I’ve now seen this NY Times article mentioned once on Facebook, twice on Twitter, and again on WordPress. Yet, I can’t tell if anyone actually read the original article. Is it just me? I don’t understand how they come up with the byline, “Technology Schools Faces Questions on Value”

The Kyrene School District in Arizona has invested over 33 million dollars in technology. According to the article, the money came from a ballot proposal passed in 2005. So if I get it right, the voters in that district passed a millage to support learning technology in 2005, and the NY Times is stating that if investing missions of dollars on technology doesn’t result in significant gains in student achievement (as measured by standardized testing), they did not get an adequate return on their investment. Are we to assume from the article that its is therefore a waste of money to invest in technology?

Statistics on spending and budgeting show that Kyrene School District did not improve student scores at the same rate as the average Arizona schools over the past several years. Here is link to the chart with the data... First I would like to point out there are two charts provided in the infographic: the one to the left shows trends in how Kyrene Schools spent their technology budget, their textbook budget, and their salaries budget. The first thing I notice is the curve for technology and for salaries and benefits is similar. Although the total technology budget over the same time period is around 8% of the total salaries and benefits budget covering the same time period, the spending is similar – went up for a few years and then went down for the past few. It appears the technology spending took a steeper cut the last couple of years than did the salaries and benefits. I’m not sure what we are to take away here.

However, as far as the textbook budget, we do see a steady decline over the same years. My first thought is they seem to be getting it right… investing in technology should mean digital content replaces print material over time and result in lower textbook costs. Nevertheless, there isn’t enough information provided in the chart to confirm this assumption.

The more interesting chart in on the right side of the graphic (you may have to scroll over to see it). In this chart they compare standardized test scores for the Kyrene School District with the rest of the state. I my opinion this is not like comparing apple and oranges – more like apples and the rest of the fruit market. What we don’t know is how many other schools included in the “all Arizona schools” figures also earmarked dollars for technology and how much.

Still the gist of the article is that Kyrene is not keeping up with the rate of academic success as the rest of the state – and they have invested a lot of money in technology.

What no one has mentioned – not on Facebook, not of Twitter, not on EdTech blogs, not in the original article – is that the Kyrene School District started out a good 20 points higher in student achievement scores that the average Arizona School District in the first place. The article states they have not kept pace with the rest of the state on their standardized test scores (yet they have shown steady improvement). If the Kyrene district were to improve at the same rate as the rest of the state, they would be at over 100% – ummmm, not sure thats possible.

I question the assumption that voters in Kyrene School District were investing in improved standardized test scores (they already were at the top of the scale). What if they were simply to provide students access to the technology they would need for their future?

San Francisco – Golden Gate Bridge, originally uploaded by Olivander. BY-NC-SA, Oliver Hammond

The last several posts have focused on how sustainability can be used as a model for the selection and adoption of learning technologies. One indicator of a sustainable technology is convergence – to what degree does the emerging technology support (or may be supported by) other solutions?

The use of tablets such as the iPad and Xoom as e-readers makes sense for a number of reasons. The size of the tablet is comparable to a sheet of paper (something we are familiar and comfortable with). It is more portable than our laptop and accessible via both Wifi or 3G. The battery life is longer than the laptop, so power is less of an issue and the tablet weighs less than a textbook.

When we consider the Open textbook as another emerging technology we have an increased convergence factor. Both technologies support the adoption of the other.

The iPad 2 and Motorola Xoom tablets were released in the past couple of weeks, both of which will likely bring new opportunities for mobile learning.

CC-BY-NC-SA by shiftsigma

What’s the Story ebook on iPad and iPhone, originally uploaded by shiftstigma.

The first time I saw an iPad I thought “what’s the difference between that and my iPod touch?”, and decided “its bigger”. Not yet enough for me to get on-board that train. But now that the iPad 2 is released along with the Motorola Xoom, I believe the new tablets will prove to be an important and sustainable learning technology.

1) The tablet is much more mobile than the notebook or laptop: its lighter, faster, has a longer battery life, works with WiFi and 3G/4G networks. Pretty much, you are connected all the time and from anywhere. The increased convenience and flexibility are game-changers.

