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If we’re going to teach Information and Communication Technology (ICT) literacy skills in schools, we need ways of determining whether or not those skills have been learned by students. The Partnership for 21st Century Skills notes that answering the question ‘How do we measure 21st century learning?’ will be critical as we try to prepare students who can be productive citizens in the new technology-suffused, globally-interconnected economy.
Over in the United Kingdom, the British government’s Key Stage 3 ICT Literacy Assessment for 12- and 13-year-old aims to assess higher-order thinking skills in conjunction with ICT use. For example, as part of a task to draft and publish a journalistic article, students must use search engines to collect and analyze employment data, e-mail sources for permission to publish their information, and present data in graphic and written formats using word processing, spreadsheet, and presentation software, all within a simulated computing environment. Student actions are tracked by the computer and assessed for both technical and learning skills such as finding things out, developing ideas, and exchanging and sharing information. If you’re interested, you can download a demonstration file and see for yourself.
Other interesting projects in the U.K. include Northern Ireland’s Council for the Curriculum, Examinations and Assessment A-Level Examination in the Moving Image (students must create and assess digital film clips), the Ultralab International Certificate in Digital Creativity (students must defend their digitally-produced film, artwork, and music to a panel of peers and professionals), and the eViva e-portfolio initiative (online space where students can receive feedback on their research and communication, data analysis, and presentation skills). If anyone in the U.K. is reading this post and has experience with any of these assessments, I’d love to hear your perspectives in the comments section.
Over here in the United States, ETS also is attempting to create new assessments of 21st century learning skills. I had a chance last fall to get a personal demonstration of the ETS ICT Literacy Assessment. Like the Key Stage 3, ETS’ assessment is a scenario-based test. This is a completely new paradigm for ETS, which the ETS representative said is challenging but also exciting for its psychometricians to try and wrap their heads around. I encourage you to visit the demo site and see how the test works. It may not be ideal, but I think it’s a lot further from your typical standardized test than one might expect. It’s an interesting attempt to blend both the technology and information literacy skills needed by future generations and at least offers some food for thought. Also check out the News and Research links to find out more about the results from ETS’ pilot tests.
We will see the birth of many new 21st century assessments in the years ahead. Like these early attempts, most of these assessments will be performance-based and thus will avoid some of the objections we hear about current standardized tests. Most, if not all, also will utilize the multimedia, simulation, and tracking power of digital technologies to create more authentic assessments of real-life tasks. It should be an interesting journey.
Credits
Much of the information in this post, including some very close paraphrasing, comes from the Partnership for 21st Century Skills report, Assessment of 21st Century Skills: The Current Landscape. If you’re interested in 21st century learning skills, this report should be an important addition to your reading list.
Other resources
Posted by Scott McLeod on February 14, 2007 4:00 AM | Permalink
By Harry Grover Tuttle
February 15, 2007
URL: http://www.techlearning.com/showArticle.php?articleID=196604246
e-portfolios are the wave of the future.
Effective 21st century assessment reaches beyond traditional testing to look at the broader accomplishments of learners. Assembling an e-portfolio, or electronic portfolio, is an excellent method for assessing students' progress toward school, state, or national academic standards, as well as 21st century skills. An electronic portfolio is a purposefully limited collection of student selected work over time that documents progress toward meeting the standards. Work may be collected over a semester, a year, or even several years, passing from one grade level and teacher to the next. E-portfolios reflect more in-depth, more comprehensive, and better thought-out evidence of student learning than on-demand tests. For instance, a student's three-hour state benchmark essay offers the feedback of a 5/6 score, while an e-portfolio allows students to document the many aspects of their essay writing improvement over the course of a year.
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Educators can begin by showing the students sample e-portfolios so they understand the overall format and the richness of artifacts—digitally produced homework, classwork, and projects—that can be put into it. A common e-portfolio format includes a title page; a standards' grid; a space for each individual standard�with accompanying artifacts and information on how each artifact addresses the standard; an area for the student's overall reflection on the standard; and a teacher formative feedback section for each standard. Within the e-portfolio, the evidence of student learning may be in diverse formats such as Web pages, e-movies, visuals, audio recordings, and text. Elementary students might explain the biology standard through e-movies of plant experiments and explain their cultural art to another class via a recorded videoconference. Middle school students might demonstrate their understanding of community by posting interviews to a Web site, or for P.E., display their understanding of life-long fitness through a spreadsheet of their wellness activities. High school students might document their comprehension of negative numbers through digital pictures or record a radio show where they role-play the parts of authors discussing common book themes for a humanities class.
Students need to be able to store all their digital artifacts in one location such as on the network, on a flash drive, or on their class laptop. The ideal scenario is to store them in multiple locations and archived on a CD or DVD. Some teachers have students store their artifacts within a digital folder labeled for the standard such as 1Understand. Others have students save each artifact with the number for the standard such as 3Comparetwopoems.doc. Students spend more time in thinking about the artifacts and less time in trying to figure out what the file contains if the artifact file name is very descriptive.
