Technology In Your School

To Infinity And Beyond!

2012-01-26T15:02:00.002-05:00

In 1997, I was teaching 10^th-grade English. I remember having a copy of “National Geographic.” The cover story was about a robotic device that was deployed on Mars. Sorry, the specifics of the device and its name escape me, but what I remember was that for the first time, pictures from the surface of Mars were published in something that was accessible to anyone who read “National Geographic.” Even better, they published the special addition in 3-D! Okay, by “3-D,” I mean the old red and blue version. Those born . . . let’s say recently, probably don’t remember the days of “red and blue 3-D.” Not so long ago, to make things appear 3-D, images were produced using red and blue images. I won’t suggest I understand the technical specifics, but suffice it to say, when you wore cardboard glasses with one red and one blue lens, the image appear (with concentration and patients) to be 3 dimensional. I remember sitting at my desk, looking at this magazine with my fashionable 3-D classes on, and being fascinated by the 3 dimensional images of Mars. It was the most realistic encounter anyone could experience with another planet. One of my students came into my classroom and asked me what I was looking at. I told her, and then handed the glasses and magazine over to her. She was enthralled! I allowed her to take the magazine and glasses with her. For weeks she carried those around. After some time, I asked her, “Tia, why do you carry those around all of the time?” She said, “Mr. Corcoran, I’ve never seen anything like this. It makes me feel like I’m actually there, and that makes me want to learn everything there is to know about Mars.” She then pulled out a folder she’d been keeping of research she’d done on Mars. The red and blue, 3-D images of Mars were so interesting to her, she clamored to find every bit of information the school library had to offer.

Now – anyone who has ever felt the joy of teaching is feeling the same heart palpitations I did – I am. Imagine that scenario today! Long past are the days of the red and blue 3-D classes. Imagine what information Tia would have had at her fingertips today! She would have grabbed her cell phone or tablet and had more information, images, and videos about Mars than everything she could have found in the school library or Library of Congress in 1997! The landscape of Mars probably hasn’t changed much since 1997, but the landscape of technology certainly has, and exponentially!

I share this memory to illustrate a point. The availability of information has changed so dramatically since most of us started teaching that it is hard to fathom just how different the world of information is for our students. Quite honestly, it’s overwhelming at times, but let’s not hide our heads in the sand. Let’s take a deep breath and consider the advantages. We have more opportunities to inspire our students than ever before. The access and desire for access to information has never been greater. In fact, CNN reported that in the last quarter of 2011, Apple sold 141,000 iPhones EACH DAY, and 171,000 iPads EACH DAY! Wait. Don’t read further just yet. Go back to those numbers and let them sink in. Now, think about what Tia said to me – “I’ve never seen anything like this. It makes me feel like I’m actually there, and that makes me want to learn everything there is to know about . . . ”

Now if this doesn’t excite you, check your pulse!

Jack of All Trades - Master of None

2012-01-24T09:43:00.000-05:00

I am scheduled to have shoulder surgery in a couple of weeks – not something I’m looking forward to. While I’d like to have you believe the necessity for this procedure has something to do with my incredible basketball dunking abilities, the truth is far less impressive. As the date of surgery approaches, I considered what lead up to this, and who has been involved along the way. I first saw my family doctor about the problem. He recognized that I needed to see someone else and referred me to a rheumatologist. My rheumatologist found the underlying issue, but the surgery was still necessary. As such, he referred me to a surgeon who will perform the procedure.

Most of us recognize that this is a typical process in the medical field. While our family doctors take care of our general health concerns, they refer us to specialists when it is necessary. Thank goodness for that too. I think my family doctor is great, but I really don’t want him performing surgery on me. I have a close friend who is a dentist, but I wouldn’t want him to be my optometrist. We all recognize that when it comes to our health, no single doctor can be a specialist in everything. The field is far too complicated, and too much is at stake to risk it to someone who is not qualified.

