Posts tagged ‘educational technology’
My PhD advisor, Elliot Soloway, considers a new report on the value of computers in education, and gets to the bottomline. To swipe a line from Bill Clinton, “It’s the pedagogy, stupid!” Of course, I agree with Elliot, and it’s why Lecia Barker’s findings are so disturbing. We have to be willing to change pedagogy to improve learning.
The findings are the findings, but what is really interesting is a statement that Andreas Schleicher, the director of OECD, made as to why the impact of technology is negative. In the foreword to the OECD report, he writes, “…adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.”WOW! In this one sentence, Schleicher names clearly what he sees as the root cause of the lack of technology’s impact on student achievement. While the NYT’s articles danced around the issues, Schleicher doesn’t pull any punches: The reason computers are not having a positive impact lies in the use of outmoded teaching practices that do not truly exploit the opportunities that a 1-to-1 classroom affords.
The Invented History of ‘The Factory Model of Education’: Personalized Instruction and Teaching Machines aren’t new
When I was a PhD student taking Education classes, my favorite two-semester sequence was on the history of education. I realized that there wasn’t much new under the sun when it comes to thinking about education. Ideas that are key to progressive education movements date back to Plato’s Republic: “No forced study abides in a soul…Therefore, you best of men, don’t use force in training the children in the studies, but rather play. In that way you can also better discern what each is naturally directed toward.” Here we have learning through games (but not video games in 300BC) and personalized instruction — promoted over 2400 years ago. I named my dissertation software system Emile after Rousseau’s book with the same name whose influence reached Montessori, Piaget, and Papert decades later.
Audrey Watters takes current education reformers to task in the article linked below. Today’s reformers don’t realize the history of the education system, that many of the idea that they are promoting have been tried before. Our current education system was designed in part because those ideas have already failed. In particular, the idea of building “teaching machines” as a response to “handicraft” education was suggested over 80 years ago. Education problems are far harder to solve than today’s education entrepreneurs realize.
Many education reformers today denounce the “factory model of education” with an appeal to new machinery and new practices that will supposedly modernize the system. That argument is now and has been for a century the rationale for education technology. As Sidney Pressey, one of the inventors of the earliest “teaching machines” wrote in 1932 predicting “The Coming Industrial Revolution in Education,”
Education is the one major activity in this country which is still in a crude handicraft stage. But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. Education is a large-scale industry; it should use quantity production methods. This does not mean, in any unfortunate sense, the mechanization of education. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. There may well be an “industrial revolution” in education. The ultimate results should be highly beneficial. Perhaps only by such means can universal education be made effective.
The reality is that technology never has and never will dramatically change education (as described in this great piece in The Chronicle). It will always be a high-touch endeavor because of how humans learn.
Education is fundamentally a human activity and is defined by human attention, motivation, effort, and relationships. We need teachers because we are motivated to make our greatest efforts for human beings with whom we have relationships and who hold our attention.
In the words of Richard Thaler, there are no Econs (see recommended piece in NYTimes).
A nice piece updating what we know about MOOCs, who’s taking them, and what they’re good for. I have decided to offer my first MOOC, as part of an HCI specialization with Coursera. (See the announcement here.) This fits in exactly with what I think a MOOC is good for — it’s professional development for people with background in the field. If students going to learn about HCI, I’d also like them to learn about making technologies for learning and about how people learn. I agreed to do a short four week MOOC on designing learning technologies, development to occur this summer. This isn’t about my research exactly (though, because it’s me, a lot of the examples will probably come from computing education). It’s not about reaching an under-served population, or teaching CS-novices or teachers. Different purpose, different objectives — and objectives for this course and for the GT HCI specialization match for what a MOOC is good for.
The companies that rode to fame on the MOOC wave had visions and still do of offering unfettered elite education to the masses and driving down college tuition. But the sweet spot for MOOCs is far less inspirational and compelling. The courses have become an important supplement to classroom learning and a tool for professional development.
