Week+3+-+Critique+of+Diffusion+Research

Multimedia Presentation: Defense of Innovation = Valerie Mitchell-Stevens = = valerie.mitchell-stevens@waldenu.edu = Your ID# A00159376 Program: Ph.D in Education Specialization: Educational Technology

Paper Submitted in Partial Fulfillment of the Requirements for EDUC- 8841: Diffusion and Integration of Technology in Education Professor: Dr. Amar Almasude amar.almasude@waldenu.edu

Walden University March 18, 2011 1

This paper describes and defends the reason for selecting the technological innovation of the iPad Tablet for use as technology diffusion for students in blended learning education environments. Blended learning uses a combination of a physical classroom environment and Internet applications accessed remotely by students (Schacter, 1999). Thanks for sharing this definition of blended learning. I was actually having a conversation with my wife and another individual about what "blended" learning actually is. Who would you have the students in a blended classroom collaborate with via the technology? Mike, Children from 3rd grade on up would benefit their are different models. I have observed children accessing their homework assignment using the Internet as well as collaboration with subject matter teachers e.g., math teachers etc. Three innovations were researched for this project, they are Cisco Cius™ Tablet, Apple iPad™ Tablet and Acer Android™ Tablet. The other two tablets provide collaboration, Internet access but very limited educational applications. The Cius promotes business process flows, Google and Cisco applications. The Android is basically for the general public market providing Windows 7™ and Microsoft Office applications. The iPad provides a means to collaborate with other students and teachers through video conferencing. The current lesson can be viewed, the assignment can be downloaded and stored as the students collaborate concerning the discussion questions. It has cellular support, Wi-Fi Internet access and a multi-touch form factor for the user interface. The iPad was selected because of the numerous applications dedicated for education curriculum. The applications cover at least 10 applications in each of the areas concerning language arts, English language development, mathematics, science, history, geography, art, music, health and physical education (see []).

2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Diffusion study research to support this innovation for education is based on the works of Abdal-Haqq (1995) who examined the use of computer based technology to support both classroom instruction and teacher by teacher collaboration activities remotely. He points out that the computers are not correctly integrated into the curriculum across K-12 grades. The reasons are for the low level use is the limited access and insufficient training. Abdal-Haqq that teachers and students need more sophisticated tool such as integrated media, tablet PCs and problem solving applications to promote critical thinking skills. Another idea is to infuse across college curriculums in a coordinated manner so that students receive both the technological and education subject matter skill at the same time. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">I am proposing the deployment of iPad Tablet PC as another means to infuse technology into the curriculum both for the student and the educator. The purpose is to teach application literacy skills since the Apple applications range in the thousands students can be mobile to learn both inside and outside of the classroom. <span style="color: #800000; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">This is a really interesting idea for the purpose of the infusion. What types of skills do you think that this generation's students will bring with them when it comes to technology? Do you think that the effort of teachers would need to focus on the technology skills, on harnessing their skills in a productive, educational manner, on both, or on something else entirely? <span style="color: #008080; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Mike, <span style="color: #008080; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">This generation students are over the digital divide and can multi-task. They have been influenced by electronic devices such as Game Boy.Wii, and others. George Seimens (2006) discusses how students are now following a learning paradigm shift of connectivism and are interacting globally. He states that the students that are oppressed are the students that do not have access to digital conversations and cannot contribute to digital conversations. I think that teachers have to realize that students have multiple intelligence (Gardner, 20040 and we have to integrate technology into the lesson plan per student. <span style="color: #008080; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Siemens, G. (2006). Knowing Knowledge. Retrieved from [|http://www.knowingknowledge.com]. <span style="color: #008080; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Gardner, H. ﻿(2004). The unschooled mind: How children think and how school should teach. United States of America. Basic <span style="color: #008080; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Books.

<span style="display: block; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-align: center; text-indent: 3pt;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">References <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 39pt; text-indent: -2.9pt;">Apple in Education – Applications (n.d.). Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 39pt; text-indent: -2.9pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 1in; text-indent: -0.5in;">Abdal-Haqq, I (1995). Infusing technology into pre-service teacher education. //ERIC Digest. ERIC Identifier:// ED389699. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">[]. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Rogers, E. M. (2003). //Diffusion of innovations// (5th ed.). New York, NY: Free Press. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Schacter, J. (1999). The impact of education technology on student achievement: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">What the most current research has to say. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">Retrieved from [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">150820127152538360/impact_on_student_achievement.pdf

Hi Valerie... I know that we are supposed to comment on group members work. I was not sure what the best way to do this was. I just tried to insert a few comments into the text of your paper. If that is too "disruptive" within the paper, let me know and I'll be happy to get rid of the comments or move them to another part of the page... :) Hi Mike  It would help me if you insert your comments.  Thanks  Val