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Category Archives: Interviews
EdTech Digest interviews Sesh Kumar
“Taking education to everybody, everywhere” has been the motivational mantra of Sesh Kumar, who founded Emantras in 2000 and currently serves as CEO.
Why did you create Emantras?
When I started Emantras in 2000, I was pretty certain on what I did not want it to be: a publishing services company, another eLearning company, another Indian outsourcing company.
I was very interested in the use of technology in education. And for a long time I’ve personally held the belief that learning through technology can be very effective. I started Emantras with the goal of creating digital products for the 21st century learner.
Our long term objective is to facilitate the progress of humanity through learning and initiate a global digital educational reform.
What are your thoughts on education these days?
Technology is here for everybody and is no longer limited to just the whiz kids. Learning through technology can be very effective, if we can overcome the challenges in taking technology to those with no exposure, and enabling those with access to technology to use it for more educational purposes.
Technology is ubiquitous and in today’s educational scenario, you often come across learners who know a lot more about technology and ways of implementation than the educators themselves. Using technology and combining it with learning, in a way that is easy to use and provides value is the biggest challenge.
Technology should be viewed an enabler, as a tool to further learning, not a hoop educators have to jump through. We don’t want to challenge teachers by making them go through a huge learning curve in order to implement technology solutions in their classrooms. It must be useful, easy and effective.
We also believe that it’s not only about the technology but also about the content design. One cannot be effective without the other. The trick is to get the combination right for all these elements (teachers, technology, content, connectivity, devices and learners) to work together to effectively improve learning.
How is Mobl21 unique from other similar products/services?
Every learning app designed today, has been created to deliver valuable content in one form or the other. What distinguishes a true mobile learning system from an app that simply delivers learning material, is its ability to ensure that learning is actually taking place.
Understanding this need, Mobl21 provides both features for learners and tools for instructors. Mobl21 enables instructors to get involved in the m-learning process and determine whether learners are actually utilizing Mobl21 to study, and to what extent.
Unlike other educational products, Mobl21 is not limited to a specific grade or subject but can be flexibly adapted to any learning requirement.
What is your outlook on the future of education?
Everyday new technology, new methods, and new pedagogies are changing the face of education. Today, three- and four-years-olds can easily use a tablet device to learn versus just a few years ago when it would take a deep learning curve to know how to even use a computer. The same thing applies to senior people as well. They can now access learning using devices which are bringing learning to them, in a very non-intrusive, and intuitive way. This is tremendously promising for the future of education.
Even more promising is that across the globe educationists, governments and technologists are all looking at ways to revolutionize education. While there may be mistakes, hopefully we’ll also have a lot of “learned decisions” made at the end of the day.
MOBL21 INTERVIEWS | HIGH SCHOOL PRINICPAL’S PERSPECTIVE
Welcome to the third installment in our series of Mobl21 interviews!
This week, Mobl21 talks to Eric Sheninger, Principal at New Milford High School, NJ, for in-the-classroom news on how mobile learning and technology is being viewed and used.
Mobl21: Tell us a little about yourself and how you got into the education field.
Eric: I am the Principal at New Milford High School (NJ) and have the best job in the world. The funny thing is I swore that I would never become on educator. My heart was set on pursuing a career in marine sciences and later found myself pursuing a Masters Degree in fisheries biology. It was during this latter stint that I was a graduate teaching assistant and realized my passion lay in education. Thus my journey into the field began.
Mobl21: When did your interest in educational technology begin?
Eric: I have always had an affinity for educational technology, but it wasn’t until March 2009 that I truly realized its potential impact on student engagement and learning. It was at this time that I joined Twitter and discovered a vibrant educational community where I began to learn about Web 2.0 technologies. I quickly realized that many of these tools were free and allowed students to unleash their creativity while making the learning process more relevant and meaningful. With this new knowledge in hand and a virtual support structure comprising thousands of educators from all corners of the globe, I began to work with my staff on effective integration techniques.
Mobl21: What do you think are some of the challenges schools are facing to introduce technology within the classroom?
