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Project-ing Tech Literacy

Tuesday, July 6th, 2010

More reaction to the new whitepaper Assessing Technology Literacy: The Case for an Authentic, Project-Based Learning Approach (Read more or download PDF)

From Education Week:

“A new whitepaper addressing recent calls for technology literacy education argues any such education should involve project-based learning, while a separate new report indicates the need for such education may soon increase. The whitepaper from Jonathan D. Becker, a grant evaluator for the U.S. Department of Education, and Cherise A. Hodge and Mary W. Sepelyak, doctoral candidates at Richmond’s Virginia Commonwealth University, insists that, despite contention over what exactly constitutes technology literacy, there is consensus in the 49 states with technology literacy goals that the construct is multidimensional, and that one of those dimensions is acting or doing. In other words, students don’t just observe technology. They interact with it, meaning any instruction involving technology literacy should include students using technology in an active or interactive way.”

via Project-ing Tech Literacy - Digital Education - Education Week.

Although they got Dr. Becker’s job wrong (he’s actually an Associate Professor of Educational Leadership at Virginia Commonwealth University,) it’s a nice analysis of the whitepaper! Hope you read it and share with principals, tech coordinators, and others wondering what to do about student technology literacy.

Assessing Technology Literacy: The Case for an Authentic, Project-Based Learning Approach (PDF)

Sylvia

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Posted in Generation YES, TechYES, constructivism, education reform, technology literacy | 1 Comment »

New - Technology literacy whitepaper

Monday, June 21st, 2010

Download PDFToday we are happy to announce the release of a new whitepaper written by Jonathan D. Becker, J.D., Ph.D. Associate Professor of Educational Leadership at Virginia Commonwealth University, with Cherise A. Hodge, M.Ed. and Mary W. Sepelyak, M.Ed. Dr. Becker is an expert researcher in achievement and equity effects of educational technology and curriculum development.

Assessing Technology Literacy: The Case for an Authentic, Project-Based Learning Approach (PDF)

This whitepaper takes a comprehensive look at the research, policies, and practices of technology literacy in K-12 settings in the United States. It builds a research-based case for the central importance of “doing” as part of technology literacy, meaning more than just being able to answer canned questions on a test. It also explores the current approaches to develop meaningful assessment of student technology literacy at a national, state, and local level.

Where “doing” is central to students gaining technological literacy, traditional assessments will not work; technological literacy must be assessed in ways that are more authentic.

Building on this definition, the whitepaper connects project-based learning and constructivism, which both hold “doing” as central to learning, as the only authentic way to assess technology literacy.

True project-based assessment is the only way to properly assess technological literacy.

Finally, it examines our TechYES Student Technology Literacy Certification program in this light.

A review of existing technology literacy models and assessment shows that the TechYES technology certification program, developed and implemented by the Generation YES Corporation using research-based practices, is designed to provide educators a way to allow students to participate in authentic, project-based learning activities that reflect essential digital literacies. The TechYES program includes an excellent, authentic, project-based method for assessing student technology literacy and helps state and local education agencies satisfy the Title II, Part D expectations for technology literacy by the eighth grade.

This whitepaper can be linked to from our Generation YES Free Resources page, or downloaded as a PDF from this link.

Sylvia

PS - Share this important research with your PLN!

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GenYES changes the way teachers view students, school, and technology

Monday, June 14th, 2010

OK, I know a post this long violates all the rules of blogging. But I’m doing it to make a statement that only volume can make. And you don’t have to read it all - just skim through it. You’ll get the picture soon enough!

Every year we ask our GenYES schools to fill out surveys. GenYES students take a survey about helping teachers integrate technology throughout the year. GenYES lead teachers take surveys about running the class, give us feedback on the online tools and curriculum, and their perceptions of how GenYES has changed the whole school relationship to technology. We also ask the teachers who partner with GenYES students to answer a few questions. These are the teachers who allow GenYES students to do everything from fix their computers and troubleshoot their projectors to co-design whole standards-aligned units that take advantage of the latest technology.

The experiences of these “partner-teachers” are at the core of the GenYES philosophy. Can students be taught enough about technology and learning to provide meaningful help to teachers? Will teachers accept help from a student? Will teachers not only accept the help, but learn new technology from students? Will they continue to use technology to improve education?

Every year the answer is a resounding YES. Every year we see the surveys - typically 90+% of teachers say that working with a GenYES student was positive, useful, and increased their understanding of how technology can improve education.

This year I thought I’d share a bit more. LOTS MORE! Below are replies to the open ended question - “How has your experience with GenYES changed the way you view students, school, and technology?” Because these answers illuminate how deep the GenYES experience goes and how it changes the student, teacher and the whole school community.

GenYES partner-teachers responses to: “How has your experience with GenYES changed the way you view students, school, and technology?”

