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Emerging Technologies Investigation

Maria Stamatogiannakis

Johns Hopkins University

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One Year or Less

I have decided to focus on Mobile Learning for this horizon. Before knowing what each

of the technologies entailed, I was drawn in. Mobile devices have become a societal norm. It is

almost shocking to see millennials not attached to their phone or holding it in their hand for no

apparent reason. Even as a third-grade teacher, I would say that 80% of my students own a

cellular device and the other 20% at least know how to work one or have a tablet. The NMC

states, At the end of 2012, the mobile market consisted of over 6.5 billion accounts, and

subscriptions are expected by ICTs Facts and Figures report to equal close to the worlds

population by the end of 2013 (2013). I would be interested to see what the numbers are like

now in 2017. It is becoming increasingly urgent for this generation to be up to date on the

newest technology and how to navigate it. Many current jobs are requiring employees to be

technology proficient, and there is an increasing number of startup companies that are

technology focused. As teachers of the 21st century, it is our job to make sure our students are

prepared to enter that world. There has been a stigma about cellphones in the learning place

for as long as I can remember. Students are constantly having their phones taken away or are

sent to detention for using them at inappropriate times. The NMC goes on to say, The

portability of mobile devices, coupled with increasingly fast web and cellular connectivity, make

mobiles extremely conducive to productivity and learning (2013). What if that social stigma was

to be changed in the next year? We could put the impeding cellphone dilemma to good use and

use technology that excites our students.

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Couros went to great lengths to explain the big dilemma with 21st century teaching. He

talks about how teachers are being given this technology without proper training on how to use

it or successfully implement it. He used the phrase, devices without direction (Couros, 2012).

This mobile learning application could be the answer to his problem. Every teacher should know

how to use a phone, and therefore this technology relates to all four of the teaching contexts.

According to current ASTD research, the top uses of mobiles in learning are easily accessing

reference materials, supporting student performance, and watching videos (NMC, 2013).

Couros states, The mass purchase of devices for schools is happening way too often without

conversations with educators about what learning should be happening in the classroom

(2012). These applications will help 21st century learning because it will guide teachers and give

them better understanding on what their teaching should look like while integrating

technology. If you are using these apps you will be up to date with technology trends. Every

student will have to have a tablet or a cellphone to use these tools, meaning they will either be

able to BYOD or have the school provide them, and teachers will have a vast array of tools

and resources at their disposal to keep them ready and prepared in the classroom.

Explore at least three examples of the technology applied in practice.

I chose to investigate New Triers Mobile Learning Initiative, Mobile Learning at Lees

Summit, and BYOD Lessons. I was most impressed by the organization and training that the

New Trier High School offers both families and students when it comes to iPad usage. This

school is directly combatting all of the problems listed in Couros article. These teachers are

clearly well trained in how and what to teach through the iPads. I work in a 1:1 school and we
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are using apps such as Compass learning, ST Math, and Typing club. We have a classroom set of

iPads and Chromebooks, so we are able to switch between the two technologies. I would like to

take the ideas from this article and start an orientation for families before the school year

starts. Many families either dont understand what the iPads are used for, or, have an iPad at

home but dont know how to use it as a learning tool. While this is an easy fix at the school I am

currently at, I am moving next year and wonder if I will be in a classroom that has 1:1 resources.

If they dont, I would love to start a BYOD program, but that again is currently looked down

upon. I feel like my greatest challenge with creating these experiences would be talking

administration into allowing it. At that point, all you can do is go in well prepared and hope to

impress them with the well documented data.

Two to Three Years

I have decided to focus on open content for this horizon. There are several reasons why

I chose this upcoming technology, including a growing need for collaboration skills and the issue

with lack of resources in underserved communities. I was inspired by our PLN and the specific

area that had us research collaboration based websites. Steve Regur gave an empowering Ted

Talk about providing embedded coaching for personalized learning that led to my fascination

with this topic (2016). The NMC reports, Open content uses Creative Commons and other

forms of alternative licensing to encourage not only the sharing of information, but the sharing

of pedagogies and experiences as well (2013). There is so much content available to us that

would make out instructional pedagogy for 21st century learning so rich and meaningful. This

technology directly relates to this teaching context because the applications we would be using

and exploring would also be teaching us content and providing ideas on curriculum and
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technology integration in the classroom. This isnt even the best part about this piece of

technology though. In a world that is keen on budget cuts, especially when it comes to

educational funding, open content could be a game changer. Textbooks are extremely costly

and cumbersome for schools, and therefore are not often current. Open content would give

every school access to the most up to date resources, meaning that we could possibly be one

step closer to closing the achievement gap.