Another advantage to e-portfolios is that they encourage self-guided learning. Students take the lead in selecting appropriate artifacts for a given standard and explaining how these exemplify the standard's requirements. Next, they write a reflection, learning that it is not the rewording of the standard nor a description of the learning experience, but rather a statement of what they did not know beforehand, what they learned during the creation process, and what they have yet to learn.
Educators can select from many possible tools to create e-portfolios. Some use commercial software specifically designed for e-portfolios such as LiveText, Grady Profile, Scholastic Electronic Portfolio, and Sunburst Learner Profile; others use noncommercial software such as Open Source Portfolio. Another avenue is to create e-portfolios from generic software such as word processors, an Adobe Acrobat PDF file, Web pages, multimedia tools, or blogging. Students feel most comfortable with these generic e-portfolio software programs when the instructor provides a high degree of structure through a template.
Using the template as a guide, students choose which of their artifacts will go in the final e-portfolio. Because they already know how to word process, they will find it easy to add all the germane parts of their projects into one long document. For example, science students open up a word processed lab report which they've saved, copy the part that illustrates a particular standard, and then paste that portion of the report into the appropriate location under the Standards section of the template. In addition, they may put in any other already created digital artifacts such as images, movies, or sound. The only new work they have to do for the e-portfolio is to write their reflections for each standard.
Many word processed e-portfolios are predominantly text-based with a few images, and these can be saved as a PDFs to maintain all of the e-portfolio's formatting, such as alignment and font size. In a blog e-portfolio, students create an individual blog entry and give it a name, such as Standard 2. Students enter the e-portfolio parts in reverse order so that the title page is the most recent entry and, therefore, at the top of the blog listing. The reviewer can click on the listing of previous blog entries to see each component. Artifacts can be in the form of text, image, video, or other digital content. Teachers provide a template that each student can copy into the blog since the teacher cannot format each student's blog.
For students already comfortable creating multimedia presentations, assembling a PowerPoint e-portfolio is not difficult. Each slide may reflect one component of a standard and therefore a single standard may comprise five or more slides. Students can link pages together to help reviewers navigate. However, PowerPoint is not a good vehicle for long text passages such as an essay. When students use Web pages, they create a page for each standard or a page for each part of the standard. They can link from standard to the supporting artifacts so that the reviewer can easily navigate the e-portfolio.
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A disadvantage of these generic software e-portfolios, however, is that there is no management aspect—a teacher cannot compare how well all students have done on a certain standard without manually checking each e-portfolio. Therefore, program evaluation becomes very time-consuming. Also, these student e-portfolios are not cumulative from year to year, so teachers cannot see a growth on the standards over several years in a single e-portfolio. In addition, students who do not understand the mechanics of resizing photographs and other images for their e-portfolios can create files that are too memory intensive for transfer. Furthermore, generic software, unlike many other e-portfolio packages, does not contain an archival space for the students' artifacts.
E-portfolios support 21st century skills in a variety of ways. Self-assessment becomes a regular part of learning as students frequently select or re-evaluate which of their work is the best evidence of their skills and strive to create even better evidence in their future assignments. Formative assessment also plays a key role through regular teacher feedback. He or she might comment that a student did a great in-depth explanation on a part of the standard but still needs to address the whole standard in a more comprehensive fashion. Or a teacher may note that the student's critical contrast of two literary works would have been more analytical if the student had contrasted the theme for both novels in the same paragraph.
As we continue to move more deeply into the digital age and increasingly ask students to create and innovate, the e-portfolio is likely to all but replace high stakes and other traditional testing as a method of authentic evaluation.
Harry Grover Tuttle is an educator-in-residence at Syracuse University.
Creating an Electronic Portfolio
Microsoft joins Wireless Oakland team: Oakland County Executive L. Brooks Patterson announced that Microsoft Corp. had signed up as a member of the corporate team behind Wireless Oakland, the effort to offer free basic wireless Internet service everywhere in Oakland County. During his State of the County speech, Patterson announced that Microsoft will "develop and maintain all content and advertising on the Wireless Oakland portal," the home page for the system that will come up first on users' computer screens. WWJ Newsradio 950's Web site is offering a podcast of Patterson's remarks, at this link. There's also a podcast of an interview on the speech with Oakland County CIO Phil Bertolini, who is leading the Wireless Oakland effort. Installation of the system began in Troy Jan. 19. Other pilot areas in Birmingham, Royal Oak, Madison Heights, Oak Park, Wixom and Pontiac will be live with service available by April 30. At that time, Bertolini said, the county will release a schedule for rolling out service in the rest of the county. All areas of the county should see service by early 2008, Bertolini said. The system will offer Wi-Fi service free at 128 kilobits per second, at no cash cost to the county. The companies financing the system will make money selling faster service tiers. More at www.wirelessoakland.com.