  • GenYES gives students a wonderful opportunity to assist teachers and staff and provide them with a sense of service. As students become more proficient in technology, so will teachers.
  • GenYES has helped me develop a closer relationship with students I don’t have in class. Their expertise is amazing!
  • I enjoy working with the GenYES students. Their enthusiasm brings enthusiasm to my students.
  • I love this program for the fact that the students that create the project have a real sense of accomplishment. The fact that they produce something that then gets used by me to teach other kids is very empowering.
  • I think giving the students the power to teach is great. It really gives them a sense of accomplishment when they finish.
  • I think students can benefit from using technology to learn the required curriculum.
  • I think that the students are capable of producing a product that is of high quality that they can then use to teach the students with.
  • I truly enjoy the projects the GenYES students make.
  • It was really great to interact with students who would create a project I could use in my teaching.
  • My students love the use of technology in the classroom. They are more anxious to learn!
  • Students can help teachers learn just as well as adults.
  • Students creating something to help me teach was great!
  • The GenYES program has helped me continue to love teaching.
  • The GenYES students are fun for me to work with. I enjoy their drive and determination. I’ll be moving to a different school next year, and there’s no GenYES program. I’ll miss participating in GenYES.
  • The students have been a pleasure to work with and also a great help.
  • Yes it has helped me see new ways of doing things therefore re-invigorating my teaching.
  • the students are able to create and teach material that is essential for this class and state standards. I will now use more technology and student-generated work in the future.
  • The GenYes program has shown me that incorporating technology into the classroom is very important for todays students who are techno driven.
  • The more involved students can be with computers in the curriculum the better for the students since they enjoy and are more willing to learn if the computer is part of the process.
  • It is a good outlet for students to do new and exciting things.
  • Opportunity to work with students on technology has really been encouraged through working with GenYes. Before I would just try to figure it out myself. GenYes has helped me to see a new way of looking at teaching.
  • I am more able to appreciate and use the students’ technological skills.
  • I think it was a good mutual learning experience for both teacher and student. We were able to learn technology from the students and they learned about our program.
  • It has given me a greater appreciation of the technological knowldege that students have.
  • Students feel empowered when they are asked to help a teacher. That don’t get to do that very often. I think it’s a wonderful thing!
  • Continues to help me see the value of empowering students to learn and use their talents for the good of others, not just themselves. It’s a nice byproduct that they feel better about their abilities as a result.
  • Students attend more readily to the visuals provided by computer-assisted instruction. Since the study of the solar system is rarely “hands-on” the students benefited from the one-to-one instruction provided by the GenYES student. I would not have been able to reach all the students in my class in this way without repeated interruptions.
  • Using technology in the lower grades will definitely prepare my students for their futures in high school and beyond. It gives them confidence to feel that they will be able to compete and participate in the real world, and that helps them feel connected to their futures. It’s very empowering.
  • Intergragting computers for use in the classroom can be done. Also, the students love it.
  • It has made me see how “native” kids are to technology…they can do anything with technology with little guidance!
  • technology is another way for students to learn and the interest level is really high when they get to use it.
  • This experience with GenYES had made it clear to me that students can create a project relating to standard content. Students in GenYES learned not only the content, but also computer and presenting skills.
  • Get out of students’ way! They are so much more comfortable with technology than are the teachers!
  • I felt it helped me to try new things using Technology in my classroom.
  • I found them to be very cooperative and helpful!
  • I have learned that the students need more room to create and design their projects. One of the most important things we need to do is get out of the students’ way. I truly believe that GEN YES has allowed teachers and students to partner their learning.
  • I think it is fantastic that I can get help from student around my school campus.
  • I think its a good pogect for students and teachers
  • I think that it is wonderful that students have the opportunity to learn about technology and help teachers learn about it, too.
  • I would like to see more kids have this opportunity. I realize that it takes an incredible amount of time for the tech teacher to train these kids but the payoff is well worth it.
  • It was a great form of mentoring. I also appreciate all the time and effort it took for the student to complete the project.
  • Students are much more capable that they are given credit for being. There are many problems that they can collaboratively solve and solutions to obstacles that they have a unique perspective on.
  • I enjoy seeing students motivated and creative with technology in teaching or assisting teachers with student learning.
  • I know that technology is an important part of the way we need to teach our children and it was helpful having a student make that connection.
  • I realize what a virtually untapped resource students can be in helping teachers.
  • GenYes provided a valuable service for our school. We have experienced technology users that bring a kid’s perspective to the presentation.
  • I believe I have a resource to help me with any of my tech challenges.
  • I have more confidence using technology knowing I can get help when I run into a problem.
  • I am aware that technology will become more and more prelevant in my daily teaching.
  • I’m very impressed with the students work.
  • It continues to remind me that student - teacher partnerships are meaningful and can be implemented in several ways in schools.
  • That they definitely know more about computers and programs than I do. The students are very helpful in teaching me how to do web design.
  • With the right training they can do amazing projects which can help others
  • I delight in my students creating lessons from their perspective. It is helpful for me as their teacher, to see what they consider to be important in their learning.
  • Every time I work with GenYES students, I am inspired!
  • GenYES students have taught me that students are a great resource for learning. They motivate me to use technology.
