Blog 6 - Diversity and Globalism

Supporting diversity is a method of increasing the value of technology in education. Acquiring resources and developing strategies that offer equal access for gender, cultural, and
socioeconomic diversities is a critical component of a tolerant classroom. Therefore, I search for methods and digital media to support individual differences.

Regarding gender differences, girls and boys receive alternatives to performance tasks such as selecting a digital tool for written expression. Thornburg (2010) warns that educators must address gender equity to ensure that all students have access to tools that initiate and encourage creativity. Cultural sensitivity means including culture-rich text and images to expose students to diverse traditions. Projects regarding cultural heritage as well as incorporating stories, discussions, and experts from other backgrounds helps students understand and respect different perspectives. Finally, socioeconomic status is a significant issue in my organization as the majority of students come from low income, single parent families. My responsibilities to address this need involve providing numerous multimedia opportunities to expose students to digital literacy including typing, browsing, and presenting information.

Overall, to make technology valuable, I must stay proactive in using emerging technologies to create a respectful environment where students openly experience various perspectives. Closing the digital divide requires equal access to global citizenship (Dyson, 2011). By integrating educational technology into daily routines, students connect to globalization and understand the power of the web regardless of gender, culture, or socioeconomic issues. This discovery will sustain global participation as students accept and use the opinions of others to build and share personal perspectives. In the future, I would like to incorporate the use of cell phones as experts suggest that this technology will close the digital divide (Nagel, 2011; Soloway, 2009). Until our school accepts cell phones as a learning tool, I will continue to explore the latest web-based innovations such as Google apps, wikis, and Moodle as appropriate tools for providing knowledge about technology as well as exploit authentic learning activities.

References

Dyson, L. (2011, February 15). How will gov 2.0 address the digital divide? [Web log comment]. Retrieved from http://codeforamerica.org/2011/02/15/how-will-gov-2-0-address-the-digital-divide/#

Nagel, D. (2011, February 1). Will smart phones eliminate the digital divide? [Web log comment]. Retrieved from http://thejournal.com/articles/2011/02/01/will-smart-phones-eliminate-the-digital-divide.aspx

Soloway, E. (2009). The digital divide: Leveling the playing field. Podcast retrieved from Laureate Education, Inc.

Thornburg, D. (Presenter). (2010). Diversity and globalism. In Emerging and Future Technology [DVD]. United States: Laureate Education, Inc.

Module 5 Discussion

Obtaining digital media including video and music requires little effort and money. For a recent project, I rented “Blade Runner” using an app on my iPod Touch. Then, I connected my iPod to my home theatre system and enjoyed surround sound and HD image quality. I did not purchase or rent a DVD, because video on demand (VOD) has displaced DVD rental for my personal entertainment.

The future of the fierce competition between DVD and VOD is explained by the concept of increasing returns rather than red queens. According to Thornburg (2010), red queens describe the competition between two technologies that continually evolve to stay strong in the market. At first glance, one might argue that the battle between these two technologies exhibits red queen forces. Agreeably, these two technologies emerged at relatively the same time and continued to develop throughout time (Anderson, 2004). Yet, the current state of DVDs causes me to believe that the red queen force is no longer relevant.

Similar to red queens, increasing returns also acknowledges the fierce competition between two technologies. However, in this race, one technology ultimately takes the prize replacing the competition due to multiple outcomes including adoption of outside influences (Arthur, 1999). While DVD purchases decreased in 2010, the VOD market increased by 20% demonstrating critical mass (Graser, 2011). Outside agents including gaming systems, iTunes, smartphones, wireless internet, and TiVo are creating potential adopters due to the merge with VOD services (Tynan, 2008). DVDs began on top, however, as users gain familiarity with technologies in the digital revolution, VOD services appeal to a wider audience. Pretty soon, VOD will push out DVD and Blu-Ray. VOD offers higher efficiency, affordability, and portability. The driving force between the battle of VOD and DVD results from increasing returns due to the impact of economic influences and the predictability of the replacement of DVDs (Arthur, 1999).

Using McLuhan’s tetrad model, DVDs are located in the obsolete category, because VOD technology has replaced DVDs in many situations. Additionally, VOD represents reversal as the future of video entertainment is shifting from physical devices to digital streaming (Seals, 2011). Markets would be wise to use the tetrad model to capitalize on the video streaming and budget according to the downfall of DVDs.

