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New interface technologies and teacher preparation 2


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What are coming innovations that will effect education and teacher preparation?

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New interface technologies and teacher preparation 2

  1. 1. Coping With Rapid Change
  2. 2. <ul><li>Introduction – New Interfaces and Pedagogy? </li></ul><ul><li>The Numbers </li></ul><ul><li>A Brief History </li></ul><ul><li>The New and Now </li></ul><ul><li>The Near Future </li></ul><ul><li>The Far(ish) </li></ul><ul><li>Pedagogy </li></ul><ul><li>What Needs to Be Done </li></ul>
  3. 3. <ul><li>The end of an era? </li></ul><ul><li> </li></ul>
  4. 5. <ul><li>The end of an era? </li></ul><ul><li>Even the new Mac OS is using a new metaphor. </li></ul><ul><li> </li></ul>
  5. 6. <ul><li>The end of current pedagogy? </li></ul><ul><li> </li></ul>
  6. 7. <ul><li>75% of US teens own a cell phone </li></ul><ul><li>It drives their social life </li></ul><ul><li>Thousands of text a month </li></ul><ul><li>Only 11% use email to stay in touch </li></ul>
  7. 8. <ul><li>55% of cell phone owners are girls </li></ul><ul><li>28% have smart phones </li></ul><ul><li>31% text every day at school (banned or not) </li></ul><ul><li>58% have texted in class in a school that bans cell phones </li></ul><ul><li>Source: </li></ul>
  8. 9. <ul><li>Student complaints: </li></ul><ul><li>I cannot use my mobile device (53%) </li></ul><ul><li>School filters and firewalls block websites I need (51%) </li></ul><ul><li>Teachers limit our technology use (35%) </li></ul><ul><li>Too many rules! (30%) </li></ul>
  9. 10. <ul><li>Administrators: </li></ul><ul><li>unlikely to allow mobile devices for instructional purposes (63%). </li></ul><ul><li>biggest concern is that teachers are not trained. </li></ul><ul><li>schools do offer online learning to both teachers (53%) and students (40%). </li></ul>
  10. 11. <ul><li>Social Media </li></ul><ul><li>Project Tomorrow (2011) reports: </li></ul><ul><ul><li>59% of teens - main communication, </li></ul></ul><ul><ul><li>34% also use this to get help on schoolwork </li></ul></ul><ul><ul><li>20% to get better organized. </li></ul></ul><ul><ul><li>18% indicate that they are ‘friends’ with their teacher(s); a cause of real concern for teacher associations. </li></ul></ul>
  11. 12. <ul><li>Young Children!! </li></ul><ul><li>“ Pass-back ” effect – parents pass back their device </li></ul><ul><li>Apps!!! </li></ul><ul><li>“ Nearly half (47%) of the top 100-selling Apps target preschool or elementary aged children. … </li></ul><ul><li>60% of the top 25 Apps target toddler/preschool children – almost double the number that target adults (36%).” (Shuler, 2009 p. 7). </li></ul>
  12. 14. <ul><li>64% of these young children felt that the iPhone/iTouch was easy or very easy to use. </li></ul><ul><li>rank equally with </li></ul><ul><li>behind only the Nintendo DS and the Nintendo Wii (Chiong, 2010). </li></ul>
  13. 15.
  14. 16. <ul><li>The Implications </li></ul><ul><ul><li>Students of all ages are becoming savvy </li></ul></ul><ul><ul><li>Teachers generally are not </li></ul></ul><ul><ul><li>Anytime, anywhere learning exists </li></ul></ul><ul><ul><li>Not just online courses </li></ul></ul><ul><ul><li>‘ Homework ’ </li></ul></ul><ul><ul><li>We can recommend apps to students and parents </li></ul></ul><ul><ul><li>Educators need to be aware </li></ul></ul>
  15. 17. <ul><li>How far we have come!! </li></ul><ul><li>Source: </li></ul>
  16. 18. <ul><li>How far we have come!! </li></ul><ul><li>Source: </li></ul>
  17. 19. <ul><li>Keyboards – not much has changed </li></ul>Apple Iie Source: PC jr Chicklet keyboard Source:
  18. 20. <ul><li>1984 – now this was different </li></ul><ul><li>And variations: </li></ul>Microsoft mouse Source: Rollerball Source: Apple Mouse Source:
  19. 21. <ul><li>Laptops required an adjustment </li></ul>Trackpads Source: Pointing Sticks Source:
  20. 22. <ul><li>Pen input – only with the artists </li></ul>Handheld PC Source: Graphics Tablets Source:
  21. 23. <ul><li>Control but no input – the Click Wheel </li></ul><ul><li>Source: </li></ul>
