Learning in the Cloud - So... Is It the Answer? - Part 5

Technology, cloud-based or not, is not a panacea for education. It is a tool that still requires the hand of a skilled educator to influence student learning. How can it not and continue to successfully education today’s youth?

Just like other technologies, cloud computing for education needs enough educators using the tools and embracing the concept to reach critical mass (Meadows, 2008b). Interaction does not happen without sufficient participants. Cloud computing for education is becoming another example of the “reinvention” of technology as it diffuses and adopters begin to use it for other purposes than its original intention (Rogers as cited in Meadows, p. 43).

However, “investing in new technologies won’t make a (mega)bit of difference unless students learn how to harness these tools for a deeper understanding of their world” (Pierce, 2010, p. 6).

Further research into the effect of technology implementation in the classroom is necessary. Too often educators attempt to throw technology on top of existing instruction without truly embedding it into the process and without training in the best practice of its use. Nothing replaces the guidance, care, and personal attention of a dedicated instructor. Technology represents an industry changing tool, but implementation matters.

Is it important? You bet!




Pierce, D. (2010, June). Media illiteracy. eSchool News, 13(6), 6.

Meadows, J. H. (2008b). Understanding communication technologies. In A. E. Grant & J. H. Meadows (Eds.), Communication technology update and fundamentals (11th ed., pp. 41-51). Burlington, MA: Elsevier.

Learning in the Cloud - Other Benefits and Obstacles - Part 4

Cloud-based computing can provide Web 2.0 tools that will help guide education into the 21st century. Overall the studies investigated show that online tools can not only provide learning just as good as face to face but with the right conditions can provide learning that is even better than traditional instruction (Lohr, 2009).

This journey is far from complete and does not come without the need to balance the benefits and the obstacles. Some educators worry about the security of student work and data on the Internet, especially with legal requirements about student privacy.

Another issue is the current discussions on net neutrality as discussed in Meadows (2008a). The possibility that internet providers could choose to limit band width based on the particular customer could be of major concern to educational institutions especially when they are accustomed to the many free Web 2.0 services.

This link is an excellent updating of Bloom's Taxonomy to reflect digital learners:

http://techlearning.com/article/8670





From:



To:



























Lohr, S. (2009, August 19). Study finds that online education beats the classroom [Web log post]. Retrieved from http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/

Meadows, J. H. (2008a). Broadband & home networks. In A. E. Grant & J. H. Meadows (Eds.), Communication technology update and fundamentals (11th ed., pp. 303-320). Burlington, MA: Elsevier.

Learning in the Cloud - How Does It Help? - Part 3

Jobs today require critical thinking skills, interpersonal skills, and creativity. Students need to create their learning, collaborate with other learners, and thereby learn to communicate effectively. The read/write capabilities of web 2.0 technologies may be the catalyst needed to bring education into the 21^st century.

Web-based educational technologies allow students to become part of a learning environment that not only provides social experience but permits students to collaborate with their peers. Just as employers expect their employees to work together to accomplish more than each could do alone, young learners need to participate in the same kind of learning community.

This creates a learning community that extends outside the school walls and beyond the school day. Geography no longer limits the educational possibilities and teacher expertise no longer limits potential instruction. Real world experts, realistic, authentic tasks, and the knowledge of the world in digitally rich and engaging formats reside on the world flattening capabilities of the web.

The following YouTube video and slides from Pew Internet research group give you a little bit of a picture into today's students. Stay tuned for Part 4.





Rainie, L. (2009, December 2). Networked learners. In Pew internet & American life project [PowerPoint slides]. Retrieved July 20, 2010, from Pew Research Center website: http://www.pewinternet.org/Presentations/2009/52-Networked-Learners.aspx

Learning in the Cloud - What Is Cloud Computing? - Part 2

What exactly is cloud computing anyway? You may be asking this very question.

Who knew the computer would turn in to what Carr calls "the machine of all trades" and the basis for the Internet as we know it. As the Internet has grown in reliability, capacity, and accesibility it has become a portal into the world. Companies are beginning to look at the Internet as just another utility to purchase instead of equipment and software to own. With cloud computing, the computing takes place somewhere out there in cyberspace, but the user doesn't know, or need to know, exactly where it happens. This video gives a simple explanation.






The Internet has become a major force in the business world, but is only at the threshold of its potential power in the world of education. Students use the power of the internet everyday to create content and communicate and collaborate with their friends. Cloud computing can potentially impact education in three major areas: social learning/collaboration, extending learning out side the physical and time limitations of school, and providing rich, engaging content
for this 'wired' generation of students.

Next post: More about these three areas...

Carr, N. (2009). The big switch: Rewiring the world, from Edison to Google. New York, NY: W. W. Norton & Company.

Learning in the Cloud - Is it the Answer? - Part 1

Public school looks much like it has for many years, even though the students themselves and the world that awaits them have changed tremendously. In the past a student who struggled in school became the blue collar worker who would be trained on the job. Now, few jobs that will sucesssfully support a family require only a high school education, and employment available without a diploma merely leads to a future in poverty. Even so, schools have yet to change significantly. The colossal public school mechanism takes time to change direction and philosophies of public education. Can web-based technologies play a role in helping this change happen by providing 21st century learning opportunities, anytime from anywhere?

Each year a non-profit group called Project Tomorrow gives a survey about education and learning to students, parents, teachers, and administrators. This video illustrates a few of the responses from the 2009 survey released in March 2010. The survey is available at http://www.tomorrow.org/speakup/pdfs/SU09NationalFindingsStudents&Parents.pdf

Stay tuned for the next installment of Learning in the Cloud...