USA Today article on iPads in college

http://www.usatoday.com/news/education/2010-08-10-ebooklearning10_CV_N.htm

This link takes you to an article in USA Today which covers iPad use in college. Several colleges have experimented with using e-readers to replace textbooks.

Here is a quote from the article: "Compared with traditional textbooks, the iPad and other devices for reading digital books have the potential to save on textbook costs in the long term, to provide students with more and better information faster, and — no small matter — to lighten the typical college student's backpack."

The iPad has caused network problems on other college campuses. That raises concerns for schools with inadequate bandwidth, my school has problems with the laptop mobile labs when entire classes are online at the same time. I think the wireless network will have to be upgraded in many schools to allow lots of iPads to connect to the Internet at the same time.

Many students interviewed for the article say that they learn better from textbooks than e-readers. They also cite that the iPad provides more distractions to learning than a textbook. This may be even more of a problem for middle and high school students.

Another interesting quote from the article says: "Even then, some evidence suggests students see a downside to 24/7 interactivity when it comes to preparing for exams or doing homework. During visits last fall to libraries, coffee shops and other campus hangouts to analyze how students study, a test-prep company noted that, when it was time to study, cellphones, laptops and Kindles were put away."

Yet another quote: "A host of research over the past decade has shown that even the option to click hyperlinks to related material can create confusion and weaken understanding. One study found reading comprehension declined as the number of clickable links increased. A 2005 review by researchers at Carleton University in Ottawa, Canada, of 38 studies found "very little support" for the idea that all those links to additional information enrich the reader's experience. A 2007 study published in Media Psychology raised similar concerns about add-ons such as sound and animation."

"Some of the newer devices try to mimic traditional study behavior with features such as the ability to highlight text and take notes in the margins. Still, the gee-whiz technology doesn't necessarily help students study better, suggests a study published this month in Journal of Educational Psychology. Students often highlight too much material, so building a highlighting function into the technology may simply enable students to continue an ineffective habit, the study found. "Worse, they may not even process or understand what they select," says study author Ken Kiewra, a professor at the University of Nebraska-Lincoln."

This posting has a lot of quotes that I want to keep for later review. It is great to see that a large newspaper is exploring the same Action Research Project.

Stanza e-book reader

I have been playing with a new App on my iPhone called Stanza. It is basically an e-book reader similar to Kindle and Nook. It has a "get books" button that takes you to a "catalog" which lists multiple sources for free or cheap e-books which can be downloaded to the Stanza App and stored in its library for future reading. What I really like about it is that Stanza scales the fonts and formats the e-books to fit on the iPhone screen. Many e-books that I have downloaded and dropped into the mbDrive App are not scaled to fit the iPhone screen. Therefore, I think Stanza does a very good job of making e-books easier to read on the iPhone. Another great thing is that it has a large collection of literature classics that are now in the public domain and free to download. This means that Stanza could be a great addition to the English teacher's classroom.

Week 3 Action Research Plan

GOALS:

1) Research the potential impact of educational technology being considered by New Braunfels ISD on improving student achievement.

2) Make recommendations to the Superintendent on the educational benefits of the following technology options:
• LCD projectors mounted from ceilings
• iPod touch classroom sets
• ELMO document cameras (to replace overhead projectors)
• iPads as electronic textbooks.

3) Assess student and teacher reactions to and opinions on these technology options.


Objectives/ Outcomes: Research the impact of LCD projectors on student achievement.
Activities: Conduct Internet research, review scholarly journals, question technology experts.
Resources Needed: Internet Websites
Timeline: July 2010 to May 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Review data collected to determine the impact of this technology on student achievement. Summarize this data into a final published format to share with others.

Objectives/ Outcomes: Research the impact of the use of iPods on student achievement.
Activities: Conduct Internet research, review scholarly journals, question technology experts. Also research the availability and effectiveness of educational Apps for the iPod.
Resources Needed: Internet Websites
Timeline: July 2010 to May 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Review data collected to determine the impact of this technology on student achievement. Summarize this data into a final published format to share with others.

Objectives/ Outcomes: Research the impact of ELMO document cameras on student achievement.
Activities: Conduct Internet research, review scholarly journals, question technology experts. Compare ELMO document cameras to current overhead projectors.
Resources Needed: Internet Websites
Timeline: July 2010 to May 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Review data collected to determine the impact of this technology on student achievement. Summarize this data into a final published format to share with others.