2) It easier to read and interact with content than the cell phone (although the phone is definitely more convenient for instant communications – voice calls and texting). Server-side mobile solutions are expensive and don’t necessarily improve the experience as they are still too small to manage easily on a phone screen. On the other hand, the normal web interface for the tablet works just fine, allowing me to do what I need from anywhere and at anytime.

3) The tablet will likely become your future textbook(s). Open digital textbooks are an emerging technology that will bring down the overall cost of education. The tablet is many times lighter than a single textbook and can support all the texts you need (or will need in the future) on a single appliance.

4) a. A little thing like moving the camera to the front of the tablets will allow educators and learners to engage in mobile web-conferencing. Interactive video has for years allowed instructors to connect with students synchronously at a distance – usually classroom to classroom using dedicated IP and expensive codec equipment. The tablet will allow them to connect from virtually anywhere. b. People can now record video and share it asynchronously – adding a new dimension – video messaging. It is true we could do it before now using our laptops (and before that using webcams), but never before has it been so portable. People like asynchronous communication – that’s why texting is the preferred method of communication for many. I think the tablet camera is going to add to the experience.

Like the iPhone and iPod touches, I doubt schools will need to go out a purchase an appliance for every student. Just wait a few months and you and your students will be showing up to class, tablets in hand. You might begin planning now on how tablets will integrate into your classroom.

Blackboard Mobile Learn, originally uploaded by jrhode.

According to the New Media Consortium’s annual Horizon Report, mobile learning continues to be one of the fastest growing emerging technologies for teaching and learning. Smartphones and tablets are becoming the preferred method for accessing the Internet. You may find the majority of your students already have smartphones capable of connecting to the Internet, using GPS, receiving and sharing images and video, polling, and more. Virtually all students, using a standard mobile phone have the ability to receive and send text messages, subscribe to SMS, Twitter, Facebook updates, etc. We are limited only by our imaginations. Without a doubt mobile learning has a critical place in education as we move forward.

According to a recent Ars Technica post on Cisco’s Global Mobile Data Traffic Forecast…

For the third year in a row, global mobile data use has nearly tripled, Cisco says. And the growth isn’t only happening in the places where mobile adoption is in its early phases. It’s happening where the smartphone revolution has been going full bore for years.

Rate of adoption, convergence with other emerging technologies, and flexibility in regards to time and place, all contribute to the overall degree of sustainability for mobile learning.

I personally have owned four mobile phones. The first was a Nokia that lasted several years. It was reliable and sturdy and I got good service most everywhere. I could text with it, but it had no internet connectivity and no camera. My next phone had a camera which I used all the time. I then had a smart phone with a touch screen and a QUERTY keyboard that I did not get along with. The touch screen needed to be locked , otherwise it would randomly call and text and post to Facebook -  even watch TV.  I felt guilty “donating” it  knowing the next owner would likely be just as frustrated. My current phone is an Android. Although it needs charged every day and the monthly bill is a little steep, I love it. Only occasionally does it call people without my permission. Otherwise it is a great toy and a constant companion.

But what about another form of sustainability – sustainability in regards to impact upon the environment? With its free replacement every two years and early upgrade eligibility programs (every one year), how can we hope to deal with the phenomenal and ever-increasing amount of electronic waste? As we continue to adopt and use new technologies for teaching and learning we cannot ignore the impact we are having on the environment. The following video is dated from 2006 – so the impact today is many times higher, but the message is the same…

Our campus has recycling bins for cell phones. I recently took several of my old phones along with rechargeable batteries and deposited them. Your campus likely has similar bins, but should you not have such a program certainly a student organization or community service project could be easily started. In the mean time the EPA lists several community organizations which have programs in place.

© Copyright Marion Phillips and licensed for reuse under this Creative Commons Licence.

I must admit to not being the most organized guy, but I try to follow the rules when it comes to recycling (my wife helps me). I cut the cardboard into two foot squares (more or less), make certain the plastic bottles are clean and flattened, leave the lid on the can, rinse it out and remove the label. and of course, sort the stuff before putting it out for pick-up.