David Warlick has blogged often about our need to tell a new story. A story about the technological shifts that are occurring in our society. A story about the impacts that digital technologies are having on our lives, the workplace, and, indeed, our very economies. A story about the future of eduation and what our kids need to know and be able to do in the New Economy. A story that helps people make the move from an education system designed for yesteryear to a system that is designed for tomorrow. This story needs to be told in a compelling way so that it resonates with listeners.
I agree with David. We do need a new story. We probably need multiple new stories, told in different ways to different people at different times in different settings. We need to tailor the new story for different audiences to ensure maximum reception. But I’m also thinking that a new story is not enough. A new story alone will not get us to where we need to be.
I think we also need a BHAG: a big, hairy, audacious goal. A tangible, concrete target that lets us know when we’ve reached some crucial point. A new story (or three or four…) is a necessary component, but I don’t think it will be sufficient in and of itself. I think we need a new story and a BHAG, because the BHAG will help drive action and allocation of resources. A new story tells us what the issues are but it doesn’t necessarily help people know what to do. The BHAG helps people understand where we might go and how to get there. Together a new story and a BHAG will help educators, and parents, and community members, and politicans create the will and the action to move us forward.
I think we’re starting to wrap our heads around what a new story might look like. For example, I know that the presentation set I’ve been delivering lately, which combines diifferent resources and quotes and materials from the blogosphere and elsewhere, is resonating well with folks here in Minnesota. But we still need a BHAG.
So what might a BHAG be? What might be a big, hairy, audacious goal, a target that makes us gulp a little bit but also is focused and achievable? What might be something that would help us accomplish our goal of moving schools, students, teachers, and classroom pedagogy into the 21st century? What might be a goal that is tangible and yet energizing, a goal that grabs people in the gut and serves as a unifying focal point of effort?
I’ve been thinking a lot about this and I can’t come up with anything better than this:
I’ve previously blogged about variations of the first component (both here and here), and I think we’re starting to see the revolutionary impacts of giving every kid and teacher a computer, even when those impacts weren’t foreseen or desired at the outset. I think these two in coordination (and you need them both, I believe) are a BHAG worth rallying around. Now of course the question is… what do you think?
I had the pleasure of attending the Science Blogging Conference in Chapel Hill last weekend. It was a good conference, but not like the conferences that I usually work at. First of all, the sessions followed an un-conference format -- though many of the presenters had a pretty hard time adhering to that formula. The goal of an un-conference session is to generate conversations among the audience that teach, rather than simply teaching the group. But some great conversations happened any, and one of the best that I was a part of was with a young man I sat and had box lunch with out in the Quad under the sun.
I do not recall his name, but he was a writer/journalist by trade, and he was attending this conference in his capacity as a writer for Duke University. His job involves translating what scientists are doing into language that ex-history teachers like me can understand. We talked for a while around our delicious wrap sandwiches, provided by the conference, and one thread that we followed for a bit was about video games, as his children are just now beginning to play them.
Click here to see a slide show of pictures taken at the conference by attendees and then flickr'ed. |
I finally asked if he was noticing any differences between the younger scientists he works with (20s and early 30s) and the older scientists (closer to my age), that might be attributed to the former being digital natives. He said that he did see that the younger scientists were much more eager to collaborate electronically, that distances seemed to mean very little to them in their work. He very quickly added that the older scientists were catching on and adopting collaborative technologies very quickly, but that adoption was a step that they had to go through.
He also said that he was seeing another shift that I found quite interesting. He said that science use to be reductionist in nature. I asked what that meant, and he said that science was about drilling down to components, cutting out and examining bits of the world, reducing it to its barest fundamentals. He said that the younger scientist spend more time synthesizing, that they seem much more interested in systems and networks, not so much how things operate independently, but how they operate as part of a larger organism, ecosystem, or cosmos.
I suspect that all kinds of speculation might be made about why science seems, at least in the eyes of this science communicator, to be shifting, and one could probably make a case relating it to younger scientists digital experiences. The connection that occurred to me, however, was with schools, which seem to me to be in a reductionist mode still. On Saturday, I presented with Nancy Willard at the NSBA Leadership Conference, a gathering of state affiliate presidents and executive directors. After our presentations, we fielded questions from the audience.
The first questioner wanted to know how they could get their hands on an RSS aggregator. ;-)
Then someone asked if the literacy skills that I was talking about were part of anyone's curriculum. The answer is, "Yes!" My own state, for one, has been teaching and testing computer skills for more than ten years. However, it is a reductionist response to the need for digital literacy (what I call contemporary literacy). We have reduced computer skills out into their own list of standards, separated again into objectives, and performance indicators. We've reduced it down to components that can be discretely measured.
I don't think that this happens entirely because of the industrial mechanized environment that many of us come from. I think it's just easier to separate things out and teach them in isolation, especially when we believe that our job is to simply teach.
I maintain that the best solution to integrating contemporary literacy (digital literacy, information skills, computer skills, whatever you want to call it.) into what and how we teach is simple. It's dramatic, but its simple -- because teachers will do what helps them do their jobs. Teachers will do what solves their problems.
So the solution is to give them a problem.