A really fascinating piece about all the problems that Hoboken had with their one-laptop-per-child program. The quote listed below describes the problems with breakage and pornography. The article goes on to describe problems with too little memory, bad educational software, wireless network overload, anti-virus expense, and teacher professional learning costs. I firmly believe in the vision of one-laptop-per-student. I also firmly believe that it’s crazy-expensive and hard to make work right, especially in large school districts.
We had “half a dozen kids in a day, on a regular basis, bringing laptops down, going ‘my books fell on top of it, somebody sat on it, I dropped it,’ ” said Crocamo. Screens cracked. Batteries died. Keys popped off. Viruses attacked. Crocamo found that teenagers with laptops are still… teenagers. “We bought laptops that had reinforced hard-shell cases so that we could try to offset some of the damage these kids were going to do,” said Crocamo. “I was pretty impressed with some of the damage they did anyway. Some of the laptops would come back to us completely destroyed.”
Crocamo’s time was also eaten up with theft. Despite the anti-theft tracking software he installed, some laptops were never found. Crocamo had to file police reports and even testify in court.
Hoboken school officials were also worried they couldn’t control which websites students would visit. Crocamo installed software called Net Nanny to block pornography, gaming sites and Facebook. He disabled the built-in web cameras. He even installed software to block students from undoing these controls. But Crocamo says students found forums on the Internet that showed them how to access everything.“There is no more determined hacker, so to speak, than a 12-year-old who has a computer,” said Crocamo.
Really interesting idea — Code.org’s Pat Yongpradit sent a note to all of CSTA, asking CS teachers to help provide hints for Code.org tutorials. By reaching out to CSTA, they’re doing better than crowd-sourcing. They’re CS-teacher-sourcing.
We’ve had millions of students try the Code.org tutorials. They’ve submitted over 11 million unique computer programs as solutions to roughly 100 puzzles.
We’ve mapped out which submissions are errors (ie they don’t solve the puzzle), and which are sub-optimal solutions (they solve the puzzle, but not efficiently).
Today, erroneous user submissions receive really unhelpful error feedback, such as “You’re using the right blocks, but not in the right way”. We want your help improving this, by providing highly personal feedback to very specific student errors. Watch the video below to see what we mean.
The report on the CCC’s workshop on MOOCs and other online education technologies is now out.
In February 2013 the Computing Community Consortium (CCC) sponsored the Workshop on Multidisciplinary Research for Online Education (MROE). This visioning activity explored the research opportunities at the intersection of the learning sciences, and the many areas of computing, to include human-computer interactions, social computing, artificial intelligence, machine learning, and modeling and simulation.
The workshop was motivated and informed by high profile activities in massive, open, online education (MOOE). Point values of “massive” and “open” are extreme values that make explicit, in ways not fully appreciated previously, variability along multiple dimensions of scale and openness.
The report for MROE has been recently completed and is online. It summarizes the workshop activities and format, and synthesizes across these activities, elaborating on 4 recurring themes:
- Next Generation MOOCs and Beyond MOOCs
- Evolving Roles and Support for Instructors
- Characteristics of Online and Physical Modalities
- Physical and Virtual Community
The title on the post linked below is wrong, “Can iPads help students learn science? Yes, study shows.” It’s never whether a technology can help learning. It’s how it can help, and what it can help with. The study described is a great example of this.
iPads can be used really badly (while also being quite expensive) in schools. Philip Sadler’s new study shows that students can use the gesture-based interface of the iPad to understand issues of scale (just how far is the Moon from the Earth?) better than any diagram can convey.
They found that while the traditional approaches produced no evident gain in understanding, the iPad classrooms showed strong gains. Students similarly struggle with concepts of scale when learning ideas in biology, chemistry, physics, and geology, which suggests that iPad-based simulations also may be beneficial for teaching concepts in many other scientific fields beyond astronomy.
Moreover, student understanding improved with as little as 20 minutes of iPad use. Guided instruction could produce even more dramatic and rapid gains in student comprehension.
“While it may seem obvious that hands-on use of computer simulations that accurately portray scale would lead to better understanding,” says Philip Sadler, a co-author of the study, “we don’t generally teach that way.” All too often, instruction makes use of models and drawings that distort the scale of the universe, “and this leads to misconceptions.”