Sunday, February 04, 2007

A RENAISSANCE GATHERING of "Digital Educational" Intelligence

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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.

*ADDITIONAL BONUS
Desire 2 Learn Software
http://www.desire2learn.com/

HOW the WILD, "WIRELESS WEST" Will be WON!

The New York Times
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February 4, 2007
Digital Domain

Wireless Internet for All, Without the Towers

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


Saturday, February 03, 2007

DIGITAL Differentiated LEARNING!

eSchool News presents ...
Differentiated Learning

New realities in standardized testing, coupled with a better understanding of student needs, have underscored the importance of differentiated instruction. Given all of the progress being made in understanding the various learning styles, abilities, and preferences of students, tailoring exercises and instruction to the unique needs of each student is the next logical step in education--and, fortunately, advances in technology now make differentiated instruction possible like never before.

New software, hardware, and internet trends allow educators and stakeholders to determine the optimal learning style for a given student, and then use this information to engage the student accordingly. This is fantastic news for everyone involved in education today--but the practice of differentiated instruction is not without its difficulties. Teachers need to learn the basics of these new technologies, then apply them expertly. Parents and administrators need to acclimate themselves to the idea that a "one-size fits all" approach to education is quickly becoming irrelevant and outdated. The promise of differentiated learning is as intimidating as it is exciting. That's why, with the generous help of educational search-engine company netTrekker, we've assembled this one-stop guide to differentiated learning. We hope you can use it to familiarize yourself with the concepts, difficulties, and execution surrounding one of the most important educational trends of today.

--The Editors

eSN News & Information:

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
Learning to leverage the enormous popularity of video games to help students excel was the core purpose of two events held in Washington, D.C. ...

Games help train kids to pay attention
In what is believed to be the first real evidence to support what is becoming a growing field of inquiry, the use of special computer games to "train" their brains improved the ability of healthy children to pay attention during scientific trials, researchers reported...

Experts offer homework help online
As students get back into the routine of another school year, many will be taking advantage of the scores of experts from academia, government, and elsewhere who offer free online advice to those needing homework help--as long as the inquiring young minds are motivated by curiosity and aren't merely lazy.

Tech helps special-needs kids pass key tests
Whether, how, and how much educators should deploy technology to help special-needs students on high-stakes tests are complex issues in the era of the No Child Left Behind Act (NCLB). As mandated by the federal law, teachers and administrators around the nation must strive to make sure special-needs kids meet the same high standards as their peers...

Webcast tackles IT gender gap
To engage girls in the study of science and technology, educators need to convey the right message about the roles these fields play in society and the skills they require--and they also need to provide more hands-on activities that have some social value...

Students tackle math via fantasy football
It's been ten years in the making, but a former California middle-school teacher insists he's found a way to accomplish the unthinkable: getting students to do homework on the weekends--while watching football, on the couch...

Google Maps inspire creativity
A new technology from internet search behemoth Google Inc. is making innovators out of some educators, who have begun envisioning practical uses for the company's new Google Maps feature to make previously unavailable graphic representations of everything from school district bus routes to geography lessons...

Online courses help math instructors
To help establish a foundation of "highly qualified" teachers in core subjects by the end of the 2005-06 school year as mandated by the No Child Left Behind Act (NCLB), the Concord Consortium has developed two new series of online professional development courses for elementary and secondary math instructors. The programs are available to teachers nationwide...

'Interactive teaching' engages learners
A wireless handheld technology similar to the remote control you use to control your television set is transforming large, impersonal college lecture courses into dynamic, interactive learning labs. Although initiated mostly in colleges, this style of instruction--dubbed "interactive teaching" by its proponents--has potential far beyond the lecture hall...

Video on demand boosts students' math scores
Short video clips that reinforce key concepts are effective in increasing student achievement, according to a second research project. An earlier study found that video can improve learning in science and social studies. Now, brand-new research shows judiciously selected video clips also can produce statistically significant gains in algebra and geometry scores...

'Ultra-communicators' demand more eMail access, better software
A survey suggests the pervasiveness of internet-connected computers at home and in the nation's schools has given rise to a new breed of tech-savvy student: "ultra-communicators," who say they approach their daily lives differently as a result of technology. The survey's findings have important implications for school leaders as they seek to design learning environments that meet the needs of today's students...