Consider what we expect of our school IT staff members though. Often, these individuals are like our family doctors. They have a great deal of general knowledge. They can diagnose most problems and can administer treatment. But what happens when the complexity of the issue exceeds their level of expertise? They don’t have the luxury of referring their patients to a specialist. They are expected to resolve the problem. In order for an IT staff to be able to successfully manage an IT environment, the team would have to be made up of experts in servers, switches, routers, wireless access points, one or more operating systems, security camera systems, student information systems, voice over IP phone systems, and much more. Indeed, the world of technology changes so rapidly, it is nearly impossible for these folks to stay on top of current technology trends, procedures, and innovations. To complicate matters, schools are introducing mobile devices (iPads, Kindles, Nooks, etc.) as quickly as manufactures release the latest models. Without having any formal training or professional help, IT staff members are expected to deploy, manage, and support these new devices.

When it comes to our personal health, we expect our health care providers to be trained, certified experts in their field of study. We hold the same expectations of our educators. The fact is, supporting the complexities of technology these days also requires trained, certified experts. If your IT staff is overwhelmed, take a moment to consider what is being asked of them. Are they being asked to be the jacks of all trades, master of none?

Apple vs. PC: Really?

2012-01-24T09:41:00.000-05:00

It will not come as a surprise to you that as I meet with school districts around the country, I find every variation of Mac, PC, or some combination of the two. Inevitably, I’m asked, “What do you recommend, Mac or PC?” This is a legitimate question. I fully understand why I’m being asked the question, but let’s elevate the subject:

We’ve all heard that there are “Mac” people and “PC” people. Yes, I’ve lived it. I’m old enough to remember when the debate was legitimate, but if we’re still arguing this matter today, we’re missing the bigger picture. I will not advocate either because the fact is, it doesn’t matter. Let me ask you this; without looking, can you tell me what brand microwave you have at home? Does it really matter? I don’t know what mine is. I have a feeling it’s a Panasonic, but then again, it could be a Sharp. I really don’t know, but here’s what I can tell you. When I want an awesome plate of nachos, it heats the chips and cheese just the way I want! Similarly, do you really think students care what brand of computer they are using? Of course they don’t. Truth be told, they probably aren’t using a computer at all. The only ones who really get hung up on the Mac vs. PC issue are the educators. That’s not a condemnation; it’s just the reality of what we, as those older than the students we serve, have faced. We learned on either Mac or PC’s. We are expected to integrate technology into our curriculum; thus, we fall back on what we know. The students; however, are not connected to brands. They are only interested in access. They don’t care what platform takes them to Facebook. They don’t care what operating system is being used to provide them access to Accelerated Reader. If they can access The Kahn Academy, do they really care if it’s on an Android operating system, an Apple OS, or something else? Of course they don’t. They just want answers. So where are we, the educators, in this issue?

Experience tells me that we’re still struggling with this. Teachers, administrators, and indeed, technology departments are still spending time debating this issue. With all due respect, the debate is over. The answer is simple. You put in place the device that is both appropriate and cost effective based on the curricular goals set forth by the district. Take “you” out of it. Forget what you’re comfortable with. Just ask, “If we’re going to purchase a piece of hardware, what provides the student with the greatest access to information, provides the greatest flexibility, and does so at the lowest cost possible. If an iMac is the answer, so be it. If a Thin Client solution is the answer, so be it. Maybe an iPad or Kindle Fire is the answer. The point is, the discussion has to be focused around what the students need rather than what teachers are comfortable with or what the technology department is comfortable supporting. A district must ask, "What impacts learning most," not, "What impacts my lesson plans the most" or, "How can I support that operating system when I only know this one." The real question is, "What can we give students access to that will improve their learning experience at a price the district can afford?" Mac, PC, Kindle, Android, something to come next month . . . ? With all due respect to those I know personally who work for various hardware vendors, the Mac vs. PC debate is over. There’s a new topic – what is the most affordable way to give students the greatest access to information. If you’re still taking about brand names, respectfully, you’re being left out of the more important conversation.

