It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change

Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting.  These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.

Many educators feel forced into a paradigm of teaching where they feel subjected to teaching practices outside of their control. Then when they are asked to engage in a process of continued growth and development, many profess: “I don’t have enough time.”, “I don’t have enough resources.”, “I need more training.”, “I need to teach using the textbook.” ,”I need to teach to the test.”, “I might lose control of the class.”, “I have always successful taught this way.”

But these are external obstacles whereby the educator places blame for resisting change or engaging in a growth mindset outside of one’s own responsibility. The result is a fixed mindset of learned helplessness, “I cannot change because the system won’t let me change.”  Sometimes educators are creating some obstacles for themselves that in reality don’t exist.

A mental shift occurs when a fixed mindset which often leads to learned helplessness is changed to a growth and positive mindset, believing that there are options; that one can grow, change, and be significant.

How you interpret challenges, setbacks, and criticism is your choice. You can interpret them in a fixed mindset as signs that your fixed talents or abilities are lacking. Or you can interpret them in a growth mindset as signs that you need to ramp up your strategies and effort, stretch yourself, and expand your abilities. It’s up to you. http://mindsetonline.com/changeyourmindset/firststeps/

It becomes focusing on what can work rather than what is not working.  This is not to devalue the obstacles that teachers face. It becomes about noting where change is possible and making some small changes in teaching.  Small changes often result in larger, more systemic change.

Teacher Agency

The deeper issue related to a fixed versus a growth mindset in education is one of teacher agency.

Teacher agency is typically viewed as a quality within educators, a matter of personal capacity to act (Priestly et al., 2012) usually in response to stimuli within their pedagogical environment. It describes an educator who has both the ability and opportunity to act upon a set of circumstances that presents itself within that individual’s leadership, curricular or instructional roles. The educator described would then draw from acquired knowledge and experience to intercede appropriately and effectively. Agency is increasingly rare in the educational world of prescriptive improvement, and the term is too “often utilized as a slogan to support school-based reform” (Priestley, Biesta & Robinson, 2012, p. 3). Teacher Agency in America and Finland By Roger Wilson, GVSU Faculty

But most educators would probably agree that out of all of the professions, they feel that their voices have the least amount of power; are the ones least heard of any profession when voicing desires, needs, innovative ideas.  Samuel A. Culbert, a professor in the Anderson School of Management at the University of California, Los Angeles, noted in the New York Times opinion piece: How to Raise the Status of Teachers: Allow More Autonomy:

The way to make stars out of teachers is to let teachers be stars, to let them be as innovative as they can be, to let them find the path that works best for them and their students. If they are allowed to search for the best answers, they’ll find them.  Instead, we’re doing the opposite: we’re telling them that if they want to keep their jobs, they have to do what people who know so much less than they do about education tell them to do. They have to dance to some constantly changing, politically created tune that is guaranteed to leave them demoralized and their students floundering.

The bottom line, is that teachers need to reclaim their perceived and real teacher agency, voice, and empowerment. They need to develop a growth mindset that they can and do have agency in their profession.

With all that is happening in the education profession today, it is important to remember that teacher’s have power to change the system. This power for change can be called “Agency” which is defined as the capacity of teachers to shape critically their responses to educational processes and practices (Biesta and Teddler, 2006).  With all the external push from various sectors, ultimately teachers are the ones that can cut through all of the cross-purposed mandates and transform their own process and practices to ensure the best educational experiences for their students.  Teacher Agency and Today’s Teachers

Some concrete strategies educators can do for gaining and increasing their agency include:

• Revisit and/or develop a strong teaching mission and vision.  Use it to inform your teaching practices, broadcast it to students, students’ parents, and colleagues.  See How Do I Write a Teacher Mission Statement?
• Create time and space to develop a classroom you wished you had as a child; would want for your own children.  Be fearless and unapologetic about creating this type of classroom.
• Find and use your own voice in the teachers’ lounge, teachers’ meetings, via blogging or social media.  Publicize your successes and accomplishments via social media.  See my post, Every Educator Has a Story . . . Just Tell It.
• Develop and participate in strong Professional Learning Communities.
• Get involved in local politics – attend and use your voice at school board meetings, local political meetings.

In conclusion, teacher voice, empowerment, and agency is needed for the educational reform that so many desire . . .

More than ever we — teachers — must be a vital part of this national conversation. As teachers, we have a responsibility to our students and communities to share our collective wisdom in an effort to facilitate quality reform. To get this reform effort right, teachers must be seated at the table demanding the type of change that will be in the best interest of our children, our fellow teachers, and our country.

Reforming our great profession is a necessary step in the development of our nation in general. We have a unique opportunity to share our stories, the good and the bad, in an effort to equip our colleagues to more adequately prepare their students for the future that awaits us all.  Teacher Voices Must Be Heard

The Census is one of the most important sources of demographic, social, and economic data for any country. In India, the decennial Census conducted by the Office of the Registrar General & Census Commissioner of India provides comprehensive data that forms the backbone of planning and policy-making. For urban and regional planners, census data is indispensable for understanding population characteristics, settlement patterns, infrastructure needs, and future growth trends.

This essay explains the classification and definitions used in census, followed by the applications of census data in planning.

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1. Census: Meaning and Importance

A census is the complete enumeration of population at a specific point in time. It collects data on:

• Population size and distribution
• Age, sex, literacy, occupation
• Housing and amenities
• Migration and workforce participation

In India, census is conducted every 10 years (decennial), ensuring updated and reliable data for planning purposes.

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2. Census Classification of Settlements in India

The Census of India classifies settlements primarily into rural and urban areas, based on specific criteria.

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2.1 Rural Areas

All areas that do not meet the criteria for urban classification are treated as rural. These are typically:

• Villages
• Hamlets
• Agricultural settlements

Rural areas are administered by Gram Panchayats and are characterized by low population density and primary economic activities.

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2.2 Urban Areas

Urban areas are classified into two major categories:

a) Statutory Towns

These are areas that have been declared urban by law and have:

• Municipal Corporation
• Municipality
• Cantonment Board
• Notified Town Area Committee

They are governed by urban local bodies.

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b) Census Towns

These are areas that satisfy the following three criteria:

1. Minimum population of 5,000
2. At least 75% of male main workers engaged in non-agricultural activities
3. Population density of at least 400 persons per sq. km

Even if not legally declared urban, such areas are treated as urban for census purposes.

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2.3 Urban Agglomeration (UA)

An Urban Agglomeration is a continuous urban spread consisting of:

• A core town/city
• Its adjoining outgrowths (OGs)
• Nearby towns that are physically contiguous

Examples include large metropolitan regions.

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2.4 Outgrowths (OGs)

These are areas outside statutory limits but with urban characteristics, such as:

• Railway colonies
• University campuses
• Industrial complexes

They are included in urban agglomerations.

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3. Census Classification Based on Size (Urban Settlements)

Urban areas are further classified based on population size:

Class	Population Range
Class I	100,000 and above
Class II	50,000 – 99,999
Class III	20,000 – 49,999
Class IV	10,000 – 19,999
Class V	5,000 – 9,999
Class VI	Less than 5,000

Cities with population above 1 million are termed Million-plus cities, and those above 10 million are Megacities.

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4. Key Census Definitions

Understanding census terminology is essential for planners:

4.1 Household

A group of persons living together and sharing a common kitchen.

4.2 Literacy

A person aged 7 years and above who can read and write with understanding in any language.

4.3 Work Participation Rate (WPR)

Percentage of workers in the total population.

4.4 Main and Marginal Workers

• Main workers: Worked for 6 months or more
• Marginal workers: Worked for less than 6 months

4.5 Sex Ratio

Number of females per 1000 males.

4.6 Population Density

Number of persons per square kilometer.

4.7 Urbanization Rate

Percentage of population living in urban areas.

4.8 Migration

Movement of people from one place to another, categorized as:

• Rural to urban
• Urban to urban
• Rural to rural

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5. Use of Census Data for Planners

Census data is a critical input in planning at all levels—local, regional, and national.

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5.1 Population Forecasting and Projections

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• Planners use census data to estimate future population.
• Helps in planning housing, infrastructure, and services.
• Basis for master plans and development plans.

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5.2 Land Use and Infrastructure Planning

• Determines demand for residential, commercial, and industrial land
• Helps in planning:
  • Water supply
  • Sewerage systems
  • Transport networks
  • Schools and hospitals

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5.3 Transport and Mobility Planning

• Data on population density and work participation helps in:
  • Travel demand estimation
  • Public transport planning
  • Traffic forecasting

This is highly relevant in Transit-Oriented Development (TOD).

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5.4 Housing and Slum Development

• Household data helps estimate housing shortage
• Identifies slum populations and informal settlements
• Supports affordable housing policies

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5.5 Economic and Employment Planning

• Workforce data helps identify:
  • Employment patterns
  • Industrial and service sector growth
• Guides economic development strategies

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5.6 Social Infrastructure Planning

• Literacy, health, and demographic data help in planning:
  • Schools and colleges
  • Healthcare facilities
  • Community centers

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5.7 Regional and Rural Planning

• Identifies backward regions and disparities
• Helps in balanced regional development
• Supports district and regional plans

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5.8 Policy Formulation and Governance

• Basis for government schemes and funding allocation
• Helps in delimitation of constituencies
• Supports evidence-based decision-making

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5.9 Environmental and Sustainability Planning

• Population density and growth patterns help in:
  • Resource management
  • Environmental impact assessment
  • Climate resilience planning

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6. Limitations of Census Data

While highly useful, census data has certain limitations:

• Conducted once every 10 years (may become outdated)
• Limited real-time applicability
• Underreporting or data gaps in some areas
• Does not capture dynamic urban changes effectively

Hence, planners often supplement census data with surveys, GIS data, and remote sensing.

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7. Contemporary Use of Census in Planning

Modern planning integrates census data with:

• GIS and spatial analysis
• Big data and smart city tools
• Transport modeling and simulation
• Socio-economic analysis for TOD and mobility studies

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Conclusion

Census classification and definitions provide a standardized framework for understanding population and settlement characteristics. The distinction between rural and urban areas, along with detailed demographic and socio-economic indicators, enables planners to analyze spatial patterns and development needs effectively.

For planners, census data is not just statistical information—it is a foundation for evidence-based planning. It supports decision-making in land use planning, infrastructure development, transport systems, housing, and social services. Despite its limitations, when combined with modern analytical tools, census data remains one of the most powerful instruments for achieving sustainable, inclusive, and well-planned development.

I have lived most of my life in a state of existential anxiety . . .

Existential anxiety arises when people deeply contemplate their existence. This contemplation leads to thoughts and feelings of freedom and responsibility, which burden the individual to find a purpose in life–and to live genuinely according to this purpose.  http://www.livestrong.com/article/138049-what-is-existential-anxiety/#ixzz2GYDr8LNC

Starting in middle school, I developed this intense desire to have a significant impact on changing the world.  I want the world to be a more fair, equitable, and enjoyable place for all, in part, due to actions I have taken.  I have worked with at risk youth, with adjudicated youth, with kids and adults in a psychiatric hospital, with pre-service and in-service teachers.  I always try to plant a seed of significance – that they have the personal power to change themselves and the world.  My passion for doing so has not diminished but a few years ago I entered into a state of existential depression, believing what I was doing didn’t matter.  Ironically, even though I “preach” a message of personal power to change the world, I had/have doubts that I could do so.

Then came social media.  I often express that social media gives everyone the opportunity to have a voice and an audience to listen to that voices.  As for myself, I blog, tweet, and Facebook hoping to create some sense of significance.

Several events converged during the past few weeks to intensify my perpetual state of existential angst:

• The Sandy Hook Massacre and the related #26Acts of Kindness
• Revisiting Viktor Frankl’s ideas through a video shared on Twitter
• My blog reached over 200,000 views and closing in on 10,000 followers of Twitter.

I cannot say anything good is going to come from the Sandy Hook massacre – it has not meaning.  It just reinforces the need to live and love fully and totally for today as we cannot be assured of a tomorrow.  Some folks seemed to take this thought to heart and joined Ann Curry’s movement to participate in #26acts of kindness.  In order to honor the victims and to attempt to do something, anything to make change, I did my #26acts and blogged about them in Living a Life of Kindness: #26acts to challenge others to do so.

This week marked the 200,000 view of my blog and I am closing in on 10,000 followers on Twitter.

Yesterday I posted a Facebook status that stated, “Am thinking that I should be a poster child for existential angst – have spent my life in an ongoing search for meaning and significance.”  One of my friends, Janet Nay Zadina responded,  “I am so happy that I have work that is meaningful to me. You, also, have that. Your posting of Acts of Kindness has significantly affected me and many others.”

Maybe I do have a voice.  I still don’t know if I am making a difference, but hope my blog entries and tweets spark something for those viewing them. I have more hope I am making a difference than I had prior to social networking.

As I noted, viewing Viktor Frankl’s talk was also one of the events that had impact on me this week.  I started thinking that maybe a purpose I have in life is to encourage educators to assist their students in finding their own meaning and significance.

As Viktor Frankl noted in his talk, young people have a need for finding meaning in life.  In our role of as educators, Dr. Frankl made several comments that have application to working with students:

If we take (hu)mans as are they really are, we make them worse, but if we overestimate/overrate them, we promote them to what they really can be.

If you don’t recognize young (hu)mans’ will to meaning, search for meaning, you make them worse, you make them dull, you make them frustrated.  Let’s presuppose a spark for meaning.  Then you will elicit it from them and you will make them become what they are capable of becoming.

I believe that a responsibility of all educators is to provide their students with the knowledge, skills, resources, and time to find their own meaning.  Social media and networking amplifies and enhances their potential to do so.  In these days of social media and networking, kids, on their own, are changing the world:

Can you imagine how a world would look if the educational curriculum promoted kid-driven initiatives like these?

I teach a Boise State University EdTech graduate course in Social Networking Learning.  I wrote about this course in Educators as Social Networked Learners.

I decided to write a separate post about their final assignment, creating a Social-Networked Mini-Curricular Unit.  The assignment description, some of the group units produced, the peer assessment, and some student reflections about the project follow:

Assignment Description

For your final project (the final module is peer reviews of this assignment), you’ll be formulating, outlining, proposing your very own social networked mini-curricular unit. Creating your own mini-curricular unit for your final project will provide you with the opportunity to synthesize and apply the social networking skills and strategies you learned throughout the course.

• Course Description, Objectives, and Expectations
  • Course description
  • Learning outcomes
  • Performance and participation expectations
  • Social Media Use Guidelines
  • You will need to have a central hub to share information – WordPress, Google Sites, Wiki, Edmodo. (This will also be the site where you address all of the requirements of this project.

• Student and course content creation and sharing platforms (along with specific directions on set-up, purpose, and potential use for your course):
  • Sharing work and discussions: Edmodo, Facebook
  • Student work: blogs; wikis
  • Photo and video sharing: Youtube, Flickr
  • Synchronous meetings discussions: Google+, Webinar Platforms
  • Social Bookmarking: Diigo, Delicious
  • Information Sharing and Dissemination: Twitter
  • Curation: Learnist, Pinterest, Storify, Scoopit
  • Student Collaboration: Google Docs, Etherpad, Edmodo
  • Student interaction: Develop a process for students to interact with and collaborate with one another.
  • How you will have students form small study groups or cohorts for project creation, collaboration, and feedback
  • How you will rotate facilitation of weekly discussions
  • How the group will report their progress – e.g., weekly summary (see Storify)
  • Apart from the course social networking platforms, participants should be encouraged to generate content spaces of their own, allowing them to both increase their Personal Learning Environment, as well as share their experiences with both the other MOOC participants as well as their own Personal Learning Network (http://moocguide.wikispaces.com/4.+Designing+a+MOOC+using+social+media+tools) This, obviously, needs to be discussed and presented to the students that is age-grade appropriate.

• Assessment Plan: this is your plan for assessing student performance and work. (You do not have to develop assessments for specific learning activities nor course requirements – this is just your plan)
  • Statement about the assessment process (self and peer assessment, reflection)
  • Peer review should be a part of the process
  • Consider using badges for assessment (e.g. http://classbadges.com/about)

• How You Plan to Monitor Course Interactions, Make Announcements, and Summarize and Disseminate Student Contributions
  • Course Tags and Hashtags
  • You, the educator, need ways to collect all the information and RSS feeds that your students are producing. Netvibes works well for this or gRSShopper (developed by Stephen Downes, a MOOC guru) if you have a server and some basic sysadmin skills (or know somebody who does).
  • Your process of disseminating announcements and aggregated student contributions on a regular basis.