  • It was amazing to see how technologically saavy these fourth graders were. I learned a great deal from them. It was also nice to step back and allow students to take over the technology piece for a change.
  • I give them a credit for being pretty good at using and working with computers.
  • I liked the responsibility accepted by students.
  • I think that every student can conquer the technology aspect in any classroom.
  • I think that fun interactive lessons will help keep students on task and keep their interest levels up.
  • This project helped me see that technology can be used anywhere.
  • I look forward to more collaboration of this type with the HS technology students.
  • I think this is a great way to involve students in learning and would like to learn more about how to integrate it into the classroom.
  • I was happy to have an opportunity for my students to act as teachers. They are all very excited to have a turn creating interactive lessons for the class to share
  • I was very proud of the projects that my students created on their own. It was clear that they enjoyed the program and learned a lot from it.
  • It’s pretty obvious that every American student needs to become extremely comfortable and efficient with modern technology. GenYES will help out students do this.
  • I have always liked to integrate new ways of learning into my lessons…GenYES has opened another valuable “door” to the teaching of students in my class.
  • I knew students were capable before . . . I did see that the computer can offer some students a venue within which they can shine.
  • I see the value of students mentoring other students; I see ways to enhance learning through creative opportunities available to students using computer tools
  • I was surprised and excited to see the learning that took place! Both the students and I made huge, impressive leaps! Students definitely had a positive attitude and put a lot of energy toward working on their projects.
  • I was very impressed with the ability of the GenYes students. They were hardworking and dedicated in completing our project.
  • It is exciting to see the finished products done with the computer. It is equally and more exciting to see the students fully engaged when working on these projects. It provides assessment of learning in a unique and interesting way.
  • Students were more engaged and learned a great deal about the subject. It was rewarding for me to see them excited about it and then to see their excellent finished products.
  • This has been an outstanding experience for students and teachers. It has really helped to build a feeling of family within our school colleagues and students.
  • I know that my students are becoming more comfortable around technology because of GenYes.
  • My involvement with GenYES has totally changed the way I look at teaching.
  • My experience with GenYes has made me feel a lot more comfortable with computers. It has also shown me that the students are very capable of performing well while working with computers.
  • GenYES has made this year much easier for me and more fun. I think that students enjoy getting to learn about stuff on laptops. It has also helped with me understanding more in a students mind because my partner and I would interact and I would understand my students curriculum
  • GenYes has really helped me interact more with a student and helped me learn from another person even though they were younger then i was.
  • I feel that technology is a great way to teach students about different programs and I plan on using it more in the future.
  • I noticed that the GenYES students know more about computers than I do.
  • I now feel confident in teaching my students a lesson using technology. The students really enjoy using the computers on a regular basis.
  • I think the thing that changed the way feel about the school and students is that they under stand the computer better then some of the teachers.
  • It changed they way I look at the school and students by showing me that students are learning more about technology each and every day. So there fore they have to teach the teachers more about the computers or just technology.
  • It has changed the way I look at school and students by showing me that students can also teach me something. They can show me more and more about technology.
  • It has helped me understand the way most students think because I got to know my partner and I began to understand his curriculum.
  • It helped me understand that most of the students that go to the school that I’m teaching at know more about computers then I do.
  • It made me more aware of how much the students really know.
  • It makes me want to use computers more often in class. Also, it helps the students learn more about the computer programs.
  • My GenYES experiences have showed me that students are more than capable of learning new programs and teaching them to other students. I also feel that technology and computers are great ways to learn new things.
  • My experience with GenYES has made me feel a lot better about most of my students. It has shown me that they are VERY capable of performing well while working with computers.
  • My experience with GenYes was outstanding because I am able to learn more about other technology that I am not familiar to and as a teacher you would want to do that so you have a chance to help your students. I am more comfortable with computers now, now that I am familiar with the mechanics of it. GenYes is a great experience for me and I am looking forward on having another great GenYes student-partners next year.
  • Since i have begun teaching, many changes have been made in how we keep records and present our lessons. The GenYes program has made me more aware that the students know how to use technology and a result i should actively seek new ways to integrate technology into my lessons.
  • The GenYES program shows that school doesn’t have to be boring and can have some fun in it. It shows that some students who are okay in the area of computers can become great.
  • The GenYes students have showed me that students can make amazing projects with the computers and really learn. I know that using technology in school can really improve students learning. I feel that I will use technology more in the classroom because it helps so much.
  • Using computers more often, I believe, gives my students a more exciting way to learn and create projects. The students love to use the computers and it makes learning much more enjoyable and they can stay focused for longer with the computers.
  • With the Genyes program i feel a lot better with the students because if i have other students make projects for my class they tend to pay attention more then me making it myself. With the Genyes program i can compare projects with other teachers at different schools and give and receive project ideas from other science teachers.
  • Yes. I think the students are much more advanced technology wise and have a better understanding of computers then I suspected. Using technology in school is a fun way to learn math. I think my students enjoyed it, and I’d like to do it again.
  • it has helped me incorporate more technology into the curriculum and it has helped me learn more about using computers for school.
  • I really enjoyed working with the girls and am truly amazed at their creative abilities. I had no idea that students could create such quality work.