  22. 24. <ul><li>And – finally the multi-touch </li></ul>Touch Table Source: iPod Touch
  23. 25. <ul><li>What have we come to? </li></ul><ul><li>Horizon Report (2011) </li></ul><ul><ul><li>Mobile devices of all kinds </li></ul></ul><ul><ul><li>eBooks – standard and new approaches </li></ul></ul><ul><ul><li>Multi-touch whiteboards </li></ul></ul>
  24. 26. <ul><li>Mobile Devices </li></ul><ul><li>Phone </li></ul><ul><li>Text </li></ul><ul><li>Video </li></ul><ul><li>Pictures </li></ul><ul><li>GPS </li></ul><ul><li>Apps </li></ul><ul><li>… and much more </li></ul>
  25. 27. <ul><li>Do we carry our left brain in our pockets? </li></ul><ul><ul><li>Notes </li></ul></ul><ul><ul><li>Reminders </li></ul></ul><ul><ul><li>Google for facts </li></ul></ul><ul><ul><li>Dictionary </li></ul></ul><ul><ul><li>Calculators </li></ul></ul>
  26. 28. <ul><li>Do we make use of all the potential? </li></ul><ul><li>Do we only find ‘likes’? </li></ul><ul><li>Who here often: </li></ul><ul><ul><li>listens to more than 4 radio stations? </li></ul></ul><ul><ul><li>Watches more than 4 TV channels? </li></ul></ul><ul><ul><li>Gets news from more than 2 sources? </li></ul></ul>
  27. 29. <ul><li>Students limit themselves to: </li></ul><ul><ul><li>Facebook </li></ul></ul><ul><ul><li>A few fav web sites </li></ul></ul><ul><ul><li>Texting only friends </li></ul></ul><ul><ul><li>Watching the shows their friends watch </li></ul></ul><ul><li>Having access to variety does NOT mean we choose variety </li></ul><ul><li>We prefer affirmation. </li></ul>
  28. 30. <ul><li>eBooks </li></ul><ul><li>Amazon and HarperCollins sell more eBooks than hard covers </li></ul><ul><li>A growing trend – even in textbooks </li></ul><ul><li>But is this what students want? </li></ul>
  29. 31. <ul><li>eBook Readers </li></ul>
  30. 32. <ul><li>What Students Want? </li></ul><ul><ul><li>digital texts to enable </li></ul></ul><ul><ul><li>communication (audio and video), </li></ul></ul><ul><ul><li>personalize their education, </li></ul></ul><ul><ul><li>be interactive </li></ul></ul><ul><ul><li>relevant </li></ul></ul><ul><ul><li>more game-like learning situations. </li></ul></ul>
  31. 33. <ul><li>eBooks are NOT there yet, but there are new ideas. </li></ul><ul><li>Ex. Our Choice by Push Pop Press </li></ul><ul><li>manipulable images, </li></ul><ul><li>video, </li></ul><ul><li>interactive statistics, </li></ul><ul><li>Interactive maps </li></ul><ul><ul><li>AND … </li></ul></ul>
  32. 34. <ul><li>the option to blow your breath across the screen to ‘power’ a virtual windmill. </li></ul><ul><li> </li></ul>
  33. 35. <ul><li>eBooks are developing rapidly and will have more appeal for students </li></ul><ul><li>Educators need to learn how to best use this this new integrated form </li></ul><ul><li>We also need to learn more about how to reference this source material. </li></ul>
  34. 36. <ul><li>These new ‘ books ’ are missing some of the physical cues that we use for memory </li></ul><ul><li>Our sense of near the beginning or end is not there </li></ul><ul><li>The ‘ placing ’ of left side or right side of a page is also missing </li></ul><ul><li>Where are the memory cues in eBooks? </li></ul>
  35. 37. <ul><li>Interactive Whiteboards – becoming a standard feature in many schools </li></ul><ul><li>Not used well by most </li></ul><ul><li>Multi-touch boards – teachers need to tie in the pedagogy </li></ul><ul><li>Source: </li></ul>
  36. 38. <ul><li>Teacher training matters! </li></ul><ul><li>There is research to support IWB use – when done well!!! </li></ul><ul><li>Source: </li></ul>
  37. 39. <ul><li>Augmented Reality (AR) </li></ul><ul><li>adds a layer of information on top of what the person sees in reality </li></ul><ul><li>WordLens translates signs for you, but you might want to double check …. </li></ul>
  38. 40. <ul><li> </li></ul>
  39. 41. <ul><li> </li></ul>
  40. 42. <ul><li>Students creating AR games and tours </li></ul><ul><ul><li>Students do research about locations </li></ul></ul><ul><ul><li>GPS function for locations </li></ul></ul><ul><ul><li>Add images, video, tokens, audio, text </li></ul></ul><ul><li>Picture of ARIS </li></ul><ul><li>Picture of Moveable Feast </li></ul>