References

Anderson, C. (2004). Tech’s long tail [Video]. Retrieved from http://www.ted.com/index.php/talks/chris_anderson_of_wired_on_tech_s_long_tail.html

Arthur, B. (1999). Competing technologies, increasing returns, and lock-in by historical events. The Economic Journal, 99(394), 116-131. Retrieved from http://www.jstor.org/pss/2234208

Graser, M. (2011, January 6). Blu-ray hits mainstream in 2010: Players, discs hit critical mass in US homes [Web log comment]. Retrieved from http://www.variety.com/article/VR1118029848?refCatId=14&ref=related

Seals, T. (2011, January). Netflix commits DVD-OCIDE: Targets cable VOD [Web log comment]. Retrieved from http://www.vision2mobile.com/news/2011/01/netflix-commits-dvd-ocide-targets-cable-vod.aspx#

Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Tynan, D. (2008). The 10 most disruptive technology combinations [Web log comment]. Retrieved from http://www.pcworld.com/article/143474/the_10_most_disruptive_technology_combinations.html

Discussion 4: Second Life

Disruptive technologies occur when an innovative technology combines with an existing technology to revolutionize performance (Thornburg, 2010). Tynan (2008) suggests several powerful combinations including DVR plus On Demand, You Tube plus low-priced digital camcorders, and cell phones plus wireless internet. The iPad is another debatable disruptive technology. The iPad meets the criteria of disruptive technologies such as customer demand, new applications, and limited marketing research (Christensen, 1997; Laube, 2010). Disruptive technologies change existing conditions by impacting personal management, opinion, and achievement.

Another powerful example of a disruptive technology is Second Life. According to Rosedale, (2008) people will eventually prefer virtual characters rather than their real identities. Revolutionizing social interaction and communication contributes to the debate of Second Life as a disruptive technology. This web application obsoletes previous methods of instant messaging and advances emotional involvement with personalized avatars. As a relatively new experience, Second Life will dominate web communication for many years until an advanced holographic virtual community revolutionizes human interaction predicted for 2025 (Elon University/Pew Internet Project, n.d.). Social benefits related to virtual worlds include understanding culturally diverse experiences and freely collaborating with many users (Rosedale, 2008). As interest builds, more people will immerse themselves in the virtual world to escape physical and emotional barriers. By combining the human desire to communicate with innovative virtual technology, Second Life extends existence into the imagination.

Regarding education, Second Life exploits student engagement to enhance interaction with information. The virtual world provides an authentic learning environment including interaction with experts and feedback from peers (Gronstedt, 2008). The virtual world presents obvious challenges including bullying and cynical or faulty information. Yet, Second Life applies content in authentic situations, engages multiple intelligences and learning styles, and enables expression (harveyd, 2011). The ability to discuss ideas with peers in an imaginative environment would promote knowledge transfer as students engage within a collaborative and realistic environment.
References

Christensen, C. (1997). Notes on the innovator’s dilemma: When new technologies cause great firms to fall. Retrieved from http://www.2ndbn5thmar.com/change/The%20Innovators.pdf

Elon University/Pew Internet Project. (n.d.). Imagining the Internet: A history and forecast: Forward 150 timeline. Retrieved from http://www.elon.edu/e eb/predictions/forward150years.pdf

Gronstedt, A. (2008). Be first in second life. Training, 29-30. Retrieved from http://www.gronstedtgroup.com/pdf/Training_Mag_article_virtual_world_fall_08.pdf

harveyd. (2011, January 17). Second Life: Rita Mulholland [Web log comment]. Retrieved from
http://wp.stockton.edu/asde/2011/01/17/second-life-rita-mulholland/

Laube, S. (2010, March 3). Is the iPad a disruptive technology? [Web log comment]. Retrieved from http://pwcinnovate.wordpress.com/2010/03/03/is-the-ipad-a-disruptive-technology/

Tynan, D. (2008). The 10 most disruptive technology combinations [Web log comment]. Retrieved from
http://www.pcworld.com/article/143474-10_most_disruptive_technology_combinations.html

Module 3 Blog: Rhymes of History

Throughout history, storytelling is the foundation for cultural heritage, teaching, and entertainment. From oral, paintings, text, projectors slides, and video versions, storytelling shapes civilization and records the biography of humanity. Today, storytelling continues to impact past, present, and future. Yet, the nature of storytelling has adapted to the digital age through video production software and online slideshow presentations.

