Please make excerpt out of this article;
JSD
What Research Says:
Training Teachers for Using Technology
By Glenn A. BrandJournal of Staff Development, Winter 1997 (Vol. 19, No. 1)
Increased access to information through new technologies, along with the need to prepare children to compete in an emerging information-based global economy, promises to fundamentally reshape school practice as we move into the next century (Harvey & Purnell, 1995; Jonasson, 1993). Despite increased access to computers and related technology for students and teachers, however, schools are experiencing difficulty in effectively integrating these technologies into existing curricula.
According to the U.S. Congress, Office of Technology Assessment (1995), the lack of teacher training is one of the greatest roadblocks to integrating technology into a school’s curriculum. That same report revealed that most school districts spend less than 15 percent of their technology budgets on teacher training and development.
Such a figure makes it easy to understand Moursund’s (1992) contention that current educational systems have done a miserable job empowering teachers to appropriately and effectively use computer-related technology in the classroom.
A review of the recent literature on professional development of teachers and educational technology provides insights into well-structured staff development programs on educational technology.
Time. Teachers must have substantial time if they are going to acquire and, in turn, transfer to the classroom the knowledge and skills necessary to effectively and completely infuse technology into their curricular areas (Boe, 1989; Hawkins & MacMillan, 1993; Kinnaman, 1990). However, Harvey and Purnell (1995) suggest there is overwhelming sentiment that schools have yet to create the kind of training and practice time teachers need in order to learn how to effectively integrate technology into the curriculum.
Although training and development time varies according to individuals, Guhlin (1996) states the time required is whatever satisfies a teacher’s need for exploratory learning. That learning includes what the teacher needs to learn to effectively use the computer as both a personal and instructional tool.
When should such training be allocated? Shelton and Jones (1996) suggest that teachers need considerable training and development time outside the school day so they can concentrate on instruction and training objectives without having to deal with the normal school day demands. Therefore, training should be provided outside or away from the normal school day–for example, at a satellite location or in an area removed from regular school activities. When this is not possible, training should be provided in smaller modules either before or after school.
Take into account varying needs. When designing staff development sessions on technology, individual differences must be addressed and individual strengths supplemented (Boe, 1989; Browne & Ritchie, 1991; Shelton & Jones, 1996).
Even when professional development opportunities for technology are available, personal anxiety associated with such opportunities results because teachers arrive at the learning environment with an immense range of abilities and specific developmental needs. As a result, classroom teachers should be involved from the beginning in planning the development sessions so they can be certain their specific needs will be addressed (Guhlin, 1996).
A training program that takes varying needs into account might (Pope, 1996, Shelton & Jones, 1996):
• Identify teachers’ current interests and needs before the instructional session;
• Provide training geared to the identified needs of the target audience of teachers;
• Supplement participating teachers’ strengths; and
• Promote diversified instructional strategies to fit the various learning styles.
Flexibility of professional development opportunities. Staff training programs designed for the technological development of teachers are effective when programming offers flexibility and is not based on a "one size fits all" philosophy.
Teacher training programs must not expect that all participants will leave with the knowledge and skills to facilitate the transfer of learning to their individual classrooms. Browne and Ritchie (1991), Harvey and Purnell (1995), and Stager (1995) state that, instead, effective staff development for technology requires flexible content and opportunities.
Flexibility can be provided by (Browne & Ritchie, 1991; Harvey & Purnell, 1995; Kinnaman, 1990; Pope, 1996; Stager, 1995):
• On-site programming which allows for flexible scheduling;
• Opportunities to complete the development sessions on the learner’s own schedule and, if necessary, on their own time;
• Opportunities to participate in a combination of learning opportunities such as traditional workshops and in-class collaborations;
• Sessions built around smaller groups, and not limited to large group workshops and classes; and
• Instructional variety to teach knowledge and skills.
Provisional support. One of the most effective ways to align staff development with the district/school goals is to invest in someone with experience in both technology and curriculum (Kinnaman, 1990). Shelton and Jones (1996), Guhlin (1996), Stager (1995), Pearson (1994), Kinnaman (1990), and Persky (1990) all identify the virtues of having a full-time technology resource teacher in the school or district to bring technology into the basic fabric of the curriculum.
Having a technology resource teacher is especially beneficial for novice users, or those at the emerging stage of technological use and understanding.
Novice computer users are more likely to begin integrating technology into the curriculum when they have someone to whom they can turn for knowledge about computers as well as for emotional support and reassurance (Pearson, 1994; Persky, 1990). Whether this person is at the site or the district, just having someone in such a role can be a valuable asset in creating, implementing, and directing a global vision for integrating technology into schools.
