No.5 You can not text student although they are using text most.
Just as Barab, Gresalfi and Ingram-Goble (2010) mentioned that much of the social interaction among students now occurs through texting. Teenagers’ monthly average of text messages was 3,417—approximately seven messages per hour; they prefer texting over voice calling because it is faster (22%), easier (21%), and more fun (18%) (Nielsen, 2012). However, in the same article, the author mentioned that 53% of middle and high school students indicated that they are not able to use cell phones, smart phones, or MP3 players in their schools. This is unbelievable!
No.4 Student likes digital reading, but you don’t read it this way in school.
According to Barab et. al(2010), with the increasing use of tablets or smartphones for reading at all age group, students’ reading has become increasingly digital. In December, 2011, 43% of people 16 years and older had read one e-book or a long-form digital text—an increase of four-fold from 2010; those who read e-texts also read more than do non-e-text readers (Rainie, Zickuhr, Purcell, Madden, & Brenner, 2012). However, only 35% of high school students and 27% of middle school students reported using an e-textbook or other online materials in school. And, even if teachers are using digital tools, they are most likely to use them for homework and practice (58%), facilitating group collaboration (32%), and tracking effort to achievement (16%), as opposed to using it for creating digital content (Project Tomorrow, 2011). Unbelievable!
No.3 Lots of technology, but no professional development for teachers
Currently, teachers and administrators use digital devices in their daily work. The statistics indicate that 54% of teachers and 70% of administrators employ smartphones as part of their work; 52% of teachers and principals have taken an online class for training purposes. However, there is a lack of professional development in uses of digital tools. In a survey of 1,441 U.S. literacy teachers, 81.6% of teachers reported that a lack of professional development on how to integrate technology is a barrier to its integration (Hutchison & Reinking, 2011). Further, 73% of teachers reported that they do not have time to teach students the skills needed for complex tasks, with 45.7% of teachers reporting their own inability to use technology. Even if such professional development is available, it often occurs through decontextualized, one-shot workshops, as opposed to a long-term, collaborative activity that, over the long run, results in increased use of digital tools in the classroom. UNbelieveable!
No.2 Low-income school have better technology than school in Silicon Valley
At the same time, when low-income schools created special after-school programs focusing on the uses of digital tools, as evident in the urban Chicago Digital Youth Network program, students in those programs reported a wider variety of technology tool use and fluency than did a Silicon Valley comparison group with high home access (Barron & Gomez, 2009). UNBELIEVEABLE!
No.1 Video games are powerful in Education.
The statistics shows that 97% of youths and 53% of adults play video games (Lenhart, Jones, & Macgill, 2008; Lenhart, Kahne, Middaugh, Macgill, Evans, & Vitak, 2008). Games are popular in part because they are fun. However, it is not simply their entertainment value that gaining the interest of educators. Beach (2012) stated that video games are a powerful medium that curriculum designers can use to create narratively rich worlds for achieving educational goals.It also has the additional potential to position players to experience a sense of agency and consequentiality (Gee, 2003). UNBELIEVABLE!
Note: According to the reading from “Teaching and Learning with the Internet”, I came up with this 5 topics in the number list. I am sure there are more unbelievable phenomenon in EdTech world, and I would love to hear from you.
Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play using games to position person, content, and context. Educational Researcher, 39(7), 525-536.
Barron, B., & Gomez, K. (2009). The Digital Youth Network project. Retrieved from http://iremix.org/3-research/pages/33-
Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19(1), 45-59.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave.
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333.
Lenhart, A., Jones, S., & Macgill, A. (2008, December 7). Adults and video games. Washington, DC: Pew Internet and American Life Project. Retrieved from http://pewinternet.org/Reports/2008/Adults-and-Video-Games.aspx
Lenhart, A., Kahne, J., Middaugh, E., Macgill, A., Evans, C., & Vitak, J. (2008, September 16). Teens, video games, and civics. Washington, DC: Pew Internet and American Life Project. Retrieved from http:// pewinternet.org/Reports/2008/Teens-Video-Games-and-Civics.aspx
Nielsen. (2012). State of the Media: Mobile Media Report Q3 2011. New York, NY: Nielsen. Retrieved from http://www.nielsen.com/content/dam/corporate/us/en/reports-downloads/2011-Reports/state-of-mobile-Q3-2011.pdf
Project Tomorrow. (2012). Mapping a personalized learning journey: K-12 students and parents connect the dots with digital learning: Speak Up 2011 National Findings. Retrieved from http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html
Rainie, L., Zickuhr, K., Purcell, K., Madden, M., & Brenner, J. (2012). The Rise of E-Reading. Pew Internet & American Life Project.