  41. 43. <ul><li>Gesture based computing – the beginnings </li></ul><ul><li>Multi-touch type devices </li></ul><ul><ul><li>Touch, swipe, pinch, tap </li></ul></ul><ul><ul><li> </li></ul></ul>
  42. 44. <ul><li>Gesture based computing – the beginnings </li></ul><ul><li>Body Control </li></ul><ul><ul><li>Wii </li></ul></ul><ul><ul><li>Source: </li></ul></ul>
  43. 45. <ul><li>Gesture based computing – the beginnings </li></ul><ul><li>Body Control </li></ul><ul><ul><li>Kinnect </li></ul></ul><ul><ul><li>Source: </li></ul></ul>
  44. 46. <ul><li>Gesture based computing – the Absurd?? </li></ul><ul><li>Body Control – Google Motion (April Fools) </li></ul><ul><li>Source: </li></ul>
  45. 47. <ul><li>Gesture based computing – the Absurd?? </li></ul><ul><li>Body Control – The Actual (USC lab) </li></ul><ul><li>Source: </li></ul>
  46. 48. <ul><li>Control by </li></ul><ul><ul><li>Voice (why has this been so slow Scotty?) </li></ul></ul><ul><ul><li>latex gloves </li></ul></ul><ul><ul><li>brain waves </li></ul></ul><ul><ul><li>SixthSense </li></ul></ul>
  47. 49. <ul><li>Dragon Naturally Speaking has added interface controls </li></ul><ul><li>Dragon Search app for the iPhone allows users to speak their search terms into their phone </li></ul><ul><li>Android - speaking, tracing, tapping and writing to take your ideas and turn them into text. </li></ul>
  48. 51. <ul><li>Microsoft (Clarke, 2010) </li></ul><ul><li>acoustic skin interface where sensors react to different vibrations on your arm and can be programmed to respond to these. The sensors can be trained to respond to different input, like you might tap your middle finger to open your mail. A small projector can also be added so you can see, on your arm, all the buttons you want to ‘click on.’ </li></ul>
  49. 52. <ul><li>A small projector can also be added </li></ul><ul><li>all the buttons you want to ‘click on’ are on your arm </li></ul><ul><li>Source: </li></ul>
  50. 53. <ul><li>Manipulate virtual 3D objects </li></ul><ul><li>Source: / </li></ul>
  51. 54. <ul><li>Sixth Sense </li></ul><ul><li>Source: </li></ul>
  52. 55. <ul><li>Sixth Sense – take a picture </li></ul><ul><li>Source: </li></ul>
  53. 56. <ul><li>Sixth Sense – make a call </li></ul><ul><li>Source: </li></ul>
  54. 57. <ul><li>Eye Control – great for the disabled, but will have broader uses </li></ul><ul><li>Source: http://kanderson - </li></ul>
  55. 58. <ul><li>Brain Waves </li></ul><ul><li>Neurosky – tracks attentiveness and frustration </li></ul><ul><li>Source: </li></ul>
  56. 59. <ul><li>Brain Waves – Controlling virtual objects </li></ul><ul><li>Source: http :// tan_le_a_headset_that_reads_your_brainwaves.html </li></ul>
  57. 60. <ul><li>Brain Waves – Brain cap tracks your brain as you scan the screen </li></ul><ul><li>Source: / </li></ul>
  58. 61. <ul><li>Augmented reality in your contact lens </li></ul><ul><li>Source: </li></ul>
  59. 62. <ul><li>Augmented reality on your dashboard </li></ul><ul><li>Source: </li></ul>
  60. 63. <ul><li>Corning’s View of the Future </li></ul><ul><li>Source: 6Cf7IL_eZ38 (5:33 minutes) </li></ul>
  61. 64. <ul><li>The Paper Phone </li></ul><ul><li>Bend the phone to use it. </li></ul><ul><li>Source: </li></ul>
  62. 65. <ul><li>Data Manipulation – The Allosphere </li></ul><ul><li>Source: joann_kuchera_morin_tours_the_allosphere.html </li></ul>
  63. 66. <ul><li>Data Manipulation – Oblong’s Glove </li></ul><ul><li>Source:!/offerings/platform </li></ul>
  64. 67. <ul><li>Data Manipulation – Students Collect and Share </li></ul><ul><li>Pachube (for example) is a web site designed to collect data from amateurs </li></ul><ul><li>But they want to collect enough so it has its own checks and balances </li></ul>
  65. 68. <ul><li>3D Printing – not an interface, but it will spawn change as laser printers did. </li></ul><ul><li>Source printer.htm </li></ul>
  66. 69. <ul><li>The Horizon Report 2011 Edition key findings indicate: </li></ul><ul><ul><li>An abundance of resources and relationships </li></ul></ul><ul><ul><li>Where is the sense-making, coaching, and credentialing? </li></ul></ul><ul><ul><li>People expect to be able to work, learn, and study whenever and wherever they want. </li></ul></ul><ul><ul><li>Work is increasingly collaborative – how are student projects are structured? </li></ul></ul>
