From WikEd

[edit] Team Members:

John Tubbs, Craig Lindvahl, Leah Jowers, Annie Galindo, Phoenix Chen, Beth Tarasievich, and Jennifer Vito

Contents 1 Team Members: 2 Introduction and Argument--Ubiquitous Technology 3 Challenges and Opportunities 3.1 Challenges 3.1.1 How do these problems relate to activities across different areas of life? 3.2 Opportunities 3.2.1 Visually Impaired 3.2.2 Hearing Impaired 3.2.3 Assistive Technology 3.2.4 Virtual Schools 3.2.4.1 Local Distance Learning 3.2.5 Community Environment 4 Global Students 4.1 Globalization's Influence on UT 4.2 Globalization and the Digital Divide 5 Students 5.1 The Classroom of the Near Future 5.2 Seeing beyond the Boundaries of Current Technology 5.3 Ubiquitous Learning 6 Teachers 6.1 Inventing the Ubicomp Environment for the Act of Teaching 6.1.1 For the teacher the question is, when does my day end? 6.2 Looking at Today to Get a Little Taste Tomorrow 6.2.1 Digital Communications - Today Email, Tomorrow??? 6.2.2 How Content Flows Through the Learning Process 6.2.3 Responsibility to the Profession and Peers 6.2.4 Twenty Four Hour Scholar 7 Administration 7.1 One room schoolhouse concept in a 300-3,000 student facility 7.2 Good Intentions, Gone Bad 7.3 Limitations of technology use 7.4 POLICY REVIEW 8 UT by Design: In and Out of the 4 Walls 9 Point/Counterpoint 9.1 Benefits of Laptop and Handheld Computing 9.2 Barriers 10 Summary 11 Notes 12 Resources

[edit] Introduction and Argument--Ubiquitous Technology

Whether our ideal utopia is a quiet Mayberry street or a bustling metropolis, ubiquitous technologies in our lives is practically inevitable. That is, "a post-desktop model of human-computer [technology]* interaction in which information processing has been thoroughly integrated into everyday objects and activities." ^[1] (*author's note) While current manifestations are still device oriented, we are offered glimpses of an always connected embedded network world. As the number of entrances to the network increases and learning opportunities become prevalent online and outside of school, public schools as we know them today must rethink how they fit in to this new data immersive, connected world. Ubiquitous technologies (UT) offer new means for learning and new tools for the management of schools, and the technologies touch on all people involved; mainstream students, students with special needs, teachers, administrators, support staff and parents. These new means come with both positive and negative outcomes when compared to today's operational methods. The focus of this site is to bring forward the role ubiquitous technologies likely will play with the various groups of people that make up "school". These new technologies challenge the who, what, where and how of today's schools and they open the door to new schools of the future. We argue here that the traditional role and purpose of public school can remain intact, while a UT world offers broadening pedagogies, changes places of learning and expand student body population centers beyond current geographical limitations. This will be demonstrated by offering examples from the world of students, teachers, global students, special needs populations, the administration and physical structures of schools.

Ubiquitous technology surpasses the older concept of ubiquitous computing, transending beyond human-computer interaction to human-technology interaction...such as hand-held devices. The Research Center for Education Technology ^[2] offers the following definition of ubiquitous computing, as it pertains to education:

"We define ubiquitous computing environments as learning environments in which all students have access to a variety of digital devices and services, including computers connected to the internet and mobile computing devices, whenever and wherever they need them. Our notion of ubiquitous computing, then, is more focused on many-to-many than one-to-one or one-to-many, and includes the idea of technology being always available but not itself the focus of learning.

Moreover, our definition of ubiquitous computing includes the idea that both teachers and students are active participants in the learning process, who critically analyze information, create new knowledge in a variety of ways (both collaboratively and individually), communicate what they have learned , and choose which tools are appropriate for a particular task."

Ubiquitous technology was first explained by Mark Weiser, Xerox PARC, as "The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguisable from it" (referenced in Swan, Cook, et. al., 2006).

Indeed, the world is exponentially becoming a more global society. Nations are increasingly interacting with each other economically, politically, and socially. For these reasons, it is the education community that is looked upon as the seed to which the world's citizens will sprout; yet current educational policies that in many cases are to the contrary of global awarness and expansion are rendering educators as joggers in a running pack, trying as they might to catch the pace. Education and technology seem to be a race of one step closer and two steps behind. At this pace, society will be lagging sharply behind its ever thriving neighbors. Therefore, it is vital that the education community rethink and restructure its policies and practices to meet the needs of the 21st Century and an ever-changing world.

[edit] Challenges and Opportunities

Education has made many changes over the years and continues to do so. In an ideal educational world, teachers and students would have access to ubiquitous technology whenever and wherever they need it. With this would comes a greater opportunity for learning to take place for teachers and students. “…Providing each teacher and student with portable technology that can assist them in their day-to-day learning tasks and enhance communication, the goal of learning anywhere, anytime would become a reality.” [[2]]

At the same time there are many educational concerns developing over ubiquitous technology for those students who receive specialized services within educational community and the teachers. “The online environment magnifies the challenges of getting to know one’s students and of getting students to feel connected to the class.” [[3]] Furthermore, students with special needs require hands on assistance and accommodations and modifications, in which ubiquitous technology may not be able to provide. Therefore, the question that arises when discussing ubiquitous technology in education, is how can teachers reach students with special needs and provide the appropriate education and accommodations while using ubiquitous technology?

[edit] Challenges

Just as one size does not fit all, neither does one style of teaching ensures that every child will learn. Each child learns differently and in order to ensure that no child gets left behind and that each child receives a free, appropriate public education, the method in which students are being taught will need to be changed. When every child is engaged in learning, there are fewer negative behaviors and in some cases all unfavorable behaviors are extinguished. ^[3] Some of the educational opportunities that are afforded students that use ubiquitous technology are that it levels the playing field for all students and offers free and appropriate public education to all. If we look at three of the learning modalities (visual, auditory, kinesthetic), ubiquitous technology allows every student to be engaged. ^{[4] [5]} Retrieved April 8, 2005 from [4]] ^[6]

For instance, visual learners learn best by reading or watching. They experience learning through sight and visual images. This experience can be obtained by using ubiquitous technology. Students who are auditory learners are able to listen to lectures and experience or process their learning via words and sounds. Finally, the kinesthetic learner learns best by doing rather than watching. All of these learning modalities can be captured by using ubiquitous technology.

Vicki Jones and Jun H. Jo authors of Ubiquitous Learning Environment: An Adaptive Teaching System Using Ubiquitous Technology argue that “The integration of adaptive learning with ubiquitous computing and u-learning may offer great innovation in the delivery of education, allowing for personalization and customization to student needs.” [[5]] Using Ubiquitous Technology in the classroom can provide for faster feedback to students and ultimately becomes time efficient for both the instructor and the student. In addition, a ubiquitous classroom environment can promote diverse learning where students interact and progress at their own individual pace--this way of learning is imperative when working with students with special needs. Students can be given the opportunity to explore what they know in a wide variety of ways that best fits the educational needs of each individual . This allows students to develop skills in a learning environment that promotes adaptability and flexibility in learning styles.[[6]]

With the use of ubiquitous technology, children with special needs are able to communicate with their peers and be educated with their peers. ^[7] Their lessons would be given at their level of learning, but would be modified so that they are able to engage in what is taking place in class. ^[8]

Another important aspect that UT touches upon is the fact that students can become a viable part of the classroom. Using Ubiquitous Technology gives students the opportunity to take ownership in what and how they are learning. The Research Center for Educational Technology states that, “to take full advantage of the potential inherent in ubiquitous computing, teaching must be reconceived from instructing to conducting learning. Teaching and learning must no longer be thought of as bound by the school building or the school day. Curricula must be redefined to meet 21st Century skills and needs.”[[7]] In order for this to occur, teachers must be properly trained in using the technology. Along with training on using the technology, teachers need to become fully aware of how to adapt and modify the experience for students who have learning disabilities, visual and hearing impairments, and physical disabilities. In doing so, students attitudes will change towards education and teachers can implement authentic learning experiences for all students. Furthermore, students will become more motivated and willing to learn. In a case study provided by Kent State's Research Center for Educational Technology AT&T classroom, researchers concluded that "ubiquitous access afforded opportunities for students to create, analyze, synthesize, and share information in new ways, leading to a deep understanding of key concepts and information. [[8]] By using these technologies students of all academic abilitiy levels were beginning to show motivation and enthusiasm towards learning.