New 'visualization' technologies can help students hone web searches
As useful as internet search engines are, they have a pretty big flaw: They often deliver too much information, and a lot of it isn't quite what students are looking for. But some intriguing new technologies are getting better at bringing order to all that chaos and could revolutionize how students and others mine the internet for information...

Online learning makes summer studies more rewarding
Except in the occasional suburban tomato patch, nobody will be harvesting the crops in Fairfax County, Va., this summer. Even so, some 50 students in the highly regarded suburban Washington, D.C., school division will use education's time-honored, farming-inspired hiatus to reap the benefits of a web-based Algebra 1 class...

A "Ticket" to the BIG SHOW filled with PROMISE!

Detroit Free Press

Governor to push for free tuition

Local taxes, donations could send more high school grads to college

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.

Detroit Free Press

Promise renews city's hope for the future

Secret donation opens the door for students to go to college

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.

INNOVATE or Die......


The February/March issue of Innovate (www.innovateonline.info) focuses on online assessment and effective course design, the value of e-portfolios as dynamic records of academic and professional development, and the creative use of synchronous communication tools for online tutorials.

We open the issue with my interview with Scott Howell, who stresses the effective alignment of instructional content with testing methodology and the ways in which such alignment can be realized in distance and online learning programs. As such programs continue to grow and develop, the work of Howell and his colleagues promises to give valuable direction to this vital trend in higher education. (See
http://www.innovateonline.info/index.php?view=article&id=409 )

Judith Boettcher provides further direction to such developments by drawing on the work of brain research and pedagogical theory to describe ten core learning principles that educators should seek to realize in their teaching, whether it be in online, traditional, or hybrid learning environments. Boettcher's article will be of particular value for instructors who are in the initial planning stages of course design and development. (See
http://www.innovateonline.info/index.php?view=article&id=54 )

Our next two features focus on a significant trend in the use of technology for enhanced professional communication: e-portfolios. Cara Lane emphasizes the importance of e-portfolios as a way for students to develop effective online presentation skills for their future careers and the key proficiencies that students should develop to ensure the long-term value of their e-portfolios as records of their professional and academic growth.
(See http://www.innovateonline.info/index.php?view=article&id=369 )

Vicki Lind provides a more focused look at e-portfolios in the context of a music education program, illustrating the ways in which this medium allowed student teachers to document their distinctive skills, their instructional strategies, and the ways in which they align their teaching with state standards. (See
http://www.innovateonline.info/index.php?view=article&id=351 )

The use of synchronous communication tools in online learning environments serves as the focus of our next two articles. Yuping Wang and Nian-Shing Chen describe the results of a pilot study assessing the value of a learning management system to support synchronous tutorial sessions in second language learning. They found that the range of tools provided by the system--including chat, whiteboard, and videoconferencing technology--provided a resilient, supportive learning environment for distance learning students. (See
http://www.innovateonline.info/index.php?view=article&id=337 )

In turn, Birgit Loch and Christine McDonald describe the results of a pilot study that explored how a free and widely available chat client (MSN
Messenger) could serve as a viable medium for distance learning tutorials in mathematics. By providing its users with an easy way to incorporate diagrams, symbols, and specialized mathematical annotation in their communications, this popular chat client offers a convenient alternative to the whiteboard function of Blackboard and other proprietary systems. (See
http://www.innovateonline.info/index.php?view=article&id=374 )

Finally, in his Places to Go feature, Stephen Downes reviews the OpenCourseWare Consortium Web site. Downes observes that while the site represents a step forward in the consolidation of open courseware resources, its limited navigational options and restricted access unfortunately work against the ethos of openness that the site proclaims to support. If such initiatives are to fulfill their promise, Downes concludes, they will need to ensure that they truly support the growth of the communities they are intended to serve. (See
http://www.innovateonline.info/index.php?view=article&id=445 )

Please forward this announcement to appropriate mailing lists and to colleagues who want to use IT tools to advance their work. Ask your organizational librarian to link to Innovate in their resource section for open-access e-journals.

Thanks!