Eric: Probably the number one challenge is budgetary constraints. Let’s face it, budget cuts over the past year have had a devastating impact on schools. The purchase of technology becomes a low priority when districts are struggling to keep staff and programs. Another challenge is equitable access. The key to introducing mobile technologies into schools lies in a wireless infrastructure that can support the Internet on these devices. The lack of a wireless network restricts the introduction of mobile learning devices that can really personalize the educational experience for students. Schools in rural areas are at a real disadvantage as many of the major carriers have yet to establish wireless signals in these areas.
Mobl21: Can you tell us a little about a specific technology initiative or innovation that you have successfully incorporated into your school?
Eric: To this day, students at my school do not have network access to save and store their work. After becoming a Google Certified Teacher at the first ever Google Teachers Academy for Administrators (San Antonio 2010), I began to envision how I could not only solve this pressing issue, but also increase collaboration amongst my students. During the spring of 2010, I worked with both high school and middle school staff to rewrite our Computer Applications curriculum that was based on MS Office. At the high school level, every 9th grade student (approximately 160) enrolled in Computer Applications are now taught how to properly use Google Docs and MS Office. Next year students will come to NMHS with basic working knowledge of Google Docs as a result of the curriculum change at the middle school level. This will then allow my teachers to focus on more advanced skills. Additionally, I created a Professional Improvement Plan (PIP) objective for all of my teachers based around Google Docs so that their use is properly modeled for students on a consistent basis and projects that are assigned have to be completed/submitted using this format. Each teacher also has to collaborate and develop an interdisciplinary lesson with staff members from different departments using Google Docs. All staff members signed off on this PIP objective and were extremely receptive to it. It has been very rewarding as I conduct observations and classroom walkthroughs and see so many of my teachers and students now routinely utilizing Google Docs.
Mobl21: How ready are schools today for mobile learning?
Eric: This is a tough question. In all honesty I don’t think that the majority of schools are ready for mobile learning. There still seems to be a massive disconnect between schools and the 21st Century learners they serve. Many schools feel that mobile learning devices are a distraction to the learning process, promote cyberbullying, reinforce bad habits, and enable anti-social behaviors. Throw in the lack of access and all of these factors combined provide schools with the excuses to avoid any discussion on integrating these innovative tools. Professional development and training is yet another factor impacting the readiness of schools to embrace mobile learning. The good news here is that I am beginning to see more relevant conferences, workshops, and presenters in this area. This will eventually lay the pedagogical foundation schools need to establish innovative programs that effectively integrate mobile learning technology.
Mobl21: Has your school experienced or experimented in any mobile learning activities? If so could you tell us a little about it?
Eric: New Milford High School teachers are beginning to incorporate student-owned devices (i.e. cell phones) and utilizing programs such as Poll Everywhere to check for understanding, assess, and give every student a voice. A few years ago I also purchased a mobile iPod learning lab that consists of a Bretford PowerSync cart, iPod nanos each with a Belkin TuneTalk recording device, and iPod Touches. Teachers are using the lab to create authentic podcasts.
Mobl21: What are some of the concerns teachers have with using mobile devices for learning?
Eric: Concerns range from students being off task, texting in class, cyberbullying, to accessing inappropriate sites on their phones. Other concerns include theft and damage to devices as well as equitable access.
Mobl21: What are students reactions to mobile learning?
Eric: Speak to virtually any student and they will tell you that their mobile devices are extensions of their own bodies. As digital natives they immerse themselves in technology. When I mention to them that NMHS is interested in leveraging these same tools that they have become so accustomed to for learning in school they immediately become excited. Engagement is so important in terms of learning, which is why it makes sense to work collaboratively with students to integrate mobile learning.
Mobl21: By when do you see mobile learning becoming a regular part of student’s education?
Eric: As technology continues to evolve at a feverish pace I believe that many schools will begin to engage in serious discussions on how to best make mobile learning one of many components of a student’s education in the 21st Century. All one has to do is pick up a newspaper or educational magazine and see advances such as digital textbooks, tablet devices, virtual schooling, and video conferencing being deployed in schools to support mobile learning. It will become commonplace as budgets stabilize, wireless access becomes more equitable, stakeholders are educated on the benefits, and training programs are put into place.