It occurred to me there may have been a time when someone monitored the bins, making certain everything was organized just so. I am making a leap here, but can imagine it became far easier and less costly in the long run (more sustainable) to accept a certain degree of disorganization and sort it out at the other end. Thats not to say there aren’t those who are willing to follow the rules. I had my cardboard separated and (more or less) cut into two foot sections. But I learned that the system had changed, most likely to accommodate a greater population of those willing to participate on their own terms.

If we are only willing to accept recycled waste if and when it meets certain specifications, we are likely to find some people will give up – who feel it’s too much bother. Sustainability efforts are only sustainable as long as we accommodate a certain degree of convenience and flexibility.

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There was an article in the NY Times last week about students taking online classes from their dorm rooms. I’ve seen this at the community college where I work, and at the university prior to coming here. On-campus enrollments in online courses growing at a faster rate than enrollments by students who are at a distance.

Learning technologies allow us to accommodate students’ desire for greater flexibility and convenience in regards to time and place. Students may come to campus for their traditional face to face class and then while there, head to the library or the tutoring center to work on their online course assignments, take an exam, whatever. Many students are working full or part-time and have families; if they are going to attend college it must be on their own terms. Benefits for students include reduced travel time, gas costs, flexible schedules for work, play, getting the kids to band practice, and so on.

I’m not convinced online is the only (or always the best) solution for every student. Many learners benefit from the structure that time and place provides, but we need to consider offering a continuum of delivery options. If higher education is to be sustainable we will need to accommodate today’s student with greater flexibility and convenience.

Making the dip, originally uploaded by MonkeyEggplant.

Found this pic on Flickr of a someone’s special dip they brought to a potluck. Open Content is kinda like a potluck.

You can always count on some people to bring chips to the potluck – they’re fast, cheap, and easy. They don’t require much effort so they’re not as appreciated as the more costly time-consuming contributions (like this special dip). Still… everyone likes chips and a potluck just wouldn’t be the same without them.

On the other hand if everyone brought dip (or potato salad, or baked beans) there would be no sharing. Which is what I think happens with open content now. Everyone likes their own recipe best so they simply make their own.

As far as adoption, we need to either bring something different to the table, or start digging in to what is already there.

Student Life, 1920s, originally uploaded by Duke Yearlook.

The new academic year began last week. Enrollments are up again, but as in recent years, the number of students enrolled in online courses has been increasing at 20% each year. Whereas the number of students enrolling in face-to-face has either decreased or remained flat. This begs the question, “how many students will reach their goals without ever visiting campus and how will student life be different for them?”

Found this photo on Flickr under Creative Commons – Attribution-Non Commercial-Share like.

Mennonite teacher holding class in one-room, eight grade school house. Uploaded on January 3, 2007
by John Collier Jr.

Historically class size has been influenced by several factors, one of which was the size of the room in which you teach. Maybe you can fit thirty chairs comfortably in the room – maybe only fifteen. Larger rooms may seat 100,  or auditoriums with 300 students. Labs may provide equipment (including computers) for only ten or fifteen students depending on space or budget. If the physical classroom features played a significant role in deciding class size in bygone days, how does this history continue to influence decisions regarding online class size today?

There may be policies at your school that dictate an online class section will be equal to (or “no less than”, or “not to exceed”) the face-to-face class. If the traditional class size is based on restrictions of time and space, does this make sense? If not, how do we decide on appropriate class size for the online section?

I don’t pretend to have the answers to these questions but plan to offer what I find on the subject over the next few posts.

Further reading:

CLASS SIZE AND INTERACTION IN ONLINE COURSES. Authors: Orellana, Anymir. Source: Quarterly Review of Distance Education; Fall2006

I ran across this Periodic Table of Visualization Methods at Visual-Literacy.org a while back. It fits right in with the Media Chemistry theme for the Media Elements faculty learning community I am co-facilitating with our Media Production department staff this summer. The table breaks visualization methods into six areas: Data, Information, Concept, Strategy, Metaphor, and Compound. Within each area there are several examples provided supporting the application of a given visual. By placing your cursor over  the “cycle diagram” within the “information visualization” area, an example of the graphic is displayed as a popup. I find the table to be extremely helpful in thinking about how best to describe a process or concept when I don’t know where to begin.