Jim

James L Morrison
Editor-in-Chief, Innovate
http://www.innovateonline.info
Professor Emeritus of Educational Leadership UNC-Chapel Hill http://horizon.unc.edu

Tuesday, January 30, 2007

FROM the ARCHITECT'S DIGITAL DESKTOP

TOOL-BOX ELEMENTS

From Previous Post:
Michigan Virtual High School "CareerForward" On-line Program


http://www.mivhs.org/content.cfm?ID=693


MIVU
http:www.mivu.org/symposium/
Agenda
http://www.mivu.org/symposium/mvu_files/SymposiumAgenda012407.pdf


February 8, 2007

Online Learning Experience Symposium

When Michigan became the first state in the U.S. to require students to successfully complete an online course or learning experience (approved by the Governor and Michigan Legislature in April 2006), Michigan middle and high schools were charged with implementing an online program for their students.

This MVU Symposium will bring the Michigan Merit Curriculum-Online Learning Guidelines to life and provide you with the knowledge and strategies to move your students into the online world — and meet the state’s online learning requirement.

The symposium will provide practical information on how you can be successful in implementing online learning solutions for a wide-range of students in your district. Attend this symposium and walk away with confidence in meeting the new online graduation requirement. Sessions will cover multiple topics including:

  • National and international trends in online learning
  • Michigan’s new online learning graduation requirement
  • Local implementation strategies
  • Online approaches to teacher professional development to insure HQT
  • Building learning communities using the Internet
  • Online test preparation tools, including the ACT
  • Learning world languages in an online environment
  • Online career planning tools and courses
  • How can my district afford it?

Individuals from the following organizations will be on hand to share their knowledge and expertise:

  • Microsoft Corporation (Partners in Learning Program)
  • Michigan Department of Education
  • North American Council for Online Learning (NACOL)
  • Blackboard, Inc.
  • Michigan Virtual University
  • K-12 Schools

Confirmed Keynote Speakers

Mary Cullinane
Mary is a former teacher and high school administrator. In 2000, after serving in schools for 10 years, she helped start an Internet company focused on creating online learning communities for school districts. In 2001 she accepted a job with Microsoft Corporation as the National Program Manager for Anytime Anywhere Learning. In 2002 she became the U.S. K-12 Segment Manager responsible for Microsoft's K-12 marketing and programs. In September 2003 she moved back to the east coast to drive the School of the Future Project as part of the US Partners in Learning Team. In February 2006 she assumed responsibility for the U.S. Partners in Learning program.

Susan Patrick
Susan is the President / CEO of the North American Council for Online Learning. She is the former Director of the Office of Educational Technology at the U.S. Department of Education, where she published the National Education Technology Plan, Toward a New Golden Age in American Education: How the Internet, the Law and Today’s Students Are Revolutionizing Expectations in January 2005. Patrick managed the federal government’s educational technology policies and produced two Secretary’s Technology Leadership Summits: Empowering Accountability and Assessment Through Technology and Increasing Options Through E-Learning. She served as co-chair of the federal government’s Advanced Technologies Working Group for Education and Training; and served as a member of the Secretary’s Rural Education Task Force.

Mike Flanagan
Mike Flanagan was appointed State Superintendent of Public Instruction by the State Board of Education on May 18, 2005. He directs the Michigan Department of Education; chairs the State Board of Education; and advises the State Board of Education, the Governor, and the state Legislature regarding public education in Michigan. Prior to his appointment, Mr. Flanagan served as the Executive Director of MASA and MAISA. He served as the Superintendent of the Wayne Regional Educational Service Agency (RESA). Mr. Flanagan was also Superintendent of the Farmington/Farmington Hills School District in Michigan for five years. Mr. Flanagan currently serves on the boards of the North Central State Committee; the Michigan Virtual University; and the Midwest Regional Education Laboratories (MREL).

GOVERNORS Willing to Become ARCHITECT'S for 21st Century Digital Learning Environments!

When Governors Enter the Education Picture
By Gordon Freedman

There are so many moving parts to education in any given state or between states and the federal government that it is nearly impossible to address dropout rates, graduation rates, annual yearly progress, increased college attendance, or producing more capable teachers and administrators. The answer to the education dilemma, oddly enough, might be found in the building trades. There, the choice is often between renovation and new construction. We all know that remodeling an old house or building a new one can produce very different results. We also know that there can be a significant difference between using a builder to design a complex home versus hiring an architect to create a set of plans from scratch.

