Beyond the classroom

Using New Educational Technologies to Empower Youth:
The Power of Youth-Adult Partnerships in e-Learning
by Gary Goldman and Barbara L. McCombs

It's time for this nation to involve and empower every young person in America to make significant contributions to their own lives and to the revitalization of their schools, neighborhoods, and communities by joining with adults, as full partners, in action to create change. America's strength as a nation has always depended on a strong education system that prepares its students to be contributing citizens and productive members of the workforce. In today's world, successfully educating all students, regardless of economic or family background, requires new levels of commitment and a call to action from every responsible member of our society.
By now, most people have realized that the world is no longer the safe, stable and predictable place that it once was. There are ever increasing and incredible changes on our nation's future horizon. What impact will this changing world have on education? How can schools prepare youth for this world? How do we provide the enrichment and empowerment they will need to be contributors in solving important world and community problems?
Today's youth represent an enormous untapped resource. Their energy, enthusiasm, creativity, and insight offer critical solutions to many pressing problems - ranging from how best to use technology in education to what is needed to create a peaceful world. The inclusion of their voices in the solutions has not only been overlooked, but we also believe youth voices have been ignored. Although many researchers and educators argue that students are central to educational reform, their views have not been included in most reform efforts. As a result, many of our current educational practices thwart the ideal of teaching to develop intrinsic motivation toward learning and subject matter knowledge. It doesn't have to be that way, and with the power of both emerging technologies and the simple notion of youth-adult partnerships, we believe youth voice must become legitimate and empowering for youth and adults.
The work of Gary Goldman and his institute have been dedicated for over 25 years to mobilize our youth nationally and worldwide by channeling the power of this generation of young people to build healthy, safe, and sustainable communities, in partnership with caring adults. He is the coauthor of, Empowering Students to Transform Schools, Corwin Press, CA. He champions our youth and is dedicated to demonstrating that all young people are very passionate about the issues that affect them and that they want to be involved in creating a better future for all in our global community. To realize this goal, Gary has developed a comprehensive and sustainable Youth-Centered Community model for urban, suburban and rural cities across America.
Barbara McCombs has worked for over 25 years to use the best research knowledge available to design new ways of motivating and engaging youth and adults in new ways of learning. Recently, this work has focused on applying the Learner-Centered Psychological Principles (APA, 1997) as a framework for designing exciting asynchronous online learning environments and new learning partnerships between students and teachers. The principles are seen as a tool for addressing reasons for student dropout, including feelings of isolation, alienation, frustration with difficulty levels, fear of failure, and lack of personal contact with instructors and peers. With the current third generation of distance learning (or e-learning) it is possible to use new and emerging technologies for two-way communication to occur regardless of distance, time, or space. With this new generation of technology there are also increases in learner control, dialog, and thinking skills.
With new educational technologies, students can be positive change agents at both the classroom and school levels. By focusing on school climate and culture, research confirms that it is possible to promote positive student learning environments and productive teacher working conditions. When implementing new technologies - if students are involved with ongoing planning and implementation of both policies and programs - schools also provide a powerful context for youth to become engaged in meaningful and relevant decision-making. In addition, when this infusion occurs, youth bring a sense of mission that positively affects youth, adults, and the entire community. Adults who experience collective action with youth report a sense of being more connected and effective in their work with youth and also demonstrate a positive change in beliefs about both the competence and motivation of youth in general.
Too often student voice is sought through the modern emphasis of accountability rather than a commitment to democratic agency. As an alternative, we suggest a transformative approach that includes the voices of students, teachers, and others involved in education to construct new ways of working together that are empowering in both process and outcome. First, students need to be involved in identifying important issues in their daily experience of schooling. Staff and students can join together in gathering data, making meaning, sharing recommendations for change with fellow students and staff, and moving these forward to the school's governing body. Second, as students begin challenging the curriculum, they can be empowered to move it away from a delivery model to a negotiated curriculum and pedagogy of joint meaning making. As this process is continued, student-induced cultural and structural changes need to be sustained by a new culture of dialogue. As a result, students will be empowered to use their ability to identify and articulate insights into curriculum practices, attitudes toward students will change, and exciting structural changes in schooling practices and adult-youth relationships will occur. The reciprocity of dialogue among students and staff then help them learn from each other. This model is transformative in its commitment to teaching and learning as a genuinely shared responsibility and as a redefinition of what it means to be a student and a teacher.
For student voice to be incorporated into the school functioning as an inclusive learning community, systems and structures are needed that allow dialogue to emerge as a central way of working. One of the challenges is not just sustainability, but the degree to which the system supports both student voice and teacher voice in a way that sustains both. Additionally, there must be a movement to construct new practices and create new ways for teachers and students to make meaning together. It is only then that schools will transform into learning communities in which the voices of students and teachers are acknowledged as legitimately differencing, of equal value, empowering these partners in dialogue about how we learn, how we live, and the kind of place we wish our school community to become.
In a recent survey of youth, we found that 92 percent of youth believe that working on volunteer projects in their own community can help change the way adults see youth. 100 percent believe that working on such projects help youth from different communities see each other differently. However, when these same youth were asked if they believe that adults know "how you really feel" about your position in society, 82 percent said "no", regarding adults in general and 79 percent said "no" with respect to their teachers. Furthermore, when asked if youth were given a true opportunity to come up with ideas about how they might deal with some of the problems facing them in modern society, as well as the resources to address these issues and assume the responsibilities that come with trying to solve such problems - 86 percent of the youth responded "yes." Significantly 100 percent also responded "yes" when asked, if given the opportunity and the vehicle - like youth-adult partnerships - could youth of different backgrounds come together to solve some of the problems they share. Again, 100% of these youth also believe that technology as it relates to the schools, can be used to really help students learn and 86 percent said they would like to have a chance to work with one or more of their teachers in helping to teach them how to use the computer in developing their lesson plans.
To realize this vision of empowering our youth with new technologies and new youth-adult partnerships that give youth legitimate voice, we believe several things are critical. The first of these is a change in attitude and a change in heart about youth and what they can contribute. Related to this is a willingness to engage in the kind of youth-adult dialogue that involves genuine respect for the views of youth. We must recognize the need for a learning environment where the opportunities for learning are not defined by the boundaries of the past, but the limits of the imagination. The following is one such example, from Gary's work through his Institute, of how a change in attitude and heart about young people produced the new youth-adult partnership paradigm that we are proposing.
In one Chicago inner-city high school, students made the decision to improve the quality of life and education for all students. They decided that this school must accept all students who wish to attend. When they began, a majority of the students performed well below the national averages at the time of admission. Thus, the school was charged with overcoming the overwhelming odds of increasing student achievement following 8 years of poor preparation. More than 65% of the student population was classified as low income, and many received public aid, lived in foster homes, or resided in institutions for delinquent children. Crime statistics in this neighborhood school were very high and life in this school community was very difficult for these students.
There was an invitation to come into this setting to work with 50 potential student leaders from all achievement levels. The students were a diverse group who needed to be constantly challenged to reach for new heights. One student in particular appeared to be uninvolved, and for a good part of the all day session, had his head down on the desk. An important part of what we do is recognize the subtle signals that students put out to determine what is really going on with them. It became obvious that he was "listening" in his own way to what was going on in the session, and thus, a decision was made to not confront him to "straighten up" but to see the unique qualities he possessed. This can only be done by having the courage to look beyond the behavior into the true spirit of young people.
When it was time for the entire student group to work on a vision for the school, "the problem student" sat by himself and made his own vision statement for the school. This is what he wrote:

