The Digital Divide

The global digital divide is a term used to describe “great disparities in opportunity to access the Internet and the information and educational/business opportunities tied to this access … between developed and developing countries”. Unlike the traditional notion of the "digital divide" between social classes, the "global digital divide" is essentially a geographical division.
The "global digital divide" is distinguishable from the "digital divide", in that “Internet has developed unevenly throughout the world” (Guillen, M. F. & Suarez, S. L. 2005, p. 681) causing some countries to fall behind in technology, education, labor, democracy, and tourism.
The digital divide depicts the disparity of having internet access between the rural and the urban areas of the United States while global digital divide relates this difference between the “haves” and the “have nots” to the less developed nations and the more developed nations. (Wikipedia, 2010). With such diversity and disparity in how technology has advanced in various countries, determine the causes effecting these differences prior to being able to devise a solution. As an integrator of technology I would have to determine the causes, economic, availability, cultural differences etc. that are responsible for aiding the disparity and then create solutions, specific to each cause in hopes to alleviate the divide. Since having access to technology provides users with the opportunity to earn higher wages and to further their education, it is a much needed and desired asset worth pursuing to lessen the divide.
According to James (2008), the internet has taken place overwhelmingly among the upper-income, educated, and urban segments in developing countries. In order to lessen the divide, one must begin to integrate these newer technologies into the less urban areas. Perhaps one way to help lessen the divide in rural areas across the globe is to provide specific hubs within the community internet access and computers that can be utilized. Another way to help lessen the gap between gender divides is to not only supply the schools with technology but also places in the community, for in many developing countries, not all children, especially girls, have the opportunity to attend school. For as Pick and Azari (2008) state, in their study, solutions to the problem include investing in stimulating, attracting, and growing creative technical and scientific workforce, increase the access to education and digital literacy, reduce the gender divide ad empower women to participate in the ICT workforce, emphasize investing in research and development for certain metropolitan areas within these nations.
References:

Guillen, M. F., & Suárez, S. L. (2005). Explaining the global digital divide: Economic, political and sociological drivers of cross-national internet use. Social Forces, 84(2), 681-708.
James, J. (2008). Digital Divide Complacency: Misconceptions and Dangers. The Information Society, 24, 54-61.
Pick, J. & Azari, R. (2008). Global Digital Divide: Influence of Socioeconomic, Governmental,and Accessibility Factors on Information Technology. Information Technology for Development, 14(2), 91-115

Links: The Digital Divide: Is There a Solution?
http://blogcritics.org/scitech/article/the-digital-divide-is-there-a/

Red Queens
It was a “no brainer” especially since I haven’t actually entered a video rental store in about 3 years, how I would access the science fiction video for module 4. Netflix! I wouldn’t even have to leave the couch, although I did as I was camping while I had to fulfill the assignment requirements. I searched the Netflix web site and located a few Philip Dick videos that were able to be streamed and I made my choice from those that were available. The ability to stream a video and view in on the laptop all while the kids are roasting marshmallows is an amazing convenience and a service which will soon be obsolescing many other venues of video rentals etc.
Thornburg states that technologies need to be accepted in order to have an impact, and the rate of acceptance which relates to the quality and capabilities of the technology itself (Thornburg, 2008). Apply this idea to Netflix and the ability to stream videos anywhere, at any time and for a fraction of the cost of DVD rentals or Video on Demand charges, and this emerging technology is well on the way to making both obsolete.
This current competition arising between DVDs and video on demand can be considered a Red Queen as the speed for which the competition began was rapid, with each sector trying to outdo the other. Unfortunately, I believe that these two technologies will be upset by a wildcard newly emerging on the scene and that is the ability to stream video. Streaming a video is providing the consumer with a service that helps to make their life less complicated. No longer does one have to trudge out twice (once to get the video and once to return), pay late fees, worry about obtaining a new release. With Netflix the consumer pays a low monthly rate and receives videos via USP. They may keep these videos as long as they want without incurring any late fees and can stream from the Netflix site for no additional charge and view additional movies.
Based on McLuhan’s tetrad, DVDs and Video on demand obsoletes having to travel to the movie theater to view movies, saving consumers money and time. These two technologies also enhanced how people began to view movies, which is now able to be done while wearing jammies sitting on their sofas. This newness of staying home to view movies rekindles the time of the 50’s and 60’s when families spent time together, listening to radio broadcast and TV shows. When pushed to the extreme these technologies will become live video streaming of movies, concerts, news features and possibly new releases currently playing at the local theater.