  • I think it is wonderful that children learn so many aspects of technology at such a young age. I also think it is remarkable that they are able to pass it on to other generations.
  • This is my second year and I feel having students come and make presentations to younger children is very effective. My class is looking forward to when they can do the same.
  • Although I myself was hesitant to learn new things on the computer, once I learned and felt confident, I taught my students and they taught each other. I am amazed at what good students and teachers they are in the area of computers. I will forever be changed in my view of their ability!
  • I am proud of everything my students learned with from the Genyes students.
  • I found it very interesting working with general ed students, especially in that they were teaching me something.
  • I was so impressed with my student’s level of responsibility.
  • It makes technology in my classroom a reality - especially with our new Smartboards.
  • G. has been helpful on more than just the assigned project. She often showed me how to do “the little things” that prevent me from using technology with my students.
  • I am so pleased with the GenYes program. I think it is a wonderful way to get students and teachers invoved in creating technology lessons and units together. I love GenYes!
  • I feel that I appreciate my students even more by participating in this program.
  • I have always had a high degree of respect for my students and technology. I can only look to the future for greater achievements.
  • I have been working with students in this environment for a while. I continue to look at student progress in a positive manner and enjoy the creativity of my students.
  • I have come to realize what a benefit it is for my students to be able to use technology to their advantage for research, with help to complete homework, and personal use.
  • I wonder how we ever functioned without the use of technology in the classroom.
  • It has been wonderful to have students able to teach me how to do certain things, to have them help students in the class and to try and troubleshoot any problems. These students are amazing!
  • It has broadened my scope in the learning environment. I can see a real place for the computer as a learning tool in the classroom as well as the personal life of myself and my students.
  • It is very important that we integrate technology in our classroom. The students we educate today are a product of the 21st century and technology is a major part of their learning environment.
  • It really has not changed the way I think or feel about my students. I will, in the future, learn more about their knowledge base so I can utilize their technology expertise and have them gain valuable experience putting their knowledge into practical use.
  • Students can often be the best teachers and mentors. Pairing a 5th grader with my 3rd graders was a wonderful way for younger students to be influenced positively by an older student.
  • Students teaching students is a wonderful tool to motivate students.
  • That students have the power to work with one another at various grade levels, and it creates a personal partnership between teacher and student.
  • The students adapt to computers quickly and easily.
  • This is a great opportunity for students to be leaders in the technology field. It also helps their teachers!
  • I am reminded of how engaging computers are for them.
  • I have been involved with technology for many years (even as a leader), and have used it and taught it in many capacities. I originally thought that my young partner student would not teach me anything new, but I was surprised to find I was wrong. My GenYes experience proved that you can always learn something new!
  • I really enjoyed working with my GenYes partner. She is a hard working student that put a lot of effort into completing this powerpoint. She did an excellent job and I learned some great new ways to make my future powerpoints more interesting.
  • I think it is a great opportunity for students and teachers.
  • I think that GenYES has shown me how capable the students really are when it comes to using technology. It has taught me that I can learn from them.
  • Students are very excited to use technology in school and as a learning experience.
  • All students are much more capable with computers than I would have expected for their age. Also, students were very careful with the computers and respectful of their partners. The sixth grade students were extremely knowledgeable about technology and very patient with my students. I feel like laptops have a real use in the classroom. Before I would have said that this expensive technology would not have had realistic applications in a third grade classroom.
  • I have always appreciated the opportunities for students to take on a leadership role. GenYES has provided an avenue to further this.
  • I was a bit concerned the fourth graders would not be able to fully instruct my third graders but the student teachers were incredible, effective and responsible. They were able to instruct my students with new technology. The lap tops are great!
  • I was impressed with the knowledge and skill of the GenYES students. It was fun working with older students.
  • I was very impressed at the support given to the students and in turn their enthusiastic support for technology in my classroom. I have watched them assist fellow students and myself become more comfortable with the varied use of technology.
  • It provides more of my students with computer access and allows use to teach directly to a larger group allowing each student more one on one time.
  • It showed me that my students are very responsible and the are leaders for the class.
  • My experience with GenYES reinforced my thinking that students are capable of teaching their classmates new skills. My experienced with GenYES also made me realize that how easy it is to integrate technology into subject areas.
  • Students can be helpful as peer tutors and can teach me new technology.
  • This experience has enlightened me to the fact that integrating technology into the classroom excites most students, and creates an opportunity for some to soar. Computers are an excellent tool for building confidence, learning the curriculum, and engaging students that might not normally be engaged in the lesson at hand. Having older students teach younger students is something I’ve always been involved in, and this experience helped further solidify my commitment to continue doing so in my classroom.
  • Giving students more freedom to work on independent work. I’m also somewhat of a perfectionist, and using something which the student worked on, but didn’t exactly teach it how I wanted, was a little challenge for me, but I learned that the students still learned and it was still great!
  • I now more actively look for new ways to integrate computers into class projects.
  • I totally enjoyed working with the students and have thought of projects that I would like to do in the future.
  • I was frustrated with the availability of hardware needed for this presentation. The staff at my school came to my aid and got the game going right before I needed it-to them I am grateful. The students did a great job putting this project together and I know that using it was fun for all.