In addition to these critical facets, such a coordinator can fulfill other functions as well. He or she can:
• Ensure that school/district objectives are met;
• Take on responsibility for aligning and organizing staff development;
• Support teachers both emotionally and technically;
• Work with a core group of teachers representing the district’s subject areas and grades;
• Coordinate time for teachers to explore and learn the new technology; and
• Act as the essential link for empowering all teachers to effectively use technology and integrate it into the overall curriculum.
Collaborative development. The environment in which the effective technological development of teachers occurs is built around collaborative learning. Because teachers vary in their level of expertise at the time of their training, the context which surrounds their technological professional development must provide a non-threatening environment that is sensitive to the individual teacher's level of expertise and experience (Browne & Ritchie, 1991; Shelton & Jones, 1996).
As a result, Stager (1995), Browne and Ritchie (1991), and Persky (1990) suggest that collaborative problem solving and cooperative learning must undergird the approach to technology learning for teachers.
Although a number of collaborative learning approaches are available, peer coaching and modeling have been most effective in transforming workshop information to classroom application and practice (Browne & Ritchie, 1991; Kinnaman, 1990; Persky, 1990).
Peer coaching, usually established in a one-to-one tutoring situation, is effective because it does a better job of addressing the unique learning needs of individuals (Browne & Ritchie, 1991). Examples of such coaching include pairing a novice and experienced mentor teacher or grade-level and content-specific teachers.
Modeling enables teachers to observe expert performance. It helps teachers overcome the insecurity and fear of applying what they have learned in workshops. Teachers who learn with "trainers" who model good use of technology often are less fearful and more confident about using technology in their classrooms (Browne & Ritchie, 1991). When an expert teacher provides the instruction, the teacher-learners also have a benchmark for measuring their own progress.
Remuneration and teacher recognition. If teachers are to feel good about taking time from their schedules to acquire new computer skills, they must be provided incentives, remuneration, and recognition rather than road blocks (Kinnaman,1990).
Studies in the business sector indicate that providing workers with highly developed technological training fails if the employees don’t receive adequate incentives (Moursund, 1992). Guhlin (1996) and Stager (1995) have echoed this need in education to support and celebrate initiatives, in turn recognizing teachers who demonstrate effort and commitment to educational computing.
Although the means of such recognition could vary, possible incentives to facilitate teacher recognition include:
• Encouraging teachers to share their experiences through writing magazine articles, sharing at conferences, leading of workshops, or other means;
• Encouraging and financially supporting teachers to attend related conferences at the board’s expense;
• Giving progressive teachers additional access to hardware and software;
• Allowing teachers opportunities to earn extra computers for their classroom;
• Providing copies of the software and manuals that teachers are trained on; and
• Instituting computer purchase assistance programs and summer and weekend loan programs (Guhlin, 1996; Kinnaman, 1990; Stager, 1995).
Sustained staff development. To help teachers properly complete the "learning cycle" of computer-related professional development, training must be ongoing and systematic (Kinnaman, 1990).
In a study examining what hinders or promotes successful integration of technology into the middle-school curriculum, Persky (1990) noted that using technology is not easy and that learning how to effectively use technology in the context of the classroom does not happen overnight. The need to allot time for continual learning is echoed in studies outside of education, which suggest that providing workers with high technology on the job ultimately fails if employees don’t receive adequate training and continuing, on-the-job support (Moursund, 1992).
Further, this need for continuing support means teacher training must be ongoing and not limited to "one-shot" sessions (Hawkins & MacMillan, 1993; Kinnaman, 1990; Shelton & Jones, 1996). Harvey and Purnell (1995) stated that teachers want sustained staff development rather than short-term training and development programs in technology.
Link technology and educational objectives. The technological training must have an instructional focus that guides teachers to think first about their curriculum and then helps them address how to integrate technology into the curriculum (Guhlin, 1996; Persky, 1990).
Teacher training often isolates technology as a separate discipline and focuses on training for specific computer applications, such as word processing (Persky, 1990; Shelton & Jones, 1996). Focusing on this skill development, however, is problematic since it offers teachers little opportunity to transfer their learning into their classrooms (Shelton & Jones, 1996).
Modern staff development must do more than simply help teachers embrace technology; it must also anticipate the classroom change that will accompany its widespread use (Browne & Ritchie, 1991; Guhlin, 1996; Kinnaman, 1990; Persky, 1990; Stager, 1995). This notion of technology as separate and isolated needs to be significantly altered so that teachers understand how technology can support educational objectives (Boe, 1989).