References
Thornburg, D. D. (2008b). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.
Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Disruptive Technology

The Disruptive Power of Second Life

Imagine a world in which it is possible to transform (create) yourself into anything imaginable. Wealth, creativity, fashion, popularity, attractiveness can all be yours if you are willing to step into the virtual world of Second Life.

According to Dr. Thornburg a disruptive technology is a new technology with the same functionality of an existing technology, but it is able to function more efficiently and eventually obsoletes the existing technology (Laureate Education Inc., 2009). In applying this definition to Second Life one must first determine what innovation it is displacing.

While it can be agreed upon that creating and living in a virtual world creates quite a disruption from the norm, what is it obsolescing precisely? Philip Rosedale (2008) describes Second Life as a place so different that anything could happen, and often does. Currently there are approximately 250,000 users mingling, transacting, networking all in an avatar body and in a virtual world.

While Second Life may not be a reality based organization it does provide the user with many opportunities, including real-life business, religious organizations, services and platforms to attend meetings (Rosedale, 2008). Therefore, Second Life will disrupt the manner in which people begin to congregate, learn, complete transactions and business dealings. By creating an avatar and joining the virtual world people will no longer need to attend meeting s at the office or worship at a predetermined time. Second Life will afford the member freedom from constraints of reality.

Since Second Life is still an emerging technology and not fully emerged into the general main stream population, I feel it will have several years before another technology arrives on the scene to make it obsolete.

Second Life has many benefits as well as tentative downfalls. On the negative side, this type of platform allows for anyone to create an avatar and assume an alternate personality. This alter ego has little to no repercussions in the real world for situations that arise while in Second Life, making it an excellent means for pedophiles, sex offenders, and those suffering with mental illness to lure in victims or deceive others. On the flip side, the positive possibilities are endless and include virtual classroom collaboration, instruction, meetings, worship services etc. By creating an avatar those with limited mobility or lack of transportation can connect with others and collaborate openly. Avatars can join schools and visit museums, galleries, parks. The possibilities are endless so long as common cautions are taken just as with any other social networking site.



References:
Rosedale, P. (2008). retrieved from http://www.ted.com/speakers/philip_rosedale.html.

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Laureate Education, Inc. (2009). Disruptive Technologies”. Emerging and future technologies, Baltimore: Author Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=4246563&ClientNodeID=984645&coursenav=1&bhcp=1.

Rhymes of History

Rhyme of History

The windmill is something that has been utilized for nearly 2000 years. Since its creation, the windmill’s main usage was to grind crops such as corn. By harnessing the power of the wind, a windmill was able to effectively grind raw grain into a fine powder, that was then used as flour for baking etc.

Windmills were also used to provide energy to early manufacturing businesses such as paper mills. Additionally, windmills were used to pump fresh water from underground or to drain excess water from areas that are close or below sea level (Holland).

Windmills are now being used to harness the power of the wind and convert this energy into electrical energy used to power towns and businesses. Windmills have been streamlined using new technologies and when multiple mills are constructed in the same location a wind farm is created. When the multiple turbines are placed in this farm, large quantities of power are produced. While wind farms are newer to the United States, they have been producing efficient, sustainable energy in countries located all over the world.

Living in a coastal community, and only about 45 minutes from the Atlantic City wind farm, I am hopeful that more locations will explore this type of sustainable energy producer.