• Sample Learning Activities
  • List at least three learning activities for your course – make sure they address your learning outcomes and include many, if not all, of your course’s established social networks.

Example Group Projects

Despite a passion for creative writing, many people refuse to identify themselves as writers. There are a number of misconceptions about writing including the idea that a true writer is one who is published by a publishing house. This course seeks to change that narrow view of writers. The writer is a person who finds joy or purpose in writing and endeavors to write often.

The hallmark of any writer is that they write and write often.  Students will write often and collaborate with other writers in class to develop a 15 -20 page story that will be published online at the end of the course. This course will use social media and other technologies to help writers create a useful archive of resources and create a network of similar-minded writers. Students will leave the course with a story they publish to an online website and skills to continue writing. http://sswrite.weebly.com/index.html

Of special note, Andrea, Alyssa, Darla, and Christina’s unit included the following:

• Course Social Networking Technologies – http://sswrite.weebly.com/course-technology.html.
• Example Assignments (posted on their class Edmodo page):
  1. One of the biggest challenges that all writers face, is how to begin. What will you write about? You will be using your researching skills to brainstorm different literary genres. You may use any search engine you see fit. Then, once you’ve identified different genres of literature, start thinking about what makes a story fit into that particular genre. For instance, what elements make a story a horror story?   To begin this activity, you will need to have your Diigo account set up and have joined the ELACADE. You will add 10 different bookmarks to Diigo, from your genre research. Once you have added your 10 resources for genre and characteristics of these genres onto Diigo, you will tweet them to our class hashtag #ELACADE.  Once you have completed posting your resources to Diigo and tweeting them to our group, you will need to read through the research that your classmates have posted. Remember, that you are trying to identify the genre that you would like to use for your short story and get some ideas for plot. Tweet at least 10 other students in the class about their research. (*Include elements you found interesting or new ideas for your own story that you thought about after reading their research.)  By the time you have finished this assignment, you should have a clear understanding of the genre of story you will be writing and what elements your short story should contain in order to fit into that genre.  Students that complete this portion will receive the Brainstorming Badge.
  2. After completing the Twitter brainstorming activities, you will create a visualization board using Pinterest to help brainstorm setting and characterization. Visualization often aids writers in articulating written details about characters and setting.  You should have set up a Pinterest account prior to beginning this activity. Review your brainstorming ideas and responses from your Twitter activity. Then, use Flickr or other internet resources to locate pictures to represent your setting and characterization ideas. “Pin” at least 25-30 images, websites, videos, or other media that helps you to visualize your storyline, characters and setting. Post a link to your Pin board in the Edmodo forum. Then, review and reply to the Visualization Pin boards of the members of your group.  Students who complete this assignment will earn the Lessons Badge.

https://sites.google.com/site/spacemooc/

Of special note, Jon and Fabio’s course included the following:

• A Netvibes was set up to aggregate course resources, social networking sites, and student blogs – http://www.netvibes.com/spacemooc#Main_and_Group_MOOC_Resources
• Groups assignment based on interest:  https://sites.google.com/site/spacemooc/extra-credit
• A sample assignment:  For this activity, we will meet up in real time via twitter to view the night sky and compare the constellations in view over a period of time.  Utilizing a Skymap App, you will share their view of the night sky with classmates to get an understanding of the movement of the constellations across the night sky, the impact of latitude on what is seen and the speed at which the view changes.

  Some good Skymap apps are listed below:

  After your group stargazing, please visit our Facebook Group Page and reflect on the experience.  Your reflection should include your perceptions before and after learning about constellations.  Also, please respond to at least two group members posts.

Peer Reviews of the Social Networked Curricular Units

Assignment Overview:  You are being asked to provide feedback for one of the other group’s units via an audio-visual screencast. There are a number of Web-based tools that can be used to do this.  Screencasts increase the social networking level of the teaching-learning process and helps to insure that the feedback is rich and that thorough critiques are provided.  Here are some example screencasts from the course:

Final Course Reflections

The final task for the course was a reflection on the course, what worked, what didn’t work, what was learned, what will be used in the future.  A few students discussed this assignment as being a significant component of the course.

From Christina:

I believe that my favorite (while frustrating) assignment was the final project. While I always hope for the most detailed outlines and instructions for assignments, the freedom to create a social media and networking course on our own was challenging and exciting. I have always enjoyed how the final projects in our EdTech courses serve as a means to solidify our learning. The project was able to help me see how the previous assignments from the semester could be integrated and applied in a meaningful application of social networking. Our project on Healthy Living integrates a variety of social networking components that I am always afraid to try with my students. But now that I have had the practice of applying these tools in a practice setting, I am more likely to attempt to use them with my “real-life” students. http://cmoore23.wordpress.com/2012/12/11/hello-my-name-is-christina-and-i-was-a-lurker/

From Fabio:

Now for the best part of this course and what I enjoyed the most – the MOOC.  I didn’t know that these existed.   I love this idea.  I’m a lifelong learner.  I learn to learn and I don’t care what it is as long as it interests me and stimulates my brain.  MOOCs are awesome and I can’t wait to delve more into this fascinating area and possible even conduct a few. We can create communities of student centered self guided learning in which a teacher may not even necessarily be needed in the traditional sense. In this model the entire group would teach and learn from each other. I’d really love to take part in the one that I designed and others that I saw my peers start and design. I may not make an entire course into a MOOC, but I definitely will add aspects of MOOCs into my courses. http://edtech.cominotti.net/llog/2012/12/10/social-network-learning-course-reflection/

Tens of thousands of people answered Anne Curry’s call and thus began the 26 Acts of Kindness campaign to honor the 20 children and six teachers lost in the shooting at Sandy Hook, according to NBC.  A Facebook page has been set up to promote the 26 Acts of Kindness campaign. It already has almost 83,000 “likes.”

Here is an example of the 22 acts of kindness a 22 year old did to celebrate his birthday, not part of this project but a great example how one person took the initiative to do some of his own acts of kindness.

If I was still a classroom teacher, I would have my students do this as a year long project and record their acts of kindness via a photo essay or video.  I believe that this era of education should include learning about social good and global stewardship.  Students should be encouraged to be change makers in the world. This is why this post is included in my series on user-generated education.

Some teachers have started acts of kindness campaigns with their students:

What follows are my #21 acts for Holiday, 2012 (five more are forthcoming).  I try to live a life of acts of kindness, trying to give charity to others all year long through my actions (e.g., helping a senior citizen) or making contributions during catastrophes.  During Christmas time, I make my big contributions and try to do some volunteer work – helping deliver meals to homebound, packing Christmas treats at the Salvation Army, etc.  I never tell anyone about my acts as they are personal and I do not do so to get any pats on the back from anyone else.  I am sharing this year’s acts due to the #26acts movement, and to inspire, motivate, and challenge others to do so.

#1 – Lifted Spirits at the Post Office

I was in the post office to mail some Xmas presents. As expected, the line was extremely long. We took our numbered tickets upon entering the PO and found our places for the inevitable waiting. I have very little patience for lines and based on the reactions, attitudes, and comments so did the other people waiting. I took a deep breadth and dove into my iPhone. An older lady (she looked about 80) a few people away from me kind of joked about being #67 as they had just called out #17. I realized I had picked up a lower number #33 from the counter leaving me with both #33 and #41. I handed her #41 saying it is a good time to engage in acts of kindness. She yelped with joy and asked me for a hug. A man then stated loudly that he forgot to get a ticket. The older lady handed him her #67. We had started a game of pass it forward. A majority of the 30+ folks in the Post Office started laughing and commenting – a potentially miserable time at the PO became joyful and fun. I left the PO smiling – the first smiles I had since hearing about Sandy Hook. A very small act of kindness changed the entire climate of a “grouchy” situation into one that touched my heart.

#2 – Gave Homeless Man My Lunch

I went grocery shopping. In the roasted chicken section was a roasted turkey breast. I bought it for my lunch today – nothing like hot roasted turkey. It cost $9. At the stop sign off of the highway, on the drive home, was a homeless man (I assume) with a cardboard sign that said, “Anything would help.” He was an older man with very long grey hair and beard. I stopped to consider giving him a few dollars. I asked him if he smoked. I don’t give the guys with signs money for fear that they would spend it on cigarettes. He said he did and I told him that I didn’t want to give him money for cigarettes. With very said eyes, he asked, “Do you have anything to eat?” I grabbed the roasted turkey and handed it to him. He stared in disbelief and could only say “Oh my goodness” a few times. I yelled Merry Christmas and drove off.

#3 – Bought an iTunes Gift Card and Made a List of Recommended Apps for My Brother with Asperger’s.  He is getting an iPad for Christmas.

#4 – Donated to John Green’s (Fault of Our Stars) amazing Youtube fundraiser, Project Awesome 2012

#5 – Promoted Sandy Hook Snowflake Project on my social networks.

#6 – Donated $26 dollars to the Sandy Hook PTA for their Snowflake Project.

#7 – Donated to Beyond Borders because we should not forget about Haiti,  Beyond Borders is an international nonprofit working to end child slavery, guarantee universal access to education, end violence against women and girls and promote dignified and life sustaining work that recognizes and reinforce Haiti’s strengths.

#8 – Bought Merchandise to Support and “Advertise” Pencils of Promise

#9 – Bought a MiiR Water Bottle – $1 of every MiiR bottle purchased provides one person with clean water for one year, one4one.

#10 & #11 – Donated a Year of School for Two Girls through International Rescue

#12 – Donated a New Classroom through International Rescue

#13 – Donated a Pair of Goats through International Rescue

#14 – Donated  A Women’s Health and Wellness Kit through International Rescue

#15, #16, #17, #18 – Contributed to four classroom projects through Donors Choose for classrooms affected by Hurricane Sandy

#19 – Provided Kiva loan to the agriculture Mahinga Group in Kenya as I believe we are all global stewards.

#20 – As I do every year, I donated a substantial amount of $$ to Save the Children.

#21 – Planned a Surprise Birthday Cake-Card for Fellow Potter Who Turned 70.  During our holiday pottery show, I gave Mimi, who was turning 70, a chocolate cake and a card signed by the group members.  Her son and grandchildren came to the show so I gave it to her when they were there.  She told me that it had been years and years since she had a birthday cake.

#22 – Paid $20 of a Senior Citizen’s Grocery Bill.  She was really grateful and asked me for a little kiss.

These are my acts for the 20 children and for Sandy Hook Principal, Dawn Hochsprung, and teacher, Vicki Soto.  The other four acts will occur when an act of kindness is needed and I can provide such an act.

I do not live a life of trying to give acts of kindness as a ticket to get into an afterlife.  I live it because it feels good.  It is the right thing to do.

There are limitless ways to use student devices during class time.   I recommend to educators to take what they are already doing well in the classroom and brainstorm how these learning activities can be enhanced using their mobile devices.

For several semesters, I taught an undergraduate course on interpersonal relations.  It was at a vocational-driven local college with most of the students being between the ages of 17 to 22 (some high school students) and a handful of students in their thirties and forties.  I took learning activities I had developed and taught in the past and enhanced them with technology.  Reflections about these activities can be read at:

Pockets of institutions, administrators, and educators are successfully integrating the tools and strategies discussed above into their setting.  More blog posts, case studies, journal articles, and news pieces about these initiatives can give permission and suggestions to those who are willing but scared or a bit reluctant.

For several years I was the director of a program that went into the local public schools to lead grief and loss counseling groups.  There were about 10 facilitators running about 33 groups in elementary, middle, and high schools.  The kids in the groups had experienced some form of loss.  For example, I ran a group for middle school students who were in a bus crash on the way home from a ski trip.  Two of their friends and one chaperone were killed in the crash.  Another group I led was composed of elementary students who lost a parent due to some form of violence.

Through running these groups I learned the following:

• Many young people do want to talk about the death of their loved ones and death in general.  Adults, often through their own discomfort and with best intentions, shut them down believing it is better not to have these types of discussions.
• Young people feel as many adults do in these situations: angry, sad, scared, powerless.  As with adults, they sometimes need assistance identifying and expressing these feelings.
• As with adults, young people want to do something to overcome feelings of powerless.

As a teacher educator and former classroom teacher, I believe that world events should be addressed in the classroom.  Students know what has happened, and as with us, as educators, these events often weigh heavily on them. Learning activities can help students cope with their thoughts and emotions.

Our students are likely feeling the collective weight of these troubling events. We understand the enormity of the task facing teachers who are already juggling numerous responsibilities and are yet again charged with helping young people make sense of devastating events in the world around us. It is easy to feel disheartened, but we believe that making the classroom a community where students can learn, reflect, and respond to the world around them together is an essential part of taking care of our young people. (http://facingtoday.facinghistory.org/help-your-students-reflect-on-the-tragic-las-vegas-shooting)

The activities to address events such as Sandy Hook depend on the age of the students (not for younger kids), the climate of the school, the make-up and temperament of the particular class, and parental attitudes (parent permission forms may be in order).  They should also be offered to students whereby any student or even the entire class can choose to pass from doing the activity.  Students who choose to pass can be given alternative work to do.

Here are some possible activities:

• Sharing Circle: Have a morning circle or group to offer students the opportunity to discuss how they feel about the event. Feelings cards can be used to help students identify feelings (they work with all ages).  This is not a forum to discussed the details of what happened.  The news does enough of this.  The focus is on feelings.

• Sympathy Cards:  Have students create, individually or as a group, sympathy cards for the families who were affected. (Sympathy cards for Sandy Hook can be sent to Sandy Hook elementary School, 12 Dickenson Drive, Sandy Hook, CR 06482-1218.  The school colors are green and white.)

• Have students individually or in small groups create memorial posters.

    

• Show and discuss some of the initiatives that have been established to help the community affected.  For example for Sandy Hook, see Help for victims of Sandy Hook.  See if students want to help in any way.

• Create a website in memory of those lost, creating pages for each person lost.

• For older and more students – have a debate or a Socratic Seminar about gun control using statistics, a review of laws, and other data to inform the debate or seminar.

• Peer Counseling:  Have students develop a plan to help another student who is in distressed.  Teach, demonstrate, and practice peer counseling skills.

Doing these activities can be a scary and risky proposition.  I understand that.  If an educator chooses to do these type of activities, s/he needs to stay grounded and calm, and have the ability to cope and deal with what may come up from the students.

A student may react strongly from a given activity.  I believe this student had all those feelings stored up already and that this may be an opportunity to provide some needed help.  A school counselor or psychologist can help in this situation.

If education is about preparing students to be active and contributing citizens, then world events shouldn’t be shut out and ignored.  As horrible as they are, they become teachable moments for students to feel that they count and can make a difference.  Activities such as the ones described can help students heal and give students the opportunity to help heal the world.

Earlier this week, I tweeted,

If we focus on preparing students for their futures in college and the workforce, we often miss the joy, passion, enjoyment and flow of what is occurring in the present.

This was posted prior to the Sandy Hook tragedy.  This tragedy reinforced how important it is to be in and grab onto every moment with our students.  As a young adult, I embraced the existential philosophy and the tenet that knowledge and acceptance of our death assists us to live in the present.

Knowledge of our own mortality is the greatest gift ever given to us because unless you know the clock is ticking, it is so easy to waste our days, our lives.  Anna Quindlen

I have taken this awareness or knowledge into my teaching.  My teaching experiences include elementary gifted and PE, and teacher education courses.  Some classes last an hour, some a full day (gifted kids and weekend intensives for pre- and in-service teachers).  I bring this philosophy into the classroom in all my teaching – regardless of the age or content.  The learners are giving me their time, literally pieces of their lives.  It becomes my responsibility to provide them with experiences worthy of their time.  In most of my teaching situations, I would see them again for the next class – but one never knows.  I have had a handful of students who suddenly went missing-in-action due to family conflicts, emergencies, etc.

In terms of what this means in my teaching practices, I strive to bring magic and joy into my classroom.  I want students to shiver with positive anticipation and energy when they enter class that day – not knowing exactly what to expect, but knowing it will be something exciting.