Nostalgia Is Not An IT Strategy

2011-12-28T13:43:00.000-05:00

As we approach the end of the year, we have a natural tendency to reflect on the changes that took place over the past months. While watching TV and listening to the various news stations discussing the many changes that took place in 2011, I am struck by how many events were influenced by technology. Consider MySpace, the social media juggernaut, at one time sold for more than $500 million. Experts estimate that it will likely go away in 2012. In contrast, Facebook boasts more than 700 million users. And while we may think of Facebook as simply a place to upload photos for our friends to view, 2011 saw many Middle Eastern nations overthrow long-standing governments. Experts say that these movements would not have been possible without social media networks such as Twitter and Facebook.

Think about how technology has changed your daily life. Borders, the one-time book store giant, closed its doors in 2011 because so many people started using electronic readers rather than buying traditional bound books. The way technology has changed our every-day lives can be seen everywhere. Do you remember when a trip to your bank was a common occurrence? Now, many people manage their banking accounts and pay their bills online. Do you remember the weekend trips to Blockbuster? In 2011, Blockbuster filed for bankruptcy protection, losing customers to Netflix and the convenience of instant streaming. The Discovery Channel aired a show called “101 Gadgets That Changed The World.” The smart phone was the number one gadget that changed the world, beating out the light bulb, the personal computer, and other amazing inventions.

Take a walk through your house. If you’re like me, you will probably find a stack of VHS tapes stored away in some closet along with that one VHS player you’ve held onto “just in case.” What about your photos? If you’re like me, you have boxes of photos or maybe even big, thick photo albums tucked away, while most of the photos you’ve taken in the past 5 years sit on your computer in digital format. Do you have a hefty stereo system somewhere in your house, but you listen to all of your music on your favorite MP3 player? Yes, I’ll admit, I still have vinyl records in one of my closets. They are sitting next to that video camera I used to hoist onto my shoulder to capture family movies.

Now take a walk through your schools’ hallways. If you’re feeling a sense of déjà vu, you’re in trouble – or more to the point, your students are. If interactive white boards and DVD players represent your latest technology, you’re students have long surpassed you. Students are accustomed to a world where information is limitless and just a click away. The devices they carry in their pockets are probably far more powerful than the technology hanging on the classroom wall, or filling up the library.

So why do we still keep these things even though we see technology changing the world around us? For many of us, it’s nostalgia. While newer technologies or “bring your own technology” represent a cost savings and improved student learning, some of us are just more comfortable with the way things used to be. It’s what we know. It’s what we built our lesson plans around. It’s how we’ve taught for years.

There is nothing wrong with nostalgia. It can be quaint and even a little fun. Why do I keep those outdated items around my house? I grew up with them. I like the idea that one day I’ll have grandchildren who will have a chance to marvel at the box of “old things” I bring out for them to see. They’ll be my props as I tell them about the world when rotary phones were what we used to make calls, when televisions were not mounted to the wall, and when paper, pen, envelopes, and stamps were the way we let people know how we were doing. I think it will be fun, and I’m sure they’ll laugh at how “lame” these times were. I just hope that’s not what they’re saying about our classrooms today. There is a time and place for nostalgia, but it’s not an IT strategy we should force upon our students. Ask yourself, next year, as you reflect back on 2012, how will technology have changed in your school, or how will it have remained the same?

Your Personal Path To Technology Integration

2011-12-20T19:19:00.000-05:00

I was reading my colleague Joe's blog titled Where do I Begin??? (which I highly recommend). He was reflecting on his experience with technology, which has ultimately played a part in his position with VARtek. This led me to consider my own path. I have a few years of, let's call it "experience" on Joe. I remember when my parents purchased a calculator from Sears! It only had 6 digits, but that was more than enough to manage the checkbook on an enlisted man's salary, even if you took three of the positions for the decimal point and cent digits! The most advanced form of technology in my house was our family microwave. We had a TV that was half as large and half as expensive as the family car. When the volume needed to be adjusted or the channels changed, I was my dad's remote. When my father wanted me back in our yard, there was no phone call or texting. He whistled, and I'd better be within earshot if I was to stay out of trouble.

