K-12 (Primary / Secondary)

Lets’ be honest – diving into evidence based research reports issued by the US Department of Education was not likely to be on the summer reading lists for many of us over the past few months. One such report that did catch my eye however was a research publication that was released in May, 2009. “Evaluation of Evidence-Based Practices in Online Learning” is a study that looks at the effectiveness of online learning. Specifically, this research study set out to answer the following questions:

1. How does the effectiveness of online learning compare with that of face-to-face instruction?
2. Does supplementing face-to-face instruction with online instruction enhance learning?
3. What practices are associated with more effective online learning?
4. What conditions influence the effective of online learning?

Unlike that summer thriller that you may have read at the beach, let’s jump to the end immediately. Key findings from this study include:

• Students who took all or part of their courses online performed better than those who took the same course solely in a traditional face-to-face environment.
• Instruction that combined elements of both online and face-to-face delivery had a larger advantage than instruction provided solely online.
• The effectiveness of online learning approaches appears to be broad across different online content and student types.

What does this study potentially mean? First I would say that it provides evidence to show that online learning is a viable alternative to traditional methods for delivering instruction. Other research studies have similarly shown that students are achieving at equal if not higher rates in online courses compared to traditional face to face settings. Secondly, I would point to the finding that showed a combination of both face-to-face and online instruction yields the highest achievement gains. This is consistent with the message that I have been sharing with you that the role of the teacher is a critical component to student success even in online courses. Finally, I would advise you to not assume that all online course providers will offer the same level of instructional interaction and student engagement; two key elements of success in online learning.

Bruce Friend is a pioneer in K-12 online learning. As a founding member, teacher, and chief administrator of two state-wide virtual school programs, Bruce has considerable experience in providing online learning opportunities to home school students. In 2003, Bruce was honored with the Most Outstanding Achievement by an Individual Award by the U.S. Distance Learning Association. In recent years he has consulted with online program developers and families throughout the United States. He is currently the Director of SAS® Curriculum Pathways® (www.sascurriculumpathways.com). bruce.friend@sas.com.

During the launch of Connected Classroom in The American School of Milan, I had the opportunity to sit down with Dr. Alan Austen, The American School of Milan Director. Watch below as we discuss the technology they implemented in the School, the Learning Ecosystem and how to equip students with the 21st century skills they need to be competitive in the global economy.

Jim Dachos. Education Manager with Glogster EDU (edu.glogster.com), Multi-state certified teacher with eight years of teaching experience. Former Senior Director in Assessment Services with National Evaluation Systems, now Evaluation Systems of Pearson.

Twitter: @glogstereduman

Glogster EDU is a rapidly expanding Web 2.0 network of educators and students linked through innovative and imaginative learning experiences.
http://hbhskat.glogster.com/Cellular-Respiration/ *

Glogster EDU’s platform easily allows users to upload photos, videos, text, audio, and other exciting resources in creating unique online, interactive posters (Glogs) to express their knowledge and skills on classroom projects.
http://v7ps.glogster.com/english-final/ *

This free, dynamic, innovative digital outlet captures student’s excitement for online creations, keeps students engaged in course content, and makes learning more fun. Glogster’s digital platform encourages educators to integrate dynamic multisensory learning experiences into traditionally text-oriented subjects and motivates student’s desire to explore topics in which they may previously have been less interested. http://lolzz.glogster.com/Artemis-Fowl/ *

Creating Innovative and Interactive Learning Communities:

Teachers can easily and safely register up to 200 students in their monitored online learning community. Each teacher within the Glogster EDU learning community receives unique login names and passwords, distributes them to their students, and monitors the individual student-designed profile pages.

Once the administrative tasks are complete, learners may begin to share their teacher directed “Glog Assignments” with other members of their learning community. Teachers are secure, knowing that their students are engaged in a private and safe environment that is monitored directly by the teachers themselves.

The teacher designs, implements and directs the assignment while controlling the activities within the virtual classroom.

