When I think about technology and value in education, I am always looking to examine how technology can be used to leverage learning in ways that can’t be done in other traditional formats.  I am currently working on a blended learning paper with my team and have started the following vignette to describe such an example:

Michael was teaching a high school Applied Science Research class.  The class was designed for students who demonstrated interest in pursuing research in biological, physical, medical, and/or engineering sciences.  Students conduct a year-long or multi-year independent science experimental research project under the mentorship of the instructor and field scientists and are expected to present the results of their research at local, state, or national fairs, symposia, or competitions.  To help his students find success, Michael set up the following course goals:

1.  Interact with practicing scientists

2. Participate in a significant research experience

3.  Select, develop and conduct an independent research project

4. Develop the skills of reporting and presenting research results.

A highly motivated student, Anna had a strong interest in the physical sciences and engineering, began to examine the properties of particle accelerators and decided that she would like to try to build one.  Even though Michael was a biologist, and lacked knowledge about particle accelerators, he encouraged Anna to pursue her ideas.

Anna discovered that old television and computer monitors contain cathode ray tubes (CRTs) and brought a junked monitor from home to school for examination.  She stopped to discuss her ideas with the IT staff member in school who warned her that the monitor could potentially have a capacitor still charged with 40,000 volts of electricity and she should have it discharged.  Begrudgingly, she found a local electrician who did the work for her.  Returning to school, she started to dissect the device, first removing the cover and then different circuit boards and parts.  She reached an impasse and wasn’t sure how to proceed.

Michael had a friend, Bob, a retired multipatent-holding electrical engineer, living on the other end of the state, and encouraged Anna to make contact.  The two connected and decided to have a conversation in class via Skype, an Internet telephony service provider that offers free calling between computers.  Sitting in his couch at home, one morning during class, Bob coached Anna through the process of removing the CRT and gave suggestions on how to proceed with the particle accelerator.  During the process, Anna often took the laptop and steered the camera towards the deconstructed monitor and they discussed parts and procedures.  Occasionally Bob would scratch some figures on paper and move his camera towards the document to share his feedback.  The two had an invigorating conversation that lasted the majority of the class period.  Nearing conclusion, Anna realized that she still had many more questions.  She politely asked if she could follow up with email with more questions.  Bob agreed, and they continued the mentor/mentee relationship throughout the year, never actually meeting face-to-face.

I am proud to announce the release of my paper:  Online Dynamic Asynchronous Audit Strategy for Reflexivity in the Qualitative Paradigm, just published in The Qualitative Report. It was a long process to publication, but I am really excited about this work.  The data for the study originated here on this blog back in 2007.  This study is about this BLOG from 2007-2008.   I first presented the research concepts in 2009 at the Connecticut State University Faculty Research Conference, and then in 2010 at the American Educational Research Association Annual Meeting in Denver.  Feel free to read it and leave a comment below.

At my last stop, I had the pleasure of working with Donna Ragaini.  Donna was a special education paraprofessional and spent a period a day with me while I taught academic biology each year.  I taught the 10th grade section that included all of the special education students and always appreciated Donna’s candor, dedication to the students, and ability to reach them on a personal level.  I think we really made a great team.  I often told Donna that she should have been a special education teacher – she had all of the skills, knowledge, and certainly the dispositions.  She had a gift – she could hold students to very high expectations while being a compassionate, caring adult.  She had children of her own, a bit older than mine, and would sometimes pass along a used Leapster or funky sweater that was too small.  At the all-to-young age of 46, Donna passed away.  Even though we aren’t working together now, I know I will miss her wit, sensibility, and friendship.  Donna was a 21st century educator – the ones we are really looking for now.

From the New Haven Register:

I am excited to report a new book review I recently wrote in the Journal of Microbiology and Biology Education entitled “Practical Strategies to Promote High Quality Authentic Student Research in High School Settings“. Check it out!

Special thanks to my editor, Dr. Ruth Gyure, who worked with me on this project!

My team and I have been talking lately about the notion of teaching videos. “Distance education” processes have been around for a long time, and have manifested in different ways. The challenge for the asynchronous delivery of content is that it be engaging. What does that mean? For a video, engagement might mean:

• interactive with the viewer (making the viewer complete a task to be an active, instead of passive, learner)
• interactive internally (when two or more people can talk and interact, it makes the video more engaging)
• short (too long, tuned out)
• specific (content should be very targeted)
• robust (include appropriate visual stimuli)
• seeing the speaker(s) (there’s something powerful about seeing a person talk and watching the specific content)

This video visually enhances some of this vision:

Tomorrow, presenting at the 2nd biennial International Instructional Leadership Conference, I am going to make a supposition that 21st century skills are inquiry process skills. Below, my prezi presentation:

My daughter Anna took great pride to show me the following egg she had hand-decorated for Easter.  I love how creativity can manifest in children if they are just given the resources necessary to pursue and produce.

I recently observed a high school student focus group for the development of an instrument that will examine college and career readiness in STEM (Science, Technology, Engineering, Math). I was amazed (disappointed) at some of the comments the students made. But they are worth examining BECAUSE we need to be change agents! This is part of the call of STEM educators to improve knowledge, skills, and certainly dispositions.

When I think of engineering I think of a train

Research is looking stuff up on the Internet or print materials (not conducting investigations)

There is no creativity in science

Creativity can’t be taught

Problem solving can’t be taught

from lavc.edu

Wow!  What a great CT Science Fair 2011 at Quinnipiac University.  We’ve taken on some digital media projects.  See below:

CSF Trailer

Governor Dannel Malloy Speaks at the CSF Awards Ceremony

from Desales University Library

I was recently reading the Foundation for Excellence in Education (2010) Digital Learning Now! document.  Of particular interest to me was “Element #5:” Content:  digital content, instructional materials, and online and blended learning courses are high quality.  Check out this forward-thinking statement:

States should abandon the lengthy textbook adoption process and embrace the flexibility offered by digital content. Digital content can be updated in real time without a costly reprint. The ongoing shift from online textbooks to engaging and personalized content, including learning games, simulations, and virtual environments, makes the traditional review process even less relevant.

Transitioning to digital content will improve the quality of content, while likely saving money in production that can be dedicated to providing the infrastructure for digital learning.

This will be a tough nut to crack, but once schools and districts start thinking this way, there will certainly be an improvement in quality.  I started down this path in 2007 when I assumed the role of the first science department chair at Oxford High School.  My perception of the biggest challenge is the time to develop and maintain the high quality resources as part of the blended learning environment.  This, unfortunately, probably is not “doable” by the classroom teacher alone because there is just not enough capacity to give teachers the necessary time to make it all work.  But . . . teachers are key to the process.  So partnerships are a necessity.