When provided with the appropriate training for instructors as well as students, ubiquitous technology has proven to be a successful tool in the educational environment. Several studies have shown the positive strides students have made with the help of ubiquitous tools. When used effectively within the curriculum, digital technologies can be powerful tools to motivate and stimulate learning and to foster connections with families, the community, and beyond. [[9]]

[edit] How do these problems relate to activities across different areas of life?

In the future, ubiquitous technology may be readily available to all learners in all socioeconomic backgrounds, but another challenge that presents itself is the fact that technology is not always available at all times and in a variety of places. Many schools do not have the funds to provide for a ubiquitous technology learning environment. In addition, a large number of students do not have the opportunities in their home environment to take part in learning through using ubiquitous technology. Furthermore, for working parents, it may be more difficult to assist students in their education. The technology is available, but not to all homes. When technology in schools become as important as having a digital converter in every home, students will begin to receive an "appropriate" education.

[edit] Opportunities

While the above statements are valid, we have found that access to UT is becoming easier. Let’s take a look at technology that is available for two disabilities that are usually segregated in the educational setting, technology that would help level the educational playing field. Then we will take a look at virtual schools and their connection to ubiquitous learning. Lastly, we will provide information on ubiquitous technology and its interaction with the community and what it might look like in the future.

[edit] Visually Impaired

The visually impaired would be provided with speech recognition software. The student need only speak and the computer would interpret what was said in any language or dialect and type it on the screen. This same software would be able to search the web for information. Lastly, the student would also have software that is able to look up words in a dictionary and read books. ^[9] Another software that would be beneficial is Connect Outloud. This software would allow a visually impaired user to search the internet via speech and Braille output. ^[10] Other technology that could be used might include a browser reader or Braille translator.

[edit] Hearing Impaired

According to the U.S. Department of Education, approximately 0.14 percent of the population between the ages of six to seventeen is deaf or hearing impaired. To assist a student that is hearing impaired, a school might use adaptive software, digital signage similar to those seen in public places to make announcements and alerts, i.e., time and countdown to class changes, note taking, captioned videos, captioned movies, or interpretype. More information can be view at ^[11]

Providing UT to children with disabilities early in life would allow them to be less at risk. At DeafSoftware.com, they translate well known children's stories into American Sign Language. A company called Software for Deaf Children is able to assist deaf children with visualizing sounds they are unable to hear. ^[12] This website also provides information from baby to adults on developing literacy.

[edit] Assistive Technology

Another form of ubiquitous technology for children with special needs is assistive technology. This form of technology is used to improve and enhance the lives of children, adults and their family. This form of technology provides independence in communication with others, accessing the environment, developing social and adaptive skills, moving throughout the environment, engaging in daily life skills, interacting with others, promoting health and safety, and finding a position that makes it easy to play. Assistive technology allows a child/adult to participate in routine activities in various environments which includes, but are not limited to recreational activities, social environments, transportation, after school programs, and early childhood programs. The right match of assistive technology is like magic because it allows the child to be more independent and expressive. [10]

What about those students with a learning, behavior, or emotional disability? What about those students whose parents feel that schools are just unsafe for their child and they want a structured learning environment? We have the virtual school.

[edit] Virtual Schools

In Pennsylvania (7 years), California (6 years), Ohio (5 years), Arizona (5 years) and Chicago, Illinois (2 years)there are virtual charter schools. These schools provide individualized instruction, which is based on an assessment that each student takes. The students are given a structured learning program based on where they are, a computer, printer, high speed internet access, assessments, books and materials. The schools use the K12 curriculum. ^[13]

They are also assigned a teacher whose job is to provide guided instruction via internet. Each teacher corresponds with their student on a daily basis. The lessons are transmitted to a certified teacher via internet and are graded. A parent or responsible adult assists the child with their lessons four days out of the week. If the parent, supervising adult, or student has questions, they are able to call the teacher or e-mail them. Once a week, the students come to the facility where the teacher provides further instruction, or to participate in academic field trips and social events.

Currently, the virtual schools in Chicago are under fire by the teacher’s union. Their main criticism is that these virtual schools are nothing more than home schooling. However, there is much to be said about the positive outcome of these schools. They currently hold a 97% approval rating from parents. What sets them apart from the home school is that students are required to take achievement tests. [11]

[edit] Local Distance Learning

Under a current initiative called IVHS (Illinois Virtual High School), the typical classroom may be your own bedroom, living room, or sunny backyard.

http://www.ivhs.org/index.learn?action=other http://www.imsa.edu/programs/ivhs/pdfs/IVHS_Student_Handbook_1-6-03.pdf

[edit] Community Environment

Ubiquitous technology IS everywhere. When we go grocery shopping, the EFT machine provides a visual of how much our food costs. The talking checkbook is another technical gadget for the visually impaired that will allow them to function independently. Even when we do self-checkout we're provided visual and auditory feedback. Traffic signals count down how many seconds we have to cross the street. Buses and trains announce each stop. ATM machines provide Braille on the number keypads to provide equal access. Elevators announce each floor they stop on. At some intersections a white flashing light comes on when an ambulance approaches. Some cars will let you know the name of each song that is being played and its artist. We even have cars that will parallel park without any assistance from the driver. Combines on farms that almost completely drive themselves thanks to GPS systems.

The Federal Government is requiring everyone to upgrade their television to digital quality or they won’t be able to watch it, and cellular telephones can be used as a tracking device. Phones also function as a camera, a modem, television, video recorder, radio. What about a talking GPS receiver—great for the blind. ^[14]

Klaus Miesenberger et. al., writing in Computers Helping People with Special Needs (2004), provides extensive information on how ubiquitous technology can be and is being integrated in our society. It emphasizes how it can be used in the educational system, day-to-day operations and with employment.

In the future, we may use refrigerators that will tell us when food expires or what groceries we need to buy. We might have an electroinic device planted in a vehicle that will start with a code or finger print and speak the destination. The car will stop at intersections and when the traffic clears it will proceed to a preprogrammed destination. The traffic signals will tell the automobile when to go and when to stop. Gone will be the days of people running traffic signals. In Mark Weiser's article, he paints a picture of how humans can and will live with ubiquitous technology. [12]

While various softwares are availble to provide an even playing field for students and persons with disabilities, limited knowledge about its availability has been provided, thereby keeping education at the status quo or light years behind the business community.

[edit] Global Students

[edit] Globalization's Influence on UT

Influence of Microenvironment

The microenvironment of the global classroom includes factors such as language, infrastructure, educational policies, content design/curriculum and teaching modalities/vehicles.