I reflect upon and assess my performance after each class session using the following questions to guide me:

• Did I express and/or show students that I cared deeply for them?  Sandy Hook teacher, Kaitlin Roig, locked her and her first graders into a bathroom to protect them by the Sandy Hook shooting.  She told reporters:

I need you to know that I love you all very much. I thought that was the last thing that they would ever hear. I thought we were all going to die. I don’t know if that was okay because, you know, teachers, but I wanted them to know someone loved them. I wanted that to be one of the l http://youtu.be/X4RzAQuH81Q

I was so proud of Kaitlin but it broke my heart that she thought it was not okay to tell her students that she loved them.  I don’t use the word “love” easily but do tell my students I love them.  I do give them hugs (even with all the admonishments about touching students.)  I “preach” to my pre-service teachers that if you don’t love them, then find a different professional field.

• Did I put student needs above the need or desire to cover content?  If the student(s) experienced emotional distress, did I stop the lesson instruction and spend time to discuss it?  When studies are stopped to help students with some emotional problem they are experiencing, they are given a powerful message that they are important and worthy of class time.

• Did the students learn, do, and/or experience something new during class . . . a new aha . . . a new question . . . a new insight . . . a new interest . . . a new sense of personal power?

• Did the students experience joy, laughter, excitement, flow, astonishment during class time? I seek to create moments where students’ minds, emotions, bodies, hearts, and “souls” are congruent and present in the moment.  For each time we are together, I attempt to create powerful, experiential, awe-inspiring instructional activities.

• Did the students feel being an important part of and connected to each other and the world?  As is discussed in so much of the literature on human needs (e.g., Maslow), a sense of belonging is such a powerful, universal, and important human need.  All of my class sessions include some form of peer-to-peer interaction and groupwork.

• If I lost my temper with the student(s), did I say I am sorry?  I am human, I loose my temper. When I do, I also believe in and act upon making apologies.  The situation dictates whether I do this in a who group setting or on a one-to-one with the student.

• As the students exited my classroom, did I make some kind connection with every student?  My ritual, at the end of each class day, is give each individual student a high five and a smile as as they leave the classroom.

I work towards and have a desire for every student to leave each class session qualitatively different than when he or she came to class that day.  This is a lofty goal but really adds to the creativity, engagement, and joy I attempt to infuse into each class session.  I want each student to leave my classroom each day saying, “I was happy to be in class today.”

I want to loudly reinforce to my students of all time, “I love you.”

As I read through the social media networks, the concept of information overload is continually being discussed.

Information overload is a term popularized by Alvin Toffler in his bestselling 1970 book Future Shock. It refers to the difficulty a person can have understanding an issue and making decisions that can be caused by the presence of too much information. Information overload occurs when the amount of input to a system exceeds its processing capacity. Decision makers have fairly limited cognitive processing capacity. Consequently, when information overload occurs, it is likely that a reduction in decision quality will occur.  

As the world moves into a new era of globalization, an increasing number of people are connecting to the Internet to conduct their own researchand are given the ability to produce as well as consume the data accessed on an increasing number of websites. Users are now classified as active users  because more people in society are participating in the Digital and Information Age.  This flow has created a new life where we are now in danger of becoming dependent on this method of access to information.  Therefore we see an information overload from the access to so much information, almost instantaneously, without knowing the validity of the content and the risk of misinformation. http://en.wikipedia.org/wiki/Information_overload

I have re-framed information overload from being discussed as a cautionary consequence of the technology age to us living in a time of information abundance.  I think we are living in one of the most exciting times in the history of humankind. We are living in a world of information abundance, surplus, and access.  The result is synergy whereby the human mind plus our current technologies far exceed the sum of these individual parts.  By this I mean we have technologies to access any type of information and to create products that match the pictures and voices in our minds; and we can use technology to get the assistance and feedback from folks around the globe.

I am not alone in my enthusiasm for this age of information at our fingertips. In a study conducted from Northwestern University, Overwhelmed by instant access to news and information? Most Americans like it,  researchers concluded “There’s definitely some frustration with the quality of some of the information available, but these frustrations were accompanied by enthusiasm and excitement on a more general level about overall media choices.”

Weinberger, author of Too Big to Know, believes we have entered a new golden age, one in which technology has finally caught up with humans’ endless curiosity, and one that has the potential to revolutionize a wide swath of occupations and research fields.”

Implications for Education

As educators, we have this gift of information abundance. It should be leveraged and strategically used for our own and our students’ learning. When educators do not acknowledge, incorporate, and integrate the many types and uses of our real world technologies, they are failing their students.

• Educators are no longer the gatekeepers to information.  Prior to Web 1.0 and Web 2.o, students were often dependent on educators to be the experts to tell them about and share resources about the content-related topic.  Now the Internet has videos, resources, and research from experts and practitioners who often know more about the content than does the educator.  Now more than even, the educator needs to:

• The Internet needs to be open and available to students.  Many students already have access to information where and when they want it but often not in the school setting.  Many are learning more after school hours than during school hours.  By limiting students to textbooks and information as selected by districts, principals, textbook and testing companies, a type of censorship occurs.  Students have the opportunity, through the Internet, to hear, see, and read about varying perspectives on so many topics.  Depriving them of the opportunity to do so limits their education.

• Information and media literacy needs to integrated across the curriculum and grade levels. 

Our rapid transformation into a technology driven, information society has dramatically altered the k-16 teaching and learning landscape.  And, as a result, the sustainability of our current economic foundation, strengthening our national security, even maintaining the very essence of our democratic way of life depends more and more on producing learners who not only know how to think, but know how to problem solve within a diversified information and communication technology universe.

http://infolit.org/

• Global-oriented and multicultural education also needs to be integrated across the curriculum and grade levels.

From science and culture to sports and politics, ideas and capital are crossing borders and spanning the world. The globalization of business, the advances in technology, and the acceleration of migration increasingly require the ability to work on a global scale. As a result of this new connectivity, our high school graduates will need to be far more knowledgeable about world regions and global issues, and able to communicate across cultures and languages. Our students must emerge from schools college-ready and globally competent, prepared to compete, connect, and cooperate with their generation around the world (The Global Classroom).

• Students developing their own Personal Learning Networks (PLNs) should be viewed as a major instructional strategy.

A student personal learning network is, therefore, a rich and ever-growing series of connections with people, resources, and communities around the world…connections that allow us to grow in knowledge, skill, ability and perspective. What if we spent more time thinking about the networks that students are building as they go through their schooling years? What if we made the building of such a network a central part of the curriculum, inviting students to keep a log or journal of their growing network, and how this network is empowering them to learn, how it is expanding their knowledge and perspective? How are they building a meaningful network? Students can interview people around the world, tutor and be tutored, take part in formal and informal learning communities, take part in Twitter chats and Hangouts, learn from and engage in the blogosphere, experience the power of working on a meaningful project in a distributed/virtual team, participate in a massive open online course (or design and teach one), share resources through social bookmarking and other technologies, host and take part in webinars, and build new online and blended learning communities around topics of personal value, need, and interest. Over time, the students may not only build a personal learning network, but also venture into starting their own personal teaching networks, being agents of change and positive influence in the digital world and beyond (Helping Students Develop Personal Learning Networks).

Guest Post by Jennifer Fargo

The following is a paper written by one of my graduate students at American InterContinental University.  Jennifer Fargo is a middle school teacher.  Due to her passion for educational technology, I am encouraging her to start blogging and join social networks like Twitter.  Because this is such a good paper I am (1) posting it as a guest post on my blog, and (2) hoping this will motivate Jennifer to begin her own blog.

Emerging technologies have the potential to transform learning in the middle school classroom across the curriculum.  When properly applied in a student-centered classroom, mobile apps, tablet computing, game-based learning, personal learning environments, and natural user interfaces can improve instruction and learning, especially for students who need better motivation in school.

Rationale

Some older, more traditional educational researchers like professor emeritus of Stanford University Larry Cuban do not see evidence that technology in the classroom improves instruction.  He would rather invest in teacher training than in devices in the classroom (Hu, 2011).  What these educators do not realize is that the very nature of student interaction with their world has changed drastically and permanently.  The information shift is as drastic as the move from handwritten texts to books from the printing press (Rankin, 2010).  Information and knowledge are no longer held by the few in select repositories waiting to be disseminated to the masses by a master teacher.  Information, both accurate and inaccurate, is free and available for use instantly over the Internet.

Just as the students’ relationship to information has changed, the relationship of the teacher to the student must change.  With the advent of the printing press, education changed.  Mass access to information in printed books changed the roll of the teacher from facilitating individualized hand-written texts and informational storage for a few wealthy students to standardized classification of data and facts for masses of students who could read (Rankin, 2010).  In this digital age, the role of the teacher is no longer to disseminate facts and data to students because students cannot get that information easily anywhere else.  Because students can easily retrieve information, the role of the teacher becomes as a guide to the learner to take readily available information to evaluate and use it, to see the interconnectedness of information and provide context.  Students construct their own understanding of the world and they do so using technology. The average middle school student has direct access to this information on a daily basis and interacts with others around the world using interactive video games, social media, and mobile technology.  Technologies that students use daily at home can become the tools that educators use to guide students in constructing knowledge in the 21^st century and beyond.

Emerging Technologies: The Next Five Years

The New Media Consortium, or NMC, is a professional organization of educators dedicated to the study and application of technology in the classroom.  The NMC’s mission is to promote a “…collective understanding of emerging technologies and their applications for teaching, learning, and creative inquiry” (Johnson, Adams, & Cummins, 2012, preface). The NMC’s annual Horizon Project describes in detail six emerging technologies and their probable impact over the next five years in several learning environments.  The K-12 edition describes the possible applications of these technologies in elementary and secondary classrooms.  Several seem particularly applicable to a learner-centered, middle school classroom.

Mobile Apps

As mobile devices have become more accessible to middle school students, so has their potential to be resources in the classroom.  Mobile devices are small, portable computing devices that usually contain WI-FI, Bluetooth technology, and GPS capabilities.  They can be cell phones, smartphones, portable game consoles, tablets, or small computers.  These computing devices can use apps for various functions.  The mobile device most often talked about for possible classroom use is the cell phone or smartphone.  As of 2010, 75% of 12-17 year olds own a cell phone according to a Pew Research Center study (cited in Koebler, 2011).  With so many students daily engaged in the use of mobile devices, the creation of apps for sale and use on these devices aimed at this demographic has skyrocketed (Johnson et al., 2012).  These apps can be used in the classroom with appropriate supervision and have many benefits.  Mobile devices like cell phones are always capable of connecting to the Internet using 3G or 4G wireless networks.  Mobile apps can be used both inside and outside of the classroom making them easy conduits for communication between students and teachers as well as facilitating collaborative learning with peers.  This connectivity and portability also has the potential to create global connections through instruction making the world the classroom (Mangukiya, 2012).  All of these benefits are facilitated by technology already familiar to students in daily life.

Because most students already own a cell phone or other mobile device, some educators are suggesting a program for instruction where students bring their own devices for use at school, called BYOD programs.  Some of the obstacles to a BYOD program include not all students having the same device, some students not being able to afford the necessary devices, and devices as possible distractions when not in use for instruction (Nielsen, 2011).  Some of these obstacles are overcome by the tenacity of teachers who see how engaged students become when using them and the innovation of the new booming mobile app industry.  With these changes some schools are adopting a BYOD program as a cost effective way to integrate this prevalent technology into the classroom.

Tablet Computing

Tablets, like cell phones, are mobile computing devices.  However, tablets have larger screens with sharper displays for using more powerful and educationally specific apps.  In fact, tablets can run apps similar to software for computers making them a cheaper and more portable option for school based one-to-one programs.  Tablet touch screens make them easy to use, and the portability of the mobile device makes them easy to share in a school environment.  Tablets can also connect to the Internet to expand instruction.

In addition, tablets can be used as digital reading devices.  Tablets provide a much more interactive experience than a traditional textbook (Watters, 2012).  With options like a built-in dictionary, digital annotation, or read-aloud capabilities, reading with a tablet is more active than reading a traditional textbook.  Although not all books and textbooks are available digitally, publishers are expanding their digital libraries.

Game-Based Learning

Video games are pervasive in the United States, especially among adolescents.  According to Robert Torres (2011) of the Bill and Melinda Gates Foundation, 97% of Americans between the ages of 8 and 18 play video games.  For middle school students, video games are a way of life.  Torres (2011) posited that video games are so important to students because they offer a sense of relevance and context, are active, provide social interaction, and offer emotional engagement.  With student-centered instruction, teachers seek to incorporate these elements into instruction as well to fully engage the student and allow each to construct knowledge by ensuring relevant, active, and collaborative learning.  Game-based learning can facilitate such instruction in a format that highly motivates students to learn.

Game-based learning can be approached in many ways.  It can be as simple as a single player app for a mobile device or as complicated as a global multi-player virtual world accessed through the Internet.  Many games require collaboration with peers and facilitate problem- solving skills with real-world applications.

Personal Learning Environments

Personal learning environments, or PLE’s, are a digital method of individualizing instruction.  Each PLE is unique to each student.  For educators who believe that a learner-centered approach is the best way to reach every student, PLE’s provide a platform for success.  For some educators, this kind of transformational technology signals a change in teaching.  “By marrying the principles of personalized learning with the tools of technology, some educators believe that they have a chance to create the kind of customized learning environment that can finally break schools out of the industrial-age model of education to bring about true 21st century school reform” (Demski, 2012).  PLE’s can be in the form of wiki pages, personal blogs, e-portfolios of work, or websites that teachers or students can create themselves.  PLE’s facilitate learner-centered instruction, which can be closely monitored by the instructor but is controlled by the student through a digital space.  PLE’s can also promote collaboration when they are shared with others.  For example, a wiki page or other shared document can facilitate group work.  The wiki or document would be dedicated to that assignment and accessed by all members.  PLE’s require a device to connect students to their constructed environment, which can be a computer, tablet, or mobile device.

Natural User Interfaces

Many educators believe that a more immersive teaching style leads to more fully engaged students and therefore better learning.  Natural user interfaces provide a teaching tool that engages all the senses and promotes active learning in the classroom, meeting the instructional needs of all types of learners (Center for Digital Education, 2012).  Natural user interfaces change the way that students interact with technology devices.  The traditional keyboard and mouse are replaced by sensors that detect voice commands, gestures, and touches by the user to manipulate the given technology device.  “Natural user interfaces allow users to engage in virtual activities with movements similar to what they would use in the real world, manipulating content intuitively” (Johnson et al., 2012, p. 32).  Although already used with special needs students who have difficulty manipulating traditional interfaces, natural user interfaces have not translated generally to the regular classroom.  Examples of natural user interfaces are the touch screen and surfaces, used on smartphones, tablets, and interactive whiteboards; gesture-based sensors, used with devices like the Xbox Kinect and Wii; and voice activated technology, used with the iPhone’s Siri virtual assistant and Nuance’s Dragon speech recognition software.

Applications Across the Curriculum

All of the technologies discussed have applications in a middle school classroom.  However, it is not the technological tool that is important, but the instructional approach.  According to Dr. Brenner, a school superintendent from Long Island, New York, “It’s not about a cool application…We are talking about changing the way we do business in the classroom” (cited in Hu, 2012).  Technologies in the classroom are tools to engage students and are no substitute for quality teachers or instructional approaches.  However, a change in instructional techniques must change as our students change.  If properly used by excellent teachers, these technologies offer new ways to motivate and fully engage middle school students for life-long learning applied across the curriculum.

Some of these emerging technologies are appropriate for any content area.  For example, any teacher can use a wiki to create a PLE for their class or for specific assignments.  Students can then post work to the wiki while collaborating with the instructor and peers.  Additionally, an instructor can use iTunes U to gather materials all in one digital location and distribute them to students.  Students can access audio, video, or other materials for a class with a mobile app (Mangukiya, 2012).  Another example of a mobile app that any teacher can use is called Poll Everywhere.  This app allows teachers to poll up to 40 students using the texting-enabled cell phones for instant formative assessment (Koebler, 2011).

Another goal for many schools across the curriculum is to become paperless.  Using tablets, students can use cloud computing to store and turn in work to create a paperless learning environment.  Cloud computing also allows students to continue working at home with an Internet connection without lost papers or forgotten work.  Digital textbooks also help schools become paperless and can be augmented by digital portfolios (Hu, 2011).  In addition, students can take more interactive, annotated notes in class using mobile apps while interactive whiteboards facilitate classwork to be posted online as pdf’s.  Although some applications of these technologies can be for almost any teacher, some benefits of these technologies are content specific.