Open Content would directly affect student access to resources and materials as well.

The following is a powerful quote from NMC: Open content has achieved global recognition as

an effective means of distributing high-quality, accessible educational materials to schools in

both developed and developing countries (2013). I hope that this vision becomes a reality for

all schools so that one day students have an equitable chance of receiving a transformational

education, no matter where they live or what their home life is like. Lack of resources would no

longer be an issue, and textbooks would not have to be purchased every couple of years. My

big worry that this open content concept will only be accepted in high-performing, well-

resourced schools that do not have trouble gaining access to materials.

Explore at least three examples of the technology applied in practice.

I conducted further research on Curriki, Gooru, and Open Textbooks in Poland. After

reading Currikis missions statement, I knew I would be hooked. Currikis website states,

Currikis mission is to eliminate the Education Divide the gap between those who have

access to high-quality education and those who do not in the U.S. and worldwide (2017). This

website directly aligns to why I wanted to become a teacher. It is combatting the issue of
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equitable access in the world and supports the teaching context of student access to resources

and tools. Imagine living in a world where your success and abilities are not determined by your

zip code and schools funding. Most schools are using their funding to purchase tablets or

computers for their classrooms. This application also teaches the importance of collaboration.

Many of the Ted Talks I watched for the PLN assessments mentioned the importance of giving

back as much as you receive. Their website explains that the driving force behind their success

is collaboration; Our approach to building the largest global community library of OER is pretty

simpleshare (2017). Curriki would teach students the value of sharing your work.

The biggest challenge would be accessing these resources if there wasnt a 1:1

technology program set up. Even so, a teacher could bring it up on their computer and teach a

whole group lesson. The students would still benefit from the current and integrated

curriculum provided through Curriki. Another challenge we face in America is the idea that

progressive change is unnatural and that the current methods work. After reading about the

adopted regulation by Poland, I worry that America is far from every implementing a similar

idea. Soon Ministry of Education will start webpage about Digital School Program and school

heads will be able to apply for 80% of funding for ICT equipment, simultaneously work on the

development of resources and study on pilot will begin (NMC, 2017). It would be great to have

the support of the government when implementing these new technologies and have a school

wide technology curriculum implemented so everyone is using their tools effectively. I can start

implementing it on a small scale and sharing successes I see in the classroom.

Four to Five Years

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The idea of a virtual or remote laboratory reminds me of the virtual field trips we read

about earlier. My school is also amid a push for more STEM classes, resources, and activities so I

decided to explore this topic more as a means for a fix for a current problem, especially since

this isnt new technology. The NMC discusses the fact that this is not new technology, but it has

become a highly-discussed item as the need for STEM instruction increases. These virtual labs

would help solve the problem of under-resourced classrooms or rural locations that are far

removed from any science laboratories. An authentic laboratory experience could be provided

to all students despite their location. This resource would again bridge the achievement gap

and make resources equitable to all students.

This website could easily relate to each of the four teaching contexts, but it is most

closely aligned with student access to tools and resources. The lack of educational funding and

science materials is an epidemic in this country. Even though this resource will not be widely

implemented for the next four to five years, it is a step in the right direction. I find it interesting

that as I progress through each horizon, I find it harder and harder to think of items to discuss. I

believe this is because it becomes harder to conceptualize what this technology will look like in

the classroom since it seems so far removed!

Explore at least three examples of the technology applied in practice.