Language

Knowledge of the English language [13] is becoming more widespread as many schools abroad now incorporate English language classes and programs into their curriculum. Because English is so widely spoken, it has often been referred to as a "world language". While English is not an official language in most countries, it is currently the language most often taught as a second language around the world.[14]

English is the language most often studied as a foreign language in the European Union (by 89% of schoolchildren), followed by French (32%), German (18%), and Spanish (8%).[15] Books, magazines, and newspapers written in English are available in many countries around the world.

Curriculum

Globalizations impact on technology in the classroom is more prevalent than ever. iEARN, the world's largest non-profit global network that enables teachers and youth to use the internet and other technologies to collaborate on projects that enhance learning and make a difference in the world, recognizes the potential and impact of digital video technology in its international network of about 20,000 schools in over 110 countries worldwide. Thus, in March, 2004 it launched “Moving Voices,” a pioneering project integrating digital filmmaking into the curriculum. The program involves classrooms from New Hampshire and New York in the United States as well as those in Argentina, Botswana, Canada, Egypt, India, Japan, Morocco, Slovakia, South Africa, and Zimbabwe. The course is crafted so that it can be easily incorporated into social studies, language learning, geography, civics and community building and other disciplines taught by a community of international learners interacting and collaborating online. [16]

Backed by a solid theoretical grounding, Moving Voices has very practical and timely goals. It aims to impart 21st Century skills such as collaborative online teaching and learning; to teach technical skills such as video production and editing, file uploading and downloading; digital media literacy; to foster second language acquisition plus cross cultural teaching and learning engagement; and to develop soft skills such as time management, decision-making and team work. [17]

Educational Policies

Changes in curriculum will mean that new policies and revisions will need to be implemented. Teaching global issues cross-curriculum will become more vital as will the teaching of safe use of technological devices. "Additionally, we will need to pay closer attention to the sociological and cultural components that accompany pervasive computing [UT]. For example, students able to access global information will need stronger global understandings. Furthermore, internet safety will need to become a priority not only in the social studies curriculum, but across disciplines as students encounter global information. Reliance on technological resources and expansive communication networks contributes to emerging social issues and public problems with repercussions for people and nations. Educators in social studies can promote safer use of the internet through competencies and attitudes targeted toward children in cyberspace. The internet has provided an expansive environment that enhances many existing teaching and learning approaches while facilitating new activities that are free of traditional constraints. As a result of the potential for instantaneous interaction without regard for geographic, political, racial, social, and gendered borders, an increased amount of activity is taking place online." "While fostering informed and active participation in the global community, teachers must promote safe and responsible use of technology resources. The internet serves as a powerful medium for education, entertainment, information retrieval, and communication; however,cyberspace also may transform the nature of social interactions among youth. Whether these changes are beneficial or problematic may depend on the influence of parents, teachers, and peers whose guidance may assist students in making informed decisions, and allow them to demonstrate an ability to apply online critical thinking skills and productive social participation. Issues of accountability, responsibility, tolerance, and respect—topics that are often addressed in the social studies curriculum—are critical to counter exposure to hate, violence, misinformation, consumer exploitation, and sexual predators in cyberspace. Cyberliteracy, online ethics, and safety will need to become a priority not only within the social studies curriculum, but also across disciplines as students encounter information and experience interactions in an expansive, global medium." ^[15]

Influence of Macroenvironment

Two Million Minutes[18] and The World Is Flat[19] pass us a message: together with the rapid globalization, macroenvironment has more and more effects on the trends of education, such as the application of Ubiquitous Technologies. To develop competency in establishing and maintaining an educational system with contemporary technology, it is important to look widely in the economic, technological, environmental, social, and cultural factors, locally, nationally, and globally.

Economic factors contain: GDP[20], Economic growth, Unemployment rate, Inflation rate, Currency exchange rates, Financial and political health of trading partners, Wages for new graduates, Competition from corporate training functions, Increasing employer requirements for international skills, Increasing needs for multiple degrees, Increased demands for job placement, Increase in tuition rates;^[16]

Technological Factor include: Industrial productivity Industrial Structure new products and services of competitors New technology that could impact the company Cost and accessibility of electrical power "Explosion" in campus computing Increased student access to on-line services Increasing costs to develop computer networks Colleges cannot guarantee a "level playing field" for computer use Increasing costs to maintain computers Greater student computer literacy than schools are ready to support Increased awareness of need for computer system and information integrity Increasing consumer demands for interactive networks Increased use of floppy disc textbooks Increased demand for technical training ;^[17]

Environmental Factor: The "environment" in this section refers to both natural environment and political environment. Factors includes: Unit Law, Educational policy, Increased demands for accountability, Copyright and patent laws, Demands for increased productivity, Increasing numbers of institutions guaranteeing four year graduations, Decrease/Increase in government spending for education, Government support of higher education, Geographic factors that affect technology diffusion;

Social Factors contain: Enrollments of college, Social attitude towards education, Increasing multi-skill requirements from workplace, Libraries are becoming data banks Quality of high school preparation Increasing/decreasing amount of "4 year" degree graduation, Increased pressure for graduation employment, Increasing University responsibility for learning transfer, Reduction in K-12 mandates, Increasing demands for student privacy (e.g., dorm rooms) Increasing/decreasing faculty resistance to distance learning Family support for education Increase in capability gap;^[18]

Cultural Factors include: Materialism/capitalism/free enterprise, Individualism/Nationalism/Liberalism/Communism/collectivism, Role of family/government/religion, Attitude towards work, Pride of accomplishment, Population size and distribution, Age distribution, Education levels, Income levels, Ethnic origins, Religious affiliations;^[19]

These five macroenvironment factors not only affect the learning design and development, but also influence the learning delivery. If a school wants to build a cross-border distance learning program via using communication and information technologies, the school needs to analyze how the context of globalization affects the macroenvironment issues, and how the macroenvironment issues influence learning. It is because schools need concern their global courses, not control. What's more, to achieve effective learning outcomes, schools need to ensure that their courses are flexible enough to be adapted locally.

Following is a reported scenario/case from Stuart Cunningham and etc.

"Scenario 7: World U (A melting pot university!) A central agency is established to broker units and courses sourced from a range of countries. This scenario, like several others, involves new and traditional providers, delivering content and interacting with students via several modes, including print-based, broadcast and the internet. The brokering agency ‘World U’ would grant the degrees. The world university would make substantial use of multiple media, including internet, satellite, cable and print. It would not be dependant on global media networks, although telecommunications and computing companies would no doubt play significant support roles.... ...Likelihood ... Questions of accreditation, articulation, language, accessibility, ownership, intellectual property and copyright would have to be dealt with before the scenario could advance. Economic and teaching/learning models would have to be developed, implemented and supported—and these would then need to prove to be efficient, effective and sustainable. Reliable and robust communication and technology infrastructures would need to be established. The requirements and expectations of a target student cohort would need to be identified and then fulfilled. Marginson (Centre for the Study of Higher Education) suggests that ‘strong nation-specific brands are probably more attractive than a World University’. McTigue (The University of Melbourne) says such a provider would have ‘niche appeal only’ and that ‘cooperative arrangements between universities’ were a more likely option. However, Man Chan (Chinese University of Hong Kong) wonders whether universities would be willing to ‘split’ their programs between being offered at their own institution, and being offered through the ‘World University’. Both Jalaludin (Universiti Putri Malaysia) and Rha (Seoul National University) doubt whether a degree from such a program would be recognised in their countries, with their strongly centralised accreditation procedures, and government employers’ preference for ‘named’ institutions...."^[20]

[edit] Globalization and the Digital Divide

‎As much as global students are brought together by technology, many students are still worlds apart. It is equally important to take into consideration the knowledge benchmark of the students: whether kids from different cultures begin on the same foot in regards to difficulty level, expecation and availability/frequency of technology use. There is a direct correlation between statistics of world internet users and whether or not that technology makes its way into the classroom. Globalization also impacts the content design and teaching modalities used which influences learning outcomes and attitude. Especially applicable to distance learners may be the language barrier and the other issues that surface with distance learning.