Language Arts

These emerging technologies can be directly applied to language arts.  Most universally applicable is e-books.  E-book readers, like the Kindle or the iBooks mobile app for iPod, iPhone, and iPad, allow literary texts to become interactive.  Interactive features improve reading skills like digital dictionaries for unknown vocabulary words, connections to supplementary online content to increase comprehension, digital annotation to increase depth of reading, and read-aloud capabilities for auditory learners.  E-books also motivate reluctant readers (Watters, 2012).  This is especially difficult with struggling readers in middle school.  Students can even create and e-publish their own e-book for iBooks using Apple’s Pages word processing software.  Although not every title is available digitally, digital publishing is becoming more common as mobile reading apps become more prevalent.

Literature also comes alive with mobile apps.  For example, an app for iPad and computers is Shakespeare in Bits.  This app provides an animated and interactive text of some of Shakespeare’s plays.  Students can click on archaic vocabulary for definitions and watch animated performances of each scene for context.  In addition to reading, writing skills can also be improved by the proper integration of emerging technologies.  Practical, authentic writing experiences where work is shared with peers promotes improvement with middle school writers.  PLE’s like journal writing in blogs or creating e-portfolios of written work can facilitate such writing experiences (Johnson et al., 2012).

Another highly motivating reading and writing experience is facilitated by game-based learning platforms emphasizing literacy, including a writing component and critical problem solving in collaboration with peers, called Quest Atlantis and Atlantis Remixed, or ARX.  According to the website’s homepage, ARX uses 3D, multi-user, virtual environments to immerse students in educational tasks.  ARX combines elements of video games with lessons from educational research on learning and motivation.  Students take on the persona of an investigator, exploring different virtual environments.  When enough information is gathered, each student writes an assignment based on his or her research within the game.  The games are also customizable for different subjects and instructional objectives, promoting writing across the curriculum. This encourages students to write for different purposes and for different audiences, one of the common core standards for middle school language arts students.  Their work is shared with peers around the world, motivating each student to write their best work.  Even reluctant writers are motivated to craft their writing with thoughtfulness and clarity and reluctant readers build reading skills because they enjoy the video game elements.

Science

Middle school science students can benefit from science based personal learning environments.  One such PLE is called Scitable.  Scitable is a free science library and personal learning tool focusing on genetics and cell biology.  Students can join in scientific discussions, talk to experts in the field, and ask questions about science careers (Johnson et al., 2012).  Teachers and students create their own virtual learning environment for scientific inquiry on the website.

In addition, schools in Virginia have begun replacing science textbooks with iPad interactive textbooks (Hu, 2011).  The interactive textbooks can provide students with the means of manipulating data into charts, graphs, or other visuals; connecting to the Internet for more information about specific subjects based on student interest; connect students to practicing scientists, experts in their fields of study; and conduct virtual dissections or experiments.  Along the same lines, interactive mobile apps for tablets or smartphones allow science students to learn by manipulating information or doing virtual labs.  These kinds of apps permit students to learn the periodic table by viewing and rotating images in 3D or dissect frogs virtually (Johnson et al., 2012).  Middle school students are independent enough in their thinking to accept more control over their scientific experimentation, with appropriate supervision, that tablet technology provides.

Mathematics

Middle school students in mathematics classes begin to study more complex mathematical constructions like percentages, ratios, and equations.  Integrating technology into mathematics instruction can facilitate not only an understanding of the procedures of the math they are learning but also how to apply and synthesize it in the world around them.  Mobile devices can help students visualize content.  Students can graph equations using their smartphones.  They can not only play math games using tablet technology but also view or create for themselves animations of complex math problems.  In fact, California recently launched an iPad only algebra course in conjunction with Houghton Mifflin Harcort (Hu, 2011).

Gesture-based learning can also prompt students to apply mathematical concepts in new ways.  According to the Center for Digital Education (2012), Johnny Kissco, a math teacher from Texas uses the Xbox Kinect in his classroom.  “When I used Kinect in my algebra class, students began asking questions that went far beyond the curriculum requirements. This was a huge success, as it got students thinking about applying the content in a real-world context” (p. 1).  Although most people use mathematics in daily life, middle school students are constantly asking about the practical application of the math they are learning.  Students who use these devices to learn mathematics no longer wonder how they will use the assigned content; they see the practical applications through the instruction itself.

Arts and Physical Education

Many mobile apps for tablets encourage students to create their artistic visions digitally.  Other mobile apps allow art students to view masterworks of art from museums around the world, such as the free apps from the Van Gogh museum and the Louvre.  Students can interact with visuals and content about the artist.  Music students can create their own digital music using apps like GarageBand for iPad.  Such interactive apps can engage many reluctant music makers (Mangukiya, 2012).  These creations can then be published and shared.  Gesture-based learning can provide new learning experiences in physical education.  Learning the rules or motions involved in a sport can be accomplished digitally where progress can be tracked through formative assessments collected by the device.

Conclusion

Middle school students are motivated and encouraged to use higher level thinking skills when instruction includes these emerging technologies.  In the hands of an excellent teacher in a student-centered classroom, these technologies can transform instruction providing authentic, real-world learning experiences to the benefit of students of all learning styles and intelligences.  This is the future of education.

References

Center for Digital Education. (2012). Learning through motion. Retrieved through Microsoft website: http://www.microsoft.com/education/en-us/products/Pages/kinect.aspx

Demski, J. (2012, January 4). This time it’s personal. Transforming Education Through Technology Journal. Retrieved from http://thejournal.com/articles/2012/01/04/personalized-learning.aspx

Hu, W. (2011, January 4). Math that moves: Schools embrace the iPad. The New York Times. Retrieved from http://www.nytimes.com/2011/01/05/education/05tablets.html?pagewanted=all&_r=0

Johnson, L., Adams, S., and Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2012-horizon-report-K12.pdf

Mangukiya, P. (2012, February 3). How mobile apps are changing classrooms and education. Huffington Post. Retrieved from http://www.huffingtonpost.com/piyush-mangukiya/mobile-apps-education_b_1250582.html

Nielsen, L. (2011, November 9). 7 myths about BYOD debunked. Transforming Education Through Technology Journal. Retrieved from http://thejournal.com/articles/2011/11/09/7-byod-myths.aspx

Rankin, B. (2010, August 24). Dr. Bill Rankin: Next-wave mobility and the three ages of information [Video file]. Retrieved from http://www.youtube.com/watch?v=V8yhPQrMfAk

Torres, R. (2011, November 9). TEDxGotham 2011–Robert Torres [Video file]. Retrieved from  http://www.youtube.com/watch?feature=player_embedded&v=ahYeJ5LmnXI#!

Watters, A. (2012, February 1). The truth about tablets: Educators are getting iPads and e-readers into students’ hands–but it is not easy. School Library Journal. Retrieved from http://thedigitalshift.com/2012/02/ebooks/the-truth-about-tablets-educators-are-getting-  ipads-and-ereaders-into-students-hands-but-its-not-easy/

This the first post I have ever written about females in technology.  A few recent incidents got me thinking about this issue.  First, I attended/presented at an educational technology conference that had the mission of giving women voices as keynote presenters, yet the major presenters (who were given more time and press) were males.  Second, I am spending the day watching TedxWomen and there are male presenters.

These incidents reminded of a powerful experience that happened to me as a college teacher in a face-to-face undergraduate course on Psychology of Adjustment . . .

There were about 150 students in the lecture hall where I taught Psychology of Adjustment.  The topic of this week was communication and power differences between genders.  My goal for all of my classes was to involve the students in the course topics through experiential, interactive activities.  On this particular day, I planned a panel discussion.  I asked for five females volunteers and five male volunteers from the student audience.  The males were asked to take a seat in the five chairs set up in a row, the women stood in a line facing them.  My rationale for this physical set-up was to give the women power “over”.  Typically men are larger and taller than women, so just their physical presence gives power over.

Next, I asked to the women to tell the men those things that they believe infers with communication between the two genders.  The males were instructed to just listen and that the only verbal communications that they could give were questions for clarification.  My purpose for this part of the exercise was to give women a forum/venue to have a voice, to get the opportunity to have the males really listen to them.

The exercise was powerful.  The women expressed their concerns, mostly about not being heard. The males sat listening, really listening, in a non-defensive poster, to what the women had to say, asking a few questions for clarification.  Both sides of the panel did great.

I indicated that it was the end of the exercise . The women emphatically stated that it was now time to give the males the opportunity to tell them what interferes with communication with females.  I again stated, “No, this is the end of this exercise.”  Two of the women, older in their 40s and 50s, got visibly upset and agitated stating that the males need to have their turn, their say.  I asked the males if they were okay ending the exercise as is and they said that they were.  The two women were not okay with this and remained very agitated.  I saw in their actions a strong need to give back the power to the males.

I thought, “Wow, these women are seeking to give the male back their voices and power; and don’t even realize it.”  I did not anticipate nor expect this strong of a reaction from the women. (Note:  It was noted in the comments that maybe this was just the two women’s need for fair play.  It is difficult to convey observations via words.  First, as I stated I did not anticipate nor expect this reaction.  I was actually shocked at its intensity.  Second, these two women were fairly “traditional” in that they were mothers and wives, returning to school.  Third, their visibly being shaken up even after the guys stated they were fine demonstrated that it went much deeper than fair play.)

I realized these beliefs were so ingrained and unconscious that even if I had brought it to the women’s attention, they could not/would not be able to own them.  I made the connection between this experience and internalized oppression.

What this experience reinforced is that we live in world where power differentials exist on many levels.   I am a strong supporter of affirmative action.  I believe that when power differentials exist, proactive and what appears to some to be extreme, “unfair” actions need to be taken.

As I examine who are the keynote speakers at technology conferences, who are making online games, the educational technology individuals who are being followed and retweeted on Twitter, the balance of power appears to be in favor of males. Others have noticed and discussed this . . .

• It’s Time to Find the Women in Tech “Where are all the women?” is common refrain in tech circles. Plenty of executives and investors, male and female, are seeking to advance more women in technology. But how? We need to take a three-pronged approach, bolstering education, opportunity, and visibility for women in technology.

• Shifting the Base of Competition A bias against women has existed for centuries, and unfortunately, that bias continues to exist in industries such as IT. This bias, according to Hagel, is amplified by a concept he identifies as the masculine archetype.

• Women In Technology: 4 Reasons Why Females Will Rule The Future Women have been flagrantly underrepresented in technology fields since the Internet first changed the way we interact with the world nearly two decades ago. Only 8 percent of venture-backed start-ups have female leaders, and few women sit on the boards of Web 2.0’s most prominent companies.

This post, in essence, is a call to action for both genders to invite in and provide opportunities for females to become fully engaged, have equal opportunities. and have voices in the field of technology/educational technology. There are some powerful initiatives to get girls and women involved in this field:

• Girls Who Code Together with leading educators, engineers, and entrepreneurs, Girls Who Code has developed a new model for computer science education, pairing intensive instruction in robotics, web design, and mobile development with high-touch mentorship led by the industry’s top female developers and entrepreneurs.

• The FemTech Project came out of a conversation between four women who feel passionately about women in technology careers. They wanted to create a space for women to share their stories about how they got involved in tech careers. The project is also a place for girls to share their passions for technology and connect with other girls with similar passions.

One of the common teacher rituals when beginning the school year is the set up of the classrooms.  Teachers, driven by best intentions, set up their classrooms in ways they believe will promote learning.  But, inadvertently, the message given to students is that this is my (the teacher’s) classroom not yours.  The classroom becomes the teacher’s narrative, not the students’ individual narratives.  Even when the teacher puts up student samples, it is often the teacher who selects the samples and the spaces where the samples are displayed.

In Learning Spaces (School?) as Narrative Architecture, I discuss the importance of creating learning spaces where learners can develop and share their own unique voices, develop their own personal narratives of learning.

One of the tenets of Narrative Architecture is meaning making is not exclusively in the morphological properties of space themselves, nor in the cultural processes of its formation and interpretation, but in the dynamic network of spatial, social, intellectual and professional practices that embody and produce different kinds of social knowledge. (http://sitemaker.umich.edu/spsarra/book__architecture_and_narrative_)

The essential question becomes, How can the educator create the learning spaces to elicit the positive power of narrative architecture? This would be a space where learners feel as though they can tell their stories as the producers of their own learning.

Learners working in collaborative learning spaces will interpret and form the learning space to have personal, and ultimately collective, meaning. They do so in all learning spaces.  Does the learning space create stories of boredom . . .  fear . .  . isolation?  Or does it create stories of engaged and passionate learning experiences?  Because I fully believe that since time spent in any learning space becomes a narrative architecture for the learners, educators should approach that space with intention, knowing that learners will draw from and create meaning in and about that space.

Henry Jenkins used the concept of Narrative Architecture in his ideas regarding interactive gaming. “The game space becomes a memory palace whose contents must be deciphered as the player tries to reconstruct the plot and in the case of emergent narratives, game spaces are designed to be rich with narrative potential, enabling the story-constructing activity of players.” This statement can be translated to – have meaning for learning spaces: “The learning space becomes a memory palace whose contents must be deciphered as the learner tries to reconstruct what he or she is attempting to learn. Learning spaces should be designed to be rich with narrative potential, enabling the story-constructing and sense-making activity of learners.”

The how-to of creating this Narrative Architecture becomes having the educators and learners co-create this space together – all being equal participants in the process.  The space then becomes part of the learning process – increasing the opportunity and potential for deep and indelible understanding of the learning process and content.

Related Resources

• In Beginning the School Year: It’s About Connections Not Content, I discuss Roomination when I began the school year teaching 6th graders by just piling the furniture and wall decorations in the middle of the room.  In small groups, students developed blueprints for the classroom.  Teams presented their designs to the rest of the class and their favorite design was voted upon.  Students arranged the room according to the winning design.

• 4 Lessons The Classroom Can Learn From The Design Studio: Perhaps the lexicon of education is broken. While the traditional construct of “classroom” may limit how we interact within our spaces, the labels of “teachers” and “students” (not to mention the conflation of authentic learning) may paralyze our progress as well. What would happen if classrooms operated more like studios?

• School Without Walls Fosters A Free-Wheeling Theory Of Learning  When planning the school, Bosch reached out to both teachers and students. “From the children we learned that there were different types of design that didn’t appeal to them,” she says. To wit: Because they work primarily on laptops not blackboards, they like seating arrangements that let them steal a peek at each other’s screens. “We therefore created special furniture that gave them more flexible ways of working side by side and together with their laptops,” Bosch says, “For example: spread out on rugspots, sitting side by side on a sitting island or in the organic conversation furniture.”

• What if eighth-graders reinvented the classroom? The students researched what their peers wanted in terms of school furniture, sketched out their ideas, created 3D computer models and physical mock-ups, and learned about appropriate materials and manufacturing techniques. Their prototypes then were made public at ICFF.

Note: At 4 minutes she discusses how they asked the high school kids to design their cafeteria.

he classification of settlements is a fundamental concept in urban and regional planning. It helps planners, geographers, and policymakers understand the diversity, organization, and functional characteristics of human habitations. Settlements can be classified on multiple bases such as size, function, pattern, morphology, density, and administrative status. Each classification provides a different perspective on how settlements evolve and operate.

---

1. Classification Based on Size and Population

This is the most common and widely used classification.

1.1 Rural Settlements

6

• Small population size
• Dominated by primary activities (agriculture, fishing, forestry)
• Low population density
• Limited infrastructure

Types:

• Hamlet
• Village

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1.2 Urban Settlements

6

• Large population
• Dominance of secondary and tertiary activities
• High density and infrastructure availability

Types:

• Town
• City
• Metropolitan city
• Megacity

---

1.3 Settlement Hierarchy

A typical hierarchy:

• Hamlet → Village → Town → City → Metro City → Megacity → Megalopolis

This hierarchy reflects increasing complexity, services, and economic functions.

---

2. Classification Based on Pattern (Spatial Arrangement)

Settlement pattern refers to how buildings and houses are arranged in space.

2.1 Nucleated (Compact) Settlements

8

• Houses clustered together
• Common in fertile agricultural regions
• Promotes social interaction

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2.2 Dispersed (Scattered) Settlements

7

• Houses spread over large areas
• Found in hilly or forested regions
• Low population density

---

2.3 Linear Settlements

5

• Develop along roads, rivers, or canals
• Easy access to transport routes

---

2.4 Radial or Circular Settlements

5

• Develop around a central point (temple, market, water source)
• Roads radiate outward

---

3. Classification Based on Function

This classification is based on the dominant economic activity.