Education, in large part, belongs to the states. It is an expensive public good designed to produce human capital capable of boosting state economic output and contributing to the national economy. Hanging in the education and training balance, on the positive side of the ledger, is increased economic activity and tax revenue from a more highly educated workforce. In this sense, the education investment, not cost, finances the renewal and expansion of state infrastructure and state programs. On the negative side of the education balance sheet are the true costs, not investments, of social and economic failure -- increased incarcerations, expanding social services, and a declining base of innovation and economic development focused on replacing old state economies.

To attempt to solve such large social and economic issues, where 21st century education is a key part of a complicated calculus, hiring a builder to renovate a tired school system is not the right answer. The answer, using the construction metaphor, is to hire a state level education architect who can construct a clear path from kindergarten through college and into the workforce; one who can accommodate the quickly changing demographics of every state inside the rapidly developing global economy. Who could commission such a state office and create the mandate to build rather than renovate?

The only office that can rise above the thousand-pothole mentality and look at the whole education establishment in a state and do something about it is a governor. Left to their own devices, those further down the line, often influenced by many competing interests, are often incapable from an organizational and political point of view of looking at and acting on the whole picture.

The governors who are thinking architecturally are finding three enabling factors: enterprise technology, economic analysis, and organizational reengineering. There are clear efficiencies in using technology to not only collect and analyze data, but to apply what is known quickly and confidently to remedy problems, right down to individual teachers and students. But applying technology by itself is meaningless unless there are changes in the human organization that carries out education in all its many silos. And organizational reengineering is largely incomplete unless there are plans for how increased levels of education can bolster the workforce in ways that are more significant than simply stemming the tide of student and school failures.

Arizona, Kentucky, Michigan, and New Mexico have strong education governors committed to pre-K-20-workforce policies designed to use technology as an enabler. They are aware that the silos between different education segments and agencies must come down. For them, the information highway has to turn into a coherent education network where policies, practices and interactions can cross educational stakeholders as easily as an interstate traverses neighborhoods. Govs. Jennifer Granholm (D-Mich.), Janet Napolitano (D-Ariz.), and Bill Richardson (D-N.M.) were returned to office in November 2006; each took a stand on education as a centerpiece of their second terms. Gov. Ernie Fletcher (R-Ky.), who committed Kentucky to a realignment of its education and workforce capacity, will come to the end of his first term in 2007. Consider their work thus far:

? Arizona's Janet Napolitano created a pre-K-20 commission (pre-kindergarten through higher education) in Arizona to coordinate all the educational segments in that state and to drive toward a singular educational experience. "Here in Arizona, we're already making the investment today so our state can lead the global economy tomorrow and beyond," Napolitano has said. On the national scene, in announcing her first action as the current chair of the National Governors' Association, Napolitano stated that her personal project as chair will be to take Arizona's approach to the rest of the states in order "to educate our students to be innovators, and to carry that spirit of innovation through their university experience and into the workforce."

? Michigan's Jennifer Granholm perhaps went the furthest of her colleagues. In pushing through her state's first graduation requirements, Granholm put her support behind a high school graduation requirement that requires every student in the state to have an online learning experience. "When it comes to education, we will have one overarching goal: to become the best-educated workforce in the nation. To do that, we will give our children the tools they need to be successful in the classroom and in the 21st century economy." To make good on the online learning requirement in Michigan's sluggish economy, the Michigan Department of Education and Michigan Virtual High School have joined forces to offer a free online course entitled Career Forward. It explores the global economy, starting in ninth grade. "This course is an incredible 'two-fer,'" Gov. Granholm announced in March 2006. "It will help our students understand how to thrive in a changing economy, and it will teach them how to learn online, something they will need to do throughout their work lives."


? New Mexico's Bill Richardson, a likely presidential candidate, has made education New Mexico's top priority. Like his neighbor in Arizona, the investment is a comprehensive package for students, an integration of education units and singular statewide technology run out of the state CIO's office. "New Mexico high school graduates must be armed to compete for excellent jobs, not just here, but nationally and internationally," said Gov. Richardson after announcing a comprehensive high school redesign in May 2006. Richardson has reorganized the education structure in New Mexico, making the heads of K-12 and higher education the front pieces for the state's efforts all coordinated directly from his office.

