McLuhan’s+Tetrad

**Week Two**
 * McLuhan’s Tetrad**

__**MICHELE SCAVONE:**__ **Kno Digital Textbook**
 * Enhances: Unlimited Resources ||

Kno Digital Textbook || Obsoletes: Textbooks || **﻿** Emerging and emergent technologies are promoting learning experiences within the classroom. Today’s technologies are modernizing the educational system into collaborative, engaging, and productive learning environments. This modernization enables educators to be able to differentiate instruction to meet the needs of all students. Disruptive technologies usually make another technology out dated. For as long as I could remember, textbooks have been in the form of actual books. Textbooks are cumbersome and heavy. Over the years the wear and tear gets to be too bad for students to use anymore. The Kno Digital Textbook has the potential to impact the teaching and learning community greatly. The Kno Digital Textbook, is an all in one product, with an infinite amount of resources at students finger tips. This device has the capability of connecting to the Internet and has a touch screen that allows the student to take notes. This one device would eliminate the amount of hardcover textbooks the students have to lug back and forth to school. Schools may want to adopt the Kno Digital Textbook, rather than spending money on new textbook series. The Kno Digital Textbook would allow districts to have more flexibility with the series’ that they want to adopt. Teachers would have valuable resources right at the student’s fingertips, enhancing the learning experience. Coupling this technology together with video chatting, students that require homeschooling would have the capability to be a part of the classroom within the comfort of home. __**MICHAEL WANMER:**__ **Personal Response Systems** Personal Response Systems (PRS) achieve real-time student assessment and promote the use of hands on technology that will monitor levels of understanding and foster student-teacher interactions. Teachers present questions to students in various choices: multiple choice, true false, or fill in the blank via the PRS computer software; students then use hand held devices to answer the question and submit their response. The PRS software then presents the data in various modalities to either the teacher or class. The teacher is able to ensure that each student responds, is able to identify who answered what, and can then provide direct instruction as a result. With the incorporation of PRS, the instructor has instant qualitative proof of learning, an education demand and trend that does not appear to be on its way out. As a result of the PRS software teachers are able to instantly analyze student data in ways unimaginable or very time consuming with traditional scantrons. Teachers can track individual student learning with a click of a mouse, categorize students according to progress, transfer assessment results to grade books instantly, and present data in a multitude of modalities. **McLuhan’s Tetrad Examined** **Technological Impacts** PRS makes education and learning more interesting, interactive and subsequently improves comprehension and retention of the state standards addressed in class. Traditional scantrons fall far short of these goals as they do not provide manipulative instant feedback. All students, including advanced learners, English Language Learners, special needs students, those with IEP and/or 504 education plans, and who rely on multiple learning modalities, will better understand the required curriculum through the effective use of PRS within the classroom. Incorporation of PRS at our school district would allow collaboration from one grade level to the next. All data previously collected by the Personal Response Systems could be passed on to the next grade and used by those teachers to asses the most effective teaching methods, identify individual student progress; thus encouraging communication and collaboration between the various grade levels. This ability was not previously readily available and tangible with the traditional scantron. Vast amounts of data can be stored, reviewed, and analyzed more efficiently and without daunting heaps and piles of paperwork. Additionally, teachers can integrate PRS into all preexisting Power Points in order to assess learning throughout a lesson or lecture by getting student feedback electronically.
 * Reverses: Laptop Computers ||  || Retrieves: Distance Learning ||
 * **ENHANCES:**PRS allows for instant assessment feedback, data analysis, and student tracking || **TECHNOLOGY:**Personal Response Systems || **OBSOLETES:**PRS makes traditional scantrons and corresponding assessment obsolete in the classroom ||  ||
 * **REVERSES:**PRS reverses expectations for timelines in data analysis and it’s subsequent role in teaching and learning ||^  || **RETRIEVES:**PRS rekindles one-on-one interaction between students and teachers in large class settings ||   ||
 * **REVERSES:**PRS reverses expectations for timelines in data analysis and it’s subsequent role in teaching and learning ||^  || **RETRIEVES:**PRS rekindles one-on-one interaction between students and teachers in large class settings ||   ||

Michele Scavone comment to Michael Wamner: As a reading teacher, having a PRS system to lessen the paperwork would be a dream come true. I would be more excited though to couple this technology with my interactive whiteboard. My eno board has many add-ons including a writing tablet and wiresless keyboard. With the writing tablet, wireless keyboard and PRS system would increase the amount of student interactivity.