  • I was surprised that the students seemed to like both technology and overheads for lessons. Some seem to feel that they have already played the game show and want a new, exciting format. Such a hard audience.
  • It is a good way for students to work on their own. I would like to be able to work with these students one on one though.
  • It is a very effective way to teach students the useful and beneficial aspect of technology.
  • It keeps the students attention a lot more focus.
  • It was fun to not only have the students do their own technology project, but to also use what they had created in class was awesome.
  • Students are growing up in an age of technology and like using it in the learning environment.
  • The one thing I realized is how out of date I am with computers. It is not the same or as easy as it was when I was a junior in high school. So much has changed and so quick! The students knowledge of computers is incredible.
  • I feel that after working with students, GenYES should be offered to more students.
  • It has made new programs not so difficult to learn!
  • It has not changed the way that I feel. It has opened up other avenues to conduct lessons.
  • Students can answer my questions and working with them half way through the year, they know my teaching style and can work with my strenthgs and weaknesses.
  • The students are able to work creatively with Technology.
  • Yes. The students were actively engaged in the project as well as lending the helping hand in the review.
  • I really enjoy the GenYes experience. When students generate a project for my class I feel that they have truely grasped the concept they are working with. This is a great partnership!
  • I am absolutely impressed with students’ abilities to “design” with computers-I can see so many uses which are highly motivating!!
  • I am constantly amazed at the high level of motivation that computers bring to the entire learning process-for both students and teachers!! I am looking forward to really applying my new learned knowledge to other “projects” and subject areas next school year.
  • I am happy that my students can be exposed to so much technology. It will help them as they leave the classroom and go out into the work force. I think GenYes has been a positive opportunity for me and my students.
  • I am very proud of the hard work and effort that my Gen YES students have displayed.
  • I just enjoyed the experience. I have been computer phobic for years. Working with my GenYes students gave me more confidence to use technology in my classroom. I still have a long way to go, but this was a start.
  • I truly enjoyed the experience with my GenYes student. She was very serious about the task and the project as a whole. I am excited about the possibilities for our school and integrating technology.
  • I was appreciative that one of my special day students could participate in a program that I initially thought would only be available to regular education students.
  • I was glad my students got to participate in this project. It was very motivational. Their enthusiasm is contagious.
  • It was a very positive experience. My GenYes students were very helpful. I wish all students conducted themselves so well.
  • My experience gave me great hope for what our school can be in the near future.
  • Students are a great resource to teach other students and teachers. The GenYes students were responsible, cooperative and innovative!
  • The GenYes students demonstrated great teaching skills. They were patient and responsible in their duties.
  • The GenYes students demonstrated that they have skills to teach other students. Using students to teach teachers or other students is a great resource.
  • I feel more comfortable using technology in my classroom and would like to use more with my kids.
  • I feel that students can teach the teachers. They are much more computer savvy!
  • I was impressed at how knowledgeable my GenYES students were with technology.
  • It is important to incorporate technology into the classroom to keep student interest! They expect it!
  • It was a great opportunity to work with a student who could teach me simple things I forget how to do because I don’t use enough. I definitely feel more comfortable with technology in my classroom. Students can be a great resource!
  • It was a pleasure working with an older students and it made me realize the strong desire for knowledge that children have in technology.
  • This year I found myself expecting the kids to use the computer more often, which means I am more comfortable with it. It feels good.
  • I am amazed at how “computer savvy” my sixth graders already were before we even started our project. Their level of comfort with computers made the overall project much less daunting, and it also allowed the students to take the project further.
  • I realize that most of my students are very computer literate compared to their teacher. I enjoy having students show me how to improve my own skills.
  • It has helped me to see new ways students in second grade can benefit in enhancing their content knowledge through web resources. I also think we can do a more student centered flip camera project next year.
  • It is great to work with the students who have been in the GenYES because they are so competent in computer skills. Without them a great of my computer learning would not have happened! Thank you to GenYES and to may partner students, Trevor and Anna!
  • It was wonderful to have fifth grade students come into my classroom and participate in teaching the class and helping students individually as needed. I really enjoyed the partnership.
  • My experience with GenYES has been a very positive one! I have a very energetic class and found that this project kept them interested and focused! I have continued using technology in our class to motivate students!
  • My students were very enthusiastic to learn about this project because it was connected to technology. They enjoyed learning a new program and making a presentation that can be viewed by their parents on a digital projector.
  • I enjoy working with the resourceful students.
  • I have integrated more technology into my daily lessons.
  • It has reinforced my belief that students like hands-on interactive ways to learn and focus more on the work if it is visual and stimulating. The key to teaching is to finding how to motivate students to learn. Using this format seems to be successful and student feedback and results obtained from projects have verified this outcome.
  • It was a pleasure working with such a wonderful young lady.
  • It was truly awesome to watch the students present this program to incoming students. They displayed so much pride about our school and set terrific examples of how things are done at our school.
  • Lots of students took advantage of these extra resources.
  • The GenYES students do a fabulous job coming into classes and doing presentations. Students really look forward to seeing student work.
  • The GenYES students were great and I saw my science students getting very excited about the work just because it was on computers instead of books.

