Promise+of+Technology

Pepperdine University's Online Masters of Educational Technology Program: written by Cadre 9
 * THE PROMISE OF TECHNOLOGY and the PERILS OF TECHNOLOGY**

Table of Contents for Promises of Technology

 * 1) [|Introduction]
 * 2) [|Benefits of Technology]
 * 3) [|Improved Communication]
 * 4) [|Better Collaboration]
 * 5) [|Maximizes Learning]
 * 6) [|Creates New Social Networks]
 * 7) [|Provides Skills for the Future]
 * 8) [|Technology in the Future: Predicting the Path]
 * 9) [|Expanding Fields]
 * 10) [|Usage]
 * 11) [|Technology Models]
 * 12) [|Models That Inspire Technology Usage in Education]
 * 13) [|In the Community]
 * 14) [|In the School]
 * 15) [|In the Classroom]
 * 16) [|Professional Development]
 * 17) [|References]
 * 18) [|Links]

=**1.0 Introduction**=

[|Technology] promises to improve schools, educational environments, society and solve any problems that may arise. Such wide-ranging and profound changes should be examined, weighed, clarified and reflected upon as we seek to identify the best paths to take in this journey. What are the benefits that technology offers? What directions has technology taken, and what directions are necessary for us to take? What role does leadership and accountability play? Who's driving the technology bus, and where does professional development come into play? Finally, what models or examples should inspire and inform educational technology? This site will attempt to elucidate these questions as we explore the promises of technology. =**2.0 Benefits of Technology**=

From [|Thomas Edison's] 1922 prediction that motion picture promised to revolutionize education to President [|Bill Clinton's] campaign to increase availability of the [|internet] to students, educators have looked to technology to increase student's ability and motivation to learn. By improving communication and allowing students to make connections with other schools, students, and real-world learning environments, technology increases collaboration among learners. Furthermore, physical barriers to learning are diminished and allow for the establishment of online virtual communities where new skills for the twenty-first century are created and forged. With most professions or industries, technology improves [|communication] in educational settings. Increasing schools' online presence has allowed for a new, additional means of communicating and with parents in a faster and more convenient method (Cuban, 2001). Additionally, technology and the internet allows for greater cooperation, communication, and creativity of groups all over the world (Rheingold, 2002). No longer are schools isolated bodies of knowledge. Connected by the internet, individual schools form communities of knowledge, sharing research, curriculum and methods with their global colleagues, putting theory into practice. The same increase in communication has influenced other learning environments as well, from sweeping improvements in medical practice, particularly from nanomedicine, that might fight disease at the cellular level, to [|Artificial Intelligence] and how it offers insight into our own human intelligence (Pesce, 2000). Indeed, the very world in which we all live in and its "noosphere, or collective human intelligence" built upon the [|World Wide Web], cellular phones and voice or SMS (Short Messaging Service aka: text messaging) traffic, and GPS (Global Positioning System) systems "benefit the fabric of mankind”. "Technology allows for greater cooperation, communication, and creativity of groups all over the world" (Rheingold, 2002). Being exposed to this more community based communication allows all types of people to take advantage of multiple modes of expression and unique ways to share their skills and ideas. Physical and national borders are removed alleviating the strain on cooperation and educational opportunities. Larry Cuban give a good example of collaboration with doctors. There is a medical program "EBM" which doctors can access via the internet and document cases, look up treatments and prognosis's. This enable them to have a broader knowledge base at their finger tips. (Oversold and Underused,2001 In addition, the internet has increased availability of digital video tools that can be used by learners to explore and encourage collaborative work, and which offer a good primer of what collaborative work entails. Through collaboration you will also have a better chance for community involvement, where students, parents, and teachers become life long learners exchanging thoughts, ideas and roles. All this is possible because of the [|digital age], removal of artificial barriers and greater availability of learning communities to connect. Collaboration is essential in ensuring skillful educators and educated children. (Edutopia, 2002) Tools such as [|video cameras] and consumer-grade [|video editing] software are technologies that can improve education by maximizing learning. Technology allows for greater self-monitoring and the need to continually re-assess technology and its role in our lives makes technology itself an "[|action research] project for the world" (Rheingold, 2002). Technology attracts students to the learning process and allows for a more customized experience by allowing for different learning styles to emerge: audio, visual and kinesthetic. [|George Lucas] describes "mutually satisfying instructional mechanisms" that offer the student more responsibility and influence over their own educational experience. "Innovative classrooms are abuzz with productive discussions and the excitement of learning," in the classrooms of tomorrow. (Lucas, 2002) The internet also offers students access to information not found in the physical classroom. Moersh suggests that performance assessments that emphasize "components of content, process, and product" might use [|multimedia] capabilities of modern computers to encourage higher order thinking (Moersh, 2002). This could possibly develop smarter students as Eric Jenson in his book, __The Learning Brain__ and many other researchers confirm that the more often a certain neuropathways are used, the stronger the pathway becomes in the brain. By using pathways over and over in the brain other pathways develop as off shoot connections to the main pathway, thus providing a larger percentage of brain use. Students may be ready for bigger and broader challenges than the students of the traditional past. Technology has the ability to create new [|social networks]. This community, without borders or barriers to socializing or learning with and from one another, provides huge opportunities for today's learners. The students who benefit the most, however, might not be on some distant continent or time zone, but rather within the same learning environment as other social network participants. DeDe suggests the idea of interfaces he calls "Alice-in-Wonderland" that allow multi-user environments or a "costume party" environment that can be provided for both student and adult in the virtual worlds of MUVE or Second Life that allows instructor, student and possibly parents to be on the same plane. Parental involvement is also a critical element of this community based cooperative effort. The partnerships cited in George Lucas’ Foundation's [|Edutopia] book illustrate many examples of successful partnerships between K-12 schools and the business community. “Volunteering really enriches the way I feel about my job”, says Pat Jacobs, a scientist in the coatings and colorants division who also direct the Pittsburgh effort. “You get so serious here at work working against deadlines. To be able to enjoy science from a child’s point of view is really renewing” (Lucas, 2002). Technology, according to Cuban, allows students "direct access to facts, ideas, and primary sources, links images and concepts to sound and film, and motivates students, especially those who would otherwise not be engaged" (Cuban, 2001). Technology can help to change the "teacher/learner dynamic," allowing students greater control of their learning (21st Century Skills Report, 2002) By changing the child/adult dynamic, technology also allows for cross-generational [|collaboration] that is more comfortable for the student. Tapscott writes about how "the kids started asking the speakers if they had email addresses and they started emailing them. They broke down the power dynamic that exists between a kid and an adult." (Tapscott, 1998) The barriers and distances that technology bridges need not be long physical distances, but often are among the immediate community of learners. Technology also offers students training in the skills they will need for their "jobs of the future" (Tapscott, 1998). Using [|computers], unlike passively reading a book or listening to a lecture, helps to actively involve the student and exercises such needed skills as problem solving and information analysis. Most educational technologists emphasize the hands-on experience of learning that technology offers students. "Rather than reading about physics or math, Resnick wants children (and adults) to participate in an exploration that will feel much like play but will result in the acquisition of a broader base of knowledge — learning by doing" (Pesce, 2000). Dede speaks of a necessary shift from "problem solving" towards "problem finding" to prepare our learners for the future. According to Dede a great deal of what we do in schools is teaching students to work with "pre-digested" information. The world that awaits our students will require them to "understand complex phenomena" and "problem find" prior to "problem solving". As young students are exposed more and more to the real and virtual worlds of technology, vocabulary and high level critical reading skills will be developed. Students will be able to have a better comprehension of the differences between personal reading and technical reading for their lives. Students will also be able to interact with a common language of their adult counterparts through computer programs and instructional tasks. DeDe notes that students "...will encounter richer, more uniform levels of discourse across the multiple adults involved in their learning outside of school...exposure to complex oral and written language... in a community setting enhances the development of reading skills and literacy. Technology is a great way to put students into real-world simulations that enable this type of thinking (Dede, 2006).
 * 2.1 Improved Communications**
 * 2.2 Better Collaboration**
 * 2.3 Maximizes Learning**
 * 2.4 Creates New Social Networks**
 * 2.5 Provides Skills for the Future**

Serim presents the notion of “Contemporary Literacy to prepare students for the 21st Century” (Serim, 2003). The promise is that Contemporary Literacy includes technology and information based problem solving, with his vision that “Contemporary Literacy builds a bridge to connect to current approaches to technology and traditional literacy” (Serim, 2003). It is interwoven within the curriculum. Just as we see calculators embedded in math class, it becomes transparent to the user. Hence, the use of calculators in math is one of the best examples of education technology today. These new ideas could then be transferred to the State and national testing arenas and also transform standardized assessments on grade level achievement and year end course studies.

Technology offers many promises of increased student achievement through the opportunities to collaborate, communicate, and experience the world in ways previously impossible. Whether through the lessons taught by disparate individuals that are made possible by the Internet or cross-generational collaboration, to the sense of ownership over one's own education that technology makes possible, technology has profoundly affected education. =**3.0 Technology in the Future: Predicting the Path**=

Whether myth and or true, an intriguing idea is expressed in the book of Revelation from the Bible. Revelation 11:9-14 states that in the end times there will be two witnesses that will be cast down dead lying in the streets and the nations to witness them. After the three days they will rise up alive for the nations to witness again. When the apostle, John wrote this almost 2000 years ago, no living soul could imagine this becoming a reality. It would take such strong faith to believe this act even possible. Today however, this prediction of biblical prophesy is so easily understood (at least the nations witnessing part) with the invention of television and satellite. Nations can look upon one thing in one space and time and gather the same information. Like the film projectors that illustrated complex, abstract information to the students of the past, today's technology is also changing the way that students learn. Use of technology in the future is any one's guess, but we will attempt to examine and predict some paths that seem particularly promising. Technology will continue to expand into other fields, allowing for increased communication and collaboration. As technology improves, some technology will become discontinued, offering ramifications for students. Finally, technology will continue to grow, develop and advance. The development of high performance computing and communications is creating new media, such as the World Wide Web and virtual realities. In turn, these new media enable new types of messages and experiences; for example, interpersonal interactions in immersive, synthetic environments lead to the formation of virtual communities. The innovative kinds of pedagogy empowered by these emerging media, messages, and experiences are driving a transformation of traditional "teaching by telling" to an alternative instructional paradigm: distributed learning. If the substantial barriers to change discussed later in this testimony are overcome, within two decades American schooling will shift to new models of teaching/learning better suited to developing 21st century workers and citizens for a knowledge-based society (Dede, 2005). Looking to the future is not an easy task, but one way is to look at what has the potential to expand or has room for further development. One has to look at what is popular, such as Virtual Reality gaming, which will continue to be on of the most popular uses of technology (Pesce, 2000). According to Chris Dede, he believes that VR environment will become more enhanced to a point where they can actually augment reality with interfaces that depict actual scenes from the physical world (Dede, 2006). Expanding that concept, multi-user virtual environments such as the River City Project, http://muve.gse.harvard.edu/rivercityproject/, have excellent potential for authentic learning (Dede, 2006). More and more we will be able to bring distant parts of the world or universe into the classroom, places that students would not normally be able to experience. From the bush schools in Alaska to different tribes in the nations of Africa, technology can play a part of all peoples development and education. Modern day examples would be NASA's K-12 Quest Initiative, [|http://education.nasa.gov], or the JASON project, [|www.jason.org] (Lucas, 2002). While some areas will be expanding, others will be shrinking, literally, as technology will continue to become smaller with smaller components containing more memory (Pesce, 2000). This will improve mobility and allow the technology to be easily carried and used more in the field. This too is already being seen today with the use of [|PDAs] and research on the natural environment at the Carl Sandburg High School (Lucas, 2002). PDAs are also intregral in communications, another area where technology will be expanding. Smaller lighter weight devices will allow an expansion of communications with students, parents and the community. Some principals currently use their PDAs all day long to stay in close communications with staff and parents which helps them "fulfill the expectations of the community" (Lucas, 2002). Communications will also be important among students. We will see that the importance of peer to peer communication as group communication will be key (Rheingold 2002). In writing __The Playful World: How Technology is Transforming Our Imagination__, Mark Pesce clearly indicates his vision of future technology use saying, "Most of us will carry on much as before, but with a far more comprehensive awareness of the world around us: the entire world around us, in all of its richness, its depth, and its wonder. We will make more informed decisions, accounting for the comprehensive repercussions of our actions, or we will soon learn if these acts have caused harm to another.” His words bring an optimistic view to the forefront. Researchers indicate a belief that this use will provide a critical factor in the field of education. In the formative years of a child's education technology will provide "creative play [which is a part of] a fundamental learning experience for children" (Pesce, 2000). The opportunities provided will, in fact, allow more advanced students to seek a higher education as Pesce states, "More students will be participating in part time education where students have jobs and go to school part time on line because it's more convenient and efficient" (Pesce, 2000). Tapscott adds to this notion saying, "Many students need to work to fund university attendance. Many more in the workforce are registering in university courses as part of the trend of life-long learning (Tapscott, 1998). This is critical he believes because N-Geners will perform knowledge work requiring life-long learning. Computers will, Pesce believes, continue to augment human intelligence for these workers (Pesce, 2000). Technology in education will continue to expand in vast ways. Technology will devolp within every educational institution at every levels. Schools will secure more technology so "they so that they can operate more efficiently and faster and support better teaching and learning (Cuban, 2001). "School officals and educators will see increased benefits of technology and they will "continue to encourage people to contribute and give to the advancement of technology" (Rheingold 2002). Schools will be [|wireless] and students will be able to access the internet, their homework, and their classes from virtually anywhere. This could also cut down on the paper usage in the world, potentially helping our global environment conserving trees that provide oxygen and shelter for wildlife. The next generation of students will be more technologically advanced then their own teachers. Students of tomorrow will have grown up during the technology boom and will expect nothing less that technology based learning and virtual classrooms. Technology will expand at rapid rate while students and teachers alike will be challenged and pushed with the vasy array of technology that will be used in the classroom. =**Models That Inspire Technology Usage in Education**=
 * 3.1 Expanding Fields**
 * 3.2 Usage**
 * 3.3 New Technology**

-- &gt; We need an introductory paragraph here, please &lt; -- [|Virtual reality] has the ability to take technology from the classroom to omnipresent communities all over the world. It provides students the ability to see places they have never dreamed possible. Virtual travel allows students to see geographic locations, laboratories, or perhaps to visit with experts in numerous fields all around the world (Pesce, 2000). These trips could be seen as modern day field trip (Pesce, 2000). The endless possibilities for field trip opportunities can inspire teachers to introduce their students to places and people all over the world. GlobaLearn is an incredible example of ways technology can be used to further children’s education and global interaction. “GlobaLearn is an inspired company of young adults who travel the world and chronicle their journey through the eyes of children. GlobaLearn expedition team travels with state of the art electronic equipment, including [|portable computers], [|digital photo] and [|video recorders], high-speed modems, and a mobile satellite transmitter” (Tapscott, 1998).
 * 4.1 In the Community**

Even as the universe becomes more flexible, we find that our presence within it, no longer fixed at a single point, can move seamlessly throughout the collected knowledge of humanity. We can place our eyes and hands into other worlds. With each site we visit we will change how we think about the world. Virtual reality is the imagination realized, the hidden parts of us brought into view. The World Wide Web is a ubiquitous fabric of knowledge. Our children will come to apprehend a different reality than the one we inhabit, and they will be granted a broader sense of self (Pesce, 2000). The virtual friend could help children, with the close supervision of caring adults, to become more nurturing adults. “When children can see their reflection, when they can come to explore and model their own behaviors on the outside world, they’ll develop the theories they need to become better adults” (Pesce, 2000).