If educators are going to be convinced to change their practice by integrating technology into their teaching, they must see the relevance of technology to what they do in the classroom (Browne & Ritchie, 1991; Shelton & Jones, 1996).
Intellectual and professional stimulation. The model of staff development for technology must put the teacher/learner at the center of the learning experience and provide a meaningful context for learning (Stager, 1995).
Teachers need instruction that engages them and forces them to reflect on the benefits and limitations of teaching with technology (Persky, 1990; Shelton & Jones, 1996). When teachers engage with others in ongoing reflection about what they have learned about the instructional use of technology, they are more likely to critically evaluate their own pedagogical practice and redesign their instruction.
Given the findings by Harvey and Purnell (1995) and Hawkins and MacMillan (1993), the need to provide meaningful contexts for effective teacher learning is not surprising. They found that teachers grew in their use of technology when there was substantial effort and personal interest in the training and when they were involved with programs that advanced them both intellectually and professionally. Ultimately, such stimulation will lead to the empowerment of teachers concerning their individual technological use and development.
Clear administrative message. If the technological development of teachers is to truly be effective, administrators must not simply pay lip service to the cause. They must take supportive action (Persky, 1990).
Preparing teachers for schooling in the emerging information-based society requires a new vision of teaching and associated expectations for staff development. Administrators must communicate this vision so all educators in the system understand it, and they must support teachers pursuing training in this area (Boe, 1989).
The administrative message must provide a clear, articulate philosophy regarding how the new technology will be used and how the culture of the school is likely to change. Stager (1995) states that this message must clarify the curricular content and traditions valued by the school as well as specify the outdated methodology and content that will be replaced as technology is introduced. This will illuminate for those skeptics the need to change and the need to get themselves "professionally developed."
School administrators can supplement the technological development of teachers by:
• Establishing flexible schedules so teachers can practice what they have learned (or to continue their learning);
• Encouraging and facilitating team teaching and peer coaching;
• Allowing teachers to visit each other’s classrooms to observe technology integration; and
• Scheduling regular meetings among teachers using technology to plan and evaluate instruction (Persky, 1990).
Conclusions
Technology is being integrated into school curriculums in many schools across North America as a result of effective staff development. If technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices. This will only occur by providing adequate training and development of teachers.
References
Boe, T. (1989). The next step for educators and the technology industry: Investing in teachers. Educational Technology, 29(3), 39-44.
Browne, D.L., & Ritchie, D.C. (1991). Cognitive apprenticeship: A model of staff development for implementing technology in schools. Contemporary Education, 63(1), 28-33.
Guhlin, M. (1996). Stage a well designed saturday session and they will come! Technology Connection, 3(3), 13-14.
Harvey, J., & Purnell, S. (1995, March). Technology and teacher professional development. Report Prepared for the Office of Educational Technology, U.S. Department of Education. Santa Monica, CA: Rand Corporation
Hawkins, J., & MacMillan, K. (1993). So what are teachers doing with this stuff? Electronic Learning, 13(2), 26.
Jonasson, H.G. (1993). Effective schools link professional development, teacher supervision, and student learning. The Canadian School Executive, 12(8), 18-21.
Kinnaman, D.E. (1990). Staff development: How to build your winning team. Technology and Learning, 11(2).
Moursund, D. (1992). Empowering teachers. The Computing Teacher, 20(4), 6.
Pearson, K. (1994). Empowering teachers for technology. The Computing Teacher, 22(1), 70-71.
Persky, S.E. (1990). What contributes to teacher development in technology. Educational Technology, 30(4), 34-38.
Pope, S. (1996). Singing the praises of on-site training. Technology Connection, 3(3), 16-17.
Shelton, M., & Jones, M. (1996). Staff development that works! A tale of four T’s. NASSP Bulletin, 80(582), 99-105.
Stager, G.S. (1995). Laptop schools lead the way in professional development. Educational Leadership, 53(2), 78-81.
U.S. Congress, Office Of Technology Assessment. (1995). Teachers and technology: Making the connection. OTA-EHR-616 (database online). Available at: http://www.wws.princeton.edu/ota/disk1/1995/9541.9541.html.
About the Author
Glenn A. Brand is a computer teacher with the Peel Board of Education, Fairwind Senior Public School, 5235 Fairwind Dr., Mississauga, Ontario, Canada, L5R 3L2, (905) 507-3877, fax (905) 507-3881, (e-mail: gbrand@oise.utoronto.ca).