As the cost of each new technology falls, as the reliance on particular hardware and complicated infrastructure lessens, there is great opportunity to provide both access and education on a truly global scale. As the presence of wifi and its descendents begins to pervade every part of the world, many of the issues surrounding access may no longer be pertinent. Voice recognition software may be able to translate in real time, allowing interaction between culture and geographic area. [[21]] ^[21]

The Digital Divide, however, remains an area of great concern. The divide threatens to widen as the pace of technological advances quickens. Those who do not have access to the necessary hardware to access the online world will find themselves increasingly further behind.

It’s also possible that the nature of the digital divide may change. When hardware access is no longer a key issue, informational access may be an issue.

Bohn, Coroama, Langheinrich, Mattern, and Rohs, writing for the Institute for Pervasive Computing, argue that

“Intelligent interfaces and the concept of ubiquitous information access are often seen as key developments for bridging the digital divide, where different sections of the population have different abilities to participate in the information society. However, having more information opportunities does not necessarily mean more justice or freedom, simply because the potential dependencies and opportunities for manipulation would be so numerous they could overwhelm individuals, making it even more difficult to assess the trustworthiness of the information’s source. Information that was uncritical or sponsored by advertisers (and therefore one-sided) could become available free of charge, while independent, high-quality information would cost money, thus widening the digital divide even further. Since ubiquitous computing is not just about information itself, but is inherently linked to real-world objects, these new means of access and content control could easily lead to the digital divide becoming a real and perceivable rift in our everyday lives.” ^[22]

[edit] Students

21st Century education is quickly becoming an antiquated space that disconnects students from the "real world" of the new millennia. Almost all adults today have been to school. "As a result we all have ingrained ideas about what a school is and what it should be for our children. Even early attempts at educational computer software reflected these attitudes, centering on drill-based programs, quizzes or page turning exercises. Countering the depressing effect of the factors outlined above, are a number of factors pushing for educational reform in schools, including business, technology, methodology and use in the home." ^[23]

Many students are fully aware of many forms of ubiquitous technologies (technology that they obtain anytime, anywhere) but are often required to check their technology as they enter the school building. School policy often requires cellphones, Ipods, etc. remain in the locker or they will be confiscated. The reality is that many classrooms have been maintaining the traditional design in both layout and implementation of utensils. This layout is quickly becoming irrelevant to today's learners. When inkwells were no longer needed, desks contained a useless hole for years until new desks were designed. Modern classroom structure and design need a rethink of how its traditional format is not conducive (and quite outdated) to the learning environment and technology needs of today. In the future (and is currently in many school districts) it will be a very unrealistic policy and practice to expect all students to hand over their portable devices as they enter the school building.

[edit] The Classroom of the Near Future

Students are ready for the "classroom of the future" right now. [[22]]When they enter the school building each morning, they leave behind a world where they are always connected, always accessible. In essence, they enter a haven, sometimes completly void of modern technology. They leave behind a world where the entire volume of the world's knowledge is at their fingertips, where they move smoothly between virtual and real worlds, where they interact with friends far away. Mobile devices carry the details of a student's life, their favorite entertainment, their latest assignments, and much of the information that forms the structure of their life.

Jones, Jo, and Martin, writing in "Future School and How Technology can be used to support Millennial and Generation-Z students" argue that "Most of today’s tertiary students, and children in primary and secondary school, are Millennials. They are comfortable with technology, and are often more proficient with it than their teachers are. The majority of those born in the 1980s have used computers since they were teenagers, and many of them were computer-literate before they were ten years old...Their outlook is sometimes called the “information-age mindset”, and is characterised by the ability to multitask; and a belief that computers are not technology, and that the Internet is an essential part of life. They also use mobile phones and SMS extensively. It is evident from research that today’s students are very different from those of yesteryear (Kruse, 2004; Oblinger, 2003; Tapscott, 1998) , yet our system of education remains based on a traditional model. Surely, as the student population evolves, so should our schools." (Jones, et. al., 2007)^[24].

Even teachers are blogging about what the classroom of the future might look like [[23]]

Microsoft has established a "school of the future" in a joint venture with the public school system in Philadelphia. Here is a link to a PBS mini-documentary about that school [[24]]

While issues regarding filtering, accessibility, and proper use remain, it's critical that educators embrace technology and the new learning styles it brings with it. Emerging technologies present learning opportunities that have not been available in any other age during the development of the human race.

Handheld devices, such as the Nova5000 student learning appliance [[25]] may lie at the heart of learning in the near future. Grade appropriate curriculum can be downloaded into the device, constantly updated, and ambient technology can track both student needs and student performance.

In this environment, each student will be constantly assessed, eliminating the need for cumbersome, ineffectual standardized testing. Each student’s device will provide constant data and updates for the teacher (and parents), and will suggest remedial or enrichment activities (selected by the instructor) that are appropriate for each student.

Each student will be able to exercise their own learning style and receive the resources necessary for them to meet specified goals. Teachers become much more than deliverers of information-they become facilitators of learning. It's a radical departure from the way knowledge has been tramsmitted for several hundred years.

[edit] Seeing beyond the Boundaries of Current Technology

It's important, when considering the more distant future, not to be limited by the constraints of today's technology. Flexible monitor technology (such as this from Philips) may soon find us free of size and clarity restraints, and able to fill entire rooms with interactive screens-compelling evident that to truly explore the possibilities for education, however, we must think even further beyond current technology.

Ambient technology [[26]] was developed in the late 1990’s, and many of its uses may be more than ten years away. Philips, one of the leaders in this area, envisions ambient technology in this way: “people living easily in digital environments in which the electronics are sensitive to people’s needs, personalized to their requirements, anticipatory of their behavior and responsive to their presence.” ^[25]

In a world saturated with ambient technology, information is not driven by a device. It is “people driven”, where the mere presence of one’s handheld device activates a personalized, wireless connection to any particular host. [[27]]

Dr. Patrick McAndrew is a senior lecturer at the Institute of Educational Technology in England. In this YouTube clip, Dr. McAndrew explores what ambient technology might provide [[28]]

In a classroom environment infused with ambient technology, a teacher could select a video clip, and literally “throw” the clip at the projection screen to see it. A student could, using their own touch screen surface, select a music track to accompany it and “throw” the track a the sound system. ^[26]

As a student works on a particular learning unit, ambient technology would be alert to progress, alert to difficulties, aware of that student’s learning style and preferences. As the student moves through the rest of their day, ambient technology is searching for and offering additional relevant help for that student. The help could come at the grocery store, at home, anywhere the student happens to be.

[edit] Ubiquitous Learning

Refer to the note under the "discussion" tab.

[edit] Teachers

[edit] Inventing the Ubicomp Environment for the Act of Teaching

The seeds of a Ubiquitous Computing (ubicomp) world are planted and provide disjointed usage in the schools of today. Today we find less saturation and transparency than the coming years likely will bring. The hints of the future found in today's podcast lecture filled iPods, WIFI'd campuses and school buildings, and socially networked students need to be critically digested to better grasp the "Everyware" world that Adam Greenfield introduces in his book of the same title.^[27] This inevitable future will bring significant change to the role and life of the instructor. Changes that may not necessarily be welcome or even pleasant after the initial excitement wears off.