Layna Winter comment to Michael Wanmer My school district has two different models available to our teachers and students to utilize, SMART Response LE and PE Systems. The assessments that are created utilizing SMART Notebook software can be open-ended and performance-based formats. Most teachers are PRS for pre-assessments to get the students acquainted with the technology. I think SMART Response assessments engage all students to participate in “real-time” responses providing the teacher with feedback instantly. Therefore, with this “real-time” feedback teachers can focus and tailor lessons to meet the needs of a varied of learners within the classroom. This type of assessment allows teachers to reflect on the data and learning styles for individual students.

__**LAYNA WINTER:**__ ** SMART Boards and Notebook Software **

There is less room for the conventional straight rows of desks, textbooks, a composition book, a pen, and a teacher in the front of the room summarizing the information on the board, because today’s students are plugged into technology in almost every aspect of their daily routines. Therefore learning environments need to reflect the technological learning needs of a diverse group of learners. I believe students are actively engaged and participate when technology is integrated into the curriculum. SMART Boards, Notebook software and Slates can help to enhance the creation of lesson plans for teachers and student learning. SMART Boards and Notebook software can be utilized to change basic worksheets to more interactive and engaging activities. Students are captivated and absorbed by SMART Technology, therefore learn content as they develop higher order thinking skills (HOTS) while actively engaging and taking responsibility for learning.

SMART Board provide teachers with flexibility and diversity with developing lesson plans and providing opportunities to access best practice and educational resources. They can be utilized across all curriculum areas, including enrichment classes such music, art, physical education, and world language. Other positive aspects of the boards are the resources available for more effective classroom management strategies, such as recording attendance and lunch counts. Creates a captivating learning environment that reaches a diverse group of learners.. ||= **EMERGING** SMART Technologies: SMART Board and Notebook Software ||= **OBSOLETE** White boards and markers and chalk boards (black and/or green), erasers and chalk. || Stimulates participation with small or whole group learning activities. ||=  ||= **RETRIEVES** Students and teachers have access to best practice res ources and engaging interactive activities lessons on the SMart Exchange website ||
 * = **ENHANCES**
 * = **REVERSES**

Dean Phillips comment to Layna Winter: Although I really enjoy watching and using the interactive whiteboards in classrooms, it seems as if the use of this device encourages teachers to stand in the front of the classroom, using cool tools and gadgets to teach students. I agree that to some level and for varied time frame, that this tool does actually increase student engagement, but from my observations and experiences, teachers are not using it to its potential. I think that this tool has tremendous potential for students to learn, but students need to be allowed to get their hands, and fingers, on the board and create lessons, presentations and unique content themselves. The power of the board is not in teacher use, but allowing students to use them.

Layna Winter responding to Dean Phillips, Dean, I absolutely agree that the students should be active in utilizing the interactive whiteboard for most of the class. In my district there has been a huge increase in the number of SMART Boards, Slates, and Response Systems and both teachers and students are learning to use these boards interactvely and together. As for teachers not using these boards to its full potential, in my opinion is the lack of time for professional development. As part of my position in my district it is my job to teach students and teachers how to use technology. I am constantly modeling, training and teaching the benefits of SMART Technologies and web 2.0 tools. I wish the district would allow for my PD time for teachers.

__**ALEXIS SCHECK: e-readers / e-textbooks**__

E-readers and e-textbooks on tablets are an example of a disruptive technology which fits with McLuhan’s tetrad. Using an e-reader students can have electronic access to textbooks making their experience interactive. If you’ve ever wished that those textbooks in front of you could come to life and offer more engaging experiences than just reading through reams of text, then the Kno could be what you’re looking for” (Ridden, 2011). The Kno an example of an emerging technology of e-textbooks. It is different because of its large 14’ screen size which is similar to a textbook. In addition, the Kno has a double screen allowing students to see two pages at once similar to a regular text book. Finally, “WiFi and Bluetooth wireless connectivity adds potential for cloud-based study, immediate reference checking and high definition multimedia interactivity too” (Ridden, 2011). For these reasons I think the Kno could be a disruptive technology to other e-readers. Furthermore as Christeneson and Horn stated, “Computer-based learning has another technological advantage that is crucial to its expansion: one can customize it to meet different students’ needs” (Christianson & Horn, 2008, p.18).