[THIS WILL BE A BOXED ITEM, PLACED NEAR THE END OF THE ARTICLE.]
Consider this:
• What are the needs for staff development in technology in your school or district?
• How might the elements of effective staff development (see the box in this article) be applied in your school or district?
Elements of Effective Staff Development for the
Technological Development of Teachers
A number of elements help define an effective staff development program for teachers focused around technological development. They include:
1. Provide sufficient learning time so teacher will learn to use computers effectively for personal and instructional uses.
2. Address individual teacher differences and supplement individual strengths, being sensitive to each teacher’s expertise and experience.
3. Allow flexibility in programming and instructional learning opportunities.
4. Invest in individuals who are experienced in both technology and curriculum at either the school or district level.
5. Design instructional environments around collaborative problem solving and cooperative learning.
6. Support and celebrate a teacher’s commitment to educational computing by providing incentives, remuneration, and recognition.
7. Provide training and related instruction that allows time for continued, ongoing learning, and on-the-job support.
8. Avoid isolating technology as a separate discipline. Provide an instructional focus that illustrates how technology can support educational objectives.
9. Design instruction and activities that engage teachers both intellectually and professionally.
10. Develop school administrators who encourage the technological development of teachers.
10 comments:
News Card Posting 5
Protein found to set the heart's cadence
Tina Hesman Saey
Source: Science News Organisation
The heart’s got rhythm, thanks to molecular timekeepers.
Researchers at the University of Utah in Salt Lake City have discovered a new role for a well-known metabolic protein — as a conductor setting the pace of the heart’s daily cadence and the rise and fall of blood pressure. The finding, reported in the Dec. 3 Cell Metabolism, links the heart’s daily clock with other metabolic functions of the body, helping to explain why sleep disturbances may lead to high blood pressure and diabetes.
Heart rate and blood pressure rise and fall over the course of the day in a regular pattern, one of the body’s best-known circadian rhythms. Blood pressure falls at night, rises sharply just before a person wakes up and then peaks about midmorning. The steep rise in blood pressure may be the reason people are more likely to have heart attacks and strokes in the morning than at other times of day.
Most of the body’s daily patterns are controlled by a master clock in the brain, but each cell in the body contains timekeeping proteins as well. Scientists knew that heart rate and blood pressure are governed by a daily clock, but didn’t know whether the heart and blood vessels keep their own time or dance to the beat of the body’s master clock.
Tianxin Yang, a physiologist at the University of Utah, and his colleagues stumbled upon the answer to that question while investigating the cardiovascular side benefits of some widely used diabetes drugs, such as rosiglitazone. The drugs not only help treat type 2 diabetes, but also improve cardiovascular health.
The team sought to understand the protein these drugs target: Peroxisome proliferator-activated receptor-gamma, or PPARgamma, is involved in controlling how the body uses glucose and lipids. To learn more about the protein’s role in the vascular system, the researchers genetically engineered mice to lack the protein only in the heart and blood vessels.
The team found that mice lacking PPARgamma only in the heart and blood vessels don’t have dramatic differences in blood pressure over the course of the day the way normal mice do. That result means that PPARgamma must be involved in setting the clock that governs heart and blood pressure rhythms, the team reports. The researchers demonstrated that PPARgamma and the diabetes drugs probably set the clock by stimulating production of another protein, BMAL1, which is a major gear in all the body’s molecular clocks.
The possibility that the main brain-clock helps set the pace of the heart and blood vessels cannot be ruled out, but the finding is evidence that the vascular system has its own clock, one that is tied to other metabolic processes, says Yang. “This peripheral clock is definitely required to maintain the normal cardiovascular rhythm,” he says.
Because PPARgamma is affected by metabolism and diabetes drugs, it is likely a clock that can be wound by outside factors. “This is a nice paper that clarifies one mechanism by which environmental influences can impinge on the molecular clock,” says Garret FitzGerald, a pharmacologist at the University of Pennsylvania School of Medicine in Philadelphia.
Other metabolic factors are also likely to influence the body’s rhythms, says FitzGerald.
“The more we learn about the clock from mutant mice, the more important it appears to be in the regulation of cardiovascular and metabolic function,” he says.
Homework 5. Excerpt of JSD
Despite increased access to computers and related technology for students and teachers, however, schools are experiencing difficulty in effectively integrating these technologies into existing curricula. The lack of teacher training is one of the greatest roadblocks to integrating technology into a school’s curriculum. That same report revealed that most school districts spend less than 15 percent of their technology budgets on teacher training and development. A review of the recent literature on professional development of teachers and educational technology provides insights into well-structured staff development programs on educational technology.
