What’s Next? A Space Odyssey Re-visited

Arthur C. Clarke’s 2001: A Space Odyssey, an expose on the use of technology in the future was released, coincidentally, as the space race between the USSR and the USA heated up. The movie, demonstrated what enduring force computers would have in our daily lives. Prophetically, Mission Commander David Bowman says, "Open the pod bay doors, HAL. Let the awe and mystery of a journey unlike any other begin.” Although computers have not come to control humans as first depicted in the movie, they have come to control our lives through other means.

Increasingly, technology has entered mainstream society and has provided a means of communicating with the world around us. With the use of technology in the classroom, education has become increasingly global. Online degree programs and distance learning courses such as EDES 501 offered at the University of Alberta have put more and more teachers and librarians in touch not only with the various uses of technology but has also allowed educators around the world to communicate and share ideas. But are we using and keeping up with the available technology in our classrooms? “We are 20th-century teachers using 19th-century methods to reach 21st-century students." one educator professed. (Aronson, 2008) But with old equipment, limited budgets, testing benchmarks, demanding parents, and high turnover amongst younger faculty, how can teachers bridge the gap between what we know is best practice and the realities of the classroom? Who is talking to teachers to find out what works and how we can bring in new technologies to improve student learning? With these questions in mind, I began my search to find out "What’s Next" in the land where technology meets education?

Computer use has grown in classrooms and along with that, online learning has grown. This seems to be one area that will continue to expand in future as there is a need for qualified educators who act as mentors to students interested in learning. Frequently these types of courses are occupied by students from non-central areas, those who work during regular school hours, single parents, and students who learn best in an online environment. By providing e-learning, educators are serving students in a flexible, customized environment.
Hand-in-hand with a growth in online learning, a survey conducted by New Media Consortium, found that “online-collaboration tools, software that supports individually paced learning, and learning-management systems are among the communications technologies most expected to improve academics over the next five years.” (Glenn, M and D’Agostino, D, 2008) With a rise in online gaming and simulation software anticipated in this study, wikis and other social networking technology use are expected to see a drop off. To some degree we have discovered this already coming to fruition when we look at virtual libraries, in particular, Second Life. Many universities and libraries are using this alternative reality to market their educational facilities and libraries. Along with this movement, an increased use of freeware is expected to improve costs and efficiency while avoiding technological obsolescence. Online collaboration tools, accompanied by dynamic delivery of content, learning-management systems, and enhanced video and presentation tools are all thought to be part of the future academic experience. While members of the University of Calgary faculty who spoke at our school echoed what we at high school had discovered regarding pervasive multi-tasking between laptop, phone and other technologies in the classroom often distracting students and instructors during classes, Lieutenant Colonel Greg Conti, director of West Point’s Information Technology Operations Center, says “it is impossible to sit someone in front of the world wide web and expect them not to use it. We, as faculty, teachers and administrators, have to recognise that if we’re going to use technology in the classroom, we must find additional ways to keep content meaningful, even if it comes down to the simple task of requesting computer monitors down during the instructional period and back up during the hands-on portion of class.” (Glenn, M and D’Agostino, D (2008) This means that teaching methods will need to change just as they did when collaboration first came into educational vogue as “group work”.

Upon investigation of technology in the future of education, I found the authentic constructivist learning that is taking place in the US school systems partnered with NASA fascinating in that it has become a part of the “No Child Left Behind” concept. NASA, recognizing the need for educational change, while furthering its own research, has invited students, and educators in their classrooms to experience space exploration, scientific discovery and aeronautics research as they engage in authentic research studies such as applied physics, achieving competence in computing, astronomy, engineering and space science, airborne research and many other space related topics. This type of work engages students, provides authentic learning, while being cost effective for schools; however, NASA states, “The role of the Classroom of the Future is ever changing to meet the needs of NASA as it seeks to pioneer the future in space exploration, scientific discovery, and aeronautics research.” Self-serving as this may seem, with reduced budgets, schools will likely be forced to partner with corporations such as this in the future, providing mutual benefits to both parties.

As I investigated further, I searched for similar examples taking place in Alberta education. Alberta has created an Information and Communication Technology course, offered in conjunction with its core subject curriculums of language arts, social studies, math, and science which “provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact on self and society.” (Alberta Learning (2000) The curriculum includes: communicating, inquiring, decision making and problem solving, foundational operations, knowledge and concepts and processes for productivity within the spectrum of incorporating technologies to “support lifelong learning, while developing inquisitive, reflective, discerning and caring citizens.” (Alberta Learning, 2000) How to use and apply a variety of technologies, and the impact of ICT on self and society are the basis of the curriculum. It emphasizes that technology is simply “a way of doing things.” For the most part, this statement has lead to an oversimplification of technology in those courses, and does not address the use of social networking as an important component inspiring, and engaging 21st Century learners. Thus far, various forms of technology have been open to students as options from which to select for project completion but the technology has not been actively presented or taught within the class. It has been assumed that students simply know how to use the numerous technologies or will find out on their own. This is not good enough and we are doing our students a dis-service, in my opinion. This vague approach to technology has not been as productive as it could be if educators were provided with time and educational opportunities to learn how to use and apply various technologies within an educational construct.