? Kentucky's Ernie Fletcher has already spent years on the organizational realignment in his state. Getting every education and workforce unit on the same page has been difficult but rewarding. Run out of the statehouse, this effort puts Kentucky, the longest running of the pre-K-20-workforce taskforces, in a position to create a single technology, delivery and policy network spanning all of its state-funded stakeholders. Their collective goal is to raise the graduation rate and education level of Kentucky citizens so that they, like other more economically active states, can compete in the global economy. In August 2006, commending Virginia Fox, the outgoing the secretary of education, Fletcher said of the state's combined effort: "[Virginia] is an exceptional individual, and she has done a tremendous job helping me move Kentucky forward. Her tireless work has brought all of the Education Cabinet agencies much closer together, and the proof of her effort was visible in the successful 2006 General Assembly when many educational initiatives were approved."

The Herculean task of prodding the sedentary education machinery in our states must now evolve into even more. The next step for our governors is to develop well-crafted state education and human capital blueprints to make education systems match today's needs in the global economy. There is not enough money in any state treasury or local school district bank account to continue down the old path any longer.

Gordon Freedman is vice president of education strategy for Blackboard, Inc.

FROM: The Center for Michigan

"A New Model Michigan: Eight Ideas to Structually Change How Michigan Does the Public's Business"
http://www.thecenterformichigan.net/Website/Portals/0/CFM_BUDGET_REPORT2.pdf

Monday, January 29, 2007

THE "yin" of the 19th Century.........followed by the "YANG" of the 21st Century!















"Yin and Yang are the interdependence of opposites. Yin symbolizes earth, darkness, cold, night, moon, passivity, and Yang symbolizes heavens, light, heat, day, sun, activity. Yin and Yang, "imaginary" and "real", the mastery of their interactions provide opportunities where the weak overcomes the strong by borrowing from the enemy’s power."


19th Century Model for Business as Usual


Detroit Free Press

More students, more cash

School districts consider enrollment bonuses

When Bellevue Community Schools hired Scott Belt as superintendent this month, the district asked him to help reverse years of declining enrollment. Officials offered him $300 per student if Bellevue's enrollment grows.

The rural district between Lansing and Battle Creek isn't the only one showing the money. In Grand Rapids, teachers will get a cash bonus if the district loses fewer students than expected.

Cash incentives for attracting new customers have been common in the business world. Now, they're moving into education.

The idea is still young and largely in the experimental stage, but it makes sense to some school leaders in Michigan, where school funding is based on enrollment. Competition among districts for students has become so keen, some educators refer to schools of choice as "schools of theft."

"That's how districts survive today -- on enrollment," said William Mayes, executive director of the Michigan Association of School Administrators.

Carl Hartmen, associate executive director of the Michigan Association of School Boards, said the idea is likely to spread.

"I'm sure you're going to see more and more of it," Hartman said. "If you're losing students, you're losing money."

Not everyone sees bonuses as the answer to declining enrollment. East Detroit Public Schools have gone from 6,500 students to 5,200 over the last 10 years. The board recently voted to become a school of choice district, offer all-day kindergarten and close buildings to help cut costs and keep enrollment up.

But East Detroit doesn't offer financial incentives for enrollment.

"I see it as a slippery slope," Superintendent Bruce Kefgen said. "If your bread and butter depends on you being able to retain students, might you be less prone to suspend a student?"

Even though Detroit Public Schools has lost about one-third of its enrollment during the last several years and is closing schools, parent Samuel Ivory said the district would be better off putting the money in the classroom. Ivory has five children in Detroit schools, at Southeastern High School, Joy Middle School and Hutchinson Elementary.

"They should be spending it on the students, maintaining the schools and keeping the buildings open," if they want to retain students, Ivory said.

The incentives could also add to the growing concern that school districts are cannibalizing each other in their zeal to pick up students.

"It makes you like a bounty hunter," said Royal Oak Superintendent Thomas Moline. Royal Oak Public Schools' enrollment has been declining by about 200 students per year. The district uses a demographer to help forecast the change and is closing schools to keep pace with it.

