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November 22, 2009

Allan Collins on Jenna McWilliams' review of Rethinking Education in the Age of Technology

I asked Allan Collins, who wrote Rethinking Education in the Age of Technology with Richard Halverson, what he thought of Jenna McWilliams' review. He responded,

What a curious reading of our book! Most people come away from the book and our talks about the book with the impression we are technology enthusiasts. Jenna McWilliams sees us as technology pessimists. We were striving in the book to be neither, but rather to make sense of the effects that technology is having on education broadly speaking.

We do talk about the losses that are occurring for education with the digital revolution, but we also talk about the gains. We give them equal space -- if anything the technology enthusiasts ideas get more space. We certainly don't depict enthusiasts in the way she describes as "overwhelmingly optimistic, Utopian idealists."

McWilliams focuses only on the losses we describe, not on the gains. We also attempt to say how schools and society can act to mitigate the losses and exploit the possibilities. The book argues that technology is changing education in many and subtle ways, and that society and its leaders need to understand these changes if they are to make wise policy decisions.

If you've read Rethinking Education in the Age of Technology please let us know what you thought of it.

November 18, 2009

International Report: e-Learning in Cyprus

Cypriot Teachers Use Technology for Jobs, but Not in the Classroom

The Center for the Advancement of Research and Development in Educational Technology (CARDET) release results of a survey recently about information communication technologies (ICT) in Cypriot classrooms.

The main objective was to analyze how teachers use technology in the classroom and what challenges they face.

What the nonprofit organization found is that although ICT is available in most schools and classrooms throughout Cyprus, teachers use it mainly for preparing educational material and planning instruction—not as an integrated piece of their curricula.

More than 64 percent of teachers said they use the internet almost daily for preparing educational material, but only about 28 percent of the teachers and 13 percent of students use the go online in the classroom every day.

According to a press release, teachers who participated in the survey say the most significant barriers to the integration of ICT are curriculum requirements and the amount of time required for the design and implementation of ICT-based educational activities.

The findings come from a survey of 1,051 primary school teachers in the Republic of Cyprus and are based on 12 months of work. The results are part of a project supported by the Cyprus Research Promotion Foundation, the Republic of Cyprus and the European Structural Funds. The project's main goal is to develop a framework for ICT teacher professional development in Cyprus. CARDET completed the survey in partnership with the Open University of Cyprus and INNOVADE L.I., Ltd. The results of the survey are in alignment with international studies conducted by CARDET and its partners in more than 20 countries.

CARDET presented its preliminary findings on 7 October 2009 at the International Council for Educational Media (ICEM) conference in Abu Dhabi. ICEM, a UNESCO-affiliated organization, provides a channel for the international exchange and evaluation of educational media information, as well as a forum for organizations focused on the development and application of educational technology.

CARDET is currently developing programs that will be offered by CARDET Academy, in response to gaps identified in the field of ICT-related education. CARDET will announce further details about CARDET Academy and about recently awarded projects prior to the end of the year.

November 16, 2009

e-Learning in Africa: Stats

In May 2008, a report was published about e-learning in Africa based on results of a survey sent to people in the e-Learning Africa (conference) database. 307 people completed the survey, so the sample size is somewhat small.

I've been keen to learn more about what's happening in Africa, particularly in regards to how different countries deal with infrastructure problems as they integrate technology into education, industry, and life in general. Here are some details from the survey:


ABOUT THE RESPONDENTS
Countries Represented

  • Kenya (15%)

  • South Africa (12%)

  • Nigeria (11%)

  • Ethiopia (9%)

  • Uganda (8%)


Gender of Respondents

  • Men (75%)

  • Women (25%)


Respondents' Area of Work

  • Higher education (37%)

  • Primary or secondary education (5%)

  • NGOs (5%)

  • Vocational and technical institutions (3%)

MAJOR FINDINGS
Key Constraints to Seeking, Implementing, and Developing e-Learning

  • Lack of infrastructure, particularly connectivity in rural areas

  • Lack of appropriate training

  • Lack of relevant digital content

  • Cost of implementation


Types of Courses Addressed by the e-Learning (able to select more than one)

  • Higher education (53%)

  • Continuing education (37%)

  • Vocational (23%)

  • Secondary school (22%)


LMS Used

  • A majority did not name a system, but said "internet" or similar

  • Moodle (13%)

  • WebCT (7%)

  • KEWL.NextGen (6%)

  • Blackboard (6 %)

  • Sakai/Vula (4%)


Availability of Electricity

  • Regular supply (37%)

  • Irregular supply (39%)

  • No supply (2.6%)


Availability of Computers and Internet

  • More than one computer lab at place of business (30%)

  • One laptop available per person (9%)

  • No computers available (6%)

  • One computer per class/lab (4%)

  • Excellent internet connectivity (13%)

  • Adequate internet connectivity (66%)

  • Poor or non-existent internet connectivity (27%)

November 10, 2009

Celebrate National Distance Learning Week with a Seminar

This week is National Distance Learning Week. According to the USDLA,

Currently, over 3.5 million college students are taking online course and/or earning online college degrees. At the secondary school level, over 700,000 high school students are taking one or more courses online, and nearly 40 states have established state-wide or state-lead virtual schools. Michigan became the first state in 2007 to require high school students take at least one online course for graduation.

And that's just in the US!

Celebrate by enrolling in an online seminar or by reading some of the newest articles in eLearn Magazine.

November 06, 2009

Rename #lrnchat #lrnparty

Last night's #lrnchat seemed to have even more participants than previous ones, including the one described in eLearn Magazinee by Dave Ferguson and Christy Pettit. It felt more like a cocktail party - with a mention of drinks even. But no hors d'oeuvres or dancing.

Since I missed most of it (other demands: bedtime stories and the like), I turned to a participant who did not seem to miss a tweet, Clark Quinn, who summarized:

The topic was organizational equivalents of the ePortfolio use in the academic world. The range of knowledge about ePortfolios surprised me; many people seemed unfamiliar with the concept. On the other hand, that made it a great learning occasion, which is a frequent occurrence.

There are always new people, it seems, and it seems they take a bit to get up to speed, then start pitching in. Most seem to get it, though I suspect a few get overwhelmed by the flow.

The topic really got me thinking about what would constitute the components of an ePortfolio, and I considered things like independent task performance, work-based task performance (both always with a reflective component on the thinking underlying the choice of approach), 360 perspective on performance.

Jay Cross noted that it's about your network, indicating that part of your portfolio might be who you know. I took that in a separate direction, thinking about having people indicate who they respect in the area, who's theories they follow, etc.

Realize that many other conversational threads are often going at one time!

As always, people crack jokes left and right, too, sometimes topic related, sometimes deliberately misinterpreting a statement. Jay's comment led to a subsequent crack: "Sorry, dude, your social network is not the caliber we're looking for in this position."

All in all, rapid fire learning and fun with a lively and aware crew.


Thanks, Clark, and also thank you to the people who said hi to me. No one wants to be a wallflower.

Anyone agree - chat is such a blase term - #lrnparty next Thursday?