The technology incorporated into the efficient working of a wind farm includes innovative computer programs, for example, that allow the turbines to locate and move into the direction of the wind, to stop and retract if wind force is above 45mph. Wind farms also rekindle the ancient windmill design and ultimately create electric energy.

By harnessing the wind and converting this into usable electric energy, the process can be likened to human’s desire to use materials from the environment for survival, much like ancient tribes or hunter-gatherers. Humans have always been intrigued by forces of nature and by coupling these forces with innovative technologies have give way to sustainable power that can be used to power homes, businesses, and vehicles.

In relating this concept to the next 5,000 days of the web…
Much like Kelly proclaimed, the wen is only in infancy with much potential in the next 5,000 days. With the increase in technology of the web comes many factors including greater codependency on the web for survival. With a greater concern for the environment and continued human existence, one must begin to realize the necessity to use technology to harness nature’s energies and convert them to usable forms. Much like the next 5,000 days of the web will be determined by advancing technologies so will our ability to become self-sustaining, all resulting form the invention of newer technologies.

http://www.alternative-energy-news.info/technology/wind-power/wind-
farms

http://www.acua.com/acua/index.aspx

http://www.acua.com/acua/content.aspx?id=492&ekmensel=c580fa7b_20_88_btnlink

Kelly, K. (2007, December). The next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved July 10, 2010 from http://www.ted.com/index.php/talks/.

Thornburg, D. (2009b). Rhymes of History. Laureate Education, Inc. Retrieved July 8, 2010, from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=4246563&ClientNodeID=984645&coursenav=1&bhcp=1

Emerging Technologies Tetrad

Emerging Technologies Tetrad
Module 2
EDUC 7108



According to EBook Task Force 2000, the has been a shift to the commercial production, sale, and distribution of e-books that has changed how libraries deal with this new technology (Snowhill, 2001). E-books will enhance learning by offering creative possibilities in many ways. Primarily, e-books will never go out of print, new editions can be easily created, content is accessible anytime/anywhere and can be read using a multitude of electronic handheld readers, PCs or laptops.
E-books will obsolete the need for schools to purchase hard cover text books, further eliminating students lugging around backpacks that weigh more than they do. Also, e-books has the potential to greatly alter the public library and how books are checked out by patrons. With e-books, patrons will not have to visit the library to get books, but simply access via the internet. Lastly, with the implementation of e-books in the school environment, students with reading disabilities or the auditory learner will benefit from having an e-book edition that can be read to them, much like books on tape.
If e-books are to emerge and become accepted by a large portion of the population, it is possible that a cell phone application could permit the reading of e-books on a cell phone.
Finally, the content of e-books has the potential to rekindle stories or legends that were once told by family members and passed from generation to generation.

References:
Snowhill, L. (2001). E-books and their future in academic libraries. Retrieved from http://www.dlib.org/dlib/july01/snowhill/07snowhill.html.

Thornburg, D. D. (2008b). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.

Module One

Module One
Current Trends in Educational Technology

The constantly changing landscape of educational technology can be thought of as a series of transitions from older tools to newer ones (Thornburg, 2009). Even though these same tools may have emerged in previous years they are just now becoming emerged in to area of education. One such consideration to the incorporation of new technologies is the residual effect on the environment which Thornburg coins as running hot to going green. In the last year, my entire school district has caught the green bug and has recently installed solar panels on all of our buildings. This not only is cost effective in lowering the supply of electricity we have to purchase but also in that our innovation sheds a positive light to many community members.

While I would like to be able to foresee the day when our students each have a laptop or netbook, I do not think this will be a reality in the near or even distant future. So in selecting a current technology that has emerged that shapes the productivity of my current situation I would have to select United Streaming (US). While this may not be a newly emerged technology it is one in which can be considered emerged in my school. This service allows videos to stream via the computer to benefit an entire room of students. The video selections are from Discovery and other valued sources and provide either full length or clips of specific material.