Time. Teachers must have substantial time if they are going to acquire and, in turn, transfer to the classroom the knowledge and skills necessary to effectively and completely infuse technology into their curricular areas (Boe, 1989; Hawkins & MacMillan, 1993; Kinnaman, 1990). When should such training be allocated? Shelton and Jones (1996) suggest that teachers need considerable training and development time outside the school day so they can concentrate on instruction and training objectives without having to deal with the normal school day demands.
Take into account varying needs. When designing staff development sessions on technology, individual differences must be addressed and individual strengths supplemented (Boe, 1989; Browne & Ritchie, 1991; Shelton & Jones, 1996).
A training program that takes varying needs into account might (Pope, 1996, Shelton & Jones, 1996):
• Identify teachers’ current interests and needs before the instructional session;
• Provide training geared to the identified needs of the target audience of teachers;
• Supplement participating teachers’ strengths; and
• Promote diversified instructional strategies to fit the various learning styles.
Flexibility of professional development opportunities. Staff training programs designed for the technological development of teachers are effective when programming offers flexibility and is not based on a "one size fits all" philosophy. Flexibility can be provided by (Browne & Ritchie, 1991; Harvey & Purnell, 1995; Kinnaman, 1990; Pope, 1996; Stager, 1995):
• On-site programming which allows for flexible scheduling;
• Opportunities to complete the development sessions on the learner’s own schedule and, if necessary, on their own time;
• Opportunities to participate in a combination of learning opportunities such as traditional workshops and in-class collaborations;
• Sessions built around smaller groups, and not limited to large group workshops and classes; and
• Instructional variety to teach knowledge and skills.
Provisional support. One of the most effective ways to align staff development with the district/school goals is to invest in someone with experience in both technology and curriculum (Kinnaman, 1990). Having a technology resource teacher is especially beneficial for novice users, or those at the emerging stage of technological use and understanding.Novice computer users are more likely to begin integrating technology into the curriculum when they have someone to whom they can turn for knowledge about computers as well as for emotional support and reassurance (Pearson, 1994; Persky, 1990). In addition to these critical facets, such a coordinator can fulfill other functions as well. He or she can:
• Ensure that school/district objectives are met;
• Take on responsibility for aligning and organizing staff development;
• Support teachers both emotionally and technically;
• Work with a core group of teachers representing the district’s subject areas and grades;
• Coordinate time for teachers to explore and learn the new technology; and
• Act as the essential link for empowering all teachers to effectively use technology and integrate it into the overall curriculum.
Collaborative development. Because teachers vary in their level of expertise at the time of their training, the context which surrounds their technological professional development must provide a non-threatening environment that is sensitive to the individual teacher's level of expertise and experience (Browne & Ritchie, 1991; Shelton & Jones, 1996).
Remuneration and teacher recognition. If teachers are to feel good about taking time from their schedules to acquire new computer skills, they must be provided incentives, remuneration, and recognition rather than road blocks (Kinnaman,1990). Although the means of such recognition could vary, possible incentives to facilitate teacher recognition include:
• Encouraging teachers to share their experiences through writing magazine articles, sharing at conferences, leading of workshops, or other means;
• Encouraging and financially supporting teachers to attend related conferences at the board’s expense;
• Giving progressive teachers additional access to hardware and software;
• Allowing teachers opportunities to earn extra computers for their classroom;
• Providing copies of the software and manuals that teachers are trained on; and
• Instituting computer purchase assistance programs and summer and weekend loan programs (Guhlin, 1996; Kinnaman, 1990; Stager, 1995).
Link technology and educational objectives. The technological training must have an instructional focus that guides teachers to think first about their curriculum and then helps them address how to integrate technology into the curriculum (Guhlin, 1996; Persky, 1990). Modern staff development must do more than simply help teachers embrace technology; it must also anticipate the classroom change that will accompany its widespread use (Browne & Ritchie, 1991; Guhlin, 1996; Kinnaman, 1990; Persky, 1990; Stager, 1995).
Intellectual and professional stimulation. The model of staff development for technology must put the teacher/learner at the center of the learning experience and provide a meaningful context for learning (Stager, 1995).
Clear administrative message. If the technological development of teachers is to truly be effective, administrators must not simply pay lip service to the cause. They must take supportive action (Persky, 1990).
School administrators can supplement the technological development of teachers by:
• Establishing flexible schedules so teachers can practice what they have learned (or to continue their learning);
• Encouraging and facilitating team teaching and peer coaching;
• Allowing teachers to visit each other’s classrooms to observe technology integration; and
• Scheduling regular meetings among teachers using technology to plan and evaluate instruction (Persky, 1990).