About Eric Sheninger
Eric is Principal at New Milford High School located in Bergen County, NJ. As an educational administrator he firmly believes that effective communication, shared decision-making, and the integration of technology are essential elements necessary for the transformation of school cultures.
Eric is passionate about fostering learning environments that are student-centric, collaborative, and prepare all learners to succeed in the 21st Century. An innovative leader in the use of social media and web 2.0 technology as tools to engage students, Eric has worked to improve communications with stakeholders, and help educators grow professionally. He is a Google Certified Teacher, an ASCD 2011 Conference Scholar, and was also named to the NSBA “20 to Watch” list in 2010 for technology leadership.
For more information on Eric and what’s happening at New Milford High School visit www.ericsheninger.com
Mobl21 Interviews | Mobile Learning–University Perspective
This is the second installment in a series of interviews Mobl21 is conducting to get in-the-classroom feedback on how mobile learning and technology is being viewed and used.
This week, Mobl21 talks to Michael M. Grant, Associate Professor of Instructional Design & Technology at the University of Memphis.
Mobl21: Please tell us a little about your role at the University of Memphis and the objectives you are trying to achieve in this role.
Michael: I am an associate professor of instructional design and technology in our College of Education. Last summer, I began working with our Tennessee Board of Regents’ mobile learning initiatives, where we were exploring the use of Apple iPads and other mobile technologies in workforce development and higher education teaching and learning.
Mobl21: What level of technology sophistication do your students experience in their classrooms?
Michael: I typically work with three types of students.
Preservice teachers: These students are completing a degree in order to teach children and have technology experiences for personal productivity and entertainment, but often struggle with how to integrate technology to support student learning and how to use technology to support their own learning.
Graduate inservice teachers: These students at the Masters and doctoral levels often have many years of teaching experience, and they are looking to make their teaching more relevant for the 21st century. They are interested in maximizing technology to support their teaching and their students’ learning.
Graduate students: I work with graduate students seeking degrees in instructional design. As part of our program, these Masters and doctoral students receive extensive experiences with designing and developing sophisticated elearning and interactive instruction. These students also have the deepest understandings of theories of learning and models of instruction.
Mobl21: When or how you did you first realize that mobile learning could be implemented in your classrooms?
Michael: In the field of instructional design and technology, mobile learning is the most recent evolution of integrating technologies to meaningfully support teaching and learning.
In the spring 2010, I began to participate in a number of webinars and workshops about using mobile computing devices, like cellphones, iPhones, and other smartphones, in classrooms and on college campuses. I felt that the pervasiveness of these devices was continuing to grow. Likewise, both K-12 students and college students already owned many of these devices. The cellphones and smartphones were integral to their lives. Subsequently, I decided to invest a significant portion of my research to explore how we could leverage these devices to support formal and informal teaching and learning. I also decided to spend a sabbatical semester in Fall 2010 dedicated to understanding, researching, and testing mobile learning opportunities. I spent a considerable amount of time testing ideas, speaking with other experts in mobile learning, and presenting about what I’d learned. One of the areas that I have been attempting to explain is mobile learning and how that might be different from mobile learning environments.
Mobl21: Please tell us about the mobile learning projects you’ve implemented so far.
Michael: When MOBL21 was very new, that is during June 2010, I decided to pilot my first project with students. I was teaching an online course for inservice teachers and library media specialists on ways to integrate the Internet into teaching and learning. (You can view a presentation I gave on this pilot student at Slideshare.net.) I created a unit on virtual schooling and mobile learning, which was one of nine units in the course.
I collected data about the pilot with a survey and with online discussion board posts.
Mob21: Can you share some of the results you’ve experienced with mobile learning?
Michael: As a result of the work in this pilot and my discoveries during my sabbatical, I’ve have given a number of other presentations, as well as written about mobile learning. You can see a number of these below:
• Mobile learning: What is it? What does it look like?
• Using mobile devices for teaching and learning
• Why mobile won’t matter
Mobl21: What made you choose our application then?
Michael: With MOBL21 students were able to access the course content with an iPod Touch, iPhone, or the Adobe AIR desktop application. Interestingly, the desktop application was one of the reasons that I was so interested in using MOBL21. Because this was a graduate course, I wasn’t convinced that all of the students would have the mobile devices necessary to access the unit. So, the desktop application was a certain backup option.
Mobl21: How did your students feel about the m-learning project and its results?
Michael: The students were extremely positive about their experience, giving the content and the application high marks in instructional quality, ease of use, and convenience. Interestingly, the students ambivalent about whether this type of unit could replace an online unit and about whether they spent more time on this type of unit compared to others in our course.
Mobl21: We understand you will be initiating another m-learning project soon using Mobl21. How will this project be different from your first one?
Michael: This project, which has already begun, will be targeted at senior-level graduate students in instructional design and technology. The content will be about rapid prototyping and rapid elearning. This project, like the previous one, is a take on creating a complete unit of study for mobile devices. Unlike the previous one however, this project will also include a pretest and posttest in order to measure knowledge gains. Plus, I added additional open-ended questions to the survey in order for the students to comment on their experiences and challenges with the unit.
Mobl21: Why did you choose Mobl21 for this second project?
Michael: I chose MOBL21 for two reasons. First, I wanted to negotiate the content in the online development environment. I wanted to know what content would be appropriate, how the learning content should be chunked into smaller units, how to organize the content, and how to format the content for small screen sizes. Second, because my students are learning to be elearning developers, I wanted them to experience MOBL21 as cutting-edge technology. Many schools, colleges, and companies are considering informal and formal learning opportunities for their students and employees. MOBL21 represents a high quality option for creating and deploying instruction.
About Michael
Michael M. Grant is an Associate Professor of Instructional Design & Technology at the University of Memphis. His most recent research and consulting has begun to look at how teaching and learning changes with mobile computing technologies, as well as how to support faculty and students implementing mlearning.
He is currently working with the Tennessee Board of Regents as the primary researcher for their statewide mlearning initiative.
He can be found online at http://viral-notebook.com & through Twitter @michaelmgrant
EMail: mgrant2@memphis.edu
Posted in Interviews, Mobile Learning
Tagged mlearning, Mlearning Pilot, mobile learning pilot
2 Comments
Mobl21 Interviews | Mobile Learning–High School Perspective
This is the first installment in a series of interviews Mobl21 is conducting to get in the classroom feedback on how mobile learning and technology is being viewed and used.
This week, Mobl21 talks to Lydia Leimbach, Technology Integration Specialist at Hall-Dale High School.
Mobl21: Tell us a little about yourself and your at role Hall-Dale High School.
Lydia: I work to provide professional development for teachers as we are a 1:1 laptop school. I also serve as a resource for students who need help with technology projects and research. I teach middle school technology classes which are heavily infused with digital citizenry activities. I also work with the administration in helping to inform parents and students when student choices stray from our acceptable use policies.
Mobl21: What technology initiatives have you incorporated into your school/class?
Lydia: In Maine we’ve had 1:1 laptops at the middle school level since 2000. Hall-Dale High School followed shortly thereafter, one year at a time. We have been 1:1 in grades 7-12 for about 5 years.
I’ve encouraged the expansion of classrooms by the use of a hybrid online learning model. We use GoogleApps for Education from 6th grade on in a variety of ways that encourage collaboration and quick feedback. I’ve always been intrigued with Gardner’s Multiple Intelligences and try to encourage teachers to incorporate different media into their classroom both in the presentation of material as well as allowing students to have that same latitude in how they show what they know.
Mobl21: What do you see as the big hurdles mobile learning faces in practical classroom application?
Lydia: Teachers need to be able to let go. We are so afraid that kids will be off task if we let them use phones or iPods as part of our classroom activities because we don’t know if they are doing what we ask of them. I would counter with this: do you know anyway? The student that appears to be listening to a lecture could very well be thinking of something else entirely. The key is to create engaging, thought provoking learning activities that are relevant to the world that students live in right now. Students are engaged when they see connections.
This is really evident when we try to use cell phones in class. Teachers (and administration) often see the phone as the enemy. They don’t want to allow them out of the backpack for fear of losing the student’s attention.
Mobl21: Have you ever tried implementing mobile learning in your class/school? If yes, could you tell us a little about it?
Lydia: I’ve done a little bit with students in grades 6-8. I like two tools especially- Wiffiti as a brainstorming tool, and PollEverywhere as a way to get feedback from students anonymously. Here’s how I approached it recently with my 8th graders:
I ask all students with phones to take them out and put them on the desk next to their computers. We check to make sure they are set to silent so as not to disturb others. I explain that we’ll use them for a brief activity and that when they are done with the activity, back they go. For this activity we are using texting so I tell students that there are alternate ways to do the activity if a) they don’t have a phone or b) they don’t have unlimited texting. I have the link posted where they can easily find it.
We then talk about anonymity, as this tool doesn’t show a username. We discuss the responsibility that comes with using the tool and what will happen if class members are not mature enough to handle this responsibility. (I always begin by telling them that I am confident that they have the skills to behave appropriately). I then explain the activity.
I used PollEverywhere for this example. I set up a poll question that says “Please let me know what is still unclear about the Social Networking Article Review.” This is an assignment that many students have not completed. PollEverywhere provides students a number that they can text into to let me know what they need to know to be able to finish the assignment.
Some of their comments were:
• Do we need to use delicious only as the search engine?
• How can i improve my suggestions in my article??
• i dont really know what to write about….
• What exactly are we writing about? I’m so confused. :’(
• what exactly are we supposed to talk about facebook privacy?
This gave students the opportunity to get clarity from me, and gave me the opportunity to see where the wheels were coming off the assignment. I ended up leaving the poll up for the whole class so that students could ask questions as they had them in case I was busy.
Students that had clearer understanding asked who needed help and were able to provide some suggestions so students could start moving forward again.
I did not worry about students falling into texting instead of working. I expected to have to redirect a few students and I was not disappointed! I saw it all as part of a culture change in my classroom.
Other ways I have used mobile learning:
• All of my 8th grade website pages have an audio recording that can be downloaded so students have directions “on the go.”
• I’ve used Voki with students so that they can use their own voice easily with a speaking avatar for foreign language classes and also as an option for part of a cyberbullying site that 7th graders created.
• I’ve suggested the use of using phones on field trips or during observations to a wordpress blog to be able to capture thoughts right as they occur.
About Lydia
Lydia Leimbach has a degree in Equine Studies and began her career as a riding instructor and trainer. Her work in technology integration began in earnest in 2000 when she started at Hall-Dale High School in Farmingdale, ME.
Lydia has presented at the UME Summer Institute and has been a part of the MLTI/Apple Professional Development Team. She is currently working on a second masters degree in Instructional Design from Emporia State University.
Lydia looks at technology use through the lens of pedagogy and believes that technology without a purpose doesn’t do much. According to her, engagement is important but not more so than improvement in understanding.
To this end, she has started a blog called Teacher Tech in order to share her classroom strategies and technology experiences with other teachers.
You can reach Lydia by email: lleimbach@halldale.org
Or follow her on twitter: lleimbach
Posted in Interviews, Mobile Learning
Tagged mobile technology in education, professional development
1 Comment
Interview: A Better Approach to AUPs for Mobile Devices
Insightful interview with Anthony Luscre, Director of Technology for Mogadore Local Schools in Ohio, by Dian Schaffhauser of THE Journal.
Excerpt: In this interview with The Journal, Luscre explains that an effective approach to the acceptable use policy (AUP) involves building not just awareness, but understanding among faculty, staff, students, and parents; demanding consistency when it comes to enforcement; and supplementing the AUP with more agile practices, such as concise, less formal rules that are posted throughout the school to remind students of what’s expected of them when they’re entrusted with powerful technologies.
THE Journal: It seems a little crazy right now. Some schools require students to bring electronic devices; others will suspend students for bringing them. Why is there such chaos about this topic right now?
Anthony Luscre: Technology innovations have been moving at a very rapid pace, one that often exceeds schools’ abilities to react to the changes. The manufacturer and service providers drive much of the technology innovation, and there’s little consistency in their offerings, which makes it harder for schools to adopt new technology. One of the other things is a question of whether the devices are going to be used for private use or for educational purposes in the classroom.
While it’s easier just to say no to ECDs, it’s important that school administrators and teachers realize that teens have a very large pent-up demand to use these types of devices because they practice using them almost continuously throughout the day…. When you tell a student, “No, you can’t look up something online,” or, “No, you can’t text,” they feel like the skills they’re developing aren’t valued.
Teachers must be aware of student demand to use their everyday practices such as texting, videos, and social networking. I am providing a session at FETC to encourage classroom teachers to harness these everyday student technology skills. I discuss how to capture these skills to improve student learning. That includes using texting to improve student composition; Twitter for haiku and other poetry; book reports by wiki; Google Earth for virtual field trips; eBay for economics; and iPhone apps development for creative thinking, problem solving, and math.
The other thing causing that chaos is that all school districts are at different comfort levels with new technologies. In addition, they have a track history of various incidents that may or may not bode positive for the use of ECDs. If there’s been an issue involving sexting, they’re much more hesitant to want to open themselves up to potential liabilities and problems with parents.
Interview with Chris Jones, on Mobl21
We interviewed Christopher Jones, a full-time math teacher at Green Run High School, and a cohort member of 21eTeacher program “LearnIt-TeachIt” for his on-the-ground opinions on technology, mobile learning and Mobl21.
Chris recorded his first experiences using Mobl21 and creating content with it for his classes. You can see his videos here:
http://www.youtube.com/watch?v=hz2La0LPj0w
http://www.youtube.com/watch?v=Zw2krjed2Es
Chris Jones in Class
How has technology impacted education in today’s classrooms?
Technology has been the one tool that allows education to fit today’s students, with the most effective pedagogy, and the demands of college and the business world. Technology puts the world of information at the fingertips of educators, students, and families. Technology gives students motivation to learn, and it engages them in the process of their learning. Any lesson adapted with technology puts the responsibility to learn on the student, as the technology is student-centric and student-paced.
What was your first mobile learning experience?
I have been involved in distance learning and online learning, and I have downloaded instructional podcasts (which would have some application to mobile learning) to give me ideas of what to include in my own pod/vodcasts. My experience with mobile learning began recently with Mobl21.
When did you first learn about Mobl21?
Michael Connet, a facilitator from the 21eTeacher program invited some of the cohort members to learn something new and create a “mini-module” on the mobile learning tool, Mobl21. I hesitated, as I assumed I would not have the time to learn something new before creating a module which would be used to facilitate professional development for other educators. However, after giving it a bit of thought I signed up for a free account to read about what the tool could be, and that’s when I realized that Mobl21 was exactly what I’d needed for the last three years.
What was your initial understanding about the product?
Initially, I thought Mobl21 was just another distance learning medium. I was wrong. I did not understand that the application, once downloaded and updated would not need access to the Internet until updates were needed. I did not know students could create content. I did not know that Mobl21 had the potential to be the answer to many of the problems our education system currently faces.
How long did it take you to get comfortable using the Mobl21 interface?
For the mini-module, I created tutorial videos for how to use the interface as a creator of content. The twist was that in making the videos, I was experiencing the creation of content in Mobl21 for the first time. This was done purposely to show participants the ease (or difficulty) with using the tool. For a topic that typically could last up to 4.5 hours of classroom time, I spent about one hour creating the content within the Mobl21 site, and this was the first time I had touched the program. I have since created new content for other topics, and the more I use it, obviously the easier it gets.
What kind of educational material did you create using Mobl21?
I created content for a high school mathematics class, particularly Geometry. I have begun loading and creating all of my Geometry content into my account in hopes of being able to deliver “wall-free” instruction to at least one class of geometry students.
Do you think Mobl21 suits a particular type or level of education?
I think Mobl21 is the “answer” for the following groups of students: alternative education students, students behind graduation credits due to past failures, home-schooled students, and students needing Advanced Placement courses where a school cannot offer them because of low enrolment or a lack of teacher allocation.
About Christopher Jones
Outside of teaching math to high school students, Chris explores technology to find ways to improve his classes, stay on the cutting edge of innovation, and ultimately to learn. In 2009, he received the WHRO Technology Educator of the Year Award, and the Superintendent Spotlight Award.