Take all the paper out of every classroom and replace it with access to digital content, and put digital/networked information tools in the hands of every teacher and learner. Then say, "Now teach! Now Learn!"
Of course you're going to have to provide them with time for retooling, and a little staff development, but it will happen, when they have little choice.
2¢ Worth!
Contact: | Tom Ewing |
Three powerful forces — inadequate literacy skills among large segments of the population, the continuing evolution of the economy and the nation’s job structure, and an ongoing shift in the demographic profile of the nation, powered by the highest immigration rates in almost a century — are creating a “perfect storm” that could have dire consequences for our nation, according to a report ETS released today in a National Press Club Newsmaker press conference in Washington, D.C.
“America’s Perfect Storm: Three Forces Changing Our Nation’s Future,” a report by ETS’s Policy Information Center, warns that America is in the midst of a perfect storm that, if unaddressed, will continue to feed on itself, further dividing us socially and economically, jeopardizing American competitiveness and threatening our democratic institutions. In the report, authors Irwin Kirsch and Kentaro Yamamoto of ETS, Henry Braun of Boston College and Andrew Sum of Northeastern University contend that the convergence of the three forces has serious implications for future generations and could turn the American dream into an American tragedy.
“America’s Perfect Storm is a wake-up call with implications for education, business, policymakers and every parent and child,” says ETS President and CEO Kurt Landgraf. “It describes forces at play in society that will affect all of us in the near future. The American dream is the idea that everyone has the opportunity to make a living, provide for a family, and raise children who will be better educated and better off. If we fail to act now on the warnings sounded in this report, the next generation of children will be
worse off than their parents for the first time in our country’s history. The American dream could turn into an American tragedy for many.”
The report also offers hope that if we act now and develop new policies that will increase literacy skills across the population, we can reduce the impact of the storm, help our nation grow together, and retain our leading role in the world.
“America’s Perfect Storm describes brilliantly the major challenges facing American workers and our economy as the result of an education system that fails to educate our young people, an increasingly technological global economy, and major demographic shifts in our population,” says Arthur J. Rothkopf, Senior Vice President, U.S. Chamber of Commerce. “Unless we act aggressively and promptly to reform our public education system, the standard of living of U.S. workers will decline, and the U.S. economy will become far less competitive.”
One of the major forces contributing to America’s perfect storm is inadequate literacy skills among large segments of the population. “Individuals are expected to take more responsibility for managing various aspects of their own lives, such as planning for retirement, navigating the health care system, and managing their careers,” Kirsch says. “Yet half of adults lack the reading and math skills to use these systems effectively and, therefore, will face challenges fulfilling their roles as parents, citizens and workers. Perhaps of greater concern is the fact that this problem is not limited to adults. Our high school graduation rate, at 70 percent, is far behind that of other countries, and our students lag behind many of our trading partners in reading, math and science.”
The second force is a dramatically changing economy, driven by technological innovation and globalization. “The economy itself is experiencing seismic changes, resulting in new sources of wealth, new patterns of international trade, and a shift in the balance of capital over labor,” Braun says. “These changes are causing a profound restructuring of the U.S. workplace, with a larger proportion of job growth occurring in higher-level occupations that require a college education, such as management, professional, technical, and executive-level sales. The wage gap is widening between the most- and least-skilled workers; men with bachelor’s degrees can expect to earn almost twice as much over their lifetimes as those without.”
The third force contributing to America’s “perfect storm” is sweeping demographic changes. “Half of the U.S. population growth into the next decade is expected to come from new immigrants, which will have a dramatic impact on the composition of the workforce, as well as on the general population,” Kirsch says. “While immigrants come from diverse backgrounds with varying levels of education, we should recognize that 34 percent of new immigrants arrive without a high school diploma, and of those, 80 percent cannot speak English well, if at all.”
Although each of these forces is powerful in its own right, it is their interaction over time that can have momentous consequences. “Our nation has a choice to make,” Sum says. “If we continue on our present course, we will gradually lose ground to other countries and, in the process, become more divided socially and economically. Or we can invest in policies that will help us to grow together, policies that will result in better opportunities for all Americans.”
Download the full report, “America’s Perfect Storm: Three Forces Changing Our Nation’s Future,” for free at www.ets.org/stormreport. Purchase copies for $15 (prepaid) by writing to the Policy Information Center, ETS, MS 19-R, Rosedale Road, Princeton, NJ 08541-0001; by calling (609) 734-5949; or by sending an e-mail to pic@ets.org.
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Learning Impact 2007 and the Summit on Global Learning Industry Challenges will be held in Vancouver, British Columbia the 16th - 19th April 2007 at the Westin Bayshore.
Learning Impact 2007 (formerly alt-i-lab) is IMS Global Learning Consortium's annual conference that brings together creators, vendors, users, and buyers of learning technology to evaluate demonstrations, exchange technology, and participate in working sessions focused on real-world interoperability, strategies maximizing the impact of learning technology, and critical examination of state of the art technology.
