Educators all over the country are exploring ways they can use iPads and other tablet technologies as tools for teaching and learning. Apps—free and low cost programs designed to be used on these devices—are a primary attraction. What better way to provide quick and easy access to instructional activities than by downloading and using some of the thousands of education apps? But I'm noticing a troubling trend.

Many of the apps labeled ‘educational’ are developed by programmers with little or no background in education; use of these apps does not support student learning in any fashion. In addition, there are teachers who are spending a lot of time and energy figuring out ways to use apps that make no claim to be educational and do not support the curriculum in any obvious way, but that are fun to play. It reminds me of the days when desktop computers were initially introduced to classrooms.

The year was 1985. Good educational software was still difficult to come by. Once a teacher had run through the offerings from the Minnesota Educational Computing Consortium, (think Oregon Trail and Lemonade Stand), there wasn’t much else available. Then Brøderbund Software released Where in the World is Carmen Sandiego? The goal of this fast-paced game was for players to travel the world solving geography-based clues, track multiple villains, and finally arrest Carmen Sandiego herself. The software was a hit, becoming a staple in many computer labs, despite its limited applicability to the curriculum for a narrow range of grade levels.

This is what I call Carmen Sandiego Syndrome, the willingness to use a software program for instruction even when there is little or no educational value. For school leaders this becomes a problem because first use of a new technology often becomes entrenched use. It is critical that we help teachers avoid this pitfall.

One strategy for avoiding Carmen Sandiego Syndrome is to insist that teachers take time to carefully review new apps using tools that measure how well the objectives of an app align with the curriculum. There are three free tools I recommend that can be used for this purpose. The first is a rubric called Evaluation Rubric for iPod/iPad Apps created by Harry Walker (Johns Hopkins University) and modified by Kathy Schrock. The second is the Critical Evaluation of an iPad/iPod App checklist developed by Kathy Schrock. And finally, eSkills Learning’s Mobile App Selection Rubric. These resources and more are available in the iPod Touch & iPad ResourcesLiveBinder which Chris O’Neal and I developed and maintain.

This is not a time when more is necessarily better. Take the time now to insure that teachers are making well-grounded decisions about the apps they have students use. Students will reap the benefits for the long term.

Posted by sjbrooks_young at 9:44 AM PST

Updated: Thursday, 1 December 2011 9:50 AM PST

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Cross-posted on TBolgiCAL 

Rumors have been flying for some time about what the 2^nd generation iPad would—and would not—include. On March 2, Apple set everyone straight by announcing the release of the iPad2, which will be available in Apple stores and online on March 11, with no pre-orders accepted. While there are a few enhancements, it doesn’t seem that the iPad2 renders the original iPad obsolete—yet, anyway.

The iPad2 is a little thinner, a little lighter, and sports a 1GHz dual-core Apple A5 SOC processor which makes it more powerful, supporting use of FaceTime, Photo Booth, iMovie, and GarageBand as well as improved performance for Safari. There are also two cameras (front and back). But much is the same. For example, screen size and resolution has not changed, nor has battery life, and there are no additional I/O ports.

There is already a new version of iTunes that supports iPad2 which also runs on the original iPad and other devices (e.g., 3rd and 4th generation Touch), and a new operating system (iOS 4.3) will be released on March 11. This free download will run on all iPads, the GSM iPhone 4, the iPhone 3GS, and 3rd and 4th generation iPod Touch.

Pricing for the iPad2 is the same as the original iPad, and Apple has dropped prices on 1st generation iPads by $100 each. Those who purchased 1st generation iPads within two weeks of the iPad2 announcement are eligible for a $100 refund, but need to visit a brick and mortar store or, if purchased online, contact Apple’s 1-800 number soon.

At this point, no one is sure how long the original iPad will be available for purchase. Some tech gurus think Apple may continue to sell this model as a less expensive alternative, while others believe that it will be available through 2012 and then disappear when iPad3 is launched. The fact that it’s now possible to purchase a 16GB WiFi only 1st generation iPad for $399 will be tempting for cash-strapped schools that want tablets, but had shied away from the $499 price tag.