My first computing experience came when I was in the Air Force. I used a keypunch machine to input flight information. If you know what a keypunch machine is, you probably also know what an 8-track and rotary phone are. Later, my commander presented me with a computer that was issued to our office. It had no operating system. The word processing program ran on a 5 1/4 floppy drive (where the true "floppy" originated), and the data was stored on a second. With the computer came a stack of books that I had no intentions of reading. Uninhibited, I played with it until I figured it out. It took quite a while, but I eventually learned how to produce a type-written document from it.

I continued working with computers and taught myself a great deal. I learned how to write formulas for spreadsheets, how to code in html, and more. Eventually, I brought this knowledge to my classroom. I was the only teacher with a website. Kids could take online practice tests. I emailed parents to keep them updated. I posted grades on my site. I became known as the tech savvy teacher. I was the "trail blazer" -- the one some teachers came to for ideas, and the one other teachers complained about because they saw little correlation between technology and curriculum. In time, I was asked to be the Supervisor of Technology for our district. After 5 years serving in that capacity, I came to VARtek.

So other than learning my life story, "What's the point of this?" you may ask. The point is that I took a path toward technology. I embraced it where others didn't. I made it work for me, and because I was "tech savvy," I brought it to my students and made it part of my classroom. That scenario is no longer an option for educators. Students do not have the option of taking a path toward technology. They are inundated with it. They are both bombarded and consumed by it. It is what they know and how they learn, and whether we like it or not, we have to embrace it. It has to be a part of the curriculum. It's not something we give them access to, like the video we showed for 3 days just before winter break. It is such a part of their culture, such a part of how they live, that we can no longer choose to make it an ancillary part of our daily teaching.

Assuming that you're now motivated, or at least begrudgingly in agreement, what is your part? Well, you don't have to be the tech expert. You have 30 of them in your room. You don't have to have the latest technology. They probably have it in their book bags. You don't have to even come up with all of the ideas. Just ask your students, "If I want to teach this using more technology, tell me what you would have done." Homework, projects, presentations, and more; they will have ideas, and you're engaging them in their own learning, even before you ever incorporate technology. They will be an active participant in their own knowledge acquisition, and what more could we want?

Next, take small steps. Don't try to rewrite every lesson plan you have ever written. Introduce elements of technology in each lesson and continue to do so each year. It will only take a short time before you discover that a great deal of your lesson incorporates technology. And a word of caution here; using your interactive white board does not, necessarily, constitute incorporating technology into your lesson. The use of technology should be student-driven. It doesn't have to be complicated, but it's not enough for you alone to use technology to disseminate the information. Again, student-driven is the key.

Regardless of your technology past; regardless of how tech savvy you are or are not; regardless of whether you found yourself pursuing technology or avoiding it, the fact remains -- it's an integral part of our kids' lives, and we owe it to them to help them learn in a manner that provides the greatest possibility for success.

"Stuff vs Structure"

2011-11-29T16:46:00.000-05:00

When we talk about technology in education, our conversation often focuses on "stuff." I recently talked to a director of technology of a district with approximately 6000 students. "So how is technology your district" I asked.

"Good," he replied. "None of our computers are more than 5 years old. We have 12 mobile laptop carts. We have 250 iPads" he added. Clearly, from what he told me, the distict has an asset replacement plan, or at least a plan to aquire new "stuff," but with all due respect to my colleague, that's not what I was asking.

Emassing technology is not a technology plan. Replacing aging technology is a tactical part of a technology plan, but should never be the focus of the plan. What I was really asking was, "How is technology impacting instruction? How is it impacting student learning? Have you been able to determine if the use of technology has had a measurable impact on test scores? Are your technology decisions positioning your district to save money?"