The Summit on Global Learning Industry Challenges is a gathering of industry leaders to introduce and debate ideas on on issues impacting the growth of learning worldwide. This is a unique and highly direct conversation for the purpose of illuminating the key business challenges facing the learning industry. The Summit is facilitated by a focused set of highly interactive panel sessions with audience participation.
THESE still are early days for the Internet, globally speaking. One billion people online; five billion to go.
The next billion to be connected are living in homes that are physically close to an Internet gateway. They await a solution to the famous “last mile” problem: extending affordable broadband service to each person’s doorstep.
Here in the United States, 27 percent of the population lacks access to the Internet, according to a study completed last year by the Pew Internet and American Life Project. Among those who do have access, about 30 percent still rely on slow dial-up connections. The last mile for households with no or slow connections may be provided by radio signals sent out by transmitters perched atop street lights, as hundreds of cities have rolled out municipal Wi-Fi networks, or are in the process of doing so.
The impulse behind these projects is noble. It’s a shame, however, that lots of street lamps and lots of dollars — a typical deployment in an urban setting will run $75,000 to $125,000 a square mile, just to install the equipment — do not really solve the last-mile problem.
If you’re sitting with your laptop at an outside cafe, you’ll be happy with the service. But if you happen to be at home, you realize that service to the doorstep is not enough: you still need to buy equipment to bolster the signal and solve the “last mile plus 10 more yards” problem — that is, getting coverage indoors.
Wi-Fi signals do not bend, and you usually can’t get much of a useful bounce from them, either. Because Wi-Fi uses unlicensed bands of the radio spectrum, by law it must rely on low-power transmitters, which reduce its ability to penetrate walls. Travel-round-the-world shortwave, this ain’t.
Trying to cover a broad area with Wi-Fi radio transmitters set atop street lights brings to mind a fad of the 1880s: attempts to light an entire town with a handful of arc lights on high towers. But overeager city boosters around the country soon discovered that shadows obscured large portions of their cities, and the lighting was not as useful as had been expected. Municipal Wi-Fi on streetlamps, another experiment with top-down delivery, may run a similarly short-lived — and needlessly expensive — course.
WiMax, which will be a high-power version of the tower approach, comes in two flavors: mobile, which has not yet been certified, and fixed, which is theoretically well suited for residential deployment. Unfortunately, it’s pricey. Peter Bell, a research analyst at TeleGeography Research in Washington, said fixed WiMax would not be able to compete against cable and DSL service: “It makes more economic sense in semirural areas that have no broadband coverage.”
An intriguingly inexpensive alternative has appeared: a Wi-Fi network that is not top-down but rather ground-level, peer-to-peer. It relies not on $3,500 radio transmitters perched on street lamps by professional installers but instead on $50 boxes that serve, depending upon population density, more than one household and can be installed by anyone with the ease of plugging in a toaster.
Meraki Networks, a 15-employee start-up in Mountain View, Calif., has been field-testing Wi-Fi boxes that offer the prospect of providing an extremely inexpensive solution to the “last 10 yards” problem. It does so with a radical inversion: rather than starting from outside the house and trying to send signals in, Meraki starts from the inside and sends signals out, to the neighbors.
Some of those neighbors will also have Meraki boxes that serve as repeaters, relaying the signal still farther to more neighbors. The company equips its boxes with software that maintains a “mesh network,” which dynamically reroutes signals as boxes are added or unplugged, and as environmental conditions that affect network performance fluctuate moment to moment.
At this time last year, two of Meraki’s co-founders — Sanjit Biswas and John Bicket — were still Ph.D. students at M.I.T., pursuing academic research on wireless mesh networks in the course of building Roofnet, an experimental network that covered about one-third of Cambridge, Mass., and offered residents free service.
Last year, Google invited Mr. Biswas to give a presentation about his experience providing wireless Internet service to low-income communities. At the time, Google was testing its first municipal Wi-Fi network in its hometown, Mountain View, Calif., using transmitters attached to street lamps.
After Mr. Biswas’s talk, a Google engineer told him that people using Google’s network said they could get online at home only by holding their laptops against a window. Mr. Biswas said he was not surprised. Using municipal Wi-Fi for residential coverage, he said, was “the equivalent of expecting street lamps to light everyone’s homes.”
Mr. Biswas and Mr. Bicket realized that their mesh-network gear designed for residential use could avoid that problem, and hasten the extension of Internet access worldwide. They founded Meraki, took a leave of absence from M.I.T. and, along with a third co-founder, Hans Robertson, moved to Silicon Valley. In short order, Google and then Sequoia Capital, one of Google’s original venture capital backers, invested in Meraki.
Moore’s Law, with its regular doubling of transistors on a single silicon chip, makes possible the miracle of a Meraki “mini,” as the company calls its basic product for the home. It contains a Wi-Fi router-on-a-chip, combined with the same microprocessor and same memory that formed the heart of a Silicon Graphics workstation 10 years ago. These components are now cheap enough today to be included in a box that sells for $49.