Personally, while I may end up purchasing an iPad2 for business purposes, I’m perfectly satisfied with my 1st generation iPad and would prefer to wait for the iPad3. It’s been my experience that this is usually when new Apple devices really come into their own.

Posted by sjbrooks_young at 3:54 PM PST

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Cross-posted on TBlogical 

Research shows that language development up to the age of five impacts a child’s success in school throughout his or her academic career. Children who spend these critical years in language rich environments are far more likely to be successful students than are children who do not. But with 20 children in a class, how can teachers insure that all children have ample opportunity to be exposed to high-quality language experiences? And how can teachers increase the likelihood that children will have similar experiences at home?

Marsha Daniels, Director of the South Central Services Cooperative (SCSC) in Camden, AR presented this challenge to staff early in 2009. As a result, 22 Arkansas Better Chance (ABC) preschool teachers and paraprofessionals representing 11 classrooms across SCSC’s region are leveraging the fact that preschoolers are one of the fastest growing group of technology users and ready availability of inexpensive mobile technologies such as iPods and Flip cameras to extend their accessibility to youngsters in the classroom and to the children’s parents.

Launched in July 2009, participants have received equipment and training designed to increase children’s language experiences in the classroom and extend the school day by engaging parents in activities they can do with their children at home. The focus for year 1 has been to get the initiative up and running. Each classroom received an iMac desktop computer, an iPod Classic, and a Flip camera. Five days of training scheduled across the 2009-2010 school year and provided by an outside consultant, classroom visitations by the consultant and director, an on-going support provided by SCSC staff have resulted in teachers and paraprofessionals creating monthly podcasts and videos for children and their parents. Participants also each created a classroom wiki site where parents can access these files along with other online resources and news.

The results for year 1 are very positive. Every teacher and paraprofessional has exceeded original expectations. The children are regularly accessing short language-rich podcasts and videos. Parents are slowly, but surely coming to the wiki to use these files with their children at home. The focus in year 2 will be on innovative use of these technologies in lesson design and in helping the children become more independent in their use of the technology.

To learn more about this project, which is listed as an exemplary case of blended in- and out of- school learning on the new National Education Technology site, visit http://bit.ly/bvx6dg.

Posted by sjbrooks_young at 8:58 PM PDT

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Cross-posted on TBlogical.org

When Amazon released its second generation Kindle in February 2009, there was speculation that the enhancements in this new device would make it a natural for storing and accessing textbooks. But the limited number of textbooks and other instructional materials available in Kindle format made this seem like a pipedream. Now, as the true impact of the recent fiscal crisis continues to make itself felt nationwide, there appears to be increased serious interest in schools making a switch to electronic textbooks or ebooks to save money.

Just this month, ABC News and several other news organizations reported on a document released on July 14 by the Democratic Leadership Council (DLC). Titled “A Kindle In Every Backpack,” this report suggests that the government could purchase a Kindle or other ebook reading device for every student in the U.S. so that textbooks could be distributed and updated electronically and to enable teachers to customize instructions for students. The proposal still needs a lot of work, and the initial cost would be high ($9 billion the first four years), but members of the DLC predict that schools would save hundreds of millions of dollars in subsequent years.

Amazon is not the only business looking at this market. There are a number of ebook reading devices currently available as shown in this table. And there are websites like Shortcovers that allow users to purchase and download ebooks onto a variety of devices ranging from ebook readers to laptops, MP3 players and smartphones. In other words, it might be possible for students to shift to use of some electronic texts right away by using devices they already own!

With states scrambling to cover huge deficits, it may be time to serious consider ways this technology could be used to reduce costs and make sure students have access to up-to-date instructional materials in a variety of formats. What are the questions you would ask?

Posted by sjbrooks_young at 2:07 PM PDT

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Frustrated by students' refusal to adhere to the school's ban on cell phones, a principal in Canada recently purchased and installed a device that jams cell phone signals (see article). Of course, these devices are illegal in Canada (the U.S. as well), so it wasn't long at all before he had to pull the plug. Yet another failed attempt to deal with the cell phone issue through force.