3.1 Agricultural Settlements

• Dominated by farming activities
• Typically rural

3.2 Industrial Settlements

7

• Developed around industries and manufacturing units
• Example: Jamshedpur

---

3.3 Commercial Settlements

• Centers of trade and business
• Markets and business districts

3.4 Administrative Settlements

• Capitals and government centers
• Example: New Delhi

3.5 Religious Settlements

6

• Developed around religious significance
• Example: Varanasi

3.6 Transport and Port Settlements

• Located at transport nodes (ports, railway junctions)

3.7 Recreational/Tourist Settlements

• Hill stations, coastal resorts
• Example: Shimla

---

4. Classification Based on Morphology (Form and Layout)

4.1 Planned Settlements

7

• Designed before development
• Organized street patterns and zoning
• Example: Chandigarh

---

4.2 Unplanned (Organic) Settlements

6

• Develop spontaneously over time
• Irregular layout and poor infrastructure
• Common in old city areas and informal settlements

---

5. Classification Based on Density

5.1 Low-Density Settlements

• Large land area, fewer people
• Typical in rural or suburban areas

5.2 Medium-Density Settlements

• Balanced land use and population
• Found in towns and planned residential areas

5.3 High-Density Settlements

• Large population in small area
• Found in metropolitan cities and slums

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6. Classification Based on Administrative Status

6.1 Statutory Towns

• Declared by law (municipal corporation, municipality)

6.2 Census Towns

• Identified based on population, density, and workforce criteria

6.3 Urban Agglomerations

• Continuous urban spread consisting of a core city and adjoining areas

---

7. Classification Based on Location

7.1 Rural Settlements

• Located in countryside

7.2 Urban Settlements

• Located in cities

7.3 Peri-Urban Settlements

• Transitional zones between rural and urban areas

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8. Modern Classification (Contemporary Context)

With urbanization and globalization, new forms of settlements have emerged:

• Metropolitan Regions
• Megacities
• Megalopolis (urban corridors)
• Smart Cities
• Transit-Oriented Developments (TODs)

These reflect changing economic structures, mobility patterns, and technological advancements.

---

Conclusion

The classification of settlements provides a structured way to understand the diversity and complexity of human habitation. Whether based on size, pattern, function, or morphology, each classification reveals unique characteristics and planning needs.

In contemporary planning practice, especially in rapidly urbanizing countries like India, such classifications are essential for:

• Policy formulation
• Infrastructure planning
• Resource allocation
• Sustainable urban development

A comprehensive understanding of settlement classification enables planners to design interventions that are context-specific, efficient, and aligned with the broader goals of sustainability and inclusiveness.

The best advice I was ever given in my counselor education was to approach each counseling session with every client as if it were the last one.  The rationale is that you never know if the client might decide not to show up again.

I have taken this advice into my teaching.  My teaching experiences include elementary gifted and PE, and teacher education courses.  Some classes last an hour, some a full day (gifted kids and weekend intensives for pre- and in-service teachers).  I bring this philosophy into the classroom in all my teaching – no matter the age or content.  The learners are giving me their time, literally pieces of their lives.  It becomes my responsibility to provide them with experiences worthy of their time.  In most of my teaching situations, I would see them again for the next class – but one never knows.  I have had a handful of students who suddenly went missing-in-action due to family conflicts, emergencies, etc.

In terms of what this means in my teaching practices, I strive to bring magic and joy into my classroom.  I want students to shiver with positive anticipation and energy when they enter class that day – not knowing exactly what to expect, but knowing it will be something exciting.

I work towards having my students experience one or more of the following:

• An “Aha” – a new insight about the content, self, or the world-at-large.
• A feeling of being an important part of and connected to the world.
• A rise in self-esteem (Note: Seeing a student’s eyes light up/body posture change – observing the growth in self-worth is the most amazing thing I have ever witnessed.)
• A new question to explore.
• A new topic of personal interest.
• A new friend to learn more about.
• A flow experience.

I work towards and have a desire for every student to leave each class qualitatively different than when he or she came to class that day.  This is a lofty goal but really adds to the creativity, engagement, and joy I attempt to infuse into each class session.

Preface

As is true for many of us using educational technology in the classroom, we are experimenting with how technology can enhance the learning experiences of our students.  Sometimes we have failures, often times we have successes.  Yet, in this age of evidenced-based education, educators, administrators, and other decision-makers are depending on and using the data gleamed from large studies often completed by companies with vested interests, e.g. Gates Foundation, book publishers, and testing companies.

Educators can easily conduct action research about the practices they are using in their own classrooms especially given the ease of creating online surveys and data collection methods.  Yet, it seems that it is rarely done.

For example, I introduced Quest Atlantis into my gifted classes a few years ago and asked these 3rd through 5th graders to complete a survey to assess its efficacy from the student perspective.  The results I received were rich and informative.  The kids offered great feedback, ideas, and suggestions.  See Beyond the Game: Quest Atlantis as an Online Learning Experience for Gifted Elementary Students.

So if educators want to influence what occurs in not only their own classrooms, but in the classrooms of their co-teachers, then they need to invest the time and energy to demonstrate best practices.  In a related blog, I discuss Every Educator Has a Story . . . Just Tell It.

End-of-Course Survey

The Interpersonal Relations course was offered during Fall, 2011.  There were 12 students in the course – five were male, 7 were female; ten of the students were 18 to 20 years old, one was 25 years old, and the oldest student was a female in her 50s.

The first section of the survey listed all of the class activities that used the students’ cell phones.  I blogged about the individual activities.  The archive of these blog posts can be found at User-Generated Education tagged with mobile learning.

Obviously the sample size is small, but I was excited to find that most of the students found most of the activities of some value and that only one student found one of the activities a waste of time.

I also asked a series of open ended questions . . .

Favorite and Least Favorite Activities?

These were all over the map with no general consensus.

What was the greatest advantage of using students’ mobile phones to get to know one another and build a sense of community in the class?

The responses centered around being able to use the devices they used outside of the class,

It was something that we use everyday so it related back to us.

It was something they were familar with.

The students use their phones on a regular basis.

. . . and that their devices helped to create an environment of sharing, friendliness

It provided us with a common ground on which to get to know each other.

We got to talk to each other outside of class, not just when we were in class.

We were able to communicate outside of class and create friendships.

You got to know the people better though them.

To get a better experience from the class and enjoy coming to class.

What was the biggest problems in using students’ mobile devices during class time?

As was expected, most of the student responses centered around them being a distraction.

People would abuse it and text friends and do other things that the activity wasn’t for.

The students were tempted to use the phones for personal use.

Sometimes people weren’t always doing what they were supposed to be doing.

Students had more of a chance to get distracted.

Some people texted when they should have been participating.

(Note:  I had to implement a device away strategy, when I had to ask students, often several times, to put their devices away when we weren’t using them for class activities.)

A few mentioned service problems.

Some didn’t work.

The service was bad because i would send a text and it would show up ten minuets later.

What recommendations would you make to improve the use of students’ mobile devices for class activities and community-building?

Most of the students stated, “None.”

There are none everything is A Okay.

Interestingly, two mentioned having laptops available for all students.

Change the moblie devices into personal laptops provided by the school.

Have computers for each student.

Next week, I begin this course again with a new group of students.  I will continue to test out the mobile learning activities and get student feedback about them.

Thanks Fall, 2011, students!

As of the writing of this post, there are approximately a million apps available.  On my daily Twitter feeds, I see list after list of apps for educational use.

Yesterday, I saw a post from TechCrunch The Top 20 iPhone and iPad Games Of 2011.  I downloaded and have been playing Cut the Rope for two days now.  It has been giving me hours of joy.  See Cut the Rope: Experiments Review. If I was still teaching my 3rd through 5th grade gifted students, I would definitely introduce them to this game.

I have been critical of the use of educational apps and games in the classroom in that many of them have been developed by adults in business ventures.  They are more like worksheets on steroids rather than games and apps for higher-order thinking.  I also wonder as I read through the lists of recommended apps if the kids, themselves, would find them educational and interesting . . . worth their personal time in using and playing with them.

As such, I test out technology tools and games from the standpoint of a user rather than an educator . . . asking if I’d like to use it if I were one of today’s young students.  Based on my own experiences as a gamer, educator and kid at heart (one of my 4th grade students gave me the compliment, “You haven’t forgotten what it is like to be a kid.”), I developed my own criteria for evaluating the potential of apps for educational use and engagement:

• Does it have cool graphics and an interesting interface?
• Is there a game-like and/or creative intent to the app?
• Is it fun and entertaining?
• Does it make the user laugh with joy?
• Does it require creativity, ingenuity, imagination, and problem-solving in its use?
• Do the tasks get more complicated, requiring more skills as the user works through the game-app?
• Does the user have the opportunity to gain points and level-up?
• Does it have an addictive quality (yes, I believe in this) in that it calls for continuous play?
• Does using the app create a state of flow?
• Are there opportunities to connect with other users for socializing? problem-solving?  strategizing?

As I said, I am currently spending my time playing Cut the Rope (physics and geometry).  Past personal addictions have included Scrabble (language arts) and building in Second Life (geometry and spatial reasoning).  Friends’ and colleagues’ game and app passions have included World of Warcraft (economics, social bargaining/cooperation) and Angry Birds (physics).

Excluded from the list is a question about educational value.  A good educator can extract learnings from any app that meets most of the criteria discussed above.  If educational value can be extracted from Angry Birds, then it is possible with almost any app 😀

It is important to note that one person’s app and game joys may not be another person’s, but most offer educational opportunities.  An educator can leverage what students are using and playing in their own lives and explore ways they can be integrated into the curriculum to learn different content area concepts.  The role of the educator is this era of learning of that of facilitator.  What a great way to facilitate learning – to leverage what the learners are using in their own lives to teach broader content-related concepts.

The bottom line becomes focusing on quality rather than quantity – to find those apps and games that have potential for long term use and engagement.  Following a constructivist model of education, an effective educator can assist students to extract their own meanings from an app of personal interest, helping them make larger world connections (which includes addressing those ever present content-related standards).

Given the infusion of technology in almost every aspect of our lives, the education sector is struggling on how to integrate it into the classroom.  We have seen current trends and attempts for the use of educational technology with the Flipped Classroom ala Khan Academy, Interactive Whiteboards in every classroom, and lots of discussion about what are the 21st century skills and literacies.

Most educators would agree that a major purpose of education is to assist learners in gaining the skills, attitudes, and knowledge for having a better quality of life now and in their futures.  So any discussion about technology integration should include this purpose.

Qualitative evidence points to the ease by which kids pick up their computer devices and use them as if they were brain-wired to do so.

But even as some parents and educators express unease about students’ digital diets, they are intensifying efforts to use technology in the classroom, seeing it as a way to connect with students and give them essential skills. Across the country, schools are equipping themselves with computers, Internet access and mobile devices so they can teach on the students’ technological territory.

“If it weren’t for the Internet, I’d focus more on school and be doing better academically,”  says one youth. But thanks to the Internet, he says, he has discovered and pursued his passion: filmmaking. Without the Internet, “I also wouldn’t know what I want to do with my life.”   Growing Up Digital, Wired for Distraction

Hmm.  So in the big picture, do we want students to do better academically or find and pursue their passions?  I do understand that many educators would argue for both.  The current educational climate is so centered on academic achievement and standards-based curriculum, I believe we need to make proactive, concentrated attempts to get the pendulum to swing towards semi-structured, open-ended, process-oriented and student-driven learning environments.

Two recent and interconnected discussions have implications about how technology can be used in the classroom to ignite passion, innovation, and creativity . . . technological imagination and tinkering/maker education.

Technological Imagination

Anne Balsamo, author of the Designing Culture: The Technological Imagination at Work, defines technological imagination as . . .

a character of mind and creative practice of those who use, analyze, design and develop technologies. It is a quality of mind that grasps the doubled-nature of technology: as determining and determined, as both autonomous of and subservient to human intentions. This imagination embraces the fact that all technologies have multiple and contradictory effects. This is the quity of mind that enables people to think with technology, to transform what is known into a set of possibilities, and to evaluate the consequences of possibilities from multiple perspectives (http://dmlcentral.net/node/5109).

A course being offered at the University of Washington provides this description of technological imagination.

Humans have always been technical beings. We live in and through our technology: from stone tools and woven baskets to combustion engines and computers, our society is continually altered by the existence of these technical objects. Living in a highly industrialized, networked society such as ours, one need only try to imagine life (let alone college life) without computer or Internet technologies, or any number of everyday information technologies which seamlessly mediate our daily routines; yet this is precisely what it is so difficult to do: to “think” technology, and to see its peculiar agency in our individual experiences and in our social world.  For us, this situation seems magnified by globalization and the intricate layering and interconnectedness of technical systems, complex industrial machines, and vast networks. Our needs go beyond an immediate understanding of a given technology to the development of a more reflective technological imagination in which we consider the ways technologies enable us, and shape and reshape our experience and social realities. “Developing the Technological Imagination” (Winter 2011)

Tinkering and Making

In order for technological imagination to develop, tinkering needs to be encouraged within educational settings.  In his discussion about Learning for the Digital Age, John Seely Brown presented the following slides about tinkering.

If we want more young people to choose a profession in one of the group of crucial fields known as STEM — science, technology, engineering and math — we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects.  Time: In Praise of Tinkering

In a discussion with Howard Rheinhold, Mitch Resnick stated the following about tinkering.

One thing we’ve seen is that the best learning experiences come when people are actively engaged in designing things, creating things, and inventing things – expressing themselves. It’s not just a matter of giving people opportunities to interact with technologies or using technologies, but if we want people to really be fluent with new technologies and learn through their activities, it requires people to get involved as makers – to create things.

A lot of the best experiences come when you are making use of the materials in the world around you, tinkering with the things around you, and coming up with a prototype, getting feedback, and iteratively changing it, and making new ideas, over and over, and adapting to the current situation and the new situations that arise.

I think there are lessons for schools from the ways that kids learn outside of schools, and we want to be able to support that type of learning both inside and outside of schools. Over time, I do think we need to rethink educational institutions as a place that embraces playful experimentation. Mitch Resnick: The Role of Making, Tinkering, Remixing in Next-Generation Learning

The full interview can be viewed . . .

[embedded content]

As I’ve stated before, I believe that the educator is now “the tour guide of learning possibilities”.  Educators should expose learners to the potential types and uses of technologies and then get out of the way so that the learners can tinker and develop their own technological imaginations . . .  ones not driven by state standards, competencies, outcomes, nor products.

Each educator needs to decide how to implement tinkering into his or her educational setting.  When I taught gifted elementary students, the last 45 minutes at the end of the school day was dedicated to tinkering.  I’d introduce the learners to Web 2.0 tools and hands-on technology kits like WeDo and PicoCricket.  I’d then get out of the way so they could  play, tinker, experiment while sharing their findings with me and their peers.

This lesson was done with undergraduates, ages 18-20.  As you can see by the lesson, the driving pedagogical tenets are:

• Experiential and authentic learning.
• The use of technology to increase student engagement and motivation.
• A focus on student-centric learning with the teacher only providing directions as to how to complete the experiential activities.
• Students interacting with each other and the content much more than the teacher.

The Goals:

• Define conflict.
• Describe differences between destructive and constructive approaches to managing conflict.
• Identify and describe win-lose and win-win negotiation strategies.
• Identify and use conflict management skills to help manage emotions, information, goals, and problems when attempting to resolve interpersonal differences.

Define Conflict

Students are given the following directions:

Write the word conflict in the center of a blank piece of paper and draw a circle around it. Quickly jot down all the words and phrases you associate with the word conflict by arranging them around your circle.

Review your list of associations and categorize them as positive, negative, or neutral. Count the total number of positive, negative, and neutral associations, and calculate the percentages that are positive, negative, and neutral. Did you have more than 90% positive? Did you have more than 90% negative?

What do your associations with the word conflict indicate about your views about conflict and your approach to conflict?

Following a discussion of the positive and negative aspects, students are asked to complete the following tasks:

• Reduce your list to four words.
• Find a partner, reduce that list to four words.
• Join another partner team – reduce the list to four words.
• Go to Visual Thesaurus – http://www.visualthesaurus.com/  get definitions for each of the four words
• Create a web on the white board that includes your group’s four words and key words associated with those main words.

Escalating and Deescalating Conflict Situations

Students are presented with the following scenarios and compose two responses for each, one that would escalate the conflict, and two, another that would deescalate the conflict.