But Moline isn't opposed to incentives.

"I think it stimulates the system," he said. "But the bottom line is, you'd better have better quality and better outcomes, because parents are very savvy shoppers these days."

Promoting the pluses

Bellevue has gone from 1,005 students in 2000 to 710 today. Some of the students have gone to neighboring districts, while others have been forced to move for economic reasons, Belt said. His job is now to run a PR campaign convincing parents to come back.

"If we can get the word out, get some good positive promotion going on, maybe we can gain enrollment," he said.

But Belt was a little uncomfortable with the bonus.

"I don't ever want anyone to think that I want a kid to come here so I can make an extra dollar," Belt said. "I want them to come because this is the best place for them to be."

Tim Reed, Bellevue's school board president, said Belt's role will be to be more visible in the community than previous superintendents and tout, in part, the district's new emphasis on students earning Michigan Merit Scholarships and its decision to offer more science classes.

"I expect him to be the leader and visionary thinker for the staff and teachers and bring these things to reality," Reed said.

Unions agree

The 20,000-student Grand Rapids Public Schools district has been losing between 800 and 900 students a year. Almost all the unions in the district -- including those covering teachers, administrators, secretaries and noncertified personnel -- have agreed to a plan in their contracts calling for a lump sum bonus in June if the district loses fewer than 800.

The bonuses will vary, from 0.25% of their salary if the district loses between 600 and 699 students, up to 1.75% if the loss is 100 or less.

"We all have a role in recruiting and retaining students. Even a secretary ... has things that can be done with customer service," said Fredericka Williams, executive director of human resources.

Employees are being urged to make parents feel welcome and make sure they are aware of programs that other districts may not provide, such as the district's after-school program.

Not everyone is convinced that teachers or superintendents can change enrollment.

The Lansing School District tried enrollment incentives for the superintendent, only to drop them, said Hugh Clarke, board vice president.

"Given the economy, the mobility of people ... it's kind of an unworkable goal," Clark said.

Contact PEGGY WALSH-SARNECKI at 586-469-4681 or pwalsh@freepress.com.

Copyright © 2006 Detroit Free Press Inc.


21st Century Model for Creating & Innovating NEW Business Solutions that Add-Value to the Intentional Mission! (AIM)

Bill Gates says internet will revolutionise television

The internet will revolutionise television within five years. That was the prediction of Microsoft chairman Bill Gates at the World Economic Forum in Davos, Switzerland.

“I’m stunned how people aren’t seeing that with TV, in five years from now, people will laugh at what we’ve had,” the Microsoft chairman told politicians and business leaders.

“Certain things like elections or the Olympics really point out how TV is terrible. You have to wait for the guy to talk about the thing you care about or you miss the event and want to go back and see it,” he said. “Internet presentation of these things is vastly superior.”

He said the change was coming “because TV is moving into being delivered over the internet — and some of the big phone companies are building up the infrastructure for that.”

Microsoft has had some success in signing up telecommunications companies to use its software to deliver audio and video, but worldwide only a few million customers currently receive television over internet technology.

The rise of broadband video delivered over the internet has been more spectacular, but for most people it is still not currently a substitute for watching television.

It is not the first time that Bill Gates has predicted that broadcasting will become irrelevant. Back in October 2004 we reported that he said that linear schedules were on the way out.

YouTube

Chad Hurley, the co-founder of YouTube was also speaking at Davos. He said that the impact on advertising would be profound and that YouTube would be experimenting to build an effective model that works for advertisers and users.

He also confirmed that the company, now owned by Google, is working on a revenue sharing mechanism that would reward users that submit material to which they own the copyright.

www.microsoft.com
www.youtube.com

Broadband, Business, IPTV

AND the Natives are Restless


Living with Digital Natives and their Technologies

By Jonathan Nalder
January 1, 2007
URL: http://www.techlearning.com/showArticle.php?articleID=196604072

from Educators' eZine

Attending a recent conference dealing with Boys Literacy, I was happily surprised to find that many of the solutions presented involved technology, and not just for their gimmick value. A range of educators had all reached a similar place of integrating technology to increase engagement and learning, no easy task.