The fact that 200 million Wi-Fi chips will be manufactured this year leads to economies of scale that will drive down the price of extremely intelligent network equipment. Meraki’s products are still being tested, but word-of-mouth has attracted 15,000 users in 25 countries.
One early adopter was Michael Burmeister-Brown, a director of NetEquality, a nonprofit in Portland, Ore., that provides free Internet access to low-income neighborhoods. He had not been impressed by Portland’s municipal Wi-Fi service. Because the Wi-Fi transmitter has to be both close and within unobstructed view, the limitations brought to Mr. Burmeister-Brown’s mind the sign on the back of 18-wheel trucks: “If you can’t see my mirror, I can’t see you.”
In Portland, the access points were installed only at every other intersection in residential areas — creating an “I can’t see you” problem. MetroFi, the service provider, advises residents who are not close to a transmitter to buy additional equipment to pull in the signal, with a starting price of $119 — and that is without the “professional installation” option.
For NetEquality, Mr. Burmeister-Brown decided to try out the Meraki equipment in several neighborhoods. In the largest, consisting of about 400 apartments, five DSL lines were used to feed 100 Meraki boxes, which cover the complex with a ratio of one box to every four apartments. Each box both receives the signal and passes it along, albeit at diminished strength. For an initial investment of about $5,000, or $13 a household, the complex can offer Internet access whose operating costs work out to about $1 a household a month.
The bandwidth can match DSL service, but here it is throttled down a bit to deter bandwidth-hogging downloads. Nonetheless, Mr. Burmeister-Brown says everyone is able to enjoy Web browsing with what he describes as “really snappy response.” The sharing of signals among neighbors does not compromise privacy if standard Wi-Fi security protocols are switched on.
Meraki’s products are not yet for sale, and its networks have not been tested with extensive deployment across a large city. Nonetheless, the intrinsic advantages of its grass-roots approach, with next-to-nothing expenditures for both equipment and operations, are impossible to ignore.
MR. BISWAS says there are about 800 million personal computers in the world, but only 280 million are connected. The rest are “stuck in the 1980s” — close to being connected, but not quite.
Meraki does not wish to go into the Internet service provider business itself, but it aspires to equip any interested nontechnical person to become a “micro” service provider for his or her local community. If the provider wishes to use advertising to cover costs rather than charge an access fee, little would be needed in order to cover the minimal outlays for equipment and operations.
This low-cost network model offers the prospect of broadband service reaching inside many more households. One billion and one. One billion and two. One billion and three ... .
Tuesday, January 30, 2007
Podcast: Phil Bertolini – Next Steps For Wireless Oakland
PONTIAC - Interview with Phillip Bertolini, chief information officer for Oakland County and the head of the Wireless Oakland project, provides details on the next steps for Wireless Oakland, which will over the next 18 months bring free, high-speed wireless Internet access to Michigan’s second biggest county - the first county in the nation to offer its residents free wireless Internet access.
To listen to the podcast, click on MITechNews.MediaRica.Com
News Stories and Best Practices • Hitting the target: 'Informed instruction' helps raise achievement, meet mandates Delivering individualized instruction targeted to meet each student's needs once was no more than the stuff of educators' dreams. Today, thanks to a growing number of offerings and some creative financing on the part of school districts, this model is becoming a reality for teachers and students nationwide... • California schools adopt digital history program California is undertaking an experiment that could have ramifications across the country: A new program under way in select elementary schools has history teachers scrapping traditional textbooks in favor of digital learning materials... • Mississippi proposes self-paced, online curriculum Mississippi Superintendent of Education Hank Bounds has unveiled a new $20 million proposal designed to offer seven possible career paths to high school students, as well as online courses that would help prepare them for college and the workforce... • Technology helps teach complex reading skills With the testing requirements of the No Child Left Behind Act targeting elementary and middle school students until now, and with the knowledge that a strong foundation in reading begins at an early age, it's easy to see why school leaders might focus their attention on reading instruction in the early grades at the expense of high-school reading programs... • Stanford targets gifted high schoolers At a time when sweeping education reforms such as the federal No Child Left Behind Act have focused the attention of educators on the needs of disadvantaged students, officials at Stanford University have harnessed the power of online learning to reach another often overlooked group of students: the academically gifted. Starting this fall, a first-of-its-kind online school aims to better prepare gifted and talented students for the challenges of elite universities... • Technology strikes a chord in music education From elementary schools to Boston's Berklee College of Music, a revolution is quietly taking place in music education. With the help of electronic music software, students who don't even play an instrument now can compose songs or even an entire symphony--learning more about music theory in the process than ever before possible... • Educators take serious look at video gaming |
Governor to push for free tuition
Local taxes, donations could send more high school grads to college
February 2, 2007
BY CHRIS CHRISTOFF and LORI HIGGINS
FREE PRESS STAFF WRITERS
Gov. Jennifer Granholm wants to give more Michigan high school graduates who can't otherwise afford it a chance to go to college.
