Are IWBs Past Their Prime?

guest post by Jacob Gutnicki

In recent months (perhaps years) many have questioned the cost effectiveness of the IWB and its siblings. More specifically, educators have voiced concerns that the IWBs are redundant as its interactive features mimic the tablet, which can be purchased for far less money. Additionally, numerous critics have lamented that the professional development services offered by IWBs are all too often substandard. In fact, a perusal of recent articles would suggest that school administrators should trash the IWBs and replace it with either tablets or Smart Phones.

Sounds crazy??? Think again. About 10 years ago, laptops became king. As such, many administrators threw out desktop computers that were still in their prime years. About 20 years ago incoming administrators broke apart computer labs, as the computing trend was to push the computers out of the lab and into the classroom. In recent years, schools have also been ditching old equipment believing that only the latest computer hardware should be used with students. This often happens, as it is convenient to purchase new equipment and follow the adage out with the old, in with the new. However, these same schools then wonder why their network-based programs no longer work or in some cases wish to reassemble the lab when computer labs are in style again. They also cry poverty claiming that their computer to student ratio is atrocious.

At the same time, there are many schools that believe that the IWB can do no wrong. In fact, they are aggressively working to outfit each room with an IWB. I have also noticed that IWB training seminars are always well attended.

So… who is right? After all, in this economy we should not spend our limited funds in a callous manner. In truth, this is not an easy question to answer. Many schools purchase IWBs because it is a brand name they are familiar with and believe it will be easier to get “buy in” from their teachers. Additionally, schools are reluctant to use cheaper alternatives, as they believe it will not be compatible with the software they are using. On the other hand, IWB critics believe this technology is prohibitively expensive and is quickly becoming obsolete. IWB critics also assert that tablets and Smart Phone technology is not only cheaper; it also includes far more interactive features thereby putting the IWB to shame.

In the end, schools have to weigh the facts carefully and decide how to best use technology to best serve the needs of their children. This includes examining the school culture, features of competing technologies, physical space available in the school, the school’s comfort level with varying technology models, and the total cost of ownership.

That being said, we must also be careful not to throw the baby out with the bath water. While its important to analyze differing technologies and purchase wisely, it is also essential that we carefully analyze how we are going to use our existing technology and re-purpose it when applicable. Additionally, administrators should inventory their existing hardware, assign all functioning hardware a purpose, and pursue a quality training program that helps build instructional capacity as needed and maximizes how legacy and current technology is used.

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Lessons I Learned about Web 2.0 Technology Working with College Students

by Jacob Gutnicki

This past summer I taught a graduate course that uses technology to support math instruction. Over the course of 5 weeks, my students created lesson plans using Google Docs, developed their own blogs, designed Web Quests powered by Google sites, published podcasts, and produced other educational projects. As always, I warned my students about the dangers of the Internet. However, this time was different. A number of informal conversations revealed that they understood the power of the Internet; both bad and good. Students were already aware of how to make their postings non-listed, how to use privacy settings, as well as other precautions. This might not sound significant. However, I assure you it is. I have taught this type of course various times over the past 7 years and previously, the students’ lack of net awareness was frightening.

However, these teachers were different. When they were in High School, the Internet was already a common household name. More importantly, their Internet experience was not dictated by restrictiveness. Rather, it was used to promote research at their fingertips. At the same time they were made aware of the dangers the Internet can pose if not used judiciously. This has tremendous implications for pedagogical practices in the 21^st century.

It is no secret that in the past 5 years web based applications have dramatically matured. Think about how cell phones, Facebook, Wikis, Twitter, You Tube, Google applications, and other Web 2.0 applications have transformed how we communicate. Today we can receive instant weather reports, traffic reports, and other vital information with our handheld devices. Simply put, Web 2.0 applications is the push technology of the late 1990s reaching its true potential. In five years from now, the next generation will laugh at us, as these devices will continue to revolutionize how we communicate and conduct business.

Yet despite it all, some educators fear the cell phone, are frightened by social networking tools, and as such have banned its usage in educational settings. In fact, it seems that our fears have been growing by leaps and bounds. For this reason, observing the first net generation was very telling.

In watching them use technology, I understood their awareness of safe technology usage was due to their High School and college experiences during which they experimented with all kinds of technology applications under the watchful eye of a knowledgeable teacher. Similarly, the students of today desperately need this training and exposure to both computers and handheld devices. Why you may ask? Like it or not if your students are not using cell phones currently, they will use it soon enough.