Computer Applicate English Languages Classroom

Computer in classroom are important forteacher. The developing tecnology everytime. And edocation want to high innovative in clssroom. Because it's support learning for students.
Nowaday, the world changing everytime. There are many way to use technology. It's has developed. Computer are important in education because computer help teacher create teaching content. It's developing student's English intercommunicative ability in listening, speaking, reading and writing ability. In computer or Internet have many knowledge and information for learning student. Student can learn and supmit work to teacher by E-mail. Many adventages of computer such as tutor is can repeat lesson as a tutor. CAI, Multimedia etc.
So, compuer are many useful for student.Computer technology in classroom can help learning But there are many disadventage too. Teacher should help use them.

Areeya Chaiyapet 5111114076

Free Computers for County Foster Children Helps Bridge the Digital Divide

Free Computers for County Foster Children Helps Bridge the Digital Divide
August 15th, 2010 Computers and access to the internet are fundamental to a child’s education. But what about families who can’t afford a computer, like the children who are in the foster care system throughout Whitfield County? A group of Whitfield County foster children took taking part in a Digital Literacy Camp, at the North West Georgia Trade & Convention Center in Dalton that will teach them state-of-the-art computer skills. The students will be taught Microsoft Office by certified professionals from Instructional Access Inc., a California based company. After the 21 hours of weekend training, the students will be allowed to take home the laptop computer and color printer they learned on at no cost.

http://www.prlog.org/10824724-free-computers-for-county-foster-children-helps-bridge-the-digital-divide.html

Different Types of Technology and their Educational Applications

Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (Marshall, 2002) have been used in classrooms, and new uses of technology such as podcasting are constantly emerging.

Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994).

Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).

Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff & Kelley, 2002).

The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).

According to Murphy et al, teachers use DES not only to supplement instruction, as in the past, but also to introduce topics, provide means for self-study, and offer opportunities to learn concepts otherwise inaccessible to students. The software also manifests two key assumptions about how computers can assist learning. First, the user's ability to interact with the software is narrowly defined in ways designed specifically to promote learning with the tools. Second, computers are viewed as a medium for learning, rather than as tools that could support further learning (Murphy et al, 2001).

While DES remains the most commonly used approach to computer use in student learning, in more recent years, use of computers in schools has grown more diversified as educators recognize the potential of learning "with" technology as a means for enhancing students' reasoning and problem-solving abilities. In part, this shift has been driven by the plethora of new information and communication devices now increasingly available to students in school and at home, each of which offers new affordances to teachers and students alike for improving student achievement and for meeting the demand for 21st century skills describe earlier. No longer limited to school labs, school hours and specific devices, technology access is increasingly centered on the learner experience.

Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition).

In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

Education Technology

Educational technology
From Wikipedia, the free encyclopediaJump to: navigation, search
Educational technology (also called learning technology) is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[1] The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean.[2]