As more and more teachers began to use this service the need for classroom DVD/VCR players has decreased creating a possible expenditure budget to be utilized for newer, emerging technology. One downfall of this streaming service is that it’s use is contingent upon the speed of the school server, which at times can be quite slow. One other challenge is being able to connect via a cable to the classroom TV so that the entire class does not have to gather around a computer monitor.

In order t o avoid such pitfalls, an in-service training could be provided so that each teacher knows how to connect the TV and the computer, thus easing some of the frustration experienced. All in all, I utilize this service frequently to provide clips and videos to enhance my science lessons.

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

http://streaming.discoveryeducation.com/

http://www.thwt.org/unitedstreaming.html

blog resonses

I responded to Carol Lee's blog at:

http://carollee387.blogspot.com
and to Charity's blog at:
http://msmomo-educationaltechnology.blogspot.com

Module 5

While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies. Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success.


In my current work environment there are many feeling scorned by technology advancements and would simply rather continue to do things the way they have always been done. I must also admit that technology has slowed certain tasks down, for example computing and posting grades. It is actually much quicker to break out the calculator and average grades than it has been to access the RealTime grading component, but this is because of server is so slow. Even though the computer generation of grades is a slower process, it does have advantages over keeping a paper grade book. At any given time, I can access the system and give provide students with an up to date average, missing assignments, test scores etc. It is the positives of technology integration that need to be presented to faculty in order to ease their inhibitions and encourage the use of technology.

I have attempted to get my colleagues to use technology in their daily lessons and have been met with much resistance and excuses. Many feel that having just one computer per classroom is pointless and not a tool that can be used by all students. One such way a teacher can integrate the use of one computer to enhance a lesson for the entire class is by streaming via United Streaming a video that coincides with a lesson. While some were willing to try, the attitude of others was of disconnection.

In applying Keller’s ARCS model, I would be able to possibly change the naysayers and even influence them to use the available technology. I would have to first enhance the relevance of integrating technology by having the learners (faculty) determine how the instruction would relate to personal goals (what they want to accomplish in the lesson). I would have to build on the learner’s previous knowledge/experiences allowing time for transition. Secondly, confidence would need to be built by creating a positive environment in which the learner can set their own goals permitting them to be in control of their experiences. Lastly, I would allow time for the learners to use the newly acquired skills while providing support, encouragement and praise. If the learner views the experience as positive and possible then the integration of new technologies may be more successful.

References

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

I responded to Sherry Breeden's post at http://sbreeden71.blogspot.com

I responded to Wandra's blog at http://wpc-eductech.blogspot.com

Module 4 Connectivism

Connectivism
Connections that facilitate learning

My network is ever evolving and changing the way in which I learn.Since embarking on the journey of attaining my masters and now an Ed.S degree I have been exposed to a wide variety of tools that I now consider an essential component to my learning experiences. Some of these include Google docs., wikispaces, blogs, and communicating with Skype. I like the flexibility of online courses, but was concerned about feeling connected to those in the classes and I must say a bit apprehensive when first tackling an online learning community in which each member was logged on and sharing. I feel that the collaboration is real and meaningful. It is also something that I never would have considered had it not been for my continued course work.

I seem to have a lot of questions and I will usually bounce ideas off of my colleagues, for I know that I will get an honest response. I value the opinions of my family also and depending on the nature of my question I will use them as a resource also. If questions are posed that require further research, as in an educational env
ironment, I will use Google or Ask.com or simply tye in a few key words and access the internet for answers. With technology virtually at my fingertips all the time, with cell phones, laptops, etc. finding answers to most questions can be accessed and answered with the push of a few keys.

Module 3 Collaboration

Howard Rheingold discussed the natural instinct of people to seek groups and collaborate and how technology provides the necessary tools of collaboration across time and space.