It's easy to see the "stuff" and loose sight of the purpose for all that "stuff." As educators, we need to remember that it's not about simply making devices available for students. It's about how we use those devices, or how we guide students to use those devices as a way to improving instruction and learning.

This means that before you go to the PTA and ask them to purchase iPads for your class, before you write that grant for "clickers," before you ask your building principal to provide another computer lab, ask yourself, "how am I going to change my instructional techniques to make the most of these assets." If you have a personal technology plan, you'll be a great deal more satisfied with your lessons and your students' learning.

Online Student Research Tools

2011-11-19T12:43:00.000-05:00

When was the last time you had your students conduct research for a class assignment? Those of us who have asked students to conduct research have quickly learned that the days of students checking out the reference section of the school's library are gone. Instead, it's online or, as far as they are concerned, it doesn't exist. But online research has its pitfalls. Specifically, students often need help staying focused as they move between websites. Too easily, students become overwhelmed by all of the resources available to them. Moreover, they are often unable to see the relationships among information found on multiple site. This is where Middlespot.com comes in. Middlespot is a site that helps students organize all manner of content on a single, online dashboard. According to the folks at Middlespot, "It's the simplest way to view, read, and watch your documents, photos, links, and videos on all of your devices. Because student content is managed online, it is available to them anywhere they have an internet connection, and on any device with a web browser. Students can also share their dashboards with their teachers so you can check their progress and see how they're doing. Middlespot is just one more example of a resource that students and teachers can use to improve learning.

Visit middlespot.com for the website, or http://middlespot.com/view.php#wpKey=fcTDyqSwF8lssFmUBVHwrS for a sample.

2011-11-10T15:40:00.000-05:00

As a teacher, I know how time consuming creating a lesson can be, but often others have already created the lessons you're looking for, and they are happy to share their work. Curriki is a K-12 open curricula community. The ideas are broken out by grade level and curricular area so it's easy to search. The site claims to have 5.6 million subscribers, and the subscription is free. It's certainly worth checking out.

Free Educational Podcasts

2011-11-01T12:42:00.000-04:00

Lear Out Loud offers many free, education-based podcasts. The site makes it easy to find podcasts based on topic and/or subject area.

FREE Online Course Creation

2011-11-01T12:38:00.000-04:00

Most of us have heard of Blackboard. Blackboard offers a content management system (CMS) for education. That is, its designed to allow you to create online courses with all of the features and functionality needed to support an online course. Blackboard is not a free product, and they target K-12 and higher ed. They do; however, offer a free version. You can create up to 5 courses for free. Below is a demo video, and a link to their FAQ page.

FAQ

A Vision of K-12 Students Today

2011-11-01T12:21:00.000-04:00

This video has been available on the web for quite some time; however, I'm always surprised by how many people have not seen it yet. As such, I'm adding it to my blog. This video project was created in the hopes of inspiring teachers to integrate technology into their daily lessons.

Ken Robinson: Changing education paradigms | Video on TED.com

2011-11-01T12:14:00.000-04:00

Sir Ken Robinson takes a look at educational practices in the past, and discusses what education will look like in the future. There is a link to his video below. Consider how technology will be a part of this paradigm shift.

Ken Robinson: Changing education paradigms | Video on TED.com

Publishers Turn to Cloud Computing to Offer Digital Content

2011-10-31T17:13:00.000-04:00

This October 17, 2011 article published by Education Week discusses the benefits of cloud-based curricular delivery, and the struggles districts face preparing their schools for it.

While many schools are struggling to strike a balance between print and digital curricula for students, textbook publishers are taking to the cloud to house new digital resources and curricula.

