Emerging digital technology

2. Introduction
 Emerging technologies have the potential to
transform learning in school classroom.
 tablet computing
 game-based learning
 personal learning environments
 natural user interfaces

3. Rationale
 What these educators do not realize is that the very
nature of student interaction with their world has
changed drastically and permanently.
 The information shift is as drastic as the move from
handwritten texts to books from the printing press
(Rankin, 2010).
 the role of the teacher is no longer to disseminate
facts and data to students because students cannot get
that information easily anywhere else

4. Rationale
 The average middle school student has direct access
to this information on a daily basis and interacts with
others around the world using interactive video games,
social media, and mobile technology
 Technologies that students use daily at home can
become the tools that educators use to guide students
in constructing knowledge in the 21st century and
beyond.

5. Emerging Technologies: The Next
Five Years
 The New Media Consortium, or NMC, is a professional
organization of educators dedicated to the study and
application of technology in the classroom
 The NMC’s annual Horizon Project describes in detail
six emerging technologies and their probable impact
over the next five years in several learning
environments.

6. Mobile Apps
 so has their potential to be resources in the classroom.
 portable computing devices that usually contain WI-FI,
Bluetooth technology, and GPS capabilities.
 These computing devices can use apps for various
functions.
 Mobile devices like cell phones are always capable of
connecting to the Internet using 3G or 4G wireless
networks.
 Mobile apps can be used both inside and outside of the
classroom making them easy conduits for
communication between students and teachers as well
as facilitating collaborative learning with peers.

7. Mobile Apps
 Because most students already own a cell phone or
other mobile device, some educators are suggesting a
program for instruction where students bring their own
devices for use at school, called BYOD programs.
 Some of the obstacles to a BYOD
 ome students not being able to afford the necessary
devices, and devices as possible distractions when
not in use for instruction (Nielsen, 2011).

9. Tablet Computing
 Are mobile computing devices. However, tablets have
larger screens with sharper displays for using more
powerful and educationally specific apps.
 more portable option for school based one-to-one
programs.
 Tablets can also connect to the Internet to expand
instruction.
 In addition, tablets can be used as digital reading
devices.
 Tablets provide a much more interactive experience
than a traditional textbook (Watters, 2012).

10. Tablet Computing

11. Game-Based Learning
 Torres (2011) posited that video games are so
important to students because they offer a sense of
 relevance and context
 are active
 provide social interaction
 offer emotional engagement.
 Game-based learning can facilitate such instruction in
a format that highly motivates students to learn.
 Game-based learning can be approached in many
ways.

12. Game-Based Learning

13. Personal Learning Environments
(PLE)
 Are a digital method of individualizing instruction
 Each PLE is unique to each student
 PLE’s can be in the form of wiki pages, personal blogs, e-
portfolios of work, or websites that teachers or students can
create themselves.
 PLE’s can also promote collaboration when they are shared
with others
 PLE’s require a device to connect students to their
constructed environment, which can be a computer, tablet,
or mobile device.

14. Personal Learning Environments (PLE)
 Are a digital method of individualizing instruction
 Each PLE is unique to each student
 PLE’s can be in the form of wiki pages, personal blogs, e-
portfolios of work, or websites that teachers or students can
create themselves.
 PLE’s can also promote collaboration when they are shared
with others
 PLE’s require a device to connect students to their
constructed environment, which can be a computer, tablet,
or mobile device.

16. Natural User Interfaces
 Natural user interfaces provide a teaching tool that engages
all the senses and promotes active learning in the
classroom, meeting the instructional needs of all types of
learners (Center for Digital Education, 2012).
 Natural user interfaces change the way that students interact
with technology devices.
 The traditional keyboard and mouse are replaced by sensors
that detect voice commands, gestures, and touches by the
user to manipulate the given technology device.

17. Natural User Interfaces
 Natural user interfaces allow users to engage in virtual
activities with movements similar to what they would use in
the real world, manipulating content intuitively” (Johnson et
al., 2012, p. 32)
 Examples of natural user interfaces are the touch screen
and surfaces, used on smartphones, tablets, and interactive
whiteboards; gesture-based sensors, used with devices like
the Xbox Kinect and Wii; and voice activated technology,
used with the iPhone’s Siri virtual assistant and Nuance’s
Dragon speech recognition software.

18. Natural User Interfaces

19. Applications Across the Curriculum
 It is not the technological tool that is important, but the
instructional approach
 Technologies in the classroom are tools to engage students
and are no substitute for quality teachers or instructional
approaches.
 Some of these emerging technologies are appropriate for
any content area. Example,
 any teacher can use a wiki to create a PLE for their class
or for specific assignments.
 Students can then post work to the wiki while
collaborating with the instructor and peers
 Additionally, an instructor can use iTunes U to gather
materials all in one digital location and distribute them to
students.

20. Applications Across the Curriculum
 Another goal for many schools across the curriculum is to
become paperless.
 Cloud computing also allows students to continue working at
home with an Internet connection without lost papers or
forgotten work.
 Digital textbooks also help schools become paperless
 Although some applications of these technologies can be for
almost any teacher, some benefits of these technologies are
content specific.

21. Language Arts
 Most universally applicable is e-books. E-book readers, like
the Kindle or the iBooks mobile app for iPod, iPhone, and
iPad, allow literary texts to become interactive.
 Literature also comes alive with mobile apps.
 motivating reading and writing experience is facilitated by
game-based learning platforms emphasizing literacy,
including a writing component and critical problem solving in
collaboration with peers.

23. Science
 science students can benefit from science based personal
learning environments.
 Scitable is a free science library and personal learning tool
focusing on genetics and cell biology.
 The interactive textbooks can provide students with the
means of manipulating data into charts, graphs, or other
visuals.

25. Mathematics
 Integrating technology into mathematics instruction can
facilitate not only an understanding of the procedures of the
math they are learning but also how to apply and synthesize
it in the world around them. Mobile devices can help
students visualize content.
 A math teacher from Texas uses the Xbox Kinect in his
classroom.

27. Arts and Physical Education
 mobile apps allow art students to view masterworks of art
from museums around the world, such as the free apps from
the Van Gogh museum and the Louvre.
 Music students can create their own digital music using apps
like GarageBand for iPad.

29. Advantage
 1. Improved Student Performance
 2. Increased Student Productivity
 3. Better Attendance Rates
 4. Complete Resource Portability
 5. Connect With Students More Easily

30. Disadvantages
 The students would lose focus
 that not all students and schools have access to
technologies that can really work for this method.
 Students from lower income areas and lower income
families may not have access to the computers and
internet technologies that the flipped classroom
requires.
 Students who do not have personal home computers or
access to the internet would be forced to use public
computers at a library or at the school.
 students would be spending all of their "homework time"
plugged-in in front of a computer screen.