They are invited to use their own laptops to compose their responses.  They find partners, who reads and finds the comments composed by their partner to share with the rest of the class.

Conflict Resolution Techniques

Through a brief Powerpoint presentation, students are introduced to the following conflict resolution techniques:

• Abandoning
• Getting Help
• Humor
• Postponing
• Compromise
• Integrating
• Collaborate/Problem-Solve

To practice using these strategies, students write a Dear Abby letter that describes a conflict they are currently or have experienced in their lives.  These are composed on Primary Pad.   Their individual links are emailed to the teacher.  These links are shared with the entire class one at a time so the other students can make recommendations for resolving the conflict based on the strategies above.

Win As Much As You Can Negotiation Strategies

A separate blog post describes this activity – Win As Much As You Can Mobile Edition

Personal Goal Development – Motivational Posters

Finally, students make goals for improving their conflict resolution skills by creating a motivational poster using the Big Hub Motivational Posters.  These are uploaded to a Google Presentation to create a class aggregate of motivation posters.’

Win As Much As You Can is a popular negotiation game based on the Prisoner’s Dilemma problem (Axelrod 2006). In one version players are grouped into four teams and asked to play an X or Y over a series of rounds. The object is to score as many points as possible. If everyone in the group chooses X, then everyone loses points. If all choose Y, everyone scores points. If there is a mixture of X’s and Y’s, those that played X get more points and those that played Y get fewer points. Discussion is not allowed except during three bonus rounds, when players may discuss how they will play the next round.

Many assumptions are embedded in this deceptively simple and powerful game, developed to illustrate economic principles from game theory. The most obvious is the use of a “game” to introduce many of the fundamental themes and concepts of negotiation theory. These include the tension between creating and claiming value, individual versus joint gain, trust, concessions, attributions, ethics, and multi-round negotiations.

The sports or game metaphor and the “game,” with its title commanding the player to “win as much as you can” reflect the values of self-interest and personal aggrandizement. The title, score-sheet and rules of the game also suggest a “fixed pie,” leading to the assumption that there is no room for integrative bargaining. The game, however, is more complex than that, as players discover that single-minded pursuit of self-interest can backfire, and that a relationship between personal gain and joint welfare exists, particularly when there will be a continuing relationship. The title and rules suggest that conflict may lie ahead [and almost always does result].  Cultural Baggage When You “Win As Much As You Can” Julia Ann Gold

Mobile Edition

The mobile edition is appropriate for upper level High School students and college students.  In the mobile edition, students form in four subgroups as in the original game.  One member from each group becomes the designated voter using his or her mobile device to post his or her team’s response.  Votes are made through texting into Celly (a free group texting service) their X or Y vote along with the round number using a hashtag to denote the round.  The results of each round are projected to the entire group so they can view all teams’ votes.

The individual groups make their selections and votes with no communications with the other groups except in three of the rounds.  Three different forms of inter-group communications are permitted during rounds 3, 5, and 6 with payoff results increased during those rounds.

• Round 3:  Groups are invited to text to any other group any message of their choice.  As such groups are asked to exchange phones numbers prior to the game.

• Round 5:  During this round, the teams can text message any communications they want to make to the other groups through Celly which are projected to the entire group.

• Round 6:  Groups can communicate directly with one another.

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Reflection of Win As Much As You Can occurs through a VoiceThread set up for that purpose, and through group discussion.

This is one of my favorite cartoons ever.

The “punch” line is that every person on the planet has a story to tell.  I also know that every teacher has a story to tell.

Educators are doing amazing things with their learners in spite (i.e., to show spite toward) of the standards-based and accountability-driven movements. I’ve learned about so many exciting learning activities from educators who are publicizing their great projects via Twitter, Facebook, and Blogs.  I’ve read about global collaborations, interesting ways technology is being integrated into the classroom, kids making a difference in their communities, and great project-based learning.

This is my own call to action for educators to tell their stories of those rich and amazing things they are doing in their classrooms.

• Write a blog.
• Tweet about it.
• Make photo essays and upload to a photo sharing site like Flickr.
• Take some video footage and share it on YouTube, TeacherTube, or Vimeo.
• Ask learner to blog about it.
• Share on Facebook.
• Give virtual presentations at conferences such as Global Education and K12 Online.
• Ask local reporters to come to your classroom
• Others? (Please add to list.)

For example, I am incorporating students’ mobile devices into an undergraduate course on Interpersonal Relationships.  I take photos during each class and that day write a blog entry about mobile learning.  These entries take about an hour.

I now have a record/reflection about the class.  I get to share it with others via Facebook and Twitter.

If all educators publicized the accomplishments they had in their classrooms using technology, hands-on activities, global collaborations, project-based learning; then an informal qualitative research project would result.  When educators are asked to provide evidence of efficacy to administrators, parents, other educators, funding sources, they could share these success stories.  This aggregate would become the collective narrative – story of education of our times in the beginnings of the 21st century.

The flipped classroom, as it is currently being described and publicized, is simply recording the didactic content information via videos, having students view these as homework, and then using class time to further discuss these ideas.

Harvard Professor Chris Dede stated in his Global Education 2011 keynote in response to a question directed about the flipped classroom . . .

I think that the flipped classroom is an interesting idea if you want to do learning that is largely based on presentation. You use presentation outside of the classroom. Then you do your understanding of the presentation and further steps from the presentation inside the classroom. I think it is a step forward. It is still, in my mind, the old person.  It’s still starting with presentational learning and then trying to sprinkle some learning-by-doing on top of it.  I am interested more in moving beyond the flipped classroom to learning by doing at the center than a kind of the intermediate step that still centers on largely on tacit assimilation.

As I describe in The Flipped Classroom: The Full Picture, I believe, as Chris Dede does, that the problem with the flipped classroom is that the major focus is on the didactic presentation of information, that it is still at the center of the learning experience.  The flipped classroom, given that is currently getting so much press, provides an opportunity to change the paradigm of learning, whereby learning–by-doing, the experiences along with the understanding and application of those experiences become core to the learning process.

The following lesson describes a type of flipped classroom.  This lesson did not center around the content media, in this case the Slideshare, but on the students’ personal experiences, interactions with other students, and acquisition of tangible life skills.

Interpersonal Communications: Listening Skills

Experiential Engagement: The Activity

The cycle often begins with an experiential exercise.  This is an authentic, often hands-on learning activity that fully engages the student.   It is a concrete experience that calls for attention by most, if not all, the senses.   They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning).

For this lesson, the learners started off with the Lighthouse activity, where in partner teams, the sited person led his or her blindfolded partner through a series of obstacles.  The goal of this part of the lesson was to provide an experience that overtly demonstrated the importance of listening – especially when the sense of sight is taken away.

         

Conceptual Connections: The What

Learners are exposed to and learn concepts touched upon during Experiential Engagement.  They explore what the experts have to say about the topic.  Information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings.  In the case of the flipped classroom as it is being currently discussed, this is the time in the learning cycle when the learners view content-rich videos.  The videos support the experiential learning rather than being at the center of the learning experience.

In this lesson, the learners were asked to view and review the following slideshare via their own computer terminals.

For this lesson, the learners made a personal connection with the content as they were asked to identify the 10 listening skills they believed they needed to further develop.  This also became a technology-enhanced lesson. Learners made a mind map of their identified 10 skills that included: (1) the skill, (2) normal and current behaviors associated with the skill, and (3) goals and steps for improvement.

  

Demonstration and Application: The Now What

During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.  This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating – whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts).  A list of technology-enhanced ideas/options for the celebration of learning can be found at: https://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-learning/

Part One

The learners practiced their active listening skills during class time.  Feedback was provided to the listener via their mobile devices using Celly.  See the full description at Students’ Own Mobile Devices and Celly Provide Peer Feedback.

      

   

Part Two

The learners located a professional in their area of study to interview.  Their interview questions focused on the communication skills expected of those in that profession.  Their homework was driven by real-life experiences going out to speak with a professional in their communities.  The professional was asked to complete an evaluation of the student’s performance during the interview. Homework was designed to further promote the applicability, transferability, and relevancy of this lesson.

This is part of my continuing series of blogs where I am reporting how I am integrating students’ own mobile devices into the classroom activities.

Using Celly

Celly was used for the learning activity that is described later in this blog.

Celly creates mini social networks called cells that connect you with people and topics. A cell can contain anybody with a cellphone. We let you define filters based on hashtags, location, time, and user identity. Celly lets you instantly group people and topics into cells.  Cells function as chatrooms where people communicate instantly via text-based messaging. Cells can also include messages from the web or other social networks to capture your interests.

Learn It in 5 provides the following tutorial about how to set up and use Celly.

Ways to use Celly at school can be found here.

Peer Feedback in an Interview Activity

Students in my undergraduate course on Interpersonal Relationships were asked to practice their active listening skills.  They conducted interviews with each pair of interviewers-interviewees being observed by their classmates.  Feedback to the interviewer was provided via Celly.

First they were provided with the following information to join the class cell.

The format for texting in their feedback was @interpersonal (cell) “The Feedback” #(person’s first name).

During the interviews, students texted their observations of the interviewer behaviors to Celly.

   

After each interview, the feedback was projected on the whiteboard.  This way students could view personal feedback, get ideas of appropriate interview behaviors, and analyze the quality of effective feedback.

        

This is part of a continued series of blogs in which I reporting about and describing how I am adapting more tradition team building, communications, and problem-solving to include learners’ own mobile devices.

Part 1

This activity is an adaptation of the Back-to-Back Communications Exercise.  Students found a partner.  One volunteered to give the directions, the other to be the drawer.  They exchanged phone numbers and the drawers went to another room.  The direction givers were provided with the following drawing and told to text in words (one student asked if he could send a picture) the description of the drawing.  The goal was for the drawer to reproduce the drawing to scale.

Part 2

Students then met face-to-face to complete the exercise again using a second picture.

Reflection

After the two exercises, a discussion was facilitated that centered around two questions:

1. Which of the two exercises produced the best results – where the original and reproduced images best replicated each other?
2. Which of the two exercises did you prefer?

For the first question, the results were split with about half saying the texting produced the best results and the other half stating it was the face-to-face directions.  Those who selected texting described the ability to read through the directions several times to insure correctness.  Those who believed face-to-face produced better results described the use of body gestures to assist with the results.

For the second question, all but one student preferred the face-to-face . . . and all but one student is of the texting generation (18-20 years old).

The development of human settlements—whether rural villages or large metropolitan cities—is shaped by a wide range of interrelated factors. These factors determine where settlements emerge, how they grow, their spatial form, and their functional characteristics. Broadly, they can be classified into physical, economic, social, cultural, technological, and political factors. Understanding these determinants is essential for planners, as they explain both historical evolution and contemporary urban dynamics.

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1. Physical (Natural) Factors

Physical factors form the foundation of settlement development, especially in the early stages of human civilization.

1.1 Relief and Topography

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• Flat and gently sloping land is ideal for settlements due to ease of construction and transport.
• Mountainous and rugged terrain restrict settlement growth due to accessibility issues.
• Plains (e.g., Indo-Gangetic plain) support dense populations, while hilly areas tend to have sparse settlements.

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1.2 Climate

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• Moderate climates (temperate regions) attract dense populations.
• Extreme climates (hot deserts, cold polar regions) discourage settlement.
• Climate influences building design, lifestyle, and economic activities.

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1.3 Water Availability

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• Availability of water is one of the most critical factors.
• Settlements historically developed near rivers, lakes, and coastlines.
• Water supports drinking needs, agriculture, industry, and transport.

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1.4 Soil and Natural Resources

• Fertile soil promotes agricultural settlements.
• Presence of minerals and natural resources leads to industrial settlements.
• Forests, fisheries, and energy resources influence settlement location and growth.

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2. Economic Factors

Economic considerations are among the most powerful drivers of settlement development, especially in modern times.

2.1 Employment Opportunities

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• Availability of jobs attracts population.
• Industrial, commercial, and service sectors lead to urban growth.
• Cities like Mumbai and Bengaluru grew due to economic opportunities.

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2.2 Trade and Commerce

• Settlements often develop at trade routes, ports, and market centers.
• Historical trade hubs evolved into major cities.
• Accessibility enhances economic viability.

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2.3 Transportation and Accessibility

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• Transport networks (roads, railways, ports, airports) influence settlement location.
• Well-connected areas grow faster due to ease of movement of goods and people.
• Transit-oriented development (TOD) is a modern example of transport-led growth.

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3. Social Factors

Social aspects influence both the formation and organization of settlements.

3.1 Population Characteristics

• Population size, density, and growth rate affect settlement expansion.
• Migration patterns significantly influence urbanization.

3.2 Education and Health Facilities

• Availability of schools, colleges, and hospitals attracts population.
• Social infrastructure enhances quality of life.

3.3 Social Organization

• Community structure, caste, and social networks influence settlement patterns, especially in rural areas.

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4. Cultural and Religious Factors

4.1 Cultural Significance

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• Settlements often develop around cultural and religious centers.
• Example: Varanasi developed due to religious importance.

4.2 Traditions and Lifestyle

• Cultural practices influence housing types, settlement layout, and land use.
• Traditional settlements often reflect local customs and environmental adaptation.

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5. Political and Administrative Factors

5.1 Government Policies

• Urban planning policies, zoning regulations, and land use controls shape settlements.
• Government initiatives (e.g., smart cities, industrial corridors) influence growth.

5.2 Administrative Functions

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• Capitals and administrative centers attract population and infrastructure.
• Example: New Delhi developed as an administrative capital.

5.3 Defense and Security

• Strategic locations (forts, border areas) influenced settlement development historically.

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6. Technological Factors

6.1 Transport and Communication Technology

• Advances in transport reduce distance barriers.
• Communication technologies enable remote work and decentralized settlements.

6.2 Construction Technology

• Modern materials and techniques allow high-rise buildings and dense urban development.
• Infrastructure development supports large populations.

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7. Environmental and Sustainability Factors

7.1 Environmental Constraints

• Flood-prone areas, earthquake zones, and pollution affect settlement suitability.

7.2 Climate Change

• Rising sea levels, extreme weather events influence future settlement patterns.

7.3 Sustainable Planning

• Emphasis on green infrastructure, renewable energy, and resilience is shaping modern settlements.

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8. Historical Factors

• Early civilizations developed near rivers (e.g., Indus Valley).
• Colonial history influenced port cities and administrative centers.
• Legacy infrastructure continues to shape current urban form.

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9. Interaction of Factors

No single factor determines settlement development. Instead, settlements evolve through the interaction of multiple factors:

• Physical conditions provide the base
• Economic factors drive growth
• Social and cultural factors shape organization
• Political and technological factors guide expansion

For example, a city may originate due to a river (physical factor), grow due to industry (economic factor), and expand due to transport infrastructure (technological factor).

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10. Relevance in Contemporary Planning

In modern planning, especially in the context of sustainable development and TOD, these factors are integrated to:

• Promote compact and efficient urban growth
• Enhance accessibility and mobility
• Improve quality of life
• Ensure environmental sustainability

Understanding these factors helps planners design settlements that are resilient, inclusive, and efficient.

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Conclusion

The development of settlements is a complex process influenced by a wide range of natural and human factors. From the early dependence on physical conditions such as water and climate to the modern dominance of economic and technological drivers, settlements have continuously evolved in response to changing needs and opportunities.

For planners and policymakers, recognizing these influencing factors is essential for guiding future development. A balanced approach that integrates economic growth, social equity, environmental sustainability, and technological innovation is necessary to create well-planned and livable human settlements in the 21st century.

Education scientist Sugata Mitra tackles one of the greatest problems of education — the best teachers and schools don’t exist where they’re needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching (http://www.huffingtonpost.com/tedtalks/sugata-mitra-the-child-dr_b_708043.html).

“If the world belongs to our children then why don’t we just give it to them” was the title of Sugata Mitra’s talk at the Big Ideas Fest during the opening of the conference.

According to Dr. Mitra,  Of the 1 billion children on Earth.

• 50 million have ample resources
• 200 million have adequate resources
• 750 million have inadequate resources.

To this Dr. Mitra added, “There are places in every country where, good schools cannot be built and good teachers cannot or do not want to go.”  His solution was to install computers with internet access to those places where schools cannot be built and/or teachers do not want to go.  It started with a Hole in the Wall in New Dehli. “Where in the slum do you put a computer? Make a DIY ATM! Computer in a wall.”