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    DARPA Promotes High-Tech Education

    Tuesday, January 26th, 2010

    Citing studies that show a marked decline in the number of students pursuing education in math, science and engineering, the Pentagon’s Defense Advance Research Projects Agency (DARPA) is requesting proposals for “innovative new ideas to encourage students to major in CS-STEM and pursue careers as engineers and scientists.”

    DARPA was the agency that funded the research that created what we now know as the Internet. It’s great that they are again looking to fund this kind of educational goals.

    What kinds of projects do you think they should fund? Please comment!

    via DARPA Promotes High-Tech Education.

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    Children who use technology are ‘better writers’

    Thursday, December 3rd, 2009

    From BBC News - Children who use technology are “better writers”.

    “Our research suggests a strong correlation between kids using technology and wider patterns of reading and writing,” Jonathan Douglas, director of the National Literacy Trust, told BBC News.

    “Engagement with online technology drives their enthusiasm for writing short stories, letters, song lyrics or diaries.”

    Mr Douglas dismissed criticisms about the informal writing styles often adopted in online chat and “text speak”, both of which can lack grammar and dictionary-correct spelling.

    “Does it damage literacy? Our research results are conclusive - the more forms of communications children use the stronger their core literary skills.” (emphasis mine)

    Sylvia

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    Relevant research: Combining service-learning and technology fosters positive youth development

    Monday, November 2nd, 2009

    In an ongoing effort to promote youth empowerment in education, we’d like to offer this research synopsis. This one pulls together several of our favorite subjects: youth development, project-based learning, and technology.

    Best Practices for Integrating Technology and Service-Learning in a Youth Development Program by JoAnn R. Coe-Regan, PhD and Julie O’Donnell, PhD, MSW.

    Community-based programs that are meant to promote youth development have been around for quite awhile. Numerous studies indicate that youths benefit from these programs in many ways: a more positive self-image, a reduction in risk taking behavior, improved school behavior, etc. Because research illustrates the success of after-school programs, federal funding has increased from $40 million to $1 billion in recent years. A ubiquitous and recurring challenge these programs face is how to recruit and retain teens despite the potential barriers of boredom, family responsibilities, and spending social time with their friends.

    In 2006 the YMCA Youth Institute of Long Beach, California developed a service-learning program to help overcome these barriers which “…uses technology as an integral mechanism for promoting positive youth development and enhancing the academic success and career readiness of low-income, culturally-diverse high school students.” (Coe-Regan & O’Donnell, 2006)

    The YMCA Youth Institute research is unique in the fact that it focuses on the mutually supportive benefits of technology and service-learning. It also supports the idea that effective technology learning is more than skill acquisition, but is built into collaborative, authentic projects.

    Overall, the study found that service-learning which emphasizes technology not only increases positive youth development, it also retains and sustains the service-learning program. Participants were particularly attracted to learning new technology skills and saw this as increasing the likelihood of being successful in life.

    The participants spent the entire year working in teams to develop projects including digital storytelling, graphic design, 3D animation, and how to troubleshoot and use computer networks. Additionally, curriculum was developed to link the project content to school content standards.

    Coe-Regan and O’Donnell identified five best practices to implementing a service-learning program that emphasizes technology to enhance positive youth development.