  67. 70. <ul><li>The Horizon Report 2011 Edition key findings indicate: </li></ul><ul><ul><li>Digital media literacy is a key skill in every discipline </li></ul></ul><ul><ul><li>Appropriate metrics of evaluation lag behind </li></ul></ul><ul><ul><li>New models of education are presenting unprecedented competition. </li></ul></ul><ul><ul><li>Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike. </li></ul></ul>
  68. 71. <ul><li>Too much choice? </li></ul><ul><li>A negative stressor </li></ul><ul><ul><li>an ‘overload of choice’ in modern societies actually contributes to ‘ anxiety, stress, and dissatisfaction’ </li></ul></ul><ul><li>(Schwartz in Kraybill, 2010, 188) </li></ul>
  69. 72. <ul><li>Manage: </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Data </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Decision making </li></ul></ul>
  70. 73. <ul><li>Clarify: </li></ul><ul><ul><li>What we want </li></ul></ul><ul><ul><li>How we’ll use it </li></ul></ul><ul><ul><li>Format needed (audio, video, text, 3D model …) </li></ul></ul><ul><li>Who we are? </li></ul>
  71. 74. <ul><li>Promote media literacy in ALL areas </li></ul><ul><ul><li>What kind of info are they getting? </li></ul></ul><ul><ul><li>Can it be verified? </li></ul></ul><ul><ul><li>Is it useful? </li></ul></ul><ul><ul><li>Is it interesting? </li></ul></ul><ul><ul><li>Does it add to our understanding? </li></ul></ul><ul><ul><li>Does it challenge us? </li></ul></ul>
  72. 75. <ul><li>Do they source it properly? </li></ul>
  73. 76. <ul><li>Equity? </li></ul><ul><li>Always an issue – we need to move forward and address this issue while we move. </li></ul><ul><li>Increased cell phone use to access the internet helps reduce this somewhat </li></ul>
  74. 77. <ul><li>Equity? </li></ul><ul><li>An unintended effect </li></ul><ul><li>iTouches for EAL students increased self esteem because they has the same devices as their peers. </li></ul>
  75. 78. <ul><li>“ The keyboard … how quaint” </li></ul><ul><li>Is this Scotty or the Kindergarten student 5 years from now? </li></ul>
  76. 79. <ul><li>Middle school students already carry cell phones and smart phones. </li></ul><ul><li>Early years students having them will grow rapidly. </li></ul>
  77. 80. <ul><li>School networks are not a safety zone anymore </li></ul><ul><li>3G and 4G networks get around them </li></ul>
  78. 81. <ul><li>They are connected – we cannot ignore it </li></ul><ul><li>What do we do? </li></ul>
  79. 82. <ul><li>We TEACH </li></ul><ul><ul><li>Safety </li></ul></ul><ul><ul><li>Responsibility </li></ul></ul><ul><ul><li>Data Discrimination </li></ul></ul><ul><ul><li>Fairness </li></ul></ul><ul><ul><li>Searching well </li></ul></ul><ul><ul><li>Managing data </li></ul></ul>
  80. 83. <ul><li>We need: </li></ul><ul><ul><li>To be aware since we won’t be on the cutting edge </li></ul></ul><ul><ul><li>Research around best practice using tech </li></ul></ul><ul><ul><li>To make mistakes (let the early adopters try it out) </li></ul></ul><ul><ul><li>Broad policy that allows teachers to teach as professionals </li></ul></ul>
  81. 84. <ul><li>Pre-Service teachers: </li></ul><ul><ul><li>Do not ‘know all this stuff’ </li></ul></ul><ul><ul><li>They know tech as personally useful </li></ul></ul><ul><ul><li>They need to learn the good pedagogy related to technology </li></ul></ul><ul><ul><li>How will it help their students learn and grow? </li></ul></ul><ul><ul><li>Need to know when to put the devices away! </li></ul></ul>
  82. 85. <ul><li>Education faculties: </li></ul><ul><ul><li>Need to push the boundaries </li></ul></ul><ul><ul><li>Be aware of the ‘now and next’ </li></ul></ul><ul><ul><li>Prepare teachers for the future, not sustain the past </li></ul></ul><ul><ul><li>Teach tech and media literacy </li></ul></ul><ul><ul><li>Integrate the practice into all courses </li></ul></ul>
  83. 86. <ul><li>These are exciting and challenging times – let’s prepare our teachers for them! </li></ul><ul><li>Thank you!! </li></ul>