“Vulcan has been selected as the site for Alberta’s International Space Station Event that will allow for students to ask questions to astronauts aboard the International Space Station in real time. Set to take place in late September 2009, the event will focus on the science and technology aspects of living and working in space.” (Alberta Learning, 2007) This opportunity will provide students with opportunities to explore space related topics in science in much the same manner as US students conduct authentic research with NASA. Younger students will communicate live with Canada’s astronaut, Robert Thirsk. What amazing opportunities for teaching students some of the technologies associated with space research. Again, because of budget cutbacks in Alberta education, projects such as this provide cost efficient, productive means of enriching relevant learning with less.

One application that I believe will be used more and more in education is Google Docs which provides ways of collaborating on projects without users exchanging their documents in word processed files. This tool is useful to teachers as they construct assignments or work in teams and for students as they collaborate to meet the requirements of those assignments. Google Wave, described as an updated combination of email with instant messaging, is one of the rising stars of technologies. It enables real-time chat, while creating a wiki-like document that is created, and saved online at the same time. Students working on an assignment can collaborate as they collect, organize and publish their document without requiring the exchange of word processed files. Each change made is tracked and the username recorded so that others may also join a discussion. Another powerful feature of Google Wave is its translation robot that translates as you type, making it an even more powerful technology for use in schools, particularly with language learning. Each of these technologies will be used in educational settings to enhance learning in future.

Will blogging be a part of future technology in the classroom? The trend is that along with an increase in internet devices and their increasing sophistication, the numbers of blogs have increased and will continue to increase. It is also likely that new applications will be developed in future to aid bloggers communicating using these devices since they are so portable and would enable users to blog from anywhere at any time, leading to the ultimate of 24/7 of blogging. Alvin Toffler, in interview, commented that blogging comes from the innate loneliness found in our society. Blogs fill the vacuum that has been created by society’s constant demand that we “keep up” while not having available social safety nets or companionship. In light of this, blogs will be a primary part of our online presence in the future.

So how do I help teachers to learn new technologies and create users of Web 2.0 tools in their classrooms? The novelty of introducing new technology, where fitting, to enhance the curriculum motivates student learners as they strive to collaborate, connect and create with others in the process. I need to be informed as to the various technologies avialable in Web 2.0 which is why I am taking EDES 501. Offering teachers time to play with Web 2.0 technologies while providing support, is likely the most reasonable means of aiding teachers in this new wave. There is comfort in the fact that like most new methodologies, the old and the new will overlap and blend within a well-balanced curriculum. This should be comforting to teachers who are knowledgeable and immersed in curriculum while learning new technologies. This is also an opportunity for librarians to engage teachers and students in conversations around learning and technology as we create a community of exploration, ideas and creativity. Being familiar with the numerous curricula offered by my high school, allows me to see where and how these technologies can be integrated and then to offer suggestions to teachers and students. As librarians, we can encourage and promote the use of technology to enhance curriculum as we aid life-long learners. When we work toward building a collaborative community, we will all be unafraid and proud to say, as Hal, the computer once stated, “I am putting myself to the fullest possible use, which is all I think that any conscious entity can ever hope to do.”

References

Alberta Learning (2000). Information and Communication Technology. Edmonton, AB: Alberta Learning, Alberta, Canada. Retrieved 08, 11, 2009 from http://www.education.gov.ab.ca/ict/pofs.pdf

Alberta Education Learning Cultures Consulting, (2007, 06). Technology’s Influence on High School Completion, Retrieved 08, 12, 2009, from http://education.alberta.ca/media/823068/techandhighschoolsuccess.pdf

Aronson, M (2008, 12). We've Got the Technology, Vol 54, Iss. 12, Retrieved 08, 12, 2009, from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdlink?index=26&did=1604522331&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1250117521&clientId=12301&aid=1

Barrack, L (2009, 07, 06). DOE Sees Increased Role for E-Learning. School Library Journal, Retrieved 08, 12, 2009, from http://www.schoollibraryjournal.com/article/CA6668924.html?industryid=47079

Glenn, M and D’Agostino, D (2008, 10). The future of higher education:. A report from the Economist Intelligence Unit, Retrieved 08, 11, 2009, from http://www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

Harris, C (2009, 09). Get Ready for Google Wave. School Library Journal, Vol. 55, Iss. 8, Retrieved 08, 11, 2009, from http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=5&did=1814684491&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1250100941&clientId=12301

Valenza, J (2008, 08, 25). Library as domestic Metaphor. School Library Journal, Retrieved 08, 12, 2009, from http://www.schoollibraryjournal.com/blog/1340000334/post/90032209.html?nid=3714Alberta Learning (2000). Information and Communication Technology. Edmonton, AB: Alberta Learning, Alberta, Canada. Retrieved 08, 11, 2009 from http://www.education.gov.ab.ca/ict/pofs.pdf

Walsh, B (2007). Clear Blogging: How People Blogging are Changing the World and How you Can Join Them. Berkeley, CA : Apress , Retrieved 08,12,2009 from http://ualweb.library.ualberta.ca/uhtbin/cgisirsi/1IpJhYjs39/UAARCHIVES/165330007/9?first_hit=1&last_hit=20&form_type=&VIEW%5E1.x=49&VIEW%5E1.y=10#holdings