    1. Focus on under-served youth. The study found that ‘nesting’ such programs in low-income, diverse communities helped youth connect with a wide range of other cultures as well as helping reduce the ‘digital divide’ that many youths must overcome to be competitive in the 21st Century job market.
    2. Use collaborative, project-based techniques to teach technology. The study found that using projects to teach technology not only increased interest, but participants also gained better planning and problem-solving skills than traditional, specific skill acquisition. Youth also gained more confidence by learning from ‘trial and error’ and from working in teams to develop ‘real world’ solutions to problems as they arose.
    3. Emphasize the usefulness of technology skills in the workplace/higher education. It was found that many youths are well aware of the expectations teachers and employers have in regards to technology competency. Therefore, participants had an authentic desire to learn about new technology. It was found that the program retention increased due to the youth’s determination to succeed in college and the marketplace by developing their 21st century skills.
    4. Stress the importance of service to the community. The study found that 90% of participants found their service learning experience to be positive. Many of the youths continued their service learning beyond the program by participating in internships, volunteering, or helping teachers in their school with technology.
    5. Focus on personal growth and development. “The data suggested that this technology program appeared to have the ability to do more than simply influence technology outcomes. Many participants mentioned the technology skills when asked about the overall general knowledge and skills, but the majority of participants talked about other things they learned about themselves and life skills that went beyond technology skills and knowledge. These included: developing leadership skills, making friends, getting along with others, speaking in front of others and voicing their opinions, balancing life and gaining the motivation to continue with their career goals.” (Coe-Regan & O’Donnell, 2006).

    Overall, the study found that service-learning which emphasizes technology not only increases positive youth development, it also retains and sustains the service-learning program. Participants were particularly attracted to learning new technology skills and saw this as increasing the likelihood of being successful in life.

    Reference: Coe-Regan, JoAnn R, & O’Donnell, Julie. (2006). Best Practices for Integrating Technology and Service Learning in a Youth Development Program. Journal of Evidenced-Based Social Work, 3, 210-220. Retrieved from EBSCO Host Database.

    (This synopsis was written by Steven Hicks, Generation YES grants and special projects coordinator.)

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    Posted in constructivism, education reform, research, service learning | 2 Comments »

    Dr. Gerald Bracey can rest in peace - the rest of us need to get busy

    Thursday, October 22nd, 2009

    The previous post (Jerry Bracey - Rest in Peace) contained the sad news of the passing of Dr. Gerald Bracey. People have written eulogies extolling his tenacity in unveiling the truth about school and educational policy as he saw it, and how he never let up in exposing it when he saw research being used inconsistently, or worse, with intent to deceive. Dr. Bracey was not just a curmudgeon, in 2003 he won the American Educational Research Association’s “Relating Research to Practice” award for his scholarship in the field of education research.

    If you read any of the remembrances, you will find many links to his publications and thoughts. Some are available online, some are in journals and books.

    I thought it would be helpful to create a short list of some places to find his important work.

    Gerald Bracey on Statlit.org - This website features authors who write on statistical literacy in a wide range of fields. The page on Gerald Bracey includes his famous “32 Principles of Data Interpretation” starting with, “Do the arithmetic” and “Show me the data”.

    Education Disinformation Detection and Reporting Agency (EDDRA) - This is Gerald Bracey’s own website, “… dedicated to analyzing reports, dispelling rumors, rebutting lies about public education in the United States. It represents an on-line version of the work I have been doing since 1991.” The website links to many of his annual “Report on the Condition of Public Education” with his Golden Apple awards, plus “Rotten Apple” awards given to those who “represent the worst in public education.”

    Articles on the Huffington Post - Dr. Bracey’s most recent and most political articles can be found on the Huffington Post. In dozens of extremely readable articles he calls out politicians, business leaders, educators, journalists, and others who skew statistics to make the their pre-determined “education solutions” seem research-based. If you want a quick taste, try Nine Myths About Public Schools, where he takes on merit pay, global competitiveness, high-stakes tests, and much more in a few short paragraphs.

    Gerald Bracey at EPIC/EPRU - A few dozen research papers tackling current educational issues such as charter schools, NCLB, vouchers, high-stakes testing, and more.

    Finally, a word about The Education and the Public Interest Center (EPIC). EPIC is housed at the University of Colorado at Boulder and partners with the Education Policy Research Unit (EPRU) and the Commercialism in Education Research Unit (CERU) at Arizona State University to produce policy briefs and think tank reviews. From the website, “These centers provide a variety of audiences, both academic and public, with information, analysis, and insight to further democratic deliberation regarding educational policies.”

    EPIC and EPRU also created the Education Policy Alliance, a nationwide network of university-based research centers and organizations.

    If you want to stay up to date on well-researched, timely information and analysis of education policies, you should definitely consider subscribing to their email newsletter (signup box at the bottom of this page.)

    Dr. Gerald Bracey created a legacy that must not fade away. Those of us left must take up the mantle, stand on his shoulders, and continue the work.

    Sylvia

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    Jerry Bracey, Rest in Peace

    Thursday, October 22nd, 2009

    from EPIC. Education and the Public Interest Center, School of Education, University of Colorado at Boulder. posted with permission.

    October 22, 2009

    Jerry Bracey, Rest in Peace
    Brilliant. Blunt. Independent. Truth. Integrity. Iconoclast. Irascible. Uncompromising.

    After our colleague and friend Jerry Bracey passed away in his sleep during the night of October 20th at the age of 69, the memories and tributes hit our in-boxes, and it started to sink in that Jerry’s dominant presence as an eloquent and reliable truth-teller would no longer grace the educational landscape.