In her State of the State address Tuesday, she will outline a plan -- inspired by the bold Kalamazoo Promise -- that would offer the incentive of tax money to match private donations to create a college-tuition plan for all graduates of public schools in economically stressed communities, administration officials said Thursday.
Detroit parent Ted Spencer said he likes the idea.
"We're losing a lot of kids between the third and sixth grade," Spencer said. "We need something to motivate them, and I think this would be beautiful."
The Kalamazoo plan is funded entirely by anonymous donors.
Granholm's plan would rely on deep-pocketed benefactors, but also match their money with a portion of local property taxes. The combined funding would pay tuition costs that aren't covered by financial aid such as Pell grants, scholarships or the Michigan Promise, which gives up to $4,000 for college.
Part of the funding would come from Promise Zones -- most likely entire cities -- which would capture half the annual increase in revenues from the existing 6-mill property tax on homes that pays for schools statewide, the State Education Tax (SET).
How much private money would be required before the taxes are tapped under Granholm's plan hasn't been determined.
Neither have other details, which must be discussed with potential donors and school districts before legislation is drafted, said Chuck Wilbur, Granholm's chief policy adviser.
For example, it is not known whether the tuition grants would go to students in charter schools, which are numerous in Detroit.
The tuition plan would be limited to areas with high levels of unemployment and poverty and low academic achievement.
Wilbur said groups in Detroit, Flint, Jackson and west Michigan have discussed ways to replicate the Kalamazoo Promise in their communities.
"We're doing this because we know the level of interest is high," Wilbur said. "Where struggling communities are trying to use higher education to create a better future for themselves, the governor believes the state should be part of that effort."
One potential problem is that in some cities, property-tax revenues haven't increased much as home values have stagnated and little new construction has occurred.
Detroit revenues from the SET are expected to rise by $2 million a year; Granholm's plan would take half of that for college tuitions. But in Flint, SET revenues rose by only $151,000 from 2005 to 2006.
That would create a total of about $76,000 for college tuition for Flint graduates to share.
Wilbur said the free-tuition program would stimulate property values to rise faster by attracting more families with children, and more development.
The Kalamazoo Promise is credited with increasing enrollment in Kalamazoo public schools by 1,000 students this year. Previously, the district was losing 250 students a year.
Kalamazoo Mayor Hannah McKinney said the city's home prices have risen by 10%, compared with flat prices in surrounding areas.
Among those considering the free-tuition concept is the Greater Flint Education Exploratory Committee. But no major donor has stepped forward, said foundation president Kathi Horton.
"The thought that there could be tools from the state, or the state could be an active partner in achieving this, is very encouraging," Horton said.
The scholarship program would improve the economy and give hope to young people who have the ability -- but not the money -- to attend college, said Carol Goss, president of the Skillman Foundation.
But she said community leaders must step up.
"As a foundation, this isn't something we could do by ourselves," she said.
In the Detroit Public Schools, free college tuition could reverse a troubling trend. The district has lost 60,000 students in the last decade, and the Board of Education is considering a plan to close 52 school buildings.
"We would retain more students and probably attract more students to the district," board President Jimmy Womack said. He said it would encourage more students to not only complete their high school education, but to also pursue higher education.
Sen. Nancy Cassis, R-Novi, said the details would determine the support Granholm's plan gets from lawmakers.
Cassis chairs the Senate Finance Committee, which likely would have to approve the property-tax portion of Granholm's proposal.
Contact CHRIS CHRISTOFF at 517-372-8660 or christoff@freepress.com.
Copyright © 2006 Detroit Free Press Inc.
Promise renews city's hope for the future
Secret donation opens the door for students to go to college
February 2, 2007
BY LORI HIGGINS
FREE PRESS EDUCATION WRITER
Originally published June 4, 2006.
KALAMAZOO -- Elizabeth Lauer knows too well the sacrifices her mother, a single parent and former migrant worker, made to raise three children.
They "made me want to work hard to have the things I want in life," said Elizabeth, 18, a senior at Kalamazoo's Phoenix High School.
Her mother, Virginia Mills, barely had managed to finance the education of her older brother, who graduated this spring from Michigan State University. College seemed out of reach for Elizabeth.
Then came news of the Kalamazoo Promise.
The anonymously funded scholarship has changed Elizabeth's life and the lives of thousands of other students with its promise of full or partial tuition for nearly every graduate of Kalamazoo Public Schools.
"Words can't express what we feel," said Elizabeth, tears welling up in her eyes. "This is like a miracle."
Mills cried as she talked about what the tuition guarantee will mean for her daughter.
"I keep telling her I don't want her to be like me -- not having an education," she said. "I'm so happy for the promise."
In a district where enrollment has been on a downward spiral -- losing on average 250 students a year -- officials project that as many as 450 new students will enroll this fall because of the scholarship.
Students say the promise has motivated them to get better grades.
And a city where a quarter of the 77,000 residents live in poverty now feels revitalized.
"We really were in a crisis before the promise," Kalamazoo Mayor Hannah McKinney said.
Fiscal problems remain, she said, but now there is hope.