Source : le monde daily News
http://www.lemonde.fr/technologies/
Author : Martine Laronche
What can be disclosed on the Internet without risk? How to make a private profile on Facebook to communicate with friends online without endangering themselves eg install parental control software? With the new line national telephone for the protection of minors on the Internet, parents and their children should be able to quickly find answers to these questions.
Operational since 1 December, Net Family Listening (0-820-200-000 number indigo 0.09 € / min) is open Monday to Friday from 9 to 19 hours. Implementation by e-Enfance association. This line provides more practical advice, and psychological support when confronted with shocking images, psychological manipulation and harassment online.
The team of listeners for e-Childhood is supported by two psychologists, Beatrice Copper-Royer and Michael Stora, specializing in video game abuse. With this telephone, e-Children, can hear many stories by victims with the hope to prevent more children being preyed upon over the internet.
Source : Le Monde daily news
http://www.lemonde.fr/technologies
Author : Olivier Dumons
Facebook is not immune to the virus
The social network Facebook is not immune to infections. "Malware" (malicious software). Koobface, a virus already known to MySpace, where it raged last August, has appeared this week in Facebook, with the e-mail titled "You look just awesome in this new movie" (Look how you are great in this new film).
The message spreads through the address book of his friends on Facebook. Once opened, he asks to download an update of Adobe Flash Player. If you install the downloaded program, each query on the main search engines (Google, Live.com, MSN and Yahoo!) willl be diverted to sites that hackers will try to recover any confidential information on the computer.
According to Barry Schnitt, the spokesman for Facebook, "some other viruses have tried to use Facebook in a similar manner to spread, [but] a very small percentage of users have been affected by these viruses." The company Facebook has released instructions to eradicate the virus at www.facebook.com / security. It identifies the threats to the network, while advising its members to delete all contaminated messages.
Training for Teachers using Technology is a huge revolution''.'' This requires a global revision of the education and the re-training of a generation of teachers. It takes a long time, commitment, effort and resources. Several factors must be taken into account as follows:
Time,
Take into accounting varying needs,
Flexibility of professional development opportunities,
Provisional support,
Collaborative development,
Rénumération and teacher recognition,
Sustained staff development,
Link technology and educational objectives,
Professional and intellectual stimulation,
My view regarding Training for Teachers using Technology
The United States of America is in the process of wanting to standardize teaching of all subjects supported by technology without increasingt the complexity of the implementation ; which is a revolution! To do this we must train both students and teachers. The teachers are from diverse backgrounds as are the students. Everyone is at a different level of skill and opportunity os often dependent on having money. This will create an elite . But perhaps this elite happens in many other ways ; access to technology is just one more inquality.
The transition from traditional education to technology also requires a lot of money in a capitalist economic system. But how a country like the USA provides these resources will be interesting to note !
Bussakorn Lert-itthiporn
ID: 512-9501
News Card No.5
Intel Hopes to Bring Free Energy to Mobile Devices
PC World - www.pcworld.com
Monday, 8 December 2008
- Intel on Friday said it is researching technology to harvest free energy from the environment, which could lead to devices such as mobile phones running for indefinite periods without recharging.
The company is working on tiny sensors that can capture energy from sources such as sunlight and body heat. In the future, such energy could be used to power personal electronic devices such as cell phones.
There are already watches available that are powered by body heat, as well as prototype smartphones with display screens that double as solar cells, said Justin Rattner, chief technology officer at Intel, during a press event. Intel is also looking at powering a mobile phone by harvesting the energy the user generates by moving the phone's trackball. The radiation of cell phone or TV signals might also be used to power devices.
"Wouldn't it be nice if, in fact, you were able to go almost indefinitely without charging the battery, if you were able to scavenge enough free energy from the environment?" Rattner said.
Intel's initial efforts revolve around the sensors, which could power themselves using free energy. Recharging themselves by scavenging free energy allows the sensors to continuously record and transmit readings over wireless networks, without any human involvement.
For example, an accelerometer buried in the wall of a building could automatically recharge itself by harvesting the energy of radiation from a cell phone tower, allowing it to continuously take and transmit readings of the building's movement.
"It wouldn't have any batteries, you wouldn't have to come out and service them, and you don't have to run any power. They are completely self-contained, and most importantly, self-powered as a result of scavenging energy from the environment," Rattner said.
Intel has also designed a self-charging neural implant that can monitor bodily functions and transmit its readings wirelessly, Rattner said.