Animoto, a cloud computing customer, represents modern storytelling. This free web application allows users to create a digital story using images, video, and sound. Additionally, users can easily upload presentations to the web or embed in social networking sites (Dick, 2011). The many uses for these online stories include sharing classroom performance, marketing, and communication with family and friends. Passing down traditions and memoirs no longer require synchronous meetings. With the web, telling a story that reaches around the globe takes only a few minutes of editing on an online platform.




A key concern regarding Animoto involves user protection as cloud computing faces the challenge of information security threats (Hanna, 2009). This notion rekindles another recurring theme in history . . . homeland security. What models and resources will emerge to reduce threats to user data and applications? Currently, experts suggests knowing where data is located, testing security, backup information, and only use programs referred by reliable sources (admin in Cloud Hosting, 2011).

Kelly’s video (2007) reveals the impact of the web on the future of humanity by explaining the embodiment, re-structuring, and co-dependency of humankind based on this “one machine.” The notion that the web embodies the material world and leads to complete co-dependency rekindles the idea of totalitarianism. Without battling religious arguments, the idea that everything regarding personal existence will connect to this one machine relates to the complete control and dictatorship of society. Maybe my idea seems extreme. However, thinking in terms of the future, to say that the web will personify existence provokes a feeling of uneasiness as humankind has always been an exclusive group and condition. Now, it seems as though we will become a new kind by uniting with an all-encompassing object that has yet to develop a name and surpass human processing.

References

admin in Cloud Hosting. (2011, Janurary 9). 5 Tips for cloud computing security [Web log comment]. Retrieved from http://webhostingblog.us/2011/01/5-tips-for-cloud-computing-security/

Dick, J. (2011, January 3). Tool review: Animoto [Web log comment]. Retrieved from http://newlearninginstitute.blogspot.com/2011/01/tool-review-animoto.html

Hanna, S. (2009). Cloud computing: Finding the silver lining. Retrieved from http://www.ists.dartmouth.edu/docs/HannaCloudComputingv2.pdf

Kelly, K. (2007, December). The next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Krypteia. (2007, August 6). Animoto promo [Vodcast]. Retrieved from http://www.youtube.com/watch?v=dvjRzaUYoLw

Educational Impact: Cell Phones

Larger Image

I made the decision to analyze the educational impact over technical attributes of mobile phone technology. This choice stems from my lack of knowledge and experience regarding cell phones in the educational environment. Using McLuhan’s model, examination of the progressions of cell phone technology reveals explicit implications for adoption.

Cell phones significantly enhance the educational environment through a variety of instructional methods. To begin, cell phones expand the use of mobile learning including distance education and collaborative projects. Additionally, this technology improves data collection for homework, opinion polls, grading quizzes, class discussions, and research projects (Elise, 2008). Another enhancement created by cell phones involves assistive technology. Elise (2008) reports that mobile devices support visual and hearing impairments by offering free online resources and multiple applications for communication such as text and voice. Using cell phones in the educational environment improves communication and collaboration as students actively engage with peers, teachers, and experts to authenticate content. Finally, this technology advances classroom management as students and teachers store video and images, use word processing for notes, save lectures as podcasts, and read online books and articles (Elise, 2008).

The numerous enhancements provided by cell phones leads to discussion on what this technology obsoletes. Currently, budget cut-backs hinder technology development. However, funding for cell phones is the parent’s responsibility. Therefore, schools can integrate educational technology strategies without the burden of purchasing additional computers or mobile devices (Roberson & Hagevik, 2008). Furthermore, the traditional classroom transforms to learner-centered by eliminating the negative opinion that cell phones only promote social behavior. Elise (2008) suggests that future educators will appreciate the technology as a learning tool rather than a social toy.

The theory underlying cell phones in education has roots in the principles of Comenius’ instructional method. His theory supports customized education, integration of subjects, and developmentally appropriate design (Saettler, 2004). Comenius believed that a teacher could educate a mass amount of students by managing the classroom environment with a lesson introduction followed by individual learning segments and collaboration with peers. Before his time, Comenius suggested theory related to distant learning. Like Comenius, classroom strategies associated with cell phones encourage authentic learning experiences, flexible teaching, and learner ingenuity (Prensky, 2005).