In going back over The Starfish and the Spider, which I'll be referencing during a talk in Calgary next week, it came to me that the cell phone thing is a classis example of a spider institution (schools) attempting to deal with cell phone toting students as though they were spiders when, in fact, these kids are acting just like starfish. What happens when you try to clobber a starfish? You don't get rid of it, you create more. And that's what's happening with kids and cell phones.

Bans aren't successful- instead, kids have learned to carry disconnected phones or fake phones to hand over to teachers. They text while the phone is in their pocket. They download ringtones that are out of the range of most adults' hearing.

What if school officials tried some different approaches? The authors of Starfish and Spider suggest three strategies for working with starfish. First, try to change the ideology.  Micro loans are far more successful at squelching terrorism than any military action because these loans change the ideology from one of despair to one of hope. What could we change to impact kids' thinking about cell phones and their place at school?

Second, try to move the starfish closer to the center. When people have something tangible they care about, they're more likely to go along with the program. What might that look like with cell phones?

Finally, maybe educators should decentralize themselves a bit. Maybe there is a place for cell phones in the classroom!

Not all three strategies work in every situation, but surely we can find some common ground here. I'd be interested in hearing how others are dealing with this situation.

Posted by sjbrooks_young at 6:30 PM PDT

Updated: Tuesday, 28 April 2009 6:33 PM PDT

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I live on a small island. It’s important to know this because one of the limitations of living there is that my cell phone does not work when I am at home—simply no bars.

As a result, I am cell phone challenged. I have one because when I travel, it’s my lifeline to home and necessary for work that must be conducted when I travel. However, until my first grandbaby was born a year ago, I didn’t even have a camera in my phone. Why bother?

Having this baby in our lives has taught me two things (at least). I now ‘get’ Flickr and I’ve upgraded first my phone (a camera is needed when she does so many cute things) and now my service (I’ve tried everything I can to transfer those cute pics from my phone to my computer, to no avail).

So, at the ripe old age of 57, I’ve started to learn to text. So far, I’m having a pretty rough go. I’ve mastered entering the simple email address to send photos. However, sending an actual text message seems to take forever. My friend Ryan taught me a text acronym, but I can’t use it in front of friends, family, or clients.

My daughter showed me how to access the Word feature, but assured me I won’t be happy until I get yet another upgraded phone with a keyboard. She counsels patience, tells me that while texting takes more time than talking, it’s perfect for those times when you want to say just one thing.

I do not understand yet how kids do this under their desks. I do understand why several states have outlawed texting while driving. Good grief! How could anyone even think they could do both???

At this point, I’m looking for acronyms that I can use in polite company and tips from other digital immigrants who have come to grips with texting.

I suppose the phone upgrade isn’t far off, but I would like to avoid it for a while!

Posted by sjbrooks_young at 7:07 PM PST

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Lee at Common Craft has just posted a new Plain English video. This one explains Google Reader in just a couple of minutes. Great way to help staff grasp the concept!

Posted by sjbrooks_young at 9:34 AM PDT

Updated: Thursday, 28 August 2008 9:40 AM PDT

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Today's Washington Post includes an article about online teaching position. According to "The Odd World of E-School Teachers," interest is growing in online teaching jobs, particularly those where teachers can give up face-to-face teaching altogether. Most positions at this point are at the high school level.

Does this interest signal a shift in adult attitudes about the value of online courses? What kind of special training do online teachers need to be really effective? These questions and others are addressed. 

Posted by sjbrooks_young at 2:12 PM PDT

Updated: Friday, 25 July 2008 2:15 PM PDT

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I'm having trouble getting my Verizon USB modem to work well with the Mini-Note. One time it seems to be okay and the next it refuses to allow me to log in.

Also, I did a simple System Restore this morning in the Nashville Airport to remove something I'd installed. It took 45 minutes!!! My eeePC is looking better all the time! 

Posted by sjbrooks_young at 11:14 AM PDT

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If you haven't visited the Webtools for Educators wiki recently, drop in and check out the updates. There's been a real flurry of activity there lately. Areas with new listings are identified in the Sidebar.

If you notice that one of your favorite Web 2.0 tools is missing, please add it! The password for editing is 'webtools' (no quotes). 

Posted by sjbrooks_young at 7:57 AM PDT

Updated: Wednesday, 30 April 2008 7:59 AM PDT

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