That hope is heard through the voices of the teenagers who now realize that the promise has the power to change their lives.
Elizabeth will attend Western Michigan University in Kalamazoo, where she'll decide between a career in business or medicine. Eventually, she wants to transfer to her dream school, MSU.
Her only regret -- one echoed by many students -- is that the promise was not part of the landscape sooner.
"I would have worked harder," said Elizabeth, who attends an alternative high school for students who have trouble succeeding in a traditional classroom setting.
A rosier future
It's hard to imagine one scholarship fund having as much impact on a school district as the Kalamazoo Promise is expected to have.
Like most urban districts, Kalamazoo Public Schools has struggled financially and academically. Its MEAP scores are well below state averages. More than half the students -- 61 % -- receive free or reduced-price lunches, a common barometer of school poverty.
The district has cut $20 million from its budget over the last seven years.
But just months after the promise was announced last fall, administrators now are looking at a decidedly rosier financial picture.
The current enrollment of 10,200 is expected to grow by 450 students for the 2006-07 school year, with the increases coming from charter schools, private schools and new residents, Deputy Superintendent Gary Start said.
And instead of cutting its budget, the district actually is going to have more money this year. The boost in enrollment is likely to bring an additional $3.3 million -- $2.3 million of which would go toward hiring new teachers.
The remaining money might be used for efforts such as lowering class sizes.
"The promise is going to save Kalamazoo," Start said. "Many urban districts are in a downward spiral. If you lose students, you lose funding. This is changing the spiral to an upward spiral."
The promise rewards longevity in the district, so families who want to take advantage of it -- and get tuition paid in full -- will have to move within its boundaries and enroll their children by kindergarten.
As he talked about the program, Start could barely contain his excitement.
"I feel like I've had two careers: One was before the promise and one was after," he said.
But it's in the lives of individual students that the promise is making the biggest impact.
"I didn't know how I was going to pay for college," said Emily Midling, 17, a Loy Norrix High School senior who graduates June 8. "This just means so much to me. I just see it like changing my life."
Danielle Betke, an 18-year-old senior at Phoenix High, remembers being skeptical at first when she heard about the promise. It took weeks before the reality sunk in. No longer was community college her only option. Now, she's planning to attend WMU.
"It was crazy. My mom cried."
The donors "don't know what kind of impact they're having on KPS students. They are changing KPS students' lives forever," Danielle said.
Though Danielle doesn't know who the donors are, this is clear: "They must have a lot of faith in KPS students. Loy Norrix and Central don't have the best MEAP scores or send a lot of students to Harvard. They figure maybe this can make us more of what we want to be."
Families first, then businesses
The city itself may undergo a transformation, too.
"We've just been a city people move away from," said David Harris, 18, a senior at Loy Norrix High School. He's enrolled at WMU, after initially believing the most he'd be able to afford was a community college.
The promise, David said, will help the city grow and encourage people to stay.
Bob Jorth, executive assistant for the Kalamazoo Promise, the fund's sole employee, agrees that there's been a change.
"There's more community pride," he said. "The community understands this is an extraordinary gift and that the whole community needs to step forward and show that they appreciate it and they're going to utilize it in a way that honors the scope."
While there hasn't yet been a rash of people buying homes within the district's boundaries, it's only a matter of time, said Bob Rateike, a real estate agent with ERA Network Real Estate in Kalamazoo.
"Long-term, the Kalamazoo Promise is going to be a real benefit to the area and to the real estate market. If the schools improve their reputation, it will have a positive impact," Rateike said.
McKinney said there already are groups of people working to determine "how we can best leverage the Kalamazoo Promise to really help the whole area's economic and community development."
The city itself sure needs it.
In the 1990s, it lost a General Motors plant. Gone are several paper mills that helped fuel the economy.
"People have been leaving the core city, moving to the suburbs," McKinney said, citing the quality of the school district, high taxes and fear of crime. "What the promise has done for us is take one of those off the table. It's up to us to deal with the other two."
She expects the promise will eventually bring in more businesses and stabilize the neighborhoods.
"We're going to see families move first, and then businesses," McKinney said.
'Everyone should go to college'
In the office at Phoenix High School, a large clipboard containing dozens of applications for the Kalamazoo Promise is displayed prominently on a rack.
The school serves struggling students, and of the 48 seniors who are graduating, 10 already have earned the scholarship. Principal Von Washington Jr. expects more to be accepted.
University officials say that even though the promise is a guarantee of funding, students still have to meet admissions standards.
"They might try harder now because they know they can get to college," said Chris Crook, 17, a Phoenix graduating senior.
Senior Elizabeth Lauer used to ride by big office buildings and dream of one day becoming a chief executive officer. But it wasn't something she ever thought would happen.
Until now.
"Everyone should go to college, so we're not depending on welfare and food stamps," Elizabeth said. "With college, you're pretty much guaranteed a career. ... You just have to want it."
Contact LORI HIGGINS at 248-351-3694 or higgins@freepress.com.
Copyright © 2006 Detroit Free Press Inc.