While Greenfield states, "It is ethically incumbent on the designers, of ubiquitous systems and environments to afford the human user some protection,"^[28] responsibility rests on each group of "human users" to make their needs, concerns, hopes and dreams known. Greenfield goes on to identify four points for human user to be competent with to enjoy the most benefits of coming ubicomp systems with the "smallest achievable cost." These are critical for the survival of teachers as a meaningful group in a world that will inevitably become networked and data entrenched in the coming few decades. Those points roughly break down to:

• educate ourselves to the nature of ubiquitous technologies
• decide what technologies are chosen and how they will work in the classrooms of tomorrow
• technologies respect privacy, self-determination and quality of life
• technologies consistently act in accordance with our beliefs

These responsibilites are highlighted here to provide a framework to consider how teaching and learning may be defined in a ubiquitously networked world where data inputs and outputs blend in to the background. Getting rid of the boxy computer that has clumsily tried to integrate itself physically into our schools and pedagogically into our education mission may seem appealing, but it brings with it concerns over the public/private world teachers find themselves in.

Others in this project have provided glimpse at the ways various participants in education will be involved with ubiquitous technologies. It's safe to say we will all have the possibility of a 24/7 virtual presence. Participation in a ubicomp world may be an email-style message that appears on the refrigerator while we cook supper, a video phone call during our favorite sit-com on the same screen, or an instant message reporting that Suzie finished his homework at 8:47pm. Those three situations all seem convenient and timely interactions, except what if the fridge message was a question about your trigonometry lesson from 6th hour, the video phone call was an irate parent calling about a low grade you gave and Suzie was not your daughter, but rather the student in the third row/second seat of your algebra II class. Is this the idea of a quiet evening after the work day has ended?

[edit] For the teacher the question is, when does my day end?

Many teachers put in extra hours at school whether it's after school tutoring, doing prep work for an exciting activity the next day, coaching, etc., all examples of a dedicated educator. The day needs to come to an end at some point and herein lies the concern. In the video interview the professor discusses current practices that hint at a ubicomp world and it's temptation to have work always be at our fingertips. In the video examples she gives digital access to her work, email, research and reading a shared spot with cooking, childcare and family relations. It's easy to see that the work day does not end when she leaves her building.

There is no question that future networked data worlds will be able to bring all the information of the working school as we currently know it into the home, the car, and the hotel where you are trying to have a "getaway." All the advantages of access come with downsides. Taking to heart Greenfield's four points above we can be part of the creation of the ubicomp world, shaping it fit us. With our heads in the sand someone else will (not may) determine this world for the teacher. There are basically two broad ways to consider moving ahead, we can either change our basic value system to adapt to the new situation^[29] or, we can shape the new situation around the way we want to follow our mission of educating people in as equitable of a way possible.

[edit] Looking at Today to Get a Little Taste Tomorrow

"There will be a paperless office when there's a paperless outhouse"^[30]

[edit] Digital Communications - Today Email, Tomorrow???

Communication between student and instructor, student and student(s), instructor and instructor are key to creating knowledge. Email's use today gives us an early picture of how persistent communication channels will open up the possibility of non-stop dialog in and out of the classroom (face to face or synchronous virtual). In this video the professor discusses the rise and changes in how email has been used by her, her students and colleagues. Of interest, the professor's career timeline (graduate school to the present) starts roughly at the same time as email became commonly used in higher education. The above description of email usage suggests uses for more formal types of interactions. Today email still often has a sort of "letter" or "memo" role in education institutions. However email can be used informally, and often is, in "off hours" type communications. However the rise of the social networks are examples of sharing friend and family type information, in a sense living online. Often friends are colleagues and colleagues are friends, the same social space may be inhabited by both instructors and students. All of these combinations make for a interaction space that requires care in what is said just as a conversation in the school cafeteria or on the quad. You never know who is at the next table. The professor in this video discusses her recent jump into Facebook^[31] and meeting various people there.

[edit] How Content Flows Through the Learning Process

The methods employed to support the flow of work assignments, papers (will we call them that in the future?) projects and other student artifacts will be drastically different in the new UT world. How does the work get critiqued, evaluated, graded and returned by the instructor? Current uses of course management systems and comment mark-up in modern word processors show the way toward a paperless school house where student, teacher and scholarly work flow freely and digitally.

[edit] Responsibility to the Profession and Peers

Opting out of the ubiquitously connected world is certainly needed to allow for individual choice, leisure, relaxation and privacy. According to Greenfield is an absolutely crucial part of a UT system. Thinking of the user, one would tend to agree.

However as members of educational or academic institutions instructors have shared responsibility both in teaching and in administrative realms. As presented in the video, this professor discusses a situation where willing participants in electronic communication end up carrying more of the administrative load than those who always opt-out. This raises the question, is an "opt out" option fair to colleagues, responsible to students, parents, other stakeholders, and is it generally appropriate? Can the administration make the decision to require participation for the betterment of the entire organization? Will people that do participate in all technological options end up with more work than the opt-out'ers?

[edit] Twenty Four Hour Scholar

This last video clip is a bit tongue in cheek but also telling of the situation facing teachers and providers of support to education, in this case librarians. In providing the best possible support of public education, we need to explore all options whether human, physical or virtual. Does best possible mean 24/7 service and access?

On one hand ubiquitous technologies can offer access to educational content and tools of learning at anytime and anyplace. While that is almost a Utopian situation for learning on first glance, the potential over consumption of the teacher's time is inevitable unless a fair and equitable system is designed. This design again connects back to Greenfield's four points of active engagement as unbiquitous systems are constructed. The intersection of system specifications and the effect on the teacher's life is the responsibility of both the designers and teacher users. Only by opening our eyes now can we consider and then demand what will be the best design for the future. Do we want to be 24 hour educators?

[edit] Administration

The administrations of school districts are often faced with huge hurdles to overcome as they look to "upgrade" their facilities to meet 21st Century standards. Many times administration seems to throw their hands up when changes can't occur, stating that "their hands are tied".

[edit] One room schoolhouse concept in a 300-3,000 student facility

Many older schools, especially in rural America, were built in the late 1800s. Student population was comprehensivly not as high as it is in the 2000s. As a result, booming cities are building entirely new districts and facilities and some rural areas have consolidated and built one larger facility in a central location. However, the fact remains that several existing schools were built in the 1960s and 1970s. While the latter schools are easier to upgrade, the former schools require a lot of restructuring (hence money) to remodel and upgrade in order to meet the needs of the modern technology. This, of course, spells 'dollar signs' for districts who are strapped financially as it is. Another dilemma is upgrading as technology changes. The Lovington School District in East Central Illinois updated its new addition five years ago to accommodate modern technology only to have to reconfigure the rooms for wireless three years later. These updates are virtually impossible to conduct on the older elementary wing because asbestos tiles in the ceilings cannot be moved.

As you can see, funding of technology (which most school boards would not deny is a necessity) is not as central an issue as the restructuring of the school building itself. While there are state and national grants to fund such endeavors, there is the standard application process and channels to funnel through before approval is obtained. In addition, local grant agencies are more apt to fund tangible technological apparati than to fund a building restructuring project.