"I never have to ... come along with some sort of external fixture and have to recharge this. These become ... install-and-forget systems, because they can scavenge energy from the environment and power themselves up," Rattner said.
Intel has not marketed such a sensor yet, as its research is still ongoing, Rattner said. Sensors use just a fraction of the power demanded by typical mobile devices, and it may take a while before the energy-harvesting technology can power larger items.
For now, the research is intended to provide a broader view of energy harvesting, and many Intel product groups are showing interest in it.
"We haven't been driving it as an Intel product; it's not on anyone's road map at this point. It's part of our broader effort in both sensors and energy harvesting," Rattner said.
Comment:
It will be good for the environment and convenient for people when the hope to bring free energy such as sunlight and body heat to use with mobile devices comes true. The Intel ongoing research is about using sensors that can power and recharge themselves by feeding on free energy from the environment. In the future, people might not need to recharge the battery of their mobile phones or might not need a battery at all as the devices would be self-contained and self-powered.
Bussakorn Lert-itthiporn
ID: 512-9501
What research says:
Training Teachers for Using Technology
Excerpt:
According to Harvey and Purnell (1995), the increased use of new technologies to gain information and the need to prepare children for a more competitive world is changing the school practice. However, the problem for schools is that it is difficult to put technologies into use effectively in the curricula.
It is pointed out by the US Congress, Office of Technology Assessment (1995) that teacher training is needed to put technology into a school’s curriculum. Moreover, it shows that some schools spend little money on teacher training and development to use computer-based technology in the classroom effectively.
A well-structured development staff programs on educational technology by a review of the recent literature on professional development of teachers and educational technology says that:
Time:
Teacher must have time to acquire and practice skills and knowledge to use computer as personal and instructional tool. Therefore, schools should create the training and practice time teachers need in order to effectively learn and use technology.
Take into account varying needs:
Individual differences and individual strengths should be taken into account when designing staff development sessions on technology such as personal anxiety. Therefore, according to Guhlin (1996), classroom teachers should participate in planning the development sessions to address their specific needs.
Flexibility of professional development opportunities:
Effective staff development for technology requires flexible content and opportunities, stated by Harvey and Purnell (1995) and Stager (1995).
Provisional support:
Having a teacher who is experienced in both technology and curriculum is one of the most effective ways to align staff development with the district or school goals. A full-time technology resource teacher can be an important role in creating, implementing and directing a global vision for putting technology into schools.
Collaborative development:
It is the environment in which the teachers can effectively develop the level of expertise while in training sessions; a non-threatening environment.
Remuneration and teacher recognition:
Providing remuneration, incentives, and recognition will make teachers feel good about taking their time from their schedules to acquire new computer skills.
Sustained staff development:
The training should be ongoing and systematic.
Link technology and educational objectives:
Teachers will be able to integrate technology into curriculum when the training has an instructional focus which guides them to think about and relate to their curriculum, according to Guhlin (1996) and Persky (1990).
Intellectual and professional stimulation:
The model of staff development should put teacher/learner at the centre of learning experience. Teachers, then, can reflect on the benefits and limitations of teaching with technology and critically evaluate their own pedagogical practice and redesign their instruction.
Clear administrative message:
Administrators must show supportive action to make technological development of teachers effective.
In order for teachers to effectively integrate technology into curriculum, there should be a staff development program to support them. Teachers will be trained and able to relate and reflect the skills and knowledge they obtain in the training session and use it for their instruction in computer-related teaching and learning environment. There are several factors that affect them and need to be considered and manage to create technology resource teachers as a valuable asset for integrating technology into schools and transfer the skills and knowledge to students.
Conclusions
Technology is being integrated into school curriculums in many schools across North America as a result of effective staff development. If technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices. This will only occur by providing adequate training and development of teachers.
Consider this:
• What are the needs for staff development in technology in your school or district?
• How might the elements of effective staff development (see the box in this article) be applied in your school or district?
Elements of Effective Staff Development for the
Technological Development of Teachers
A number of elements help define an effective staff development program for teachers focused around technological development. They include:
1. Provide sufficient learning time so teacher will learn to use computers effectively for personal and instructional uses.
2. Address individual teacher differences and supplement individual strengths, being sensitive to each teacher’s expertise and experience.
3. Allow flexibility in programming and instructional learning opportunities.
4. Invest in individuals who are experienced in both technology and curriculum at either the school or district level.
5. Design instructional environments around collaborative problem solving and cooperative learning.
6. Support and celebrate a teacher’s commitment to educational computing by providing incentives, remuneration, and recognition.