Will they know how to use it safely? Will they know about on-line predators? Will they know about privacy settings? More importantly, will they know when it is not appropriate to use the cell phone? This will depend on whether we teach students about proper usage and provide them with ample opportunities to use computers and smart phone technology in a classroom environment where they can share their successes and learn from their mistakes.

You have read this article Cell phones in Education / facebook / Smart Phones / twitter / Web 2.0 with the title Smart Phones. You can bookmark this page URL https://benncam.blogspot.com/2010/10/lessons-i-learned-about-web-20.html. Thanks!

Should Smart Phones Be Banned in Schools?

By Jacob Gutnicki

The rise of smart phones is undeniably a phenomenon, which continues to transform how we work, communicate, and play in the 21^st century. Like the Internet before it, people across the globe are migrating to this technology at backbreaking speeds. We are also seeing these handheld devices being used in classrooms as science probes, photo editors, data entry tools, and of course for text/audio communications. In watching these feats of technological prowess, one cannot help but awe as we watch our motivated youth learning through these technologies. Additionally, there is no question that within 5-10 years the desktop computer will be obsolete and its users who cling to this relic from the past will be deemed the dinosaurs of technology. With this in mind, one would think supporting smart phone usage in the school system is a no brainer.

To this I say, “Not so fast!” In adapting any new technology (and even not so new technology) for classroom use, one must consider the following factors; educational benefits, risks, and child safety. Let us start by examining the last factor. According to recent surveys, 41% of children have been threatened via their smart phone. Even worse, smart phones along with its texting features are the preferred devices of teenage gangs. Subsequently, smart phones are being utilized to cheat in the classroom and to record/post inappropriate information about teachers. Smart phones are also being used by people who;

• Pretend they are other people online to trick others
• Spread lies and rumors about victims
• Trick people into revealing personal information
• Send or forward mean text messages
• Post pictures of victims without their consent

Many educators have also complained that they are a disruption and cause students to easily get distracted. So does this mean smart phones should be banned? After all smart phones are also being used to;

• Text-missed assignments to classmates that are absent
• Perform math functions as the new math curricula encourages the use of a calculator for problem-solving
• Take pictures of notes from the board

Many teenagers have also been known to use their smart phones in various situations that helped protect their safety. Additionally, a quick scan of the Innovative Educator web site reveals a myriad of effective practices already being used in which smart phone technology is being harnessed to empower and teach students. Never the less, every safety study on smart phone technology has reported the rise of cyber-bullying and other negative activities. Can we as educators ignore this looming danger? Does the cited danger validate a ban on smart phones within our school system? Is there a way to make smart phone use safer and acceptable in the school environment? For example, can an Acceptable User Policy help the situation? These are not easy questions to answer. Having said that, here are a few more thoughts on this perplexing matter.

For the time being those who are pro smart phone and those who do not support its use will stick with their position and will not stray from their point of view. However, regardless of one’s standpoint, it is clear that no child should be allowed to use a smart phone within a school setting without signing an Acceptable User Policy. The Acceptable User Policy should require students to attend a minimum of 2 smart phone safety seminars in which they learn about lurking dangers and how to handle those situations. Additionally, an Acceptable User Policy should require students to;

• Register their smart phone with the local law enforcement.
• Understand that they can only send appropriate text, email, or picture messages.
• Understand that they should not give their address or other personal information on a phone call, text, or email to people they do not know, or if others can hear them.
• Understand that they should never respond to an email, text, picture, or voice message from someone they don’t know.
• Agree that they will inform an adult they trust if they receive anything on their phone—a call, a text message, an e-mail, a picture, or voicemail message that makes them uncomfortable.
• Delineate which applications and web sites are appropriate for school use.

Finally, the use of Smart Phones is an earned privilege with the understanding that students will lose their device and other privileges if they violate any of the above rules.

If a school or district promotes an anti smart phone policy, the topic of Cyber Bullying should still be addressed at least twice a year. After all, Cyber Bullying is a problem that is not limited to smart phones. This is evident as a recent survey conducted by the National Crime Prevention Council reported that 43% of middle school students;

• received an e-mail or an instant message that made them upset
• had something posted on a social networking site that made them upset
• had been made fun of in a chat room
• had something posted on a Web site that made them upset
• had something posted online that they did not want others to see
• were afraid to go on the computer

Subsequently, I urge all schools and districts to review their technology policy and examine if their plan adequately addresses the rise of Cyber Bullying and make the appropriate adaptations if needed. For more information visit; http://www.stopcyberbullying.org/ and http://www.ncpc.org/cyberbullying.

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