Objectives/ Outcomes: Research the potential of iPads to replace traditional textbooks.
Activities: Conduct Internet research, review scholarly journals, question technology experts. Research possible Android versions of the iPad that may be more cost effective.
Resources Needed: Internet Websites
Timeline: July 2010 to May 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Review data collected to determine the impact of this technology on student achievement. Summarize this data into a final published format to share with others.

Objectives/ Outcomes: Assess student and teacher reactions to and opinions on these technology options.
Activities: Conduct a survey of teachers via email and another survey of students in technology classes.
Resources Needed: Survey Monkey
Timeline: September 2010 to April 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Survey Monkey will be used to collect data anonymously from teachers and students. The results will be tabulated and analyzed.

Objectives/ Outcomes: Make recommendations to the Superintendent and the Technology Director based on the findings of my Action Research Project.
Activities: Finalize Action Research Plan and schedule an appointment with the Superintendent.
Resources Needed: Appointment time with Superintendent. Published version of my Action Research Plan to present.
Timeline: May 2011
Person Responsible: Brian Goethe
Monitoring/ Assessment: Observe the reaction of the Superintendent to the proposals of the Action Research Project. Document which technologies are ultimately purchased and put into use at NBISD.

Need OS X to create apps for ipods

I did some research on the Internet to determine if it was possible for teachers to create their own custom education applications for iPods. This would be the ideal way to create an application to use with your curriculum to ensure that students are learning what you want to teach. I was planning on spending some time learning the programming language to determine if it would be possible to hold an in-service, professional development training session to teach educators to build custom Apps. I found out that you need the SDK (Softward Development Kit) which is a free download from Apple, which uses the Xcode programming language (based loosely on C programming) or the Cocoa touch language. The main problem is that all Apps must be created on an Apple/Mac computer. Apps cannot be legally made on a PC running Windows according to Apple's rules for App development. This was rather disappointing for me to learn.

I also noted that there are several Apps on the App store that offer to teach you how to create an App. One that looked interesting was Jiggy which has several Utube videos showing how to use it.

Since I do not own a Mac and have no intention of buying a new computer any time soon, I will not be able to pursue my interest in creating a custom education at this time.

Android versions of Pads soon

I did some internet research after chatting with Charlie Roberts on possible Android versions of Apple's iPad. I have been tempted to rush out and buy an iPad because I love my iPhone so much. Earlier last year I bought an Acer netbook to take with me on trips. I found it easy to upgrade to 2 GB of Ram, but the screen was small and did not scroll easily for use with several games and applications I enjoy using. I ended up selling the netbook a few months later because it was just sitting around on my desk unused. However the idea of a smaller and more portable version really interests me for use as a book reader and email platform. The iPad currently costs $500 or more and that is a bit too much for me when a book reader like Nook or Kindle only costs $200 or less. My iPhone does a good job of checking email for me. Therefore, I was leaning toward purchasing a Kindle after reading the positive reviews of how easy it is to read due to the glare reducing screen.

Now I think I will wait until Black Friday and see what comes out for the Christmas season. Many companies have recently announced that they will be offering "Pads" based on the Android operating system before the beginning of next year. (It is interesting to note that they have all abandoned the Windows operating system and gearing the devices to use Cloud based programs -- this is something worth studying in more detail.) Here is a list of companies that will offer the new Android based iPads: Archos, Matricom, Camangi, Asus, Dell, Cisco, Olive, Lenvo, HP, Acer, and LG. Several of these companies already have working versions offered for sale in China. The current versions costs between $200 to $300 which is far cheaper than Apple's iPhone. I think Charlie is right again about the future of technology in schools going to Android Pads that cost less than $200 in just a few years.

Suggestions from Charlie

Charlie Roberts is the District Technology & Media Director for Washington County Schools in Saint George, Utah. I asked him for some suggestions for my technology integration project. Here are some of his thoughts.

I avoid posting on blogs, but I will share with you some thoughts regarding your statements and questions. First of all, Millcreek was very much leading edge with regards to technology thanks to you and Terry. Most of schools had no where near as much funding for technology per teacher as Millcreek. Although we have projectors in nearly every classroom many teachers here still would love to have a document camera (ELMO). I see both the document camera and the projector as a main-stay for classrooms for several years to come. Interactive White Boards (IWB) is another tool many teachers desire, but I do see this being replaced rather soon by Interactive Projectors (two birds with one stone.) I also believe that "pads" similar to Apple's IPAD as becoming a predominant fixture in classrooms within a couple of years. They will be running Android as the OS and will cost less than $200. We will use them to replace textbooks, i.e. textbook content will be loaded to the pads and we will not purchase hard copies of textbooks. The only thing going in the closet right now are very, very old computers and CRT monitors.

blogs and internet sites

I have decided to compile a list of blogs and internet sites related to my topic of technology integration in education.