These same educators, however, all seemed to have picked up Mark Prensky’s idea of distinguishing teachers from students with his terms “Digital Native” and “Digital Immigrant.” We heard those terms several times, and they elicited nods of recognition as well as collective sighs. It was if those who considered themselves Digital Immigrants now had a name for their ‘condition’ that excused them for being outside the new world created by the Information revolution. Terms such as these, when used broadly, can end up causing harm if they are accepted as mono-cultural, rather than just as useful lenses through which to see current issues.

Many of the presenters also spoke about inclusive practices and taking into account the damage that separating out one group can do. So, as educators, let’s not create a them-and-us mentality when it comes to technology in the classroom. When a show of hands was solicited in one session asking who understood the meaning of several newer ICT terms, only about one in ten responded. If you fear you may have been one of those excluded, you can start gaining a passport to the world of the ‘Digital Native’ right away. ‘But how’ you may ask? Outlined below are just ten names/sites/programs/devices that currently mark the digital world in which our students exist. The socialising technology of Tamagotchi is nothing compared to the revolutionary nature of these:

Nintendo DS: I’ve sighted this handheld gaming device several times in the playground of my school. The Nintendo name may be familiar to you, but the DS is something else, and, rather than the usual shoot-em up games associated with such devices, Nintendo’s tend to have less-violent characters, such as Mario.

The DS opens like a clam- shell, has Dual-Screens (hence the name), a built in microphone and packs a PDA-like stylus (kids’ toys are growing up). Its unique features means it can offer software like ‘Nintendogs’, a digital pet game where users view the top screen, can tap commands on the lower screen, and even speak commands to their pet. It also has wireless capabilities for messaging other users with the unique write and draw ‘Pictochat’. Watch for the new ‘brain age’ game full of puzzles and brain-challenges.

With a street price of around $180, and a new, more compact model on the way (the DS lite), this is one device guaranteed to be high on the wish list of most students, girls included.

Myspace.com: Launched only it seems like yesterday, Myspace is an all in one Webpage service with over 50 million users worldwide. That’s more than the population of some countries! It provides a free (but with advertising displayed) homepage where you can have a blog, photo gallery, songs etc. displayed. This is one of the sites whose combination of many features is increasingly being described as an example of Web 2.0.

With so many users, it is also a community unto itself where one can easily get in contact with other people who have the same music or hobby tastes. You can view other peoples ‘profile’ or homepages and even leave comments or add someone whose site you like as a ‘friend’. It’s been hugely popular with high school students overseas (although the minimum age requirements have recently been tightened due to concerns about Net predators) and there is now an Australian-hosted chapter to further add to the phenomenon.

flickr.com: A free photo-sharing site where you can search for images on any topic imaginable – all uploaded by people just like yourself. The breadth of images available is quite staggering – one of my favourite sections is the one-letter and number group where people all over the world have uploaded pictures of single letters and numbers taken from signage, and advertising. One can then go to an associated site and spell out words or sentences using the hundreds of various pictures.

There is a monthly limit on the free account for how many megabytes you can upload, but no total limit on how many images one may have. (There is also a Pro account available with no limits).

Like MySpace, its members number in the many millions. You can comment on the photos you like, and in turn have yours viewed by others from the flickr community. The site keeps a record of how many times your photos have been viewed, and you can add friends, join groups based around photo themes, and even send internal Emails to other members. Again, the emphasis is on the creation of a social space.

Youtube.com: A free video-sharing website doing for video what flickr has done for photos. Upload your holiday or podcast video and instantly have access to a potential audience of over 35 million other users. The site keeps track of how many times your collection has been viewed, and who has rated your creations with stars, or left you a message.

Fitting in perhaps with the reality TV trend that so many students seem to love, it really is a ‘power to the people’ site, where the most viewed video (close to 3 million) is from a comedian parodying different dance styles. Recently a British singer has gained a record deal and top-ten debut solely by building a huge fan base with video recordings of herself performing. It has even become a site for ‘street’ journalists who record video of important events, speeches and the like and upload it so it becomes immediately accessible to anyone around the globe.