Teachers and students share ideas, work together, and build positive peer and student/teacher relationships as they demonstrate creative self- expression, and content knowledge and skills through individual or group projects. Both, teachers and learners, can comment on the work of others, share ideas, and evaluate best practices and outcomes. Thus, Glogster EDU democratizes the classroom to allow for a participatory culture and prepare students with skills necessary for the 21^st century.

Each member of the community is able to network with other teachers and peers in collaborative dialogue, interactive classroom projects, thematic units, and school or district-wide initiatives. Since “glogs” may contain text, graphics, audio, video and image elements of a thematic activity, their versatility encourages educators in language arts, science, math, social studies, art, music and other disciplines to integrate shared activities. Projects may be saved and revisited at any point during the school year or archived for future classes and historical perspectives on projects completed in past years. Moreover, parents may be encouraged to participate in classroom activities, monitor their child’s progress, and contribute to projects in creative ways.
http://nobile3rdgrade.blogspot.com/

Virtual classrooms may extend beyond the immediate educational surroundings to include other Glogster EDU communities throughout the world. The results will be expanded opportunities for authentic work, global audiences and concrete experiences of students and educators making valuable contributions to their learning communities together.
http://b-7bobcats.wikispaces.com/Glogsters

Glogster EDU was conceived to imaginatively, productively, and collaboratively respond to the dynamic educational landscape encouraging the participation of all of its community members. We value the participation of educators and strive to assimilate their contributions.

* Please note that the links provide will access our social networking site, Glogster and not Glogster EDU. Since all glogs on Glogster EDU are private the Glogster links are provided to illustrate creative examples. Additional content on Glogster, other than the glogs provided may contain objectionable materials.

Stay tuned to Part II, “Student-Centered Classroom/Activities and Instruction”. Your comments and Glogster EDU project suggestions are encouraged.

The introduction of cloud computing is dramatically changing the way in which we view information technology (IT). This fundamental shift will redefine everything from way we develop and deploy applications to the devices we use to access IT services. This article will focus on the relationship between the cloud computing and the fastest growing segment of the device market – netbooks.

One of the fundamental premises of cloud computing is the transition from a fully distributed client-server architecture to a centralized, hosted computing model. In this model, applications and data that have been deployed on the client desktops over the last 15 years are moved back into the computer room where they are centrally secured, managed, and provisioned by IT. This progression from client-server to centralized computing significantly reduces the costs and headaches associated with end user device management. With applications and data stored securely inside the cloud, the role of the client device in IT begins to change from storage and processing to access and mobility. It is at this time that the cloud computing finds it has a compelling relationship with the netbook market.

A netbook is a small, portable laptop computer designed for wireless communication and access to the Internet. Primarily designed for web browsing and email, netbooks rely heavily on the Internet for remote access to web-based applications. When connected to the cloud, the less powerful netbook computer can deliver many of the same application and data services to the end user as its desktop and laptop counterparts.

Netbooks such as the Dell Latitude 2100 are beginning to redefine the client computing landscape. Designed for access, mobility, and durability, the Latitude 2100 becomes the perfect client for a cloud computing environment. End users are given devices that fit the fluid nature of the world in which they operate. The 2100 provides organizations with a cost effective devices that users can access applications, data, and services from anywhere, at anytime by simply connecting to the cloud. Intersecting netbook and cloud technology markets will benefit IT by eliminating support and management costs associated with installing, patching, and fixing applications on the local device.

Superintendents, CIOs, IT Directors, and IT professionals should watch the emerging cloud and netbook markets and understand how these two technologies are converging to create a new computing paradigm. These technologies will be leveraged to deliver IT service in a way that extends education beyond the classroom at the same time reducing operational costs.

Did you know that nearly 80% of teachers in China believe that personalized learning via the Internet is the future of Education in China? This may not seem surprising for one of the fastest growing economies in 2009, China’s teachers are embracing technology in the classroom. What can we learn of these emerging teaching trends?