Here is the list of links:

http://www.onlinedegrees.org/top-100-technology-blogs-for-teachers/

http://jenverschoor.wordpress.com/

http://cooltoolsforschools.wikispaces.com/

http://ilearntechnology.com/

http://blog.classroomteacher.ca/247/integrating-technology-in-the-classroom-wish-list/

http://www.wtvi.com/teks/04_05_articles/educational_blogging.html

http://www.techsavvyed.net/

http://edutechcput.wordpress.com/

http://www.ct4me.net/technology_integr.htm

http://bestonlinemastersdegrees.com/2010/top-50-education-technology-blogs/


iPod specific links:

http://projects.minot.k12.nd.us/groups/chris/weblog/5ce29/Why_an_iPod_Touch_in_education_.html

http://blog.dyknow.com/blog/integrating-technology-in-the-classroom

http://www.teachingnews.co.uk/2010/07/ipads-and-ipods-in-education-part-2/

http://213.232.94.135/ipodined/links.php?cat.all

http://www.principalspartnership.com/iPods.pdf

http://www.schoollibraryjournal.com/article/CA6456395.html

mbDrive app

For a few weeks, I have been using the mbDrive application. It costs $1.99 from iTunes and makes a folder on my computer that allows me to dump information from my computer onto my iPhone. This turns my iPhone into a 5 GB flash drive.

I have been able to put book summaries and audio books on my iPhone to occupy my down time. Now instead of playing a game or surfing the web, I listen to books or read book summaries. It is a great way to deal with airplane and car trips.

This application will allow teachers to place copies of notes and assignments onto iPods for students to use. The only problem I see is that it is very hard to get information out to print it. Also deleting the information is a bit tricky, because it needs to be deleted from the computer when the iPod/iPhone is turned on and communicating with it. One time I deleted a summary from the iPhone, and it still shows up in the folder on my computer. It is not a huge problem, but the process needs to be explained in detail before teachers without a great deal of computer experience use the mbDrive app.

iTranslate app

One of the most frustrating things I have to overcome is the language barrier when students have not yet learned English. I downloaded the iTranslate application to my iPhone to see if it could help. I typed in "My Spanish is bad please speak slowly and simply." The application responded with "mi espanol es malo por favor, habla despacio y simplemente." Now I have to memorize that and remember to say it when I am trying to teach a student who does not understand English. I can also pull out my iPhone, turn on iTranslate and use it to communicate with the student. This breaks my districts "no cell phone in the classroom policy" but it follows my principal's "take care of kids" philosophy. I think I will just do what is best for the student by using iTranslate to help when needed and face the consequences of using a cell phone in class.

The most interesting thing about iTranslate is the vast array of languages that it translates. On a side note, I get tired of hearing students curse and decided to translate the word frustrated into different languages. In Icelandic "frustrated" is "svekktur." Now if I could get students to start saying "svekktur" when they are frustrated instead of curse words, that might bring happiness to many teachers and administrators. It would also do a better job of conveying their feelings and need for help than a string of curse words.

Week 2 Blog – examples of action research from Dana (2009) textbook

1. Staff development
Examples from Dana (2009) page 65:
“How does the process of peer coaching help veteran teachers continue to learn and grow, and what role can the principal play in facilitating this process?

In what ways can I, as a principal, help facilitate the professional growth of the teachers within my building through engagement in action research?

In what ways can I, as principal, best facilitate teacher professional development to aid in their integration of CTE and academic concepts throughout our high school curriculum?”

2. Curriculum development
Examples from Dana (2009) page 65:
“In what ways has engagement in a cross-school curriculum project affected our school community?

How can I build my own knowledge of exemplary writing practice?

How do I use learning communities as a tool for teachers and myself in the transformation of the writing curriculum at our school?

In what ways can a career pathways curriculum be developed at my school to simultaneously satisfy our state's new requirement for career education, meet the developmental needs of our middle school students, and integrate seamlessly into our already established middle school curriculum?”


3. Individual teacher(s)
Examples from Dana (2009) page 65:
“What types of support help my new teachers succeed?

How can I best help an out-of-field teacher succeed?

What is the relationship between changing a veteran teacher's grade-level assignment and getting her out of a rut?”

4. Individual student(s)
Examples from Dana (2009) page 65:
“What happens to struggling readers in our school after they leave intervention programs?

What effect does the inclusion environment have on the reading achievement of eighth-grade language arts students at Lake Butler Middle School?