[edit] Good Intentions, Gone Bad

Noted in a recent newspaper article, an administrator of a school district started an initiative to match every student with a laptop. These computers would be allowed to go home with the student, thus being more ubiquitous, so that they could effectively research and complete homework, etc. As a result of this initiative, crime increased for the already low income area. Several students were held at gunpoint in exchange for their laptop. The administrator quickly had all laptops returned to the school and had them stored in mobile computer labs. Each student still was assigned their own computer, but the computers would now stay at school.

[edit] Limitations of technology use

Teacher Training/Apprehension Funding of staff development is another reason why technology is not being integrated into classrooms swiftly. Equally, perhaps, in slowing the process are teachers who are overwhelmed, uncertain, or just plain uninterested in adapting to the utilization of new technologies into the classroom, both as teacher tools and student interaction. Lack of professional development is a concern. During the late eighties and early nineties, computers began to infiltrate more and more into workplaces, homes and school computer labs. Yet use of them was still constrained.

One of the main reasons for this was, and is, a lack of knowledge among the majority of teachers about using the new technologies for teaching. In a 1997 survey, 80% of teachers cited “insufficient teacher training” as a major obstacle to Internet use (SPA, 1998). The initial learning curve can be quite steep, and it takes a concerted effort to get past the mechanics of operating the symbolic machinery of a computer and using it as a tool to teach and think. This situation is not helped by the lack of exposure to current technologies in schools that are often restricted to old equipment." ^[32]

[edit] POLICY REVIEW

The standard policy for technology use in education has been to create a few forms to disperse at registration, such as parental permission to go online and have photos of students posted online. A discourse of acceptable use precedes the signature line. Now that technology in schools is reaching beyond the use of the internet, new policies have to be inserted into the handbook and forms revised. Many schools have implemented a no cellphone use policy. The first violation is to turn in the cellphone and pick up at the end of the day. Violation #2 is to inform parents and parent has to pick up at the end of the day. Violation #3 is a ban of the cellphone in the school. The prompting of this policy in two of rural schools in Illinois was two-fold: students were taking photos of others undressing in the locker room and students were texting behind their textbooks during class. One high school follows their new policy and the other does not.

What is the correct way to handle ubiquitous technology in the schools? Where and how is the line drawn to decipher whether ubitquitous technologies are being used for educational purposes and which are not? Who decides what is considered "educational", especially, say, during a study hall period?

[edit] UT by Design: In and Out of the 4 Walls

With the increased use of instantaneous technology found in the iPhone and Blackberry, students will increasingly find the structure of a "traditional" classroom unstimulating. "Mobile computing devices and online virtual spaces make it possible to extend teaching and learning beyond school wall and the school day." ^[33] While in many classrooms one might witness students interacting with project creation, group discussion, or even engaged on laptops, this is NOT the interaction level that is quickly becoming available through technology. SmartBoards are not only being utilized soley by the teacher, students are interacting with onscreen touch and their finger as the mouse. Yet already this technology is quickly surpassing itself. Multi-touch interaction and laptops that have multi-touch capabilities is around the corner. The following links are blogs about multi touch interaction. Jeff Han is the expert shown on the YouTube clips who explains this technology further.

http://www.wunschfeld.net/blog/labels/Multi-Touch%20Interaction%20Research.html

http://multi-touchscreen.com/multitouch/

Paperless classrooms are also the wave of the future. Out with the "thumbs up/thumbs down" and index card responses held up in the air. This antiquated method was much too hard for the teacher to track for any permanent assessment. No longer used to just check for understanding, Classroom Response Systems (of various brands and styles) are making their appearance in the tech savvy school systems. Formerly known as audience response systems (not exactly new if you remember the TV shows, Love Connection or Who Wants to be a Millionaire.."Lock in your votes!"), students can immediately click in their answer to a question posed by the teacher and the teacher immediately can assess who answered correctly. The students also can view a pie graph or bar chart which displays the percentage for each choice.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf http://education.guardian.co.uk/higher/news/story/0,9830,719051,00.html http://www.vanderbilt.edu/register/articles?id=34386

[edit] Point/Counterpoint

Some of the advantages of UT were mentioned in a paper presentation and Ppnel discussion at the International Telecommunications Union (ITU)Workshop on Ubiquitous Network Societies http://www.itu.int/osg/spu/ni/ubiquitous/ in Geneva, Switzerland on 6-8th April 2005: "Some of the major areas identified for immediate benefit of ubiquitous technologies (RFID, GPRS etc) are: a. Asset Tracking b. Goods Trace ability c. Enhance and streamline business processes d. Seamless Supply Chain Management e. Efficient Remote Monitoring System f. Retail i. Out of Stocks reduction ii. Automated replenishment By using RFID in retail scenario, goods will be located along the entire process chain – from production all the way through to the shelf in the store. Managing orders can be optimized, losses reduced and out-of-stock situations avoided, assuring an even more consistent availability of goods for the customer. Similarly, in future, it is predicted with the help of ubiquitous technology a user could be informed automatically about the status of the food in his/her refrigerator (smart appliances). The Smart home (Appendix 3) would maintain data on inventory levels as well as consumption. Periodically, the consumer would give permission to his/her home server to upload her new shopping list to the system. Thus it’s hypothesized, that a user, in near future would interact with reality in real time, anywhere, anytime in ubiquitous technologies environment." What implications might this hold for goals of the education system?

Not everyone is on board with the idea of UT, however. In a 1999 article in the New York Times [[29]], Pamela Mendels noted that a group calling itself the Alliance For Childhood [[30]]urged that computers play a very limited role in the educational process. The group maintains that there is little reason to focus on such technology when it soon may be obsolete. They seek to define “intensive” computer use and claim that focus should instead be on training students to understand the limitations of technology.^{[34] [35]}

[edit] Benefits of Laptop and Handheld Computing

"What educational pressures drive the current interest in high-access computing? The literature suggests that educators look to "one-to-one" programs to provide resources to students, motivate students, and, as a result, improve outcomes. Table 1 summarizes findings that have been documented in published evaluation reports from recent studies. Table 1. Reported advantages of laptop and handheld computing. Finding Reported in* Example Attendance and discipline rates improve. Knezek & Christensen, (2005); Light et al. (2002); Zucker & McGhee, (2005) Discipline referrals in Texas schools participating in a laptop initiative dropped, while referral rates in comparison schools increased. (Knezek & Christensen, 2005) Students access a broader array of learning resources and experiences (including increased collaboration with others and increased use of technology for learning). Lane (2003); Light, et al. (2002); Vahey & Crawford (2002); Walker et al. (2000); Zucker & McGhee, (2005) Increased use of technology for educational use in school and at home; improved scores on writing assessment in the Microsoft/Toshiba Learning Anytime Anywhere Pilot (Walker et al., 2000). Relationship between teacher and student changes Bobkoff & Kratcoski, (2004-2005); Honey (2001); Sargent (2003); Light et al. (2002). Owen et al. (2005-2006); Zucker & McGhee, (2005) Students and teachers report increased frequency and quality of supportive individual and group interactions (Light et al., 2000). Student attitudes toward school improve. Lane 2003; Vahey & Crawford, (2002); Swan et al. (2005); Zucker & McGhee, (2005) Students and teacher survey responses show increased enthusiasm for school work in classes among participants in Palm's Education Pioneers program (Vahey & Crawford, 2002). Parent attitudes toward school improve. Rockman (2003); Zucker & McGhee, (2005). In schools participating in laptop programs, parent involvement and communication increases (Rockman, 2003). Student achievement increases. Gulek & Demirtas, (2005); Light et al. (2002); Muir et al. (2004); Swan et al. (2005); Walker et al. (2000). Schools implementing Maine's laptop initiative for three years had significantly higher test scores than comparison schools in Science, Math, and Visual/Performing arts. (Muir et al., 2004)."