But cloud computing is something K-12 schools are just beginning to dip their toes into, experts say, largely due to the lack of resources to shore up the technological infrastructure needed to tap into the cloud, described as the information and power available from servers hosted by a separate, off-site entity. For example, Google’s tools, such as email and spreadsheets, are considered in the cloud because users tap into information and platforms that are hosted on Google’s servers versus their own. Read more.

Leveraging Technology to Drive Student Outcomes

2011-10-24T12:45:00.000-04:00

The following was delivered via email by Education Week.

Free Live Webinar:
Administrators "Speak Up" About Leveraging Technology to Drive Student Outcomes
Tuesday, Nov. 1, 2 to 3 p.m. EDT
Also available "on demand" any time 24 hours after the event.
Free registration is now open.
In this special webinar sponsored by K12, Inc., Julie Evans, CEO of Project Tomorrow, will share an exciting new set of Speak Up data that directly answers this critical question: How are today's administrators leveraging technology to close the achievement gap? The webinar will include key national research data on how online learning directly addresses several of the critical challenges that are waking up our nation's administrators in the middle of the night. Additionally, Ms. Evans will facilitate an interactive panel discussion with three of the nation's most innovative administrators, who will share their first-hand experiences tapping into technology solutions to drive enhanced student outcomes.

Guests:

Barbara Cruse, principal, East Valley Virtual School, East Valley School District, WA

Rick Fast, paraprofessional, at-risk programs, Nevada School District, MO

This webinar will be moderated by Julie Evans, CEO, Project Tomorrow.

Register for this free webinar.
Education Week is serving only as the host for this presentation. The content was created by the sponsor. The opinions expressed in this webinar are those of the sponsor and do not reflect the opinion of or constitute an endorsement by Editorial Projects in Education or any of its publications.
All Education Week webinars are archived and accessible "on demand" for up to six months after the original live-streaming date.

How Interactive White Boards Are Being Used In Your Schools

2011-10-07T12:14:00.002-04:00

Many schools have invested heavily in interactive white boards (IWBs). Most have, or desire to have an IWB in every classroom. This begs the question, "how are they being used?" In order to determine your return on investment, Dr. Jo Williamson of Kennesaw State University (GA) and Lisa Reed of the University of Colorado created a survey. This survey breaks the use of IWB into 6 categories. Based on how the questions are answered, one can determine whether the IWB use in your school is "inconsequential" or where it fall withing the "low levels of transfer and engagement" to "high levels of transfer and engagement" range.

To determine how they are being used in your building, complete the following survey.

5 Awesome Things You Can Do With An iPad And A LCD Projector

2011-10-07T09:22:00.000-04:00

John Mikulski has posted an article about ways to use your iPad with an LCD projector in the classroom. His blog sight has lots of other great topics you may find interesting as well.

http://www.classroominthecloud.net/2011/10/5-awesome-things-you-can-do-with-ipad.html

India Launches Aakash Tablet Computer Priced at $35

2011-10-06T08:36:00.000-04:00

India recently introduced a $35 touchscreen tablet. While it sounds impossible, one must consider that most inventions come about when the demand for a solution is so great that it constitutes the energy necessary to create a solution. Combine Indian's population and level of individual poverty, and you have identified the demand for an inexpensive computing device.

From BBC News, October 5, 2011: Read The Entire Article

Tech. Tools Target Students' Individual Needs

2011-10-06T08:25:00.000-04:00

The following is an excerpt from Education Week's article published online on October 3, 2011, and written by Charlene Pacenti of the Miami Herald

Imagine a classroom where every child moves at his own pace. Where lesson plans are customized to every student's individual strengths and weaknesses. Where a teacher spends less time grading papers and more time interacting one-on-one with students who are struggling—or who need to move ahead faster.

Read The Entire Article

Technology: Their Future or Your Past?

2011-10-05T17:09:00.000-04:00

This white paper addresses the question, does your school's technology prepare students for their future, or your past?

http://vartek.com/downloads/VARtek_White_Paper_PastorFuture.pdf

How Does Technology Influence Student Learning

2011-10-05T16:59:00.000-04:00

In today's world, it would be hard to dispute whether or not technology has a positive impact on student learning. The jury is in, and technology probably has the single greatest impact on student learning aside from the teacher. The International Society for Technology in Education (ISTE) published the study that follows.