It has been almost three decades since [|Marshall McLuhan] characterized the world as a “global village” because of the rapid expansion of worldwide communication. More than ever before, students need to put their critical-thinking skills together in order to increase their problem-solving ability and improve interpersonal communication skills. The computer allows teacher and students to search documents and database to get more information about various subject matter and supplement instructional and learning material. Projects can be developed that link students from different background and even from different countries and cultures. Teachers could design digital portfolios that help students organize information from many different places. [|E-mail] puts us in contact with people around the world and gives us a massive wealth of information at our immediate access. Computers and email provide a fast, convenient, low cost way for parents, students and faculty to communicate (Tapscott, 1998).
 * 4.2 In the School**

Technology has brought individual students and the community to a better understanding of themselves and others. The needs of both the individual and the community (business as well as residents) have been vocalized with technology. Children with [|special needs] can communicate with other students without the fear of being stigmatized. They can share their feelings and concern about a disability. PatchWorx Web site is the place that they can share their stories, feelings and find a friend with common interest. Student centered programs of participative academic inquiry have demonstrated that previous theories of practice could be improved upon substantially. New assisted technologies may be shared quickly from the Internet for answers to needs of the disabled or students who have learning differences. The performance data being gathered and analyzed from some of these programs suggest that they can be very effective in transforming schools from disconnected entities to partners in the community (Lucas, 2002).

Work and home have now become one in the same because we can be reached everywhere due to the advancements in technology. This is promising as we can relate this to the continuity of school and home as a result of the internet (Rheingold, 2002).

“We need to replace the teacher’s globe, a fixture in every classroom, with a living model of the Earth. . . one becomes immediately aware that political boundaries are, for the most part, entirely arbitrary, that the governments dividing people are figments of our cultural imaginations and have very little to do with the actual realities of life on this planet” (Pesce, 2000).

Finally, technology and philosophy are only tools. We have always had tools at our disposal. The key is to change people’s minds. As education professionals it is our duty to provide the leadership required to implement these effective instructional strategies. The entrenched educational instruction theories of past generations unfortunately still retard our intellectual progress towards wholeheartedly embracing student based interactive educational instruction. The teachers who are the unable to "think out of the box" regarding computers and technology often times are also unable to think out of the box regarding teaching and education itself. For example, they are often stuck in strict molds of teacher-student relationships, where they know and the student does not. They may now be intimidated that students may know more then them about technology. Professional development that broadens their knowledge in the areas of learning styles and multiple intelligence will move them toward a new view of their teaching style. As well as help educators find ways to provide total student engagement using all three learning styles: audio, visual and kinesthetic.

As educators we are the ambassadors and standard bearers charged with leading the way in the struggle to transform educational instruction into a partnership that prepares our children to meet the challenges of life in the 21st century. “The surest way to create a better future for our nation, and thereby better the lives of our citizens, is through improving the quality of education over one’s lifetime, wherever and whenever this education takes place and whoever provides it. In all these avenues, we must exploit the wonders of new technology” (Lucas, 2002). One of the most important areas where we can positively impact our young people with technology is in the classroom setting "This means that the school years are a neurological window of opportunity, a chance to ensure that all children will get the right experiences to help them flourish in their jobs and careers, as mothers and fathers, husbands and wives, as citizens of communities" (Lucas, 2002). Technology is a very important tool in helping to revitalize and energize our classrooms. The enthusiastic adoption and implementation of technology in an educational setting helps young people to explore who they are and how they think about the world "Children and young adults use technology to explore and understand themselves" (Pesce, 2000). Current educational technological innovation has produced a number of useful instructional tools.
 * 4.3 In the Classroom**

The adoption of advanced interactive technology has broken down many of the barriers that once constrained the limits of educational inquiry. Technology has given teachers a whole new variety of tools and methods from which they can draw upon to inspire our young people and re-engage them in exciting and fundamentally meaningful educational experiences; one such tool is called the [|MOO]. The MOO (as in Tapped In), where students can keep a "virtual presence...participating in both real world activities of the lab and online lectures, presentations, and informal discussion featured MediaMOO" (Pesce, 2000). Other programs such as e-Instruction and Promethium allow all students to answer questions with a hand held device in conjunction with a smart board without fear or a teacher's pet answers all the questions alone. Now all students are truly on a equal "playing field" in the classroom. Finally, wonderful example at the University educational level is Pepperdine Universities Graduate Online Educational Technology Program ([|OMET]). This program is a successfully working model that utilizes the benefits of technological innovation and effective implementation in a virtual classroom setting. The students in this program are challenged to effectively use a wide variety of technologies in enriching and exponentially expanding their own individual learning experiences. The introduction of advanced technologies in a wide variety of educational settings can be equally effective with all age groups. Implementing technological innovation in educational settings also has other equally important social benefits.

Integrating technology into the curriculum enables students to connect that no academic subject stands alone. All subjects are interrelated. Technology can help the understanding of all areas of the curriculum. No matter what the subject, learning is maximized when there is an immediate feedback available. Computer support this learning. For example, [|Microcomputer-Based laboratory] (MBL) is an instantaneously Line graphs showing the value of a variable over a period are used in mathematics and the sciences.

Most of our students minds go untapped in the according to traditional textbook-based classroom, because we are living in a Digital world which has brought on enormous changes to our world. (Lucas, 2002). He also, feels it's imperative that we create new kinds of schools, freed from an educational systems from decades ago. Perhaps, this is one reason for the high drop out rate we have today. For example, a three-year study of the use of laptop computers in the schools found positive effects on students' involvement with their schoolwork. Today a growing trend for alternative high schools use the model of self-paced learning for GED success with computers and/or distance learning.

All subject matter can benefit from artificial intelligence (AI) - the use of “pets” with artificial intelligence, such as the [|Furby], to work with autistic children and others who can benefit from the extended repetition inherent in the activity of AI (Pesce, 2000). Continuing in that light, the [|Lego] kits as with [|Papert’s] turtle, “children can master logical thinking and complex concepts through play and exploration” (Pesce, 2000) and the use of products such as Technics kits, help children learn about “. . . mechanics, physics, and programming, but they didn’t even notice this; the learning was a means to an end. . . showing design to be the best opportunity for a learning experience” (Pesce, 2000). Problem-based Learning (PBL) can be applied in many subject areas, helping the students to understand how different curriculums integrate (Stoll, 2002).

Another important benefit of using technology based instructional tools and interactive and socially inclusive methods of educational instruction is that it helps young people learn to interact with each other in positive and respectful ways. This helps them build the emotionally based interactive tools that will enable them to be productive and contributing members of our communities "A second critical link within this chain of academic philosophical reform is the growing realization and acceptance that emotional health is a critical factor in successful educational instruction. Emotional health and stability are foundational components in any well adjusted and socially productive individual." My main argument was that the elements of emotional intelligence-- being aware of our feelings and handling disruptive emotions well, emphasizing how others feel, and being skillful in handling our relationship--are crucial abilities for effective living" (Goleman, Lucas, 2002). The classroom setting is a place where technology can have immediate and quantifiable positive impact, such as invaluable use of both sides of the brain with all three learning styles (Jenson) upon the educational experiences of students of all ages.
 * 4.4 Professional Development**