Another factor related to retrieval involves global competition. The Space Age spawned urgency for mass education. Mobile technology has significantly impacted the effect on global communication and collaboration. With this technology impacting the educational system, global consciousness redevelops as fierce competition requires innovative and connected graduates (Elise, 2008).

What is the future of cell phones in education? Mobile technology will continue to improve global communication and personalization of digital devices (MOCOM2020, 2010). Additionally, MOCOM2020 (2010) reports over 4 billion mobile phone users. These facts lead to the belief that educational barriers will diminish as students develop into digital natives, compelling institutions to change traditional practices to digital methods. Eventually, educational technology theory will thrive as acceptance of mobile technology reaches critical mass.

References

Elise. (2008, September 7). Cell phones in education: An interview with Liz Korb [Web log comment]. Retrieved from http://cellphones.org/blog/cell-phones-in-education-an-interview-with-liz-korb/

Kolb, L. (2010). From toy to tool: Cell phones in learning [Web log comment]. Retrieved from http://www.cellphonesinlearning.com/

MOCOM2020. (2010, August 16). Mobile 2020: How will the future of mobile look like? [Web log comment]. Retrieved from http://www.mocom2020.com/2010/08/mobile-2020-how-will-the-future-of-mobile-look-like/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mocom2020+%28MOCOM2020%29&utm_content=My+Yahoo

Prensky, M. (2005). What can you learn from a cell phone?: Almost anything. Innovate, 1(5). Retrieved from http://innovateonline.info/pdf/vol1_issue5/What_Can_You_Learn_from_a_Cell_Phone__Almost_Anything!.pdf

Roberson, J. H., & Hagevik, R. A. (2008). Cell phones for education. Meridian: A Middle School Computer Technologies Journal, 11(2). Retrieved from http://www.ncsu.edu/meridian/sum2008/roberson/index.htm

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing Inc.

Emerging Technolgy: The Pocket Projector

In 2008, several companies launched the first pocket projectors. This handheld, portable device enables users to cast multiple applications including video and images onto a screen equipped to 50 inches. Pocket projectors connect to a variety of media devices including the iPod, computer, digital camera, and cell phone (Feierman, 2010). At $300 for high-quality, this cost-efficient mobile device creates another element to a collaborative, interactive teaching environment.

The major challenges of this technology include improving battery life, brightness, and resolution. Currently, pocket projector developers are making advancements to improve these issues in newer models. Currently, the average battery life ranges from 30 minutes to 2 hours. By 2012, Colegrove (2010) predicts the battery life will extend to 4 hours. The brightness and resolution pales in comparison to the detail of larger digital projectors. However, the demand for this technology is increasing causing significant advances. Colegrove (2010) reports up to 50% better resolution since the first models.

Pocket projectors are designed to be used anywhere. Because the device travels easily, it offers multiple solutions for classroom, business, and entertainment demonstrations. The small size is an noticeable advantage. However, pocket projectors are also eco-friendly, lightweight, compatible with multiple devices, battery-operated, and feature an extended lamp life (Jennifer, 2009). In the classroom, pocket projects offer a simple solution to displaying images, video, and text (Mosotech, 2010). The unlimited learning opportunities will craft lessons that will spark discovery and invoke a spirit of collaboration.

Once sound and visual quality improve, pocket projectors will improve communication in the classroom. The demand for this emerging technology reveals that it is well on its way to becoming emerged. A remote would make this technology even better. Accessing the files from an separate location would add an additional “Wow” factor.

View the following video for a demonstration.


References

Colegrove, J. (2010, November 8). Pocket projectors advance in features, brightness, and battery life [Web log comment]. Retrieved from http://www.displaysearchblog.com/2010/11/pocket-projectors-advance-in-features-brightness-and-battery-life/

Feierman, A. (2010, October). The 2010 pico projector and pocket projector guide and reviews. Retrieved from http://www.projectorreviews.com/pico_projectors/index.php

Jennifer. (2009, February 16). New pocket projectors vs. low-priced lcd projector [Web log comment]. Retrieved from http://articles.projectorpeople.com/home-theater-tech-news/new-pocket-projectors-vs-low-priced-lcd-projector/

Mosotech. (2010, July 4). Pocket projector: The most handy technology is small size for classrooms [Web log comment]. Retrieved from http://moso-technology.com/2010/07/pocket-projector-the-most-handy-technology-is-small-size-for-classrooms/