• See the reference list for complete citations. ^[36]

"In addition to these benefits, ubiquitous technology also facilitates other aspects of school operations. Although there are various technical hurdles in converting to wireless networks, wireless technology also solves certain technical problems inherent in physical wiring (Nair, 2002). Besides students having ready access to resources, teachers and administrators using mobile devices have ready access to information on student achievement, school schedules, and other information necessary for data-driven decision making (Daniell et al., 2005; Honey, 2001)."

[edit] Barriers

"Despite these advantages, the use of new technology does not necessarily result in improved outcomes. Even when intermediate goals (such as changed attitudes and student roles) are achieved, this does not necessarily result in higher academic achievement measures (Walker, Rockman, & Chessler, 2000; Rockman, 2004). Issues with technology, support, and logistics can affect instruction. (Owen et al., 2005-2006; Shields & Poftak, 2002; Warschauer & Grimes, 2005). The work of this author and his colleagues on laptop initiatives in Virginia and Texas documented issues including: • Laptop batteries only last one or two school periods. They cannot be used every period of the day in school unless each unit has its own power supply and the classrooms are equipped with enough power outlets. • Laptops require more technical support than do desktop units. They are less modular, so a problem with one component, such as a monitor, sidelines the unit. Because they are mobile, they may be subject to more abuse than are stationary machines. • Laptops and handhelds are not truly mobile unless they are able to connect to the Internet and to school local area network resources throughout the school building and from remote sites. This requires establishing a wireless network in the school, and may require rethinking school policies on security and off-site use of school district property. • Mobile computing, and mobile labs require additional technical training. Teachers generally do not come into a laptop-equipped classroom with the knowledge to be lab managers as well as educators. • As with any technology, the effects on teaching and learning depend on integration with curriculum and instruction. In surveys and interviews, teachers often say they need examples of effective technology-based learning activities and curriculum resources. (Bielefeldt et al., 2005; Bielefeldt & Beaver, 2003). All of these are solvable problems: hardware can be purchased, technicians can be hired, teachers can be trained, and so forth. However, taken together, they present a daunting challenge in terms of classic implementation factors (Fullan, 1992) and the essential conditions for technology integration (International Society for Technology in Education, 2000), including infrastructure, technical and training support, policy, funding, and a well-understood vision for technology's role in teaching and learning." ^[37]

[edit] Summary

The role, purpose and function of public education in our society and our lives as educators is something we hold dearly. The multi-faceted look we have presented in this project demonstrates how various educational participants are approaching their journey into an increasingly connected, always-on, ambiently technological world. The same parties remain in our education system but must change in order to situate themselves in this altered landscape.

The construction of this wiki is sufficient evidence of the change in the way we view and use technology. It has been constructed by a widely diverse group, and has been assembled at all times of the day and night by people in a number of different environments. Whether it's through a phone conference via Skype, in the bookstore at the College of William and Mary in VIrginia, sitting at the local cafe in Illinois, waiting at gate 268 in the Denver airport, or seated at the kitchen table, the wiki has evolved bit by bit, allowing participants the opportunity to learn from each other and benefit from each other's work. The boundaries that have traditionally prevented that kind of exchange are falling fast, and it will take a real and tangible commitment on the part of the educational community to be a part of the new landscape.

If we want to continue to help shape young people and how they learn, we must seek to grasp any clues that help us understand the future, to have a "sensitive description of the terrain." Greenfield continues to remind us to be ready to grapple with changes as we move toward a ubiquitous technology/computing/learning world. We must be ready to, "feel the dissonance, to trip over the odd dislocations that crop up whenever we follow old maps into a new territory."^[38] While our public education system in America served us well for many years, and while it effectively prepared students for their entry into the world, its maps are hopelessly out of date and will no longer help us find our way. New maps are being drawn, and they'll be drawn with our without us.

What is to become of the education system, society, and indeed an entire nation if it holds to old antiquated traditions and does not meet the current, relevant needs of not only the local community but the global community? While policy mandates that we leave no child behind, what is to happen if we leave an entire nation behind? Yes, a rethinking of how to incorporate UT into the classroom, encompass students in effective use of UT for educational and career preparation, and utilize UT in an manner that is beneficial to all parties involved (students of all abilities and cultures, administration, teachers, and the community) is vital in order to truly be a productive partner in a global society.

The real question, then, is do we help lead the exploration of new territory and contribute substantially to the drawing of new maps, or do we stay behind and wonder why we no longer understand the world around us?

[edit] Notes

1. ↑ <http://en.wikipedia.org/wiki/Ubiquitous_computing>
2. ↑ <http://www.rcet.org/ubicomp/what.htm>
3. ↑ Swan, Karen, et. al. (2006). Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools Advances in Educational Administration, Volume 8, 242.
4. ↑ (Stevenson, 1998; Honey & Henriquez, 2000; Hill, Reeves, Grant, Wang, & Han, 2002).
5. ↑ Hill, J.R., Reeves, T.C., Grant, M. M., Wang, S.-K. and Han, S. (2002). The Impact of Portable Technologies on Teaching and Learning: Year Three Report.
6. ↑ Honey, M. & Henriquez, A. (2000). More Things that do Make a Difference for Youth. Union City School District. NJ. Retrived April 8, 2005
7. ↑ Swan, Karen, et. al. (2006). Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools Advances in Educational Administration, Volume 8, 242.
8. ↑ [1]
9. ↑ http://www.nuancestore.com/v2.0-img/operations/scansoft/site/367062/367062_dns-talk.html
10. ↑ http://www.msprojectstart.org/blind%20software.htm#browsers
11. ↑ http://www.deafed.net/Publish
12. ↑ www.deafchildrenandsigning.xom/baby_sign_language.html
13. ↑ http://www.metacafe.com/watch/703597/chicago_virtual_charter_school_cnn_newsclip/
14. ↑ Kowalik, R. and Kwasniewski, S. (2004). Blind & Visually Impaired People: Orientation and Mobility Navigator—A Talking GPS Receiver for the Blind. Computers Helping People with Special Needs. Germany: Springer-Verlag Berlin. 446
15. ↑ <Swan, Karen, Cook, Dale, et al. (2006). Ubiquitous Computing: Rethinking Teaching, Learning, and Technology Integration. Technology and Education: Issues in Administration, Policy, and Application in K12 Schools Advances in Educational Administration, Volume 8, 231-252.>
16. ↑ James L Morrison, Jill L Ericson, Bill Kohler, "Critical Trends Affecting the Future of Higher Education in Minnesota", 1995, Great Lakes and Midwest Regional Conference.
17. ↑ James L Morrison, Jill L Ericson, Bill Kohler, "Critical Trends Affecting the Future of Higher Education in Minnesota", 1995, Great Lakes and Midwest Regional Conference.
18. ↑ James L Morrison, Jill L Ericson, Bill Kohler, "Critical Trends Affecting the Future of Higher Education in Minnesota", 1995, Great Lakes and Midwest Regional Conference.
19. ↑ Wikipedia, http://en.wikipedia.org/wiki/Environmental_scanning,
20. ↑ Stuart Cunningham, Suellen Tapsall,Yoni Ryan,Lawrence Stedman,Kerry Bagdon,Terry Flew, New Media and Borderless Education: A Review of the Convergence between Global Media Networks and Higher Education Provision, January 1998
21. ↑ Glasner, Joanaa. "War-Zone Test for Babel-Fish Tool." Wired 18 Nov. 2005. 20 June 2008 <http://www.wired.com/science/discoveries/news/2005/11/69537>.
22. ↑ Bohn, Jurgen, Vlad Coroama, Marc Langheinrich, Friedemann Mattern, and Miachael Rohs. "Living in a World of Smart Everyday Object-Social, Economic, and Ethical Implications." Human and Ecological Risk Assessment (2004). 19 June 2008.
23. ↑ <Dougiamas, Martin. "Factors affecting educational reform in W.A. schools">
24. ↑ Jones, Vicki, Jun Jo, and Philippe Martin. Griffith University, Gold Coast Campus, QLD Australia. 10 June 2008 <www.cit.gu.edu.au/~phmartin/webKB/ doc/papers/icut07/icut07_JonesJoMartin.doc ->.
25. ↑ "What is Ambient Intelligence?" 16 June 2008 <http://www.research.philips.com/technologies/syst_softw/ami/index.html>.
26. ↑ "Ambient Intelligence, Coming to You." May 2005. 18 June 2008 <http://www.research.philips.com/password/archive/23/pw23_ambintel.html>.
27. ↑ Greenfield, Adam, (2006) Everyware: The dawning age of ubiquitous computing. Berkeley, CA: New Riders.
28. ↑ Greenfield, Adam, (2006) Everyware: The dawning age of ubiquitous computing. Berkeley, CA: New Riders. p. 222.
29. ↑ Greenfield, Adam, (2006) Everyware: The dawning age of ubiquitous computing. Berkeley, CA: New Riders. p. 259
30. ↑ quote from Mary Pennewell, Business Education Teacher, Jefferson High School, Jefferson, Wisconsin, uttered many times to her computer business classes usually when the technology coordinator would enter the room.
31. ↑ http://www.facebook.com
32. ↑ <Dougiamas, Martin. "Factors affecting educational reform in W.A. schools">
33. ↑ <Swan, Karen, Cook, Dale, et al. (2006). Ubiquitous Computing: Rethinking Teaching, Learning, and Technology Integration. Technology and Education: Issues in Administration, Policy, and Application in K12 Schools Advances in Educational Administration, Volume 8, 231-252.>
34. ↑ <Mendels, Pamela. "Push for Computers in Classrooms Gathers New Foes." New York Times 15 Dec. 1999. 6 June 2008>
35. ↑ <http://www.commercialalert.org/news/archive/1999/12/push-for-computers-in-classrooms-gathers-new-foes>.>
36. ↑ <Bielefeldt, Talbot, International Society for Technology in Education National Educational Computing Conference, San Diego, July 6, 2006>
37. ↑ <"Ubiquitous Computing: Near Future and Far Horizons" 3 Panel discussion, NECC 2006>
38. ↑ Greenfield, Adam, (2006) Everyware: The dawning age of ubiquitous computing. Berkeley, CA: New Riders. p. 3.