The question posed, "Do you believe that humans have a basic instinct to interact and work as a group, as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?" I do believe that human beings have a natural desire to seek out people with similar interests. Humans are social by nature and need to have interaction with others regardless of location, socio-economic status or cultural beliefs. Rheingold determined that there are collective actions, stemming first from literate populations that guide our interdependencies and collaborative ways. With the ever advancing technology field, every desk top will become a means to communicate and share, further building on our innate desire to work with others.

At first glance, some may interpret this new collaborative movement sparked by ever evolving technolgy options, as one in which people meet face to face, but that is not the case. Many will still collaborate in groups and meet face to face, but with the influx of wikis and social networking sites, people can collaborate and create from anywhere and at anytime. With the increased availability of hand held devices, collaboration has become borderless, timeless, and ageless.

How can technology facilitate collaboration among learners based on constructivist principles? Technology can help to facilitate collaboration, the foundation of the costructivist theory. Those inhibited by meeting and sharing ideas in a face to face setting can still be a contributor to a final project simply by adding insight via technology. The sites available including wikis and google docs. permit additons and modifications to documents from anywhere. These new technologies have taken us from the time of hunting and gathering as a means of collaboration to solving a crisis across borders.

References:
Rheingold, H. (Artist). (2008). Howard rheingold: way-new collaboration. [Web]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Learning Theories

Do humans learn using just one approach?

There are a plethora of learning theories and various approaches depicting the best approach to learning. There seems to be much debate over which theory, behaviorism or cognitivism is the most accepted approach to learning. As stated in the blog, Kerr (2007) questions –isms and if they are even necessary or if we should be more pragmatic and cherry pick different useful ideas from various theories. I think that the task being taught would direct the approach taken, knowing fully that actions, which are followed by rewards, are often repeated. Further, to determine that behaviorism is “dead” would debunk the current trend in generate and test, a core concept of behaviorism. Educators are given a guide (core content standards) and a timeline for covering the concepts, the students are tested.

Within a classroom environment, the teacher may utilize any given number if –isms throughout the day, including behaviorism (rewards, point systems, grades) and cognitivism (recognition, inference). It would seem that the most well rounded approach would incorporate a variety of theories to best accommodate the various learning styles and personalities of the students. For as Stephens (2007) stated, the learner is a complex information processing system and we as educators must be able to access that system and keep it functioning at the top of the game.

I concur with Kerr (2007) in that each –ism is offering something useful without any of them being complete or stand alone in their own right. We need to take pieces from each school of thought and apply it effectively further creating a solid educational experience for our learners (Kapp, 2007).


References:

Kapp, K. (2007). Out and about: discussion on educational schools of thought. http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007). _isms as filter, not blinker. Retrieved March 31, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

The following are the two blogs I responded to this module.

http://sbreeden71.blogspot.com/ (Sherry Breeden)
http://holly-shumaker.blogspot.com/ (Holly Shumaker)

jane

EDUC 7105
Module 1
Metaphors of Educators

Siemens presents the changing role of the educator as the learning environment evolves into a digital wonderland, rich with technology but all too often leaving the students starving for knowledge. As participative tools grow in popularity, the autonomy of the learners and their control over access to information continues to increase (Siemens, 2008).

The metaphor that best describes the role an instructor should take in the classroom is that of educator as concierge. As presented by Bonk, the educator as a concierge directs the learners to resources of learning opportunities that they may not be aware of (Siemens, 2008). Students need to be guided through the process, especially in the elementary and middle school years as this is a new skill that can become overwhelming to many. An educator must be attune to the distinct needs of the students and provide guidance along the way. This guidance can be in the form of lectures, self exploration and collaboration. Because information is needed almost instantaneously at times, the role of the educator is to guide the students in exploring all the learning possibilities that are available because of the advancements in technology. Even though technology is advancing at break neck speed, the role of the educator will not be replaced, modified to incorporate the new, but not replaced.

References

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf.