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Appendix A: Reflections and Next Steps
Pages 79-112

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From page 79...
... Smith The purpose of this effort would be to provide the opportunity for all to easily access effectively free, high-quality, reusable digitized academic content. This includes library collections, courses, courseware, learning objects, public television shows, journals, books, art, music, and historical archives.
From page 80...
... If high-quality content and materials (courses, modules, learning objects, library collections, etc.) were available on the web and open to all for use and reuse, some of the gap in access to knowledge could, in theory, be overcome.
From page 81...
... A PULL LEARNING PARADIGM David Vogt The single best opportunity to improve learning with the emerging generation of information technologies is to finally enable individuals to "own" their lifelong learning experience. 3 See http://www.jstore.org.
From page 82...
... The innovative applications of technology considered by the committee have all been oriented to improving the established Push Paradigm. Learning objects, content repositories, distribution networks, interoperability frameworks, adaptive learning flow algorithms, embedded assessment technologies, international accountability systems, learning management systems, etc., all enhance push.
From page 83...
... To give dimension to the Pull Learning Paradigm, consider the following scenario: Imagine owning a diagram that describes everything you know. Each pixel connects to courses, competencies, accomplishments, and knowledge acquired somewhere in your overall formal and informal learning history.
From page 84...
... A VISION FOR LENS CENTERS: LEARNING EXPEDITIONS IN NETWORKED SYSTEMS FOR 21ST CENTURY LEARNING5 Roy Pea and Edward Lazawska Two broad classes of test beds are essential to inform the effective and broad-scale use of technology innovations in learning and teaching. Each can be conducted by centers that involve learning science and technology researchers, K-12 schools and stakeholders, and industries that are involved in creating the technologies used for learning and education (including hardware, software, publishing, and services)
From page 85...
... We first sketch out the rationale for why LENS test beds would fill an essential need in the field today and why center structures make sense as a way to plan and study LENS test beds. We then focus on the distinctive purposes and incentives for participation in LENS centers, sketch out some exemplary LENS test bed topics of tomorrow for illustrative purposes, and then close by considering organizational aspects of the enterprise we believe would take advantage of the opportunity space for LENS centers.
From page 86...
... LENS test beds of the future, organized and conducted by centers that are funded as public-private partnerships, will bring together the appropriate leadership alliances, knowledge, and communities for networking their learning and expertise and for supporting the design and conduct of new learning expeditions. No stakeholder sector alone can make the needed progress, and all have expertise to offer.
From page 87...
... The following examples are provided by way of illustration as possibilities for a flagship series of LENS test beds of the future: · Developing teacher professional development networks that integrally use digital video to share exemplary practices, reflect and advise one another, and enable distributed mentoring in a GRID-supported digital video collaboratory for teacher learning. · Tackling the integration of advanced speech recognition, translation, and literacy development tools to make English-language learning readily accessible for all K-12 learners who are not native English speakers.
From page 88...
... Incentives for Sector Participation in LENS Centers While test beds of today will attract the interests, expertise, and resources of the three communities we consider central, there will be different reasons for these constituencies to participate in the LENS test beds of tomorrow and centers that enable them: · Reasons for industry to participate include the following: (1) precompetitive sharing of investment risk in testing out risky concepts not yet demonstrated as to their feasibility, readiness for market, or responsiveness to present-day market conditions and "product space" awareness; (2)
From page 89...
... opportunities abound to help advance visions of where teacher professional development and student learning are headed that schools of education could contribute to and learn from. Organization of LENS Centers While we believe that the LENS concept has a compelling rationale and believe there are more than sufficient incentives for the diverse stakeholders in the future of learning sciences, practices, and technologies to partake in the partnerships required to achieve them, the programmatic aspects of the LENS enterprise called for requires some consideration.
From page 90...
... Scientifically, there have been major advances in our knowledge of how people learn. Coupling these advances in the learning sciences with corresponding advances in educational technology is a key challenge identified in this report.
From page 91...
... As part of the committee's workshop in January 2003, Darryl LaGace and I made a presentation on the Lemon Grove School District's decade
From page 92...
... Our vision is to promote academic success by providing all Lemon Grove students and their families access to direct linkups with teachers, classroom materials, and the unlimited global resources of the Internet. Project LemonLINK has focused on connectivity and access, engaging web-based curriculum, extensive professional development, and extending educational opportunities through the home connection.