[edit] Resources

Jones, Vicki and Jo, Jun H. (2007). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. School of Information Technology Griffith University Gold Coast.

http://www.rcetj.org/?type=art&id=5666& Teaching and Learning in a Ubiquitous Computing Environment by Annette Kratcoski, Karen Swan, and Deborah Campbell

http://connect.educause.edu/Library/EDUCAUSE+Quarterly/UbiquitousComputinginEduc/40024?time=1212169005 Book review regarding distance learning. Planning on obtaining book from library.

http://www.amazon.com/Ubiquitous-Computing-Education-Invisible-Technology/dp/0805857362 Ub. Computing in Ed. Planning on obtaining from library.

http://www.juct.org/juct2/index.html Journal of Ubiquitous Convergence Technology

http://www.cjlt.ca/content/vol32.1/sclater.html Canadian Journal of Learning & Technology. UT Integration in Canadian Public Schools

http://www.youtube.com/watch?v=ysJAMQgwma8 Video. Students teach how to use YouTube and comment on why they like YouTube.

http://www.youtube.com/watch?v=RMXox8IJvmE&feature=related Video. Adam Greenfield “Everyware: UT” Part 1 of 8.

http://www.youtube.com/watch?v=WMbxts4gRqI&feature=related Video. UT Future. Multi-Touch Interaction.

http://ubiquitousthoughts.wordpress.com/2006/06/06/ubiquitous-technology-for-a-global-world/ UT Thoughts on Teaching & Learning in a Global World.

http://www.handheldlearning.co.uk/content/view/27/2 UT: more than handlelds, Van’t Hooft, PhD, Mark

http://www.cc.gatech.edu/classes/cs6751_97_fall/projects/say-cheese/marcia/mfinal.html UC and interesting new paradigm, Marcia Riley

Swan, Karen, Cook, Dale, et al. (2006). Ubiquitous Computing: Rethinking Teaching, Learning, and Technology Integration. Technology and Education: Issues in Administration, Policy, and Application in K12 Schools Advances in Educational Administration, Volume 8, 231-252.

Van Hover, S. D., Berson, M. J., Bolick, C. M., & Swan, K. O. (2006). Implications of ubiquitous computing for the social studies curriculum (Republished). Contemporary Issues in Technology and Teacher Education, 6(2), 275-283.

Sotillo, Susana M. (2003) Pedagogical Advantages of Ubiquitous Computing in a Wireless Environment. The Technology Source Archives at the University of North Carolina.

http://technologysource.org/article/pedagogical_advantages_of_ubiquitous_computing_in_a_wireless_environment/

http://goliath.ecnext.com/coms2/summary_0199-5438830_ITM The impact of ubiquitous computing in the Internet age: how middle school teachers integrated wireless laptops in the initial stages of implementation.

Bielefeldt, Talbot. (2006) Teaching, Learning, and One-to-One Computing, International Society for Technology in Education National Educational Computing Conference, San Diego, July 6.

Vicki Jones, Jun Jo, and Philippe Martin. Future Schools and How Technology can be used to support Millennial and Generation-Z Students

FMI http://www.transformingteaching.com/Index/Home/rss.xml

http://www.msnbc.msn.com/id/10482343/ - phone technology and how adult content is driving it

http://www.buffalo.edu/news/9341 - socially relevant computing from the University of Buffalo

http://www.commercialalert.org/news/archive/1999/12/push-for-computers-in-classrooms-gathers-new-foes - opponents to computers in classrooms

ftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/99-17html/99-17.html - using human-computer interaction to empower people

http://www.beehive.govt.nz/release/new+kids+website+--+push+play+eat+well - a new Zealand initiative to use interactive websites to encourage exercise and healthy eating

http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel2/3500/10344/00483146.pdf?temp=x - exploring the concept of teachers facillitating instead of delivering

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - new ways kids are learning and pushing technology

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - an interview with futurist Andrew Zolli

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - NASA’s classroom of the future

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - article about classroom of the future

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - Mayo clinic project on classroom of the future

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - video from Bill Gates (1995) on what the classroom of the future would look like

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - CNN story about using second life in the classroom

http://news-service.stanford.edu/news/2006/november15/barron-111506.html - student produced youtube video depicting future classroom

http://beyondpodcasting.blogspot.com/2007/09/i-dont-know-how-i-want-to-start-this.html - blogging about the difficulties that can be inherent in spending twelve years teaching kids to read and write, then suddenly asking them to transition to all kinds of technologies.

www.fcps.edu/cluster3/knectsII.pdf - ways UT can help eliminate the digital divide

www.mobot.org/education/megsl/MEGSLSum07.pdf - impact of UT on St. Louis math students

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V80-410MFX4-6&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=b05c321e0ec23a590804e091bb299e50