7. Provide training and related instruction that allows time for continued, ongoing learning, and on-the-job support.
8. Avoid isolating technology as a separate discipline. Provide an instructional focus that illustrates how technology can support educational objectives.
9. Design instruction and activities that engage teachers both intellectually and professionally.
10. Develop school administrators who encourage the technological development of teachers.
It is necessary to give teachers training to develop their skill and to up to date in the technology part so that it will be effected in teaching and learning.
So time is needed and as administrator has to see to it an encourage and to be able to develop their skills in teaching. It will be more effective if the school make a curriculum for the teachers in learning new technology.
Thitima Chawla
ID: 5129514
News Card Posting NO. 5
Title: Wireless turns iPod into a phone
Source: www.bbc.co.uk
December 6, 2008 10:00
A freeware application for the iPod Touch can turn the music player into a virtual mobile phone.
Truphone uses Wi-Fi technology in an iPod Touch to allow users to make calls to other iPod Touch owners and Google Talk's messaging service users. The software is a spin-off from technology Truphone developed for smart phones and iPhones. The developers plan to have the ability to make calls to and from landlines in place very soon.
IPod Touch owners that want to use the software will have to buy a clip-on microphone for the portable music player. Truphone is the latest firm to offer voice over internet protocol (VoIP) and Skype. There are some new features soon to be launched for the iPod Touch that will let users call landlines, Skype users or send instant messages. Although Truphone technology can, in theory, work on any mobile device, the firm is concentrating on devices that have an application store.
They have decided to focus on devices that are Wi-Fi enabled and have an apps-store. For the consumer, there has to be an easy way of downloading an application. The only problem is that for a Wi-Fi connection to work, users need to be within range of a Wi-Fi network.
Truphone founder - James Tagg - said that the technology also worked on other mobile devices, albeit in a slightly different way.
For example: If you were using Truphone on a Blackberry, it will use cellular technology to log into the Truphone's website. Then the users can make an international call, call a user on VoIP, or send an instant message.
The first call from the user to the company’s server is charged at local rate, which is at a reasonable rate and the users will be able to afford it.
Thitima Chawla
ID: 5129514
What research says: Training Teachers for Using Technology
Excerpt of JSD
The increased use of new technologies to gain information and the need to prepare children for a more competitive world is changing the school practice. However, the problem for schools is that it is difficult to put technologies into use effectively in the curricula. The lack of teacher training is one of the greatest problems to put together technology into a school’s curriculum. Moreover, research shows that some schools spend little money on teacher training and development to use computer-based technology in the classroom effectively.
A review of the recent literature on professional development of teachers and educational technology provides insights into well-structured staff development programs on educational technology.
Time: It is necessary for the teachers to have the time to obtain the knowledge, skills and practice to use technology as their mean of teaching. Hence, it is a must that schools provide the time and training for the teachers to learn and be able to practice the use of technology in order to effectively use it as an instructional tool.
Take into account varying needs: When designing staff development sessions on technology, individual differences must be considered such as individual strengths and weaknesses. It is best if the teachers were to be part of the planning the development sessions to address their specific needs.
Flexibility of professional development opportunities: Staff training programs designed for the technological development of teachers is successful when the program offers flexible schedules to best fit majority of the teachers.
Provisional support: In order to meet the school/district goals, it is best for schools to have well experience teachers in both technology as well as curriculum. Having someone with experience can help boost confidence for the beginners as they will know who to turn to when in doubt. This way they can work together and integrate technology and curriculum. This will help bring more use of technology into schools.
Collaborative development: Different teachers have different field to expertise. The schools should provide a non-threatening environment so that the teachers are able to develop their technological use during the training sessions.
Remuneration and teacher recognition: To make the teachers feel good about taking time out of their schedules to acquire new computer skills, the schools should provide them with remuneration, incentives, and recognition.
Sustained staff development: The training should be a continuous process to gain latest knowledge for the long term purpose.
Link technology and educational objectives: If the training provides enough information and guidance the teachers will be able to integrate technology into curriculum.
Intellectual and professional stimulation: The model of staff development for technology must put the teacher/learner at the center of the learning experience and provide an important background for learning. The teacher may then learn and redesign their instruction methods using technology.
Clear administrative message: If the teachers are progressing in their technological field the administrators should provide full support in order to make it more effective.
The knowledge gained from the training sessions will be better put into use if the teachers are allowed to exchange views and put them into practice. They should be able to discuss it among themselves. People also learn faster through observation. Hence, teachers should be allowed to visit their peers to observe the methods used by them to integrate technology into the curriculum.
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