RSS: Really Simple Syndication. With so many news and info-tainment web diaries (blogs) and podcasts being published these days, it’s easy to do a Google search and find someone writing just about that obscure hobby you have. RSS was developed for use on handhelds or laptops in the pre-always-on internet days so that news could be downloaded when one was connected and read later, but now is used as well to keep track of audio and video podcasts.

With RSS software you can paste in an RSS address and set your computer to automatically download the blog or podcast entries as they are published. Podcasts can be searched at many sites including from within iTunes, which will keep your ‘feeds’ organised and updated for loading onto a portable mp3 player for later listening or viewing.

Skype: Like the sound of free phone calls? Skype software (in conjunction with a microphone) allows you to call any other Skype user for free using an Internet connection. Like the IM (instant messaging) craze in which many students spend their home hours participating, it’s a way of communicating with their friends that doesn’t add $ to the family phone bill. Skype even has the option to purchase call credits and call landline phones at discounted rates.

Xbox Live: Ok, you know the Xbox is a gaming machine, but it now comes with an Internet connection to the Microsoft Live service. Xbox Live “provides voice communications [and] … a console-related friends list of other selected online players, as well as a messaging system of either text or voice messages” (taken from www.wikipedia.com). As long as you are signed in to Xbox Live, while either playing a game, watching a DVD (with the DVD playback kit) or navigating the dashboard, you have access to view all your friends, see what your online friends are doing, and send messages via the dashboard or the Xbox 360 guide. You can send either written messages or voice messages to other players, even if they aren't online.

Leapfrog: A maker of game and quiz inspired education toys - everything from talking storybooks to handhelds that mimic adult PDA’s. They seem to have found a way to make basic learning tasks fun, and at a decent price point too. Their audience base begins at about three and up, but for school-age children they market the ‘Leapster’ handheld which accepts cartridges like a Nintendo but with a more educational bent.

iPod: Ok, you know it plays music. But these days, an iPod (or other mp3 player) can play video, display maps and images, and hold your calendar and address data. It can hold literally thousands of podcasts, becoming a portable audio (or video) library with accessible information on the hundreds of topics on which podcasts are now produced. It can also be used to record audio for later moving to a pc for using in producing your own podcast!

There are many uses that a creative teacher can make of these capabilities. For example, educational videos or school-slideshows can be displayed directly on the classroom TV or data-projector without the need for a Laptop or DVD player. Interactive step by step guides can be produced with hyper-linked sections that can be taken on field trips or even used to facilitate independent learning tasks.

The iPod is also about a new concept that is revolutionizing modern life – that being the ability to carry previously unimagineable amounts of music, video and data in your pocket. For adults who have spent years carefully building up a CD or a video collection, the concept of it all fitting into one pocket-sized rectangle may seem hard to grasp, but it is something that today’s kids are already used to.

Keen readers who have got this far will have noticed just how many of the current technologies mentioned above have something to do with social networking. I have had conversations with parents recently who are concerned that computers are stopping today’s kids from interacting with their peers. These same parents also marvel at how their children’s use of Email and instant messaging means they now know more about what’s happening with other family members (via their computer-using children) than they ever did before. In a world of sometimes increasingly fractured families, this is one positive of technology worth noting.

There are ways for teachers to also make use of students’ affinity for this networking technology. I have just begun encouraging students to Email me their written work as computer files so I can correct them whenever I have time, an innovation too which they have taken well. Students working on group projects can message their notes to each other, and if each student adds his contribution in a different text colour, teachers can keep track of who has written what.

Now, you may have also noticed that, although I promised ten, I’ve only listed nine examples that mark out just what makes our students such ‘digital natives’. This is not because there aren’t many more, but because I’m challenging you to ask your students for the tenth. Open up a discussion and you might find a new way into their world, or better yet, be inspired to become a part of it yourself. After all, how can one teach students and yet know so little about the world in which they are immersed? Is it enough to seek to bring them only into our ‘adult’ world, and not be willing to enter theirs? Surely that is the learning contract we make with our students – to expect from them only what we first show ourselves – which is, hopefully a willingness to be involved in each other’s world and to set a learning example.

And get started right away; after all, any passport to the digital world is likely to stay current for ten months at best. Then you’ll again have to ask your digital native students about the latest hot trends.

For more on all this, visit my Blog, M-Learn.

Email: Jonathan Nalder