We've seen it all too often. A new strategic direction is announced at the District level, or a leading-edge principal buys a new software package that going to improve test scores. The word gets out to teachers and it's met with some excitement and trepidation. The solution is implemented and teachers get one lunch time orientation. Or, a year goes by and the software still sits in the box, dust is collecting. Unfortunately, there's no funding for professional development and the District does not want to release the product without PD. Sound familiar? The [|NCLB] has addressed one of the key elements in any successful technology deployment with a built-in requirement to fund PD. All too often, technology fails as a result of a lack of an integrated technology implemention plan that encompasses PD. The NCLB addresses the critical missing piece of the puzzle that has plagued every school in America, at one time or another. A welcomed promise by educators across the nation. “NCLB fundamentally changes how education is paid for, and how technology fits into the process ... what are the conditions under which technology improves student learning?” Serim sees this as a having significant potential for all educators. Serim sees the importance of 25% of the funds being required to be spent on professional development, which is an element that is often ignored or neglected and often results in failed implementations. "No matter what system you implement, professional development is the key" (Serim, 2003). =**5.0 References**= · Boyatzis, Goleman, &amp; McKee, (2002), Primal Leadership, Boston, MA: Harvard Business School Press. · Burns, J, M, (2003), Transforming Leadership, New York, NY: Grove Press. · Dede, Chris (2006, July). [Podcast] Chris Dede - BLC 2006 Day 3 Keynote. November Learning Communities Podcasts. Retrieved August 22, 2006, from http://nlcommunities.com/podcasts/1798/blc06/entry84465.asp · Dede, Chris (2005). SETDA Interviews. Retrieved August 22, 2006, from http://www.neirtec.org/setda/ · Goleman, D, (1995), Emotional Intelligence, New York, NY: Bantam Books. -Jenson, Eric (1995) The Learning Brain, San Diego, CA:Turning Point Publishing. · Lucas, G, Foundation, (2002), Edutopia, San Francisco, Ca: Jossey-Bass. · The George Lucas Education Foundation (2002), Edutopia -- Success Stories for Learning in the Digital Age. John Wiley &amp; Sons, San Francisco, California. · McKenzie, Walter (2004, March 1). Are You a Techno-Constructivist?. Retrieved August 3, 2006, from [|http://www.educationworld.com] Web site: http://www.educationworld.com/a_tech/tech/tech005.shtml · Moersch, Christopher (2002). Beyond Hardware: Using Existing Technology to Promote Higher-Level Thinking. Eugene, OR: International Society for Technology in Education. · Negroponte, Nicholas (1998, March). Toys of Tomorrow. Retrieved August 3, 2006, from [|http://www.wired.com] Web site: http://www.wired.com/wired/archive/6.03/negroponte_pr.html · Oppenheimer, Todd (1997). The computer delusion by Todd Oppenheimer. Retrieved August 6, 2006, from [|http://www.tnellen.com] Web site: http://www.tnellen.com/ted/tc/computer.htm · The Partnership for 21st Century Skills, (2002). The Partnership for 21st Century Skills - Learning for the 21st Century. Retrieved August 24, 2006, from The Partnership for 21st Century Skills Web site: http://www.21stcenturyskills.org/images/stories/otherdocs/P21_Report.pdf Pesce, Mark. The Playful World: How Technology is Transforming Our Imagination, 1st ed. New York: Balentine Books, 2000. · Ricciardi, Lygeia A Glimpse of the School of Tomorrow?. Retrieved August 3, 2006, from [|http://www.papert.org] Web site: http://www.papert.org/articles/MaineYouthCenterArticle.html · Rheingold, Howard (2003), Smart Mobs: The Next Social Revolution, Cambridge, MA: Persus Books. Serim, Ferid C., (2003) Information Technology for Learning: No School Left Behind, Bit6 Associates, LLC

?? Above by Wikipedia Posting written Mitchel N. Townsend ?? Could you please cite this? =**6.0 Links**= [|http://www.bayerus.com] : The Bayer Corporations official website [|http://www.casel.org] : A collaborative for Academic, Social, and Emotional Learning [|http://education.nasa.gov]: http://faculty.pepperdine.edu/mriel/edc641/readings.html : Additional readings from Margaret Riel's website [|http://www.gamesforchange.org] : Another social innovation games site [|http://www.gamesforhealth.org] : A clearninghouse for health related games [|http://www.gamesparentsteachers.com] : Helpful for parents and teachers who want to elevate the educational value of games [|http://GLEF.org] : Edutopia: The George Lucus Educational Foundation official website [|http://ww.globalschoolhouse.org] : A virtual meeting place where educators, students, parents, and community members can collborate, interact, develop, publish, and discover learning resources http://www.homeschool.com/top100/ : A list of the Homeschool.com's favorite 100 educational websites [|http://www.iearn.org] : An international site for student projects and collaboration [|http://www.jason.org] : The program started by Dr. Robert Ballard, a science and math, realtime learning environment [|http://www.learner.org] : Teacher Professional Development Program [|http://www.nasa.gov] : NASA offical website [|http://www.odemagazine.com] : September issue on Games in Education titled, "The Future of Homework" [|http://www.papert.org/%7Chttp://www.papert.org] : Seymor Papert's website [|http://www.seriousgames.org] : Educational games for the classroom, companies, and the public sector [|http://www.sitesforteachers.com] : Just as the name emplies, a huge list of sites for teachers chosen by teachers [|http://www.socialimpactgames.org] : About games for societal innovation [|http://www.surfnetkids.com] : A guide to sites just for kids, safe and fun [|http://www.Thinkquest.org] : A place where students think and work together [|http://www.timelands.com] : The website of a teacher named Tim Rylands who uses Myths in his classroom