According to its website, ISTE is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.

ISTE represents more than 100,000 education leaders and emerging leaders throughout the world and informs its members regarding educational issues of national and global scope.

ISTE members include individuals, affiliate organizations, and corporations:

20,000+ individual members

80 affiliate organizations
89 individual member countries
6 affiliate regions worldwide
65 corporations worldwide

ISTE membership is a powerful and meaningful way for educators to connect with peers, to gather in a variety of forums to share the challenges and excitement of teaching, and to be part of a community that leads the transformation of education.
https://k20portal.ou.edu/k12/leaders/Document%20Library/1/Article.StudentLearning.pdf

BYOT: Bring Your Own Technology

2011-10-05T16:39:00.000-04:00

School policies for personally owned electronic devices vary from state-to-state, district-to-district, and school-to-school. For quite some time, students were discouraged or restricted from using devices such as cell phones during the school day; however, as these devices become more powerful, schools across the nation are beginning to recognize the many curricular benefits to having these devices available for student use. Further, schools are also recognizing the enormous financial advantages of allowing students to provide the computing device rather than putting that burden on the district.

More and more, we hear of schools that are allowing students to bring their own technology (BYOT), but BYOT is not simply a matter of policy change. In order to support such an initiative, a school's network and infrastructure must be robust enough to handle the increased network traffic, and technicians must have the engineering skills necessary to support the complexities of such an environment. This is often the greatest challenge for schools as most are not in a position to employ the engineering-level resources necessary to make such an undertaking successful.

It is undeniable that BYOT provides for greater informational access for students and faculty. This increased access provides teachers with greater curricular delivery options, and students with the ability to learn any time, anywhere. Still, districts should not attempt to adopt a BYOT policy without the necessary equipment and technical skills to ensure success.

What IS "The Cloud?"

2011-10-05T16:21:00.000-04:00

You've heard about The Cloud, but what is The Cloud? The cloud is many things, but these two videos will help you understand what the cloud is and how it can impact your school. The first is the cloud as defined by kids. The next is an explanation "in plain English." Plain English is a matter for debate, but the information it provides is excellent.

The Kindle Fire. A Game Changer?

2011-10-05T15:46:00.000-04:00

Those of us in education have come to realize that mobile technology is going to have a profound impact on the educational landscape. Our first experience with mobile technology probably came about when laptops became affordable enough to make them available for student use. Truth be told, the real "mobile" part of this came in the fact that the laptops were on a mobile cart, thus freeing us from fighting for space in the school's fixed computer lab. Eventually, the iPod Touch was introduced, but in the absence of real cloud computing options, it had little impact on the curriculum at large.

Fast forward several years, and we are now in the world of iPads, Nooks, Kindles, and other mobile devices that are both affordable and offer some serious options for curricular delivery. iPads have certainly led the charge, and kudos to Apple for creating a device that has generated such interest in accessibility, but with an entry price of $500, the iPad offers little cost savings versus laptops or netbooks. With Kindle's introduction of the $79 Kindle Fire, the game might have changed. As cloud technology becomes more mainstream, the curricular focus becomes far less about the device, and more about student access, and if students have the same access from a $79 device as from a $500 one . . . well, you do the math. Even at $199, Kindle's most expensive version of the Fire, it's still a far less expensive solution. As less expensive device hit the market place, we are likely to seen manufactures scrambling to cut costs. It's one of the few times that finances are working in schools' favor!

Kindle Fire: http://www.amazon.com/gp/mpd/permalink/m4PZXKPGK3SQB/

USA Today report: http://content.usatoday.com/communities/technologylive/post/2011/09/amazon-announces-kindle-fire-tablet-for-199/1