 * ** ENHANCES: ** E-textbooks allow for interactivereading. Additional features include multi-lingual text-to-speech as well as interactive games and models. Finally, a double screen e-reader has the ability to have text on one side while the reader simultaneously uses WiFi internet access to conduct further research. || **__ TECHNOLOGY: __** E-Textbooks || ** O **** BSOLETES: ** E-Textbooks make traditionalprinted textbooks obsolete. ||
 * ** REVERSES ** : E-textbooks have potential tochange text for students based on their needs. Perhaps the next technology would allow the reader to change the text to the readers’ ability. Future e-textbooks could even be 3-D projection to further enhance the readers’ experience of images. ||^  || ** REKINDLES: ** E-textbooks the idea of using a dictionary when a word is unknown. I have noticed students guess or use context clues when they get to a word or thought they do not understand. Long ago students were encouraged by parents and teachers to a dictionary for this purpose. However, it seems we have gotten away from this. E-textbooks either have electronic dictionaries or WiFi internet access so students can research a word or topic while they are reading. ||

Resources:

Christensen, C.M., & Horn, M.B. (2008). How do we transform our schools? Education Next, 8(3), 12-19.

Ridden, P. (n.d.). The Kno: A giant double-screen tablet to replace giant textbooks. //Gizmag | New and Emerging Technology News//. Retrieved September 14, 2011, from http://www.gizmag.com/kno-digital-textbook-announced/15390/ Layna Winter comment Alexis Scheck I think E-Textbooks are a wonderful tool for teachers and students. I agree that this resource allows the learning environment to come alive. Students are so use to using technology for texting, surfing the net, and playing video games, it makes sense to give them E-books in the classroom. I think that these types of books encourages more students to read and explore.

** __DEAN PHILLIPS: Document Cameras__ ** ** Technology: Document Camera **

==== The document camera has become one of the most used technology tools used to enhance my teaching practice. With this tool a teacher can project any document, any physical item that fits beneath the lens for all students to view or interact. Now curriculum items, such as pictures, documents, or even demonstrations can be conducted beneath the camera to project to their students. Previous to the implementation of the document camera, there was no other way to digitally display a student or teacher work without physically being present. This is the intersection of new technology which has the potential to transform the educational setting in which it is implemented because of the competition with the “non-consumption” (Christianson & Horn, 2008, p. 14) alternatives. ====

==== For example, now students can watch in real time, from anywhere in the room, a demonstration on dissecting a frog. This transforms the traditional teaching model, where students in the past had to gather around the teacher’s desk or table to watch the demonstration, creating an environment that was difficult to manage due to student proximity to each other and student engagement. Another potential learning opportunity using the document camera is the ability for students to display and demonstrate their work to their peers. Students can now be asked to demonstrate concepts and techniques, and with the opportunity to share their methods also presents an opportunity to learn and grow. ====

==== Another potential benefit for schools that adopt this new technology is the potential savings that could be achieved by refraining from making paper copies of articles, worksheets, or even pictures for all students. Now, using this technology, teachers can easily create a digital copy, which can be displayed, captured, and shared which eliminates the need for costly copying and distribution. ====

==== As the document camera has allowed teachers to project and gather curriculum items into digital content, we can already see a shift on to the next tool, where much of the content is now readily accessible via a learning management system which gathers all of this education material which is in a digital format in one easily accessed space. The document camera set the stage for its own replacement (Thornburg, 2008), providing an easy method for the creation of this digital content. ====

==== A document camera enables the teacher to project documents and other items for viewing by students. Worksheets, textbooks, images, and physical objects can be projected to a larger screen for easier viewing. ==== || ** Obsoletes: ** ==== A document camera makes the opaque projector, the overhead projector, and the slide viewer obsolete. No longer is it necessary to have various means of media, simply put whatever type of object under the document camera and it is viewable by all. ==== || ==== A document camera reverses the need for all students to have a “copy” of the material. A document camera can also provide a medium of learning by providing visual cues that was often difficult to achieve with traditional teaching models and tools. ==== || ** Retrieves: ** ==== Student engagement is increased with the use of curriculum items in a digital format. Now, curriculum pieces can be displayed and captured in digital format for use with other technology such as computers and other online tools. ==== ||
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