What is the relationship between students' participation in Williston High's SWAS (School Within a School) Credit Retrieval Program and their success in high school?

In what ways are out-of-school or in-school suspensions as a consequence for discipline referrals affecting student performance?”

5. School culture/community
Examples from Dana (2009) page 65:
“What role does a weekly school wide meeting play in creating a caring school culture?

In what ways can our school develop a collaborative culture characterized by teachers from different grade levels communicating, understanding, and sharing expectations for all our students?”

6. Leadership skills
Examples from Dana (2009) page 66:
“What do I learn from comparing and contrasting my own perceptions, my teachers' perceptions, my leadership team's perceptions, and my supervisor's perceptions about my own instructional leadership as a principal?

How do I improve my ability to inspire others toward a common purpose?

How do I build a cohesive and spirited team?

How can I, as an administrator, promote teacher leadership in the elementary division at P. K. Yonge?”

7. Management
Examples from Dana (2009) page 66:
“What are teachers' levels of satisfaction with the current block schedule?

How can we all work together (students, teachers, lunch paraprofessionals, kitchen workers, custodians, and principal) to make lunchtime a cooperative and pleasant time for everyone?”

8. School performance
Examples from Dana (2009) page 66:
“In what ways will implementing the continuous improvement model help increase student achievement at Mellon Elementary?

What actions can our faculty take to improve the reading achievement of our lowest quartile students?

What is the relationship between the use of a targeted homework approach and student academic achievement as measured by the Florida Comprehensive Achievement Test (FCAT)?”


9. Social justice or equity issues
Examples from Dana (2009) page 66:
“In what ways does a whole-group book study on Ruby Payne's A Framework for Understanding Poverty contribute to how we, as a Lake Butler Middle School administration and faculty, might create change and work toward breaking the cycle of poverty?

What can we do to help close the achievement gap and improve our practice toward African American students?”

Citations:
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks. C.A.: Corwin Press.

Educational Blogs

"Similar to a journal, Weblogs are another excellent way principal-researchers can capture their thinking as an inquiry unfolds...Because Weblogs consist of a series of entries arranged in reverse chronological order, they can serve as a sort of 'online diary' where administrators can post commentary or news about the research they are currently engage in ... The comment feature of blogs allows principal-researchers to receive feedback from anyone in the world" (Dana, 2009, p. 87).

Dana (2009) also states that " capturing your own thinking over time can lead to critical insights into your administrative practice, insights that may only occur when you revisit a thought or when you string a number of thoughts together that have tome to you intermittently over a longer period of time" (p. 88).

Blogging allows action researchers to share their "insights, issues, and ideas in a forum that ... other principals can read and contribute to" (Dana, 2009, p. 150). Dana (2009) includes thoughts from principals who currently engage in blogs. One principal states, "The act of writing for my blog encourages me to take my ideas further, to explore concepts beyond a fleeting thought.... It forces me to play with, develop, and challenge ideas in a way that makes learning interesting and engaging for me" (Dana, 2009, p. 150). Another principal states, "Professionally it has connected me to people and schools that I do not believe would have happened otherwise. My blog is part of my personal learning community....[It] has allowed me to grow at a pace that is much quicker than I would have been able to maintain on my own or with just the resources that are in my building" (Dana, 2009, p. 151).

Citations:

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks. C.A.: Corwin Press.

Action Research

According to Dana (2009), “administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry. Inquiring professionals seek out change and reflect on their practice by posing questions or ‘wonderings,’ collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others”(p. 2-3).

In the traditional educational research model, problems are avoided because they often get the principal into trouble with district office administration and all of the research is conducted by outsiders who do not have knowledge of the school or classrooms involved. In the action research model, the principal identifies the problem and researches the solutions with the help of teachers and fellow administrators who are familiar with the school and classrooms involved. This gives the principal and the teachers’ ownership of the situation making them more willing to implement needed changes. Action research centers around reflection and introspection where members involved with the problem create solutions, rather than relying on research conducted by outside “experts” who have little or no classroom experience.

According to Dana (2009), action research has several benefits over traditional educational research: “it reduces isolation of principals, allows principals to become a role model for learning for teachers and students, helps best practices flourish at school, and forces principals to slow down the harried pace that characterizes their work” (p. 12-14). Dana (2009) also cites research by Carr and Kemmis (1996) which states the following benefits of action research: “(1) theories and knowledge are generated from research grounded in the realities of educational practice, (2) practitioners become collaborators in educational research by investigating their own problems, (3) practitioners play a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate” (p. 5).

Citations:

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks. C.A.: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education.