Communication and Collaboration with Networked Educational Technologies
Roger B. Blumberg
Scholarly Technology Group
Brown University
Prepared for the Ninth Annual Leadership Institute of the Northeast
Superintendents Leadership Council
(May 29, 1997)
http://www.stg.brown.edu/pub/slides/roger//SLC97.html
Note:
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1. Classification of Educational Technologies (after Means [1994])
- Exchange of information and communication between individuals (1:1;
1:many; many:1; many:many).
- Electronic tutor
- Electronic tool I
- Electronic tool II
2. Teaching with Technology: Evolutionary Stages (after
Sandholtz, et al. [1997])
- Entry
- Adoption
- Adaptation
- Appropriation
- Invention
3. Why Bother with Technology? (after Fulton [1997])
- There are well-developed libraries of
on-line books,
clearinghouses for
on-line articles, as well
as more news than fits in print.
- Lists of
Education Sites and Resources
are common, as are searching
tools, but there are problems of pointers that point to pointers, not
to mention problems of reliability and quality.
- There are Regional
Educational Laboratories, and
Regional Technology Consortia, funded by the
Department of Education. These are
increasingly important sources of
technology plans and
research about
teaching with technology.
- There are course materials, and webs
built upon topics
as well as primary texts
and interactive electronic textbooks.
- There are "laboratory"
resources, as well as databases
of various sorts, interesting forms of
text retrieval,
and in the last six months the appearance of
"streaming" multimedia presentations.
- Before the Web, collaborative communication systems included
listservs and
internet
newsgroups.
Although these can be
archived on the Web
in useful ways, they do not
necessarily facilitate rich collaborations.
- But the Web also allows for the construction of
collaborative
hypertexts and
interactive tools, as
well as a variety of collaborative
activities.
For example, HyperNews
can be used for Web-based
"conferencing", and
has some major advantages over the listserv and newsgroup model, and simple
data collection systems
are easily implemented (from the technological
point of view at least). Richer
(more expensive) Web-based
document
and project management systems are rapidly evolving as well.
- Finally, integrated Web-Moo systems, like Diversity
University, have begun to be used for important educational activities,
and these systems allow for several varieties of
synchronous and asynchronous communication with document management.
- Collaboration in the form of distributed curricula for
a variety of content areas, grade levels, and learning styles. (You can see and hear
Kenneth Foote's HT&T96
presentation at STG's HT&T site.)
- Collaboration in the form of
annotated site reviews that help teachers
integrate electronic resources with reform efforts and emerging standards
and frameworks.
- Development of planned teaching and learning networks, linking schools and
districts to colleagues, mentors and experts.
Fulton, Kathleen. "Technology in the Classroom: Panacea or Pandora's Box?"
Written Testimony Submitted to the U.S. House of Representatives Committee
on Science, Subcommittee on Technology (May 6, 1997)
Means, Barbara. "Using Technology to Advance Educational Goals." in Barbara
Means (ed.), Technology and Education Reform: The Reality Behind the
Promise. (San Francisco: Jossey-Bass, 1994), pp. 1-22.
Sandholtz, Judith Haymore, Ringstaff, Cathy, and Dwyer, David C. Teaching
with Technology: Creating Student-Centered Classrooms. (New York: Teachers
College Press, 1997)
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© 1997 Scholarly Technology Group, Brown University
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