2. Topic Strands Technology Demographics of today’s students Student perceptions of technology as an instructional resource US student performance in math and science An overview of Mobile Learning Personalized learning Case Study – Project K-Nect Q&A
3. Instructions for today Label your cell phones with post-it notes that includes your name and organization Pass your cell phones down the aisle All phones will be returned to you at the conclusion of the day
15. Text Messaging Daily text messaging among American teens has shot up in the past 18 months, from 38% of teens texting friends daily in February of 2008 to 54% of teens texting daily in September 2009. Teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month.
19. 2006 Research Methodology Research initiated with US Department of Education, Office of Education Technology, to investigate how technology can be maximized to increase student achievement in STEM (Science, Technology, Engineering and Mathematics) Interviewed students in the DC Metropolitan area in grades 9-12 from DC, Arlington, Montgomery County and Fairfax Students were asked a series of questions concerning why they felt so disengaged in Science and Math
20. Why do you dislike math and science? The subject matter is abstract I do not understand how I will use this in the real world The delivery methods for instruction cause me to “power down” my brain Instructional resources are not engaging
21. How can technology help? I would like access to manipulatives and more use of multimedia in these subjects I want to see the cause and effect relationships that exist through multimedia I want to have access to a support network of students, teachers and tutors anytime, anywhere. I want to be able to utilize social networking technologies (instant messaging and blogging)
22. Do you have device preferences? 90% OF STUDENTS INTERVIEWED PREFERRED MOBILE DEVICES
27. Math and Science Skills Deficit The average science score of U.S. students in eighth grade lagged behind those in 16 of 30 countries in the Organization for Economic Cooperation and Development* U.S. students in eighth grade were further behind in math, trailing counterparts in 23 countries* Employment in science and engineering will increase about 70% faster than the rate for all occupations (BLS, 2006), and unemployment is very low for experienced engineers (1.3%) and computer scientists (2.7%)as compared to the national average(4.4%) (BLS, 2006). *Source: Program for International Student Assessment
28. Student lack skills employers are seeking Eighty-four percent of employers say K-12 schools are not doing a good job of preparing students for the workplace; 55 percent say schools are deficient in preparing students with basic employability skills (such as attendance, timeliness and work ethic); 51 percent cite math and science deficiencies. Skills like creativity, problem-solving, communication and analytical thinking are necessary for all levels of success, from entry-level jobs to engineering and technical fields 2005 Skills Gap Report—A survey of the American Manufacturing Workforce”, Deloitte Development LLC , 2005
45. K-12 Devices Gartner estimates more than six million ultra low-cost mobile PC devices for the education segment could be shipped by the end of 2012, a 40 per cent rise, with most demand coming from emerging regions. Shipments of these devices will reach nearly one million units in 2009 and five million by the end of 2011. Digital Millennial Consulting Proprietary and Confidential
47. All you need is an Motorola Droid X Blackberry Tablet Dell Mini 10 iPad Nintendo DSi Window 7 Tablet Sony PSP Lenovo Thinkpad Macbook Pro iPhone HTC Evo Android Tablet Windows 7 Phone iTouch
52. Key Issues – Mobile Devices (Technical) Physical attributes of mobile device Inadequate memory, short battery life Small screen size and small input keys Content & Applications Content rendering on some devices proves to be problematic Limited availability for plug-ins necessary to access content Customization requirements for mutliple mobile operating systems and devices Network Speed and Reliability
53. Key Issues – Mobile Devices (Education) Inappropriate uses at school Cyber bullying Sexual exploitation Content filtering Overage Cost
64. Learning occurs in the brainLearning is a social activity Learning is predictable Memory is largely an associative process Conceptual Learning is a spontaneous learning that we do naturally Learning that utilizes higher level thinking 58
65. Learning is personal Learning is a private individual experience that must be internalized and integrated by each individual. When teachers present to the class, each student must adapt and apply the lesson to his/her own existing knowledge. This is the reason for pairing, small groups, and interactive activities. Teachers can provide lessons that students must then personalize to make lessons individually meaningful. 59
66. Learning is constructed Each learner builds and adds to understanding according to his or her own knowledge, thoughts, ideas, perceptions, experiences, understanding, values, predisposition and beliefs. If new information does not fit, connect, or relate to existing knowledge the brain will not accept it. Each learner must use his or her own thinking to get it to fit. Students learn more answering their own questions of “why” than by having someone else give them reasons “why”. 60
67. Learning is meaningful New knowledge must connect to previously learned, relevant, meaningful experiences and knowledge. Learning relevant information is natural, effortless, and long-lasting. Lack of meaning is the reason for difficulty in studying for and passing tests. We do not learn isolated facts except by rote memorization. We can’t learn nonsense except by relating it to already stored learning using pneumonic or memory gimmicks. 61
68. Learning is interactive Knowledge requires understanding. Understanding requires “doing something” with that knowledge. It requires using it; use it or lose it, is the motto. Interacting will almost certainly make it both meaningful and lasting for all students participating in the class interaction. Pairing and small group discussions are crucial to important learning in school. 62
69. Learning is a social activity We learn from the company we keep. What we value in learning depends on what those around us are learning. Teenagers walk, talk, dress like each other. They change their music, hair style, language, slang constantly to separate themselves from other groups; and they copy the behaviors of those in their own group, meticulously. Learning is very closely related to socialization with the subcultures to which kids relate or identify. Some common subcultures of schools are known as “egg-heads,” “nerds,” “geeks,” “preppies,” “rah-rahs” “jocks,” “jerks,” “thugs,” “dopers”, and “freaks”. Teachers see transfer students enter school and within minutes easily find and relate to students of his or her “type”. 63
80. “Please remember to bring your phones to school with you tomorrow.” John Troutman – Southern School of Engineering, Durham Public Schools
81. Short Term Goals To develop, implement and test an integrated system that will deliver supplemental digital instructional content and foster peer to peer collaboration through mobile devices to increase mathematic achievement for 9th grade students in the State of North Carolina. To test the efficacy and viability of mobile devices as digital assets that can be utilized as both a social communications tool and educational resource for students in US secondary education institutions. To foster the design of a system that enables safe closed social, educational communications between students, teachers and parents. To empower students with 21st century skills through secondary education institutions To determine if mobile devices can be utilized as a mechanism for reducing the disparity between those who are and are not connected with particular attention on rural areas within the State.
82. Long Term Goals Increase students’ levels of interest in mathematics by allowing them to leverage their current lifestyle technologies and enabling them to access dynamic, engaging and meaningful educational content in order to address the nations math and science skills deficit. Motivate U.S. students and adults, using a variety of incentives, to study and enter science, technology, engineering and mathematics careers, with a special effort geared to those in currently underrepresented groups. Gain acceptance and adoption of parents, teachers and administrators that mobile devices can be used as educational resources to support students’ efforts to increase academic performance in secondary education institutions.
84. System Overview K-Nect Teacher Portal K-Nect Student System Administration of Problem sets eContent Management System Monitoring & Reporting System System Administration of Devices Virtual Hard Drive Assessment System Access to comprehensive problem sets eContent Repository Instant Messaging Blogs Assessment Virtual Hard Drive
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86. This places the emphasis on thinking about the context of the problem rather than simply drawing on an algorithm for problem solution.
97. The problems will have content that stems from real-world situations and will be represented using visual effects, e.g. animation, simulation, pictorial, graphical, tabular along with oral and verbal representations.
98. Problems contain content of interest to students in grade 9, age 14-15 years, such as NASCAR racing; music; and sports.Problem Set Orientation
99. 82 Problem Solving Progression Structured Guess and Check: reading comprehension and pattern recognition. Use Tables/Charts: Organize problem information and data to make patterns and relationships visible. Generate Expressions and Equations: Use symbols to summarize and manipulate quantitative relationships.
100. PROBLEM SETS UNITS PROBLEM SOLVING STRATEGIES P1 Structured Guess and Check P2 Use Tables/Charts Graphing and Solving Linear Equations P3 Generate Expressions and Equations P4 Structured Guess and Check P5 Solving Systems of Equations Use Tables/Charts P6 Generate Expressions and Equations P7 Structured Guess and Check P8 Solving Linear Equations Use Tables/Charts P9 Generate Expressions and Equations P10 Structured Guess and Check Solving Linear Inequalities P11 Use Tables/Charts Generate Expressions and Equations P12 Structured Guess and Check P13 Exponents, Polynomials and Factoring Use Tables/Charts P14 Generate Expressions and Equations P15 Structured Guess and Check P16 Exponents, Expressions and Equations Use Tables/Charts P17 Generate Expressions and Equations P18 Structured Guess and Check P19 Quadratic Expressions and Equations Use Tables/Charts P20 Generate Expressions and Equations P21
112. Instant Messaging Definition A text-based computer conference over the Internet between two or more people who must be online at the same time. Uses The system will enable the Communicator client on the desktop through the browser and installed on the mobile device to allow for instant messaging only to authorized users. Instant messaging will be utilized to provide for peer to peer, peer to teacher and peer to tutor support. Rules Instant messaging rules are included within the acceptable use policy document. Examples None
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114. All 4 cohort Project K-Nect classes outperformed the other Algebra classes taught by the same teachers with their final grades
115. 2 of the 4 teachers reported that students achieved at least a 10% gain in Algebra I over their peers as a result of the program
116. The aggregate gain of all 4 cohorts between the pre-test and post-test administered by the research team was 20%Qualitative Students’ report using the phone for at least an hour everyday to complete their Algebra work Students reported increased parental support with their instruction in Algebra. Students reported increased communication and collaboration with their teachers Students reported increased communication and collaboration with their peers regarding questions they had regarding their homework assignments Students felt supported by the project team and their teacher for communicating via the device for remote support Students reported a better understanding of the mathematics because of real world applications associated with the curriculum Students indicated that because they had continuous access to mathematical resources on the mobile device, their instructional time dedicated to Algebra significantly increased
121. 2010 Research Report Full report can be downloaded at www.tomorrow.org , just click on the Project K-Nect evaluation report link on the homepage.
122. Now What? Invite students to bring their cell phones in class Sign up for polleverywhere and generate warm up questions and brainstorming discussions Sign up for drop.io to create a project based communication and collaboration site Check out www.cellphonesinlearning.com Get the book, “At-Risk Student” Develop project based learning plans Talk to your student and solicit their feedback Submit a form 470 for mobile broadband services Visit www.mlc11.org in 2 weeks for news about a mobile learning conference