    The evening before he died, Jerry was working on a new “Bracey Report” for us. It’s pure Bracey – forthright, clear, compelling, and grounded in evidence. We will finish that work and publish it at epicpolicy.org.

    Just a few months back, Jerry put out a new book, Education Hell: Rhetoric vs. Reality, which joins a shelf full of earlier works, including many published with EPIC/EPRU.

    Some online tributes to Jerry are already up and can be read read here (Sherman Dorn), here (EdWeek, Debra Viadero), here (EdNotesOnline), here (WashPost, Jay Mathews), here (DairyStateDad), here (EducationExaminer, Caroline Grannan), here (Schools Matter, Jim Horn), here (Thomas Mertz), and here (SubstanceNews, George Schmidt). If there are others you feel should be added and posted at the EPIC website please email [email protected].

    We have also responded to calls from many of the people who have been touched by Jerry and his work to create a memorial fund or project that we could donate to in his memory. We have now created one, attached to this policy center which has recently been Jerry’s academic home.

    Working with the CU Foundation, we are building a memorial fund that would, if fully funded, provide a doctoral fellowship in Jerry’s name. We’re thinking of it as the Bracey Memorial Fellowship, given to a doctoral student with a research-based, hard-nosed commitment to further truth, equity, and social justice.

    Pleased visit the memorial fund website to make a donation Don’t click the “in memorial of” option since you probably don’t have the info requested about his next of kin (his wife, Iris). Instead, just write “In memorial of Jerry Bracey” in the box. You may also mail checks, made out to “CU Foundation” with “EPIC - Jerry Bracey” in the memo line, directly to the School’s Development Officer, Margot Neufeld, at:

    University of Colorado at Boulder
    School of Education
    Margot Neufeld
    249 UCB, room 116
    Boulder, CO 80309

    The Foundation has no fees for memorial gifts — all the money goes to the gift purpose (student support in Jerry’s name).

    If we reach the $25,000 level for all donations in Jerry’s name, we can create an ongoing scholarship/fellowship. Even if we do not reach that threshold, we would still use the money for student support in Jerry’s name.

    ©2009 EPIC. Education and the Public Interest Center, School of Education

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    New report from the EU on Games in Schools

    Friday, June 19th, 2009

    A new research report - How are Digital Games Used in Schools has just been released by a group called European Schoolnet, a consortium of 31 ministries of education in Europe. This study was sponsored by the Interactive Software Federation of Europe , representing companies in the interactive software industry.

    How are Digital Games Used in Schools covers the use of games in schools in Europe: video games, computer games, online games that run on consoles, computers, handhelds or mobile phones.

    - Full report (180 page PDF) - English version
    - Synthesis report (40 page PDF) - English version

    The researchers interviewed over 500 teachers, 30 decision-makers, and included 6 case studies and a review of the scientific literature. They came to some interesting conclusions, both from a teaching and learning standpoint.

    • “The teachers who are involved in these practices leave nothing to improvisation in their pedagogical use of these games; on the contrary, they prepare them very carefully.”
    • “Experiments in the classroom use of games are bringing teachers together in a community of practice, and associating the whole educational community and parents around the pupils’ achievements.”
    • “Practices centred on games rehabilitate more traditional teaching tools in the eyes of the pupils.”

    European Schoolnet also established a social network as part of this study for teachers interested in using digital games in the classroom.

    From the conclusion - “The investigations that have been made show that electronic games favour a way of learning that is particularly in tune with the modes of learning now regarded as effective. The table below summarizes several major principles of learning that are now known and recognized. It relates them
    to the characteristics of electronic games and the modes of use that they generate. The correspondences that
    emerge argue in favour of a‘re-opening of the case’ [of using digital games in the classroom].”

    Report table

    - Full report (180 page PDF) - English version
    - Synthesis report (40 page PDF) - English version

    Sylvia

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    Two new white papers on games in education

    Thursday, March 5th, 2009

    Two white papers were released last month from The Education Arcade at MIT. Both are about video and computer games for learning, but look at this issue from slightly different angles.

    Moving Learning Games Forward looks at games, learning and education with a long lens. It provides a detailed historical analysis of how computer games first were used in schools and proceeds through the heyday of educational software in the 1980s to the present move to web-based games. I was very pleased to see how much of this mirrors my presentation on Games in Education for the K12online conference, but of course, my 20 minute presentation barely skims the surface where they dive deeply. I’ll be adding this to my Games in Education resource wiki for sure!

    The paper goes on to lay out some ideas for how learning games should be designed, and has great references and sources for additional reading. This is a must-read for educators seriously interested in games in education.

    The second paper, Using the Technology of Today in the Classroom Today, is slightly narrower in focus. It is written for classroom teachers interested in bringing games and simulations into the classroom, with practical suggestions and case studies to help with planning and implementation.

    Sylvia

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