I chose to explore the Drosophila Virtual Lab, LabShare, and LIGO E-Lab. These applied

practice references were not as appealing as some of the others had been because the majority

were geared towards high school and I teach elementary school. It was still beneficial to scroll

through the websites though because I got a sense of what these online resources look like and

how to navigate them. I especially wanted to look into LIGO E-Lab because I noticed it was
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based out of Mississippi. While Charleston, South Carolina is not rural, the surrounding area

and majority of the state are extremely rural, and I was impressed by the states push for STEM

focused activities. An overarching theme throughout these laboratories is that many of them

were supported by a major university in the area. It makes me wonder if I could reach out to

one of the three universities in Charleston and see if they would be interested in a partnership.

I went on to read the article on connecting schools to universities remote laboratories

to learn more about how to implement this resource into my classroom. The article explained

that one of the major challenges with remote laboratories is that schools and educators are

simply unaware of their existence. Another challenge would be finding a way to use their

materials in a developmentally appropriate way. Tannhauser states, information on which

university labs are suitable for use in primary or secondary school teaching is hard to find and

most teaching and learning material of remote labs are neither geared towards younger

students of a specific age group nor available in many languages (2013). This is where my PLN

would again come into place. I would love to look at my resources and see which primary

teachers out there are using this technology to their benefit.

Read one of the For Further Reading articles that is of greatest interest or relevance to you.

As a TFA Corps Member and a passionate advocate for equity, this article seemed to be

the perfect read. From growing up in a privileged city in North Florida and moving to the citys

capital for college, I observed a lot if injustices in my home state. These observations fueled my

passion for becoming an educator, and more specifically an educator in a high-need

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community. My first practicum experience was in a Title I school in a third-grade classroom. I

found myself constantly comparing my experiences as a third grader (with the most up to date

technology, new textbooks, and stocked library) to the students I was currently teaching.

Although they did not have updated textbooks or tablets, they had a dedicated and passionate

teacher that sought other ways to provide the education they needed. While I fought back

feelings of frustration over the unfairness of our school districts, I realized that these students

were some of the luckier ones because of the caliber of their teacher. I decided then that I

would dedicate my career to actively pursuing education and development opportunities to

become the best teacher I can be and use those skills to close the achievement gap.

I am the type of person that likes to see numbers behind a claim. This article had a lot of

good statistics to further portray the relation between technology and the achievement gap.

Barseghain claims, 52% of teachers of upper and upper-middle income students say their

students use cell phones to look up information in class, compared with 35% of teachers of

the lowest income students (2013). The article goes on to say that the issue stems from

skewed expectations and lack of trust in our students to be productive on cellular devices.

They expand that even further to say that this lack of trust is a way of saying that [our] values

are more important than theirs. This last statement made me think of this situation in an

entirely different perspective.

I would like to see the schools that are integrating cells and tablets into their curriculum

successfully. A recent study by QualComm showed that low-income students test scores

increased by 30 percent after they were given smartphones to access more information and
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instruction and to collaborate with their peers, so clearly the methods are working

somewhere (Barseghain, 2013). I wonder what programs they used, and how they taught the

routines and procedures to use their devices. Are they used all day, or only during certain

contents? And what happens if students are on an unassigned site? Is this allowed?

The article ends with eleven ways to narrow the divide. Provide instructional

objectives stood out to me because it brought it back to Couros article on 21 st century

learning. Technology is nothing if it isnt aligned with a learning skill. I need to be aware of my

planning when using technology and make sure that it is not just there to check off a box.
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References

Barseghian, T. (2013, March 13). For Low-Income Kids, Access to Devices Could Be the

Equalizer. Retrieved May 01, 2017, from

https://ww2.kqed.org/mindshift/2013/03/13/for-low-income-kids-access-to-devices-

could-be-the-equalizer/

Couros, G. (2012, September 12). 21st century schools or 21st century learning?[Blog post].

Retrieved fromhttp://www.edutopia.org/blog/21st-century-schools-or-learning-george-

couros

NMC Horizon Reports. (n.d.). Retrieved from http://www.nmc.org/publications/2013-horizon-

report-k12

Regur, S. (2016, May 10). Retrieved April 23, 2017,

from https://www.youtube.com/watch?v=gpsMDbBrAbQ&t=482s

Tannhuser, A. (2014). Http://www.ijalel.org/pdf/573.pdf. International Journal of Applied

Linguistics & English Literature,4(1). doi:10.7575/aiac.ijalel.v.4n.1p.89