In china this month Dell commissioned a survey working with the media publications China Computer Education and China Informationazition Education. Nearly 200 primary and secondary school teachers and IT procurement workers in Beijing responded. Some key results indicate that the importance of educational technology integration is part of the personalized learning experience:

• Nearly 80% of the teachers believe that personalized learning via the Internet is the direction of future education;
• a “one to one” interactive teaching model is very important and will not only change the way they teach, but enhance a students’ learning skills;
• “Stability”, “durability”, “easy to carry / use”, and “maintenance” are main objectives schools look at when considering which educational notebook to buy.

Through this survey, we learned that the majority of primary and secondary schools in Beijing already have a basic foundation of IT teaching equipment. 56% of the respondents have a computer: student ratio of 1:5 or above in their schools. At the same time, 68.9% of the respondents say they have used computer in daily classroom teaching, which demonstrates the importance primary and secondary teachers’ place on IT-based teaching. However, we also found that teachers are mainly using computers in three scenarios; “classroom presentation”, “file, document processing,” and “computer technology study”, and only less than a quarter of the teachers use them in more interactive teaching methods such as “long distance learning and homework”, which suggests room for IT-based education developments.

When asked about what will impact the development of education and teaching reform in next five years, “personalized learning” (79.2%) and “web-based resources” (69.8%) have been widely recognized. 60% of the teachers believe that the application of “one on one” interactive teaching model will focus on scenarios, including “long distance education,” “achieve high quality educational asset sharing,” “use one on one models and rich teaching media to help students learn,” “use related information technology,” “perform experimental teaching demonstrations.” Meanwhile, “student self-learning through network” is also an area that more than half of the surveyed teachers are interested in.

Teachers in China also have a very clear understanding of the benefits of a “one on one” interactive teaching model – “driving an interesting teaching method to enhance students’ learning skills” received the greatest recognition from the teachers. 59.4% of the respondents believe it “makes teaching and learning fun” is a positive change coming with “one on one” interactive learning, 50% recognize that this learning model “provides students with 21^st Century skills required for the work place”, and 50% of the teachers agree that the “one on one” interactive learning “adjusts teaching to students’ natural abilities” and “develops common sense and problem-solving skills”.

The teachers consider “notebooks are not rugged enough and likely to be broken by students” and “high cost of PC and equipment” as two major obstacles in “one on one” interactive teaching practice. As a result, nearly 70% of the respondents consider “stability” is the most important indicator to assess the quality of student notebooks, “easy to carry/ use” and “maintenance” are not far behind. In terms of a specific design of an educational notebook, teachers also came up with their requests. What ranks the first is “waterproof and heat dissipation with strong wear-resistant”, the second concern of functional design is “light and portable for younger students”, and the following requirements of a notebook are “no drive deployed, but external drive required” and “webcam network design for distance teaching”. Talking about the application and management of an educational notebook, 85% of the respondents made it clear that relevant models should have “controllable network function with real-time monitoring, easy to use and operate”.

We can see that the most popular educational notebook coincides with Dell’s latest launched and the first educational notebook in the industry, Latitude 2100, regardless of the concept of its functions and design. Dell Latitude 2100 is an affordable and durable educational notebook; in particular, it is tailored for primary and secondary students. Latitude 2100 has a number of unique characteristics and features for schools and students, such as rich colors, the durable “non-slip rubber side panels” design, and easy to carry and safe to use for children. In addition, it also has wireless access function, and teachers can monitor student network behaviors through the network LED on the back of the LCD of notebook. Additional options include: solid-state drives, quick-connect handles and shoulder straps for carrying, and a webcam.

Image: Dell Latitude 2100, “one on one”

Therefore, the findings of this survey will solidify Dell’s idea and determination to introduce our “Connected Classroom” solution in China the near future. We believe that technology will make a difference to educating our children and engaging our children. Dell will continue to build a “win-win” educational information technology environment for teachers, parents and students and jointly cultivate new bright talents for the 21^st century.