Big Fix (bought out by IBM) which can run reports to determine when folks are using a particular application and when so that you could get a report to determine how many workstations are using the internet at any given time, etc.
This study prepares us for paperless education. However, we cannot trade paper use for energy use. What is the trade-off?