From page 93...
... · Portal technologies. Lemon Grove School District's technology program doesn't end with the school day.
From page 94...
... According to National Educational Technology Standards for Students: Connecting Curriculum and Technology (International Societyfor Teachers in Education, 19991: Curriculum technology integration involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally.
From page 95...
... Professional development takes on an entirely different look with the focus channeled to curriculum and teaching pedagogy, areas that are very familiar to teachers. In Lemon Grove, professional development is a process that is embedded in the culture of not only the district but every school site.
From page 96...
... How does the education community determine what are the infrastructures, types of assessments, and research paths to pursue, without the cost of attempting several paths and risk of failure, to achieve this common goal? Thriving organizations, industries, and institutions are such because of the ability to improve and capability to implement such improvement systemically.
From page 97...
... Partnerships and relationships exist in the education community that can spawn the groups to work on issues for the next generation of education transformations. National organizations have specific programs and working groups populated with community teams.
From page 98...
... A possible consideration of these two elements is opportune. First, an agent is formally recognized or newly established as the organization that serves the education community and has the wherewithal to manage the collaborative system.
From page 99...
... As stated earlier, many of these elements need only to be formalized and directed toward the effort of transforming education and learning technologies. Existing partnerships and alliances in the national education community are success factors for the leadership and collaboration.
From page 100...
... It was also during my service that I made the decision to leave my chemistry classroom and begin a doctoral program in learning and teaching with the ultimate goal of working with emerging teachers. The following reflection draws on my experiences as a classroom teacher and a member of the committee and documents my transformation from a novice to an experienced user of information technology to improve student learning.
From page 101...
... In terms of student learning and my own teaching, I gathered four take-away ideas about multimedia development. First, the novelty of new technology is bound to excite some while intimidating others.
From page 102...
... , WebQuests (Dodge, 2003) , and Public Television's NTTI program (Maryland Public Television NTTI Home Page, 2003~.
From page 103...
... During my period with the committee, I regularly observed the appetite and potential to bring the teaching, learning scientists, and information technology industry communities together in order to improve learning with information technology. Since I have become a doctoral candidate at the Harvard Graduate School of Education, I have taken many courses that deeply explore bridging learning theory, design, practice, and policy.
From page 104...
... First, there is increased emphasis in the United States on providing extra educational opportunities for needy students during school and through after-school and summer programs. The general policy of extending time is reflected in the federal government's 21st century after school program, in the new requirements for Title I of the Elementary and Secondary Education Act, in state accountability laws throughout the country, and in the rise of charter schools like KIPP (Knowledge Is Power Program)
From page 105...
... The teaching programs should be provided free on the web for use by anyone at any time. Teacher professional development for ways of providing support for students could also be provided in linked web-based and free programs.
From page 106...
... Successful companies upgrade constantly, but that is not something we can do with schools or with policies. Home learners and private and charter schools are making fundamental changes to their IT environments that public schools cannot make.
From page 107...
... Publishers strongly desire standards in this industry, but a lack of conviction that current processes will yield useful results in the short term is holding back such standards development. The emergence of an open standards-based economy for the creation, distribution, composition, and delivery of learning objects supporting digital rights management would turn this industry into the future of IT-based education; and that might be the only hope for participation of schools in the IT-enhanced future described earlier.
From page 108...
... It is frightening then to juxtapose today's educational assessment practices with the realities of today's, much less tomorrow's, technologyenabled educational practices. Much of contemporary educational assessment continues to be predicated largely on the use of highly restricted, drop-in-from-the-sky external accountability tests, administered primarily in paper-and-pencil formats.
From page 109...
... While selected examples of innovative assessment designs and practices can be found in the research and development literature, it is also clear that much more research and development work needs to be done to understand the design principles on which they are built, to extend them to multiple areas of curriculum and instruction, and to explore the power and impact of such systems on student learning and teacher instructional practices. For further discussion of these issues see the Knowing What Students Know report (National Research Council, 2001b)
From page 110...
... The major issue is not whether this type of data collection and information analysis is feasible in the future. Rather, the issue is how the world of education anticipates and embraces this possibility and how it explores the resulting options for effectively using assessment information to meet the multiple purposes served by current assessments and, most important, to enhance student learning.
From page 111...
... (1999~. National educational technology standards for students: Connecting curriculum and technology.


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