What he discovered was that, “Groups of children can learn to use computer and the internet irrespective of who or where they are.” Dr. Mitra noted that these kids had no teacher to provide the pedagogy.  Can the learners-kids to invent their own pedagogy? Yes, they had done it. “Groups of children can navigate the internet to achieve educational objectives on their own. The bars that children set for themselves can be higher than those we have set for them.”

Dr. Mitra continued to explore what would happen to student learning given the following formula:

1. Computers
2. Internet Access
3. Information and Search Skills
4. Reading Comprehension
5. Children Working in Groups
6. The Right Question

Along with this formula came his teaching style, “I have no idea. And now I am going to go.”  He stressed that,

You can drive children with questions. You don’t have to give them the answers. They can find the answers. If the kids/students didn’t get the “right” answer, then teacher didn’t ask the right question.  The teacher needs to change question.

The research questions he proposed in his next study, the Kalikuppam Experiment, included:

1. Could Tamil- speaking children in a remote Indian village learn basic molecular biology in English on their own?
2. Could a friendly mediator with no knowledge of the subject improve the performance of these village children?
3. How would the learning and test scores of these children in a remote village compare with those of children who were fluent in English and taught by subject teachers in a local state government school and those attending an affluent,  private urban school?

The results to this rearch, Limits to self-organising systems of learning—the
Kalikuppam experiment , were published by the British Journal of Educational Technology.

What are the limits that children can learn in self-organizing systems?  Dr. Mitra would like to find out . . .

More about Sugata Mitra and his work can be found at http://sugatam.wikispaces.com/.

The learning expedition for the 5^th and 6^th grade this year is civil rights.  The teachers in the three classes started this expedition by having the students study literature and view media (Little Rock Nine) related to civil rights.  During these initial activating events, students identified vocabulary related to civil rights.  The teachers requested that their students create covers for their binders during their technology class.  They asked for Word Clouds of their vocabulary words and a related quote to be included within this cover.

Content Standards Addressed (Idaho)

Technology:

• Demonstrate increasingly sophisticated operation of technology components.
• Locate information from electronic resources.
• Use formatting capabilities of technology for communicating and illustrating.
• Publish and present information using technology tools.

Language Arts:

• Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 6 content area text.
• Read grade-level-appropriate text.
• Apply context to identify the meaning of unfamiliar words and identify the intended meaning of words with multiple meanings.

Process

A Google Presentation was set up with sharing permission set for anyone to edit (plans to change to view only once their pages are complete). This permitted all the students in the class to work within the document without the need of an email to log in.  This would not only result in student binder covers, but also in an embeddable presentation of all student work for that class.   A template was developed that included a block for the Word Cloud image and text box for the quote.  The individual student names were included on the slides so the student could find and work on his or her individual slide.

Students came to their technology class with lists of their civil rights words.  Two types of Word Clouds were introduced to the students:  ABCya Word Cloud and Tagxedo.  I introduced Tagxedo during the first group but didn’t realize that Tagxedo needed Microsoft Silverlight to operate.  Due to the block on the system, any additional software needs to be downloaded by the network administrator.  ABCya Word Cloud became the back up tool.  But the third group (another day), got the opportunity to test out Tagxedo.  The students loved producing the word cloud into a shape of their choice.

To find a relevant quote, the students were directed to go to Thinkexist: more than 300,000 quotations by over 20,000 Authors. When students located their quotes, these were copy and pasted into their slide.

So with this few hour exercise, the students learned how to

• engage in language arts content standards through a technology interface
• convey their vocabulary words in a visual format
• creatively play with words
• download an image
• insert an image
• search for and locate a relevant quote
• copy and paste the quote from a website into a Google doc
• work collaboratively on an online document

Rationale
The Junior High Technology project was developed using the following rationale:

• Sometimes It is About the Technology: Many educators involved in educational technology believe “pedagogy before the technology.”  I agree, but sometimes it has to be about the technology.  Learners may not discover the full potential of a technology without direct instruction. There is a false belief that students, being digital natives, will intuitively learn all how the technology tools operate.   I have observed something quite different. If a student does not immediately understand the workings of a technology, he or she will quickly get frustrated and/or move to onto another. My role as a technology instructor is to know the tool and demonstrate to students how to use that tool . . . learning the tool separate from its connection to a curricular area.
• Offering Choice of Technologies: I know that has been some questions about the existence of  learning styles, but I also know, through years of working with and observing students of all ages, that they have different needs and desires for expressing their knowledge and understanding of content and concepts. In most classes I teacher, I offer a choice menu of projects – see A Technology-Enhanced Celebration of Learning.
• Tinkering is Important: At first I expected students to jump into their content-based project. I realized that the students needed to play with the tools to learn how they function. Now when I introduce a tool, I tell the students they can experiment with the tool, create projects on one of their hobbies and interests. Their content-related school project will come after they get the opportunity to explore and tinker with the various technologies being offered.
• Supporting the Content Area: Educators embracing the potential of educational technology believe, as do I, that technology should be integrated into existing curriculum rather than being offered as a separate course. It is similar to teaching multicultural education and character development. These areas, like educational technology should be embedded into all curricular areas.  But, since I am a technology instructor (and like being so), I want to use technology to support the content being covered in the students’ classrooms.
• Technology as Project-Based Learning: Along with supporting the content area, the technology project is designed to be just that – a project, one that will take several weeks to complete.
• Addressing National Education Technology Standards: Built into the structure of the Junior High project is learning and practicing technology skills: developing innovative products and processes using technology; applying digital tools to gather, evaluate, and use information; and practicing safe, legal, and responsible use of information and technology.

Idaho Content Standards Addressed

Technology

Basic Operations and Concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.

Social, Ethical, and Human Issues

• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Technology Productivity Tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

Technology Communications Tools

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Technology Research Tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

Humanities: Visual Arts

Goal 3.1: Demonstrate skills essential to the visual arts.

Objective(s): By the end of Grade 8, the student will be able to:

• 6-8.VA.3.1.4 Produce art that demonstrates refined observation skills from life.
• 6-8.VA.3.1.7 Locate and use appropriate resources in order to work independently, monitoring one’s own understanding and learning needs.

Goal 3.2: Communicate through the visual arts, applying artistic concepts, knowledge, and skills.

Objective(s): By the end of Grade 8, the student will be able to:

• 6-8.VA.3.2.2 Demonstrate the ability to utilize personal interest, current events, media or techniques as sources for expanding artwork.

Goal 3.3: Communicate through the visual arts with creative expression.

Objective(s): By the end of Grade 8, the student will be able to:

• 6-8.VA.3.3.2 Create a work of art that expresses personal experience, opinions, and/or beliefs.
• 6-8.VA.3.3.3 Use the creative process (brainstorm, research, rough sketch, final product) to create a work of art.

The Junior High Technology Project

General Goal:

This is a semester long project.  The goal of this project is for students to use a technology creation tool to demonstrate their knowledge and understanding of one of the following content areas:

• Digital Citizenship (Technology)
• Universal Human Rights (2009-10 learning expedition)
• Africa (2010-11 learning expedition)

Progression of Learning Activities

For five consecutive technology classes, students will be introduced to different Web 2.0 project creation tools – one per class:

Students will be provided with an overview, during these introductory classes, of the expectations of their assignment.

• At least 10 facts with references about their topic.
• At lease five live links to additional resources.
• At least 10 copyright available images.
• A video embedded into the presentation
• An audio segment embedded into the presentation.

Safe and responsible internet use will be demonstrated throughout these lessons:

• Locating appropriate information sites.
• Judging the validity and legitimacy of a website.
• Conducting a Google Image search using strict filtering and user rights that permit use of the image.

Beginning with the sixth technology class, students will work on their technology projects.  They will provide the teacher with the topic and the technology tool they will use for their project.  As part of this contract, students will also specify possible extra credit projects.  The expectation is that students will work on their extra credit projects in the case that they finish their project by the end of the semester.

At the time that the students select their project topic and technology tool, they will be provided with a rubric of the assignment criteria.  At the end of each class, they will be asked to write a reflective statement at the bottom of the rubric specifying progress and challenges related to the project.

I posed the following philosophical question on Twitter yesterday:

Why do folks spend time criticizing what is rather than pondering-actualizing what could be?

Three themes emerged from the Twitter stream of responses:

• Is Pondering Just for the Privileged?
• Is it Critical vs. Criticism?
• Is it action for change or pseudo-action to appease the masses?

Is Pondering Just for the Privileged?

Bill, via his tweets, believes that pondering that (1) is for the privileged and (2) it does not lead to sustaining change.  Pondering is defined as: to weigh in the mind; to think about, reflect on;  to think or consider especially quietly, soberly, and deeply. I disagreed with Bill in that pondering is for the privileged.  I believe that all change begins with pondering. A follow-up question, for me, then becomes, “Can we afford to not ponder what education should and can be?”

Our Junior High students area reading-studying William Kamkwamba’s Boy Who Harnessed the Wind.  He pondered how a windmill could change his village in Malawi.  More about him can be found at Real Life Education ala William Kamkwamba.”

I also included in my original question a double proposition with the first part being pondering and the second one being actualizing (to realize in act and not merely potential).  These two parts equal a more unified whole in terms of possible sustainable results.  Pondering without actualizing leads to stagnation.  Actualizing without pondering leads to shabby and non-sustainable results.

Finally, Bill expressed his concern that his pondering does not lead to change outside of the classroom.  The resiliency research demonstrates that change can occur given a caring adult, often a teacher . . . but that the results may don’t show up for years.  I experienced such a story with Mark http://jackiegerstein.weebly.com/peak-experiences.html

Is it Critical vs. Criticism?

The next theme that came up was the need for critical analysis or criticism for change to occur.

As you can see by Candace’s and Melanie’s tweet, there is a belief that change is driven by criticism.  This prompted me to respond with a difference between viewing problems with a critical (involving skillful judgment as to truth, merit) versus with criticism (the act of passing severe judgment; censure; faultfinding).  Approaching problems without a critical and discerning eye often leads to haphazard and trial-error problem solving.  Approaching problems with criticism often leads to tunnel vision in terms of possible solutions.

Is it action for change or pseudo-action to appease the masses?

The final theme to emerge was related efforts to change.

Candice believes that lots of efforts have been made for educational change.  I agree that there have been efforts.  When I look at them, I think they are more of the same – standards and test driven reform.  I believe this to be pseudo-reform that is often politically driven.  These are efforts to maintain the status quo with only cosmetic change.  Historically, few efforts (e.g. John Dewey and Progressivism) have attempted reform from the ground up.  Given the reform efforts of the past few decades, I tend to side with Alvin Toffler’s position that “We don’t need to reform the system; we need to replace the system.”

It would be hypocritical of me if I just criticized the criticizers.  It might be easier to say and do nothing – especially on my emotions and psyche as swimming up the metaphorical stream takes energy, but in the long run, I would suffer from the incongruence. between my core beliefs and my real world practices.  I had a boss once who said that if we were to come to him with a problem, then we also need to bring along our solution.  I attempt to live education reform in my own local settings –practicing think globally act locally.

This I know to be the problem

• Human learning cannot be measured through metrics.
• Competencies are one thing.  Standards are another.  Student should have some basic competencies related both to the process and content of learning.  Specific age-grade level standards are counter-productive to learning.  Standards assume that all students of a given age are developmentally the same . . . cognitively, emotionally, physically, socially.
• Given the previsous, one size does not fit all.
• Public schools are not preparing students to successfully maneuver in the real world – now and in the future.
• Kids are bored in school and similar to Pavlov classical learning theory, they are associating learning with pain.

What I Do “Locally” to promote educational reform

• I am an educator in both teacher education and elementary settings.
• I do not give any tests – none!
• I have chosen positions (PE and gifted) and schools where I can develop the curriculum.
• The students in my classes speak a lot more than me.
• I voice my thoughts and ideas – in my work settings and now via Twitter, Facebook, and BLogs.

Finally, these are these are the questions I believe educators, as change agents, “should” be asking themselves:

• Am I complaining or risking making a change?
• Am I contributing more to the problem or more to the solution?
• Am I a criticizer or an actualizer?
• Do I ponder what could be? Do I give my students and colleagues the time and venue to ponder what could be?
• What did I do today to actualize educational reform?

One of my hobbies and frankly, passions, is finding free, exciting, and engaging resources to enhance the curriculum at my K-8 school.  Here are my finds for this week:

Language Arts

Got Brainy – Got Brainy features user-generated visual-based vocabulary definitions.   These include Brainypics (photo/image definitions) and Brainyflix (video definitions).  Students can create and submit their own Brainpics/Brainflix for their own vocabulary words.  If there is enough school-wide interest in this project, we can create our own site of student visual definitions.

International Children’s Digital Library has a digital library of outstanding children’s books from around the world.  The search engine for these online books include categories based on age level, genre, types of characters (kids, imaginary, animals), length, and picture-chapter books.

Tools for Educators offers free word search generators, word search makers, worksheets and programs for preschool, kindergarten teachers, elementary school teachers and language teachers to make word search puzzles to print, games for lessons, lesson plans and K-6 printable materials for classes.

Zooburst is a digital storytelling tool that lets anyone easily create his or her own 3D pop-up books.  I tried it and what I liked is that I can upload my own images into the 3D book.  I think the students are going to love it.

Science

PBS Kids: Sid the Science Guy is a science web site appropriate for our K-2 students.  It includes three discovery zones: the Super Fab Lab at Sid’s school, the playground and Sid’s family kitchen.

National Geographic Creature Features allows kids to search through photographs and videos of all kinds of animals. The photographs are stunning.  This was used with 1st and 2nd graders this past week, all easily staying occupied for their 45 minute technology course.

Golems is a 3D recreational physics simulator.  Some of the older students, Junior High, have expressed an interest in 3D rendering.  I plan to offer this as a choice project later in the year as the Junior High students will be asked to identify technology projects they would like to produce.

Production Tools

Google Apps in the Classroom is a Google site I created that contains an aggregate of Google Presentations on Google Docs, Calendars, Sites, and Maps/Earth.  We have Google Apps for Education for our school.  These resources will, hopefully, get more teachers to utilize these resources.

Stupeflix Studio is a video creator similar to Animoto.  Pictures, video, titles, and music are mixed together to create a video.  They are planning a version for educators.  Animoto has become a very popular tool for the teachers and students at our school.  It will be nice to offer them another option for video mash-ups.

Technology integration continues at the K-8 Charter School.  To refresh your memory, I took a position as a part-time technology instructor at this school starting in September.  The previous technology instructors were volunteer parents whose primary focus was on keyboarding skills and using the Microsoft suite.  Part of my self-imposed role is assisting teachers in integrating technology into their learning activities and supporting classroom learning during the students’ technology time.  A subgoal is to demonstrate how technology integration can be achieved with computers and internet connection and no other costs.

Here is the summary, an overview of technology integration for the different age groups that occurred during September.

Junior High – 7th and 8th Graders

PBWorks for African Learning Expedition

The learning expedition for the Junior High this year is studying Africa, past to present. Students have been assigned a specific African country to research, to become an “expert” about that country.  A PBWorks was set up for students to post their research.  At this point, the students are posting general facts they are finding about their countries.  These facts will be used to create Glogs, Animoto videos, and Dipity Timelines.

Glogs About Their Countries

This past week during their technology class, the students were introduced to Glogster.  They spent most of their time learning how it works.  A few began creating their Glogs about their African countries.

Part of their instruction included how to use Google Image advanced search to find images for their Glogs using strict filtering and usage rights “labeled as reuse with modification”.

Shelfari for Book Discussions

The Junior High language arts teachers asked all of the students to set up Shelfari accounts.  This was initiated by one of the teachers after she saw me demonstrate it during my interview last Spring.  What follows is part of the permission letter she sent home to parents for permission or students to sign up for Shelfari:

As students discover wonderful books, they will share their reviews and recommendations with each other.  Over the summer a few Anser students piloted an online site for discussing books.  Students found Shelfari.com to be a fun and interactive way to share their excitement about books.  On Shelfari, students can create a virtual bookshelf, rate the books they have read, write and read book reviews, discuss books with readers from around the planet, create a reading wish list, and much, much more.  Our class will also have a private group where we can safely discuss books we are reading together.  Only group members can see our discussions and reply to our questions.

Participating students will have a profile (bookshelf and friend list) on the Shelfari.com site.  In order to create a Shelfari account, students need parental permission.  Shelfari registration requires an email account; however, for the safety of the student, I recommend that you use a parent email to register.

A Group Shelf of books was established for the class.

They are asked to participate in monthly discussions on Shelfari where they post their own questions and respond to questions posted by other students:

Middle and Upper Childhood – 3rd, 4th, 5th, & 6th Graders

Where I’m From PicLits

One of the beginning of the year projects for the 5th and 6th graders was composing lengthy poems. Where I’m From.  The teachers asked how technology could assist with the expression of these poems in an artistic and visual format.  PicLits was the tool I believed could best support this project.

The students’ PicLits were all posted on a single page: http://anserupperchildhood.pbworks.com/Where-I-Am-From-PicLits

Word Clouds for the River Expedition

I showed the teachers Wordle at the beginning of the year and it immediately sparked the interest of the teachers for the students in these grades.  They have requested the creation of word clouds during technology time to support classroom activities.  I started with Wordle but wanted a tool that can easily  saved as images to the desktop.  Wordle does not have this characteristic.  After exploring other options, I decided to use ABCya Word Cloud. The Upper Childhood students practiced using it by inserting autobiographical words.  The Middle Childhood students created word clouds based on their river expedition.  They included words that they associate with rivers.  They will create another similar one after they finish their river study.  The two word clouds will serve as a pre-post assessment of terminology gained from their river learning expedition.

Thinkquest for Networking and Posting Work

I learn about many of the technology tools I use through Twitter and blogs.  Thinkquest was demonstrated to me a few years ago at ISTE’s National Education Computing Conference.  I love this site and so do my students.  I used it when I was a gifted teacher a few years ago.  The students at my “new” school are having the same excited reaction.

I don’t understand why I never hear it mentioned in any of my social networks.  It is a safe place where students can create an online identify, communicate with other students from their own school and from schools from around the world, post questions and polls, and participate in online projects (way too many benefits to describe in this blog entry).

Internet Safety with Professor Garfiled

Along with the production tools the students are learning, they have been studying Internet Safety with Professor Garfield. We watch the video together and then the students work through the Try and Apply components at their own computers.

Kindergarten and Early Childhood – 1st & 2nd Graders

Given the variance in the literacy levels of this age group, especially the 1st and 2nd grade group, the challenge has become how to differentiate to meet the needs of all children in the class.  I believe that technology provides a great venue for differentiation and it has proved to be the case for this age group.

ABCya Educational Games

ABCya provides educational games for grades Kindergarten through Fifth with an assortment of games for each grade.  From their website:

ABCya! is the leader in free educational kids computer games and activities for elementary students to learn educational computer games and activities were created or approved by certified teachers. ABCya! educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn. ABCya! games and activities incorporate content areas such as math and reading while introducing basic computer skills. Many of the kindergarten and first grade games are equipped with sound to enhance understanding. on the web.

This site provides options for self-differentiation as students pick their games based on their grade level and interests.

Literacy Development

For the first half of the Early Childhood classes, I focus on literacy development.  Kidblogs were established for those students who have basic writing skills. The kids, at first, weren’t that thrilled about writing the blogs.  But once they realized they could comment on each other’s blogs, their excitement rose dramatically.  One student asked if it was like Facebook for kids.  Even at age 7, they understand and are attracted to social networking.

While the students are writing their blogs, the other students, emerging readers and writers, listen to and interact with online books such as Pinky Dinky Do.

Online Drawing Tools

The kids love to draw and paint with online tools.  Along with the ABCya games, students have been given the opportunity to draw during the second half of their technology classes.  Tux Paint was downloaded on all of the computers in the technology lab. (Note: even the Junior High students like it!).

Up Next – Technology Integration by the Teachers: The First Month

I have several lists of online project-product creators for my K-8 technology students.  I cover a new tool every week or so.  But being kids, they like to explore the other tools from these lists.  The ones that overwhelmingly get noticed and the ones the students get most excited about are the comics and animation creators.  There were several tweets over the weekend that inspired me add to my knowledge, tools, and personal excitement for using comics and animations in the classrooms.  I have aggregated and compiled the following resources for my students.

Here is what covered S. Hendy in her slideshow plus some additions of my own:

Online Comic Creators

Animations

The following amazing animation, shared via Twitter, was completely made using the open source 3D software, Blender:

contains minor violence but the story is excellent (and sad)

Animation Creation Tools

Using Comics and Animation in the Classroom

My ultimate goal for using technology in education is having students love learning and creating.  The tools are the means to do so.  As such, they can be connected to a number of content-based assignments:

As part of my Pedagogy of Learning and Psychology of Learning courses for pre- and in-service educators, I included a final project for the course was a Celebration of Learning.  They were asked to synthesize and reflect on their course learning using their own creativity, passions, and personal interests.  The description of this project was:

To demonstrate overall knowledge and integration of the material studied in class and from the texts, students are to do one of the following and demonstrate/report results to their classmates:

• write a report
• do a photo essay
• compile a scrapbook
• build a model
• put on a live demonstration
• do a statistical chart
• keep a journal
• record interviews
• design a mural
• develop a simulation
• set up an experiment
• do a mind-map
• engage in a debate
• produce a videotape
• develop a musical
• choreograph a dance
• create a rap or song
• one of your own own design

You will present your project to the class on the last day. You have up to 15 minutes for your presentation.  The grading criteria for this project includes:

• Neatness and Professionalism- clean, professionally presented, easy to view, free of grammatical and spelling errors
• Integration of Course Theory and Content – demonstrates an integration and understanding of class content and your research findings.
• Quality of Content – the content demonstrates mastery and insights into the subject matter.
• Creativity and Insight – Materials demonstrate creativity and insight about self and course material.

When students have multiple choices in ways to demonstrate their knowledge, the evidence of their learning is more accurate. We wanted the students to actually become the experts through the learning process. This assessment isn’t just a fancy term for a presentation at the end of a unit. To actually engage in an authentic celebration is to witness a true display of student understanding. Learning Celebrations are Authentic Assessments of Student Understanding

Multiple Means of Expression Giving students a choice of how they want to demonstrate what they learned supports the Universal Design for Learning Principle II: Provide students with multiple means of expression:

What if a student can best show you what they learned through art form? Does it make sense to eliminate this option all together? As educators, it is essential to be attuned to the fact that there is not one form of expression that is optimal for all students. Catering to the natural diversity of expression when designing a course can serve to broaden the impact of your teaching: some ways to do this are through text, verbal presentations, design, film video, multimedia, 3D Models, music/art, recordings, or graphic organizers. Technology plays a big role in facilitating these implementations. The CAST website has a full definition. (http://www.uvm.edu/~cdci/universaldesign/?Page=about-udl/guidelines-principles.php&SM=about-udl/submenu.html)

Technology-Enhanced Celebration of Learning

The concept of celebration of learning, honoring students’ learning preferences, and reinforcing the classroom learning can be enhanced in this age of technology.  Technology provides additional ways and opportunities  to differentiate instruction based on content, interest, and ability.  Choice menus give learners the opportunity to self-select activities that are best suited to their interests and ability.  The result is engaged and motivated learners with resultant products that when shared in the classroom have often made me cry due to the personalized and passionate characteristics of these products.

Options that can be offered that are technology-enhanced include:

Create a Series of Word Clouds

Write and Illustrate an eBook

Draw or Paint a Picture

Make Comic Strip

Do an Animation

Create a Data Visualization

Create an Infographic

Create a  “Media” Presentation (must include at two different types of media – photo, images, audio)

Keep a Blog

Make a Game

Make a Timeline

Make a Google Earth Trip

Make an Online Quiz

Compose a Musical Composition

Make an Audio-Media Message

Make a Book Trailer

Create a Stop Motion Animation

Build a Project in a 3D Virtual Environment

Student Examples This past term, two students in my undergraduate course on Interpersonal Relations selected technology-enhanced projects. TJ loves Minecraft, so his final project included a review of the course concepts using his Minecraft Skills.

Another student, Nicole, created a series of Wordles for each topic covered during the course.

In addition, one student loved the Wordles were created in class so much, she did her own handmade versions for her project.

This was my first full week at the K-8 Charter School as the new technology instructor.  Technology has been used minimally by the teachers at the school during the ten plus year history of the charter school.  As stated in an earlier blog, Integrating Technology: Technology Tools to Develop a Collaborative, Participatory School Community Learning Space, the principal got excited about the potential of technology integration across the curriculum during and after my interview, wants it, but also knows it needs to be a process driven my the teachers.

I explained to the teachers that I want to support classroom learning expeditions when the learners come to me for their computer class.  I also told them that I am willing to show them technology-based tools they can use to enhance their classroom activities. I know many of the Web 2.0 tools and their potential for instructional applications (as a wear as a badge of honor for my addiction to social networking, online webinars and conferences, and hanging out in places like Second Life).  Based on conversations with the school principal and my own experiences/intuition, I understand that that technology integration needs to made as an offering to the teachers.  They need to decide if and how these tools can be incorporated and integrated into their own classrooms.

So this first week was one of preparation as the students start after Labor Day (first weekend of September for the United States) . . . and to my pleasant surprise, several “incidents” of technology integration occurred.

During this pre-school week, I assisted teachers with technology integration . . .

• The principal asked to me to use Wordle for a warm-up for a staff training session.  The teachers were instructed to throw out terms that represent how they felt when learning something new. I created a Wordle from their responses.  Several teachers told me later that they plan to use Wordle during the first week of school.

• T., the Community-Based Curriculum Director, discussed with me the use of Movie Maker to showcase the students’ service projects.  In the past, the parents and kids took photos and then T. used Movie Maker to showcase them.  I showed her Animoto.  She practiced using photos from the pre-school family picnic that occurred this past week.  The next day she excitedly approached me, stating that she now plans to offer students the choice of using Animoto as a means of reflecting on their service learning, that she can then  mash-up the students’ Animoto videos for her end of semester service learning presentation.

• J., a Junior High teacher, worked with me to set up a PBWorks site for the Junior High Africa Expedition.  Students will work in small groups to study countries and post their findings on the their PBWorks page.

• I showed Shelfari during my interview.  J. and several of her junior high students set up shelves last spring and actively participated over the summer.  I worked D., another Junior High teacher, to show her Shelfari as she and J. are planning to use it for their JH reading project.

• M, a middle childhood educator (3^rd-4^th), and I set up a Weebly page for her classroom and created/inserted a PollDaddy survey to assess her students’ learning style preferences.

• A., a Kindergarten teacher, asked me to help set up a classroom page for parent information.; and L., the special education coordinator, wants a parent site for homework so she could add IEP-based accommodations.  I wanted to get other opinions about this so I went to my trusted network on Twitter.  The recommendations for this included using Google Calendar for the homework with accommodations and Google Sites for the classroom pages. I asked via Twitter for some example classroom pages using Google Sites and here is a list of what I received:

This was a good first week!  Lesson learned: Technology integration needs to be approached as differentiated instruction for the teachers. They are the users in this case and need to generate their own education.  They should be presented with a choice menu and then given the support to develop the tools and technologies that address their abilities, interests, and teaching styles.

I love how the messages of our times are digital.  Folks from the future who look back to study this time will view these digital messages as primary source documents that tell the stories of us.

The following are some of my favorite videos of this past year.  They tell the story of what needs to and should drive education – in this era of social media and educational networking.

These two videos tell the story of what is occurring in the real world -businesses know this,  journalists knows this, the kids on their own time know this  . . .

New Brunswick Department of Education “gets it”:

This video was produced by the New Brunswick Department of Education to stimulate discussion among educators and other stakeholders in public education in the province of New Brunswick. The 21st Century presents unique challenges for education worldwide. In order to keep pace with global change we must focus on 21st Century Skills and public education must adapt to keep students engaged. Rigor and relevance are key,

This principal does not. But note that InnovativeEdu’s editorial re-mix is part of this video:

Yet, it is being implemented within educational projects such as the Flat Classroom Project and Rock Our World:

Hopefully, WHEN (yes – I am hopeful) schools adopt social media as standard operating practice, the results will help lead to enlightenment in the 21st century.

The distribution of human population and settlements across the Earth is highly uneven, shaped by a complex interaction of physical, economic, historical, and technological factors. While some regions are densely populated and heavily urbanized, others remain sparsely inhabited or even uninhabited. Understanding this global distribution is fundamental in urban and regional planning, as it reveals patterns of development, inequality, resource use, and sustainability challenges.

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1. Concept of Population and Settlement Distribution

Population distribution refers to the spatial arrangement of people across the Earth’s surface, while settlement distribution refers to the location and spread of human habitations—from small villages to megacities.

The Earth’s population is concentrated in certain regions due to favorable living conditions, while large areas remain sparsely populated due to harsh environmental conditions.

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2. Global Population Distribution Patterns

2.1 Major Population Clusters

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Globally, population is concentrated in four major clusters:

a) East Asia

• Includes China, Japan, and the Koreas
• High population density in river basins (e.g., Yangtze, Yellow River)
• Advanced industrial and urban systems

b) South Asia

• Includes India, Bangladesh, and Pakistan
• One of the densest population regions in the world
• Fertile plains (Indo-Gangetic basin) and historical agricultural development

c) Southeast Asia

• Includes Indonesia, Vietnam, Philippines
• Dense populations in coastal and delta regions

d) Europe

• Includes countries like Germany, United Kingdom, France
• High urbanization and industrialization
• Well-developed infrastructure

Together, these regions account for the majority of the world’s population.

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2.2 Sparsely Populated Regions

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Large parts of the world have very low population densities:

• Deserts (e.g., Sahara, Arabian Desert)
• Polar regions (e.g., Antarctica, Arctic tundra)
• Dense forests (e.g., Amazon Basin)
• High mountains (e.g., Himalayas)

These areas are constrained by extreme climates, poor accessibility, and limited economic opportunities.

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3. Global Distribution of Settlements

Settlement distribution closely follows population distribution but is also influenced by accessibility, resources, and economic activities.

3.1 Coastal Concentration

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A large proportion of the world’s population lives near coastlines.

Reasons:

• Access to trade and transportation
• Availability of water resources
• Favorable climate
• Historical development of ports

Examples include major coastal cities like Mumbai, Shanghai, and New York.

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3.2 River Valley Settlements

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Settlements have historically developed along rivers due to:

• Water availability
• Fertile soil for agriculture
• Transport routes

Major river-based settlement regions:

• Nile Valley
• Ganga-Brahmaputra Basin
• Yangtze Basin

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3.3 Urban Concentration and Megacities

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Urbanization has led to the growth of large cities and megacities (population >10 million).

Examples:

• Tokyo
• Delhi
• New York City

These cities are economic hubs but face challenges like congestion, pollution, and housing shortages.

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4. Factors Influencing Global Distribution

4.1 Physical Factors

• Climate: Moderate climates attract population
• Topography: Plains are more populated than mountains
• Water availability: Essential for survival and agriculture

4.2 Economic Factors

• Industrialization and job opportunities
• Trade and commerce
• Infrastructure development

4.3 Historical Factors

• Early civilizations developed near rivers
• Colonial trade routes shaped settlement patterns

4.4 Social and Political Factors

• Government policies
• Migration and conflicts
• Urban planning decisions

4.5 Technological Factors

• Transport networks
• Communication systems
• Agricultural advancements

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5. Urbanization and Changing Distribution

The global population distribution is rapidly changing due to urbanization:

• Over 50% of the world’s population now lives in urban areas
• Rapid urban growth is occurring in developing countries
• Emergence of megacities and megaregions
• Decline of rural populations in some regions

Urban corridors and metropolitan regions are becoming dominant spatial forms.

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6. Regional Inequalities in Distribution

Population and settlements are unevenly distributed not only globally but also within countries:

• Dense urban cores vs. underdeveloped rural areas
• Developed vs. developing regions
• Coastal vs. inland disparities

These inequalities create challenges in:

• Infrastructure provision
• Resource allocation
• Social equity

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7. Implications for Planning and Sustainability

Understanding global distribution is essential for:

7.1 Resource Management

Efficient allocation of land, water, and energy resources.

7.2 Urban Planning

Managing urban growth, especially in rapidly growing cities.

7.3 Transport Planning

Designing efficient mobility systems based on population density and distribution.

7.4 Environmental Sustainability

Reducing ecological footprints and managing climate risks.

7.5 Disaster Risk Reduction

Planning settlements in safe and resilient locations.

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8. Future Trends

• Continued urbanization, especially in Asia and Africa
• Growth of secondary cities
• Expansion of urban corridors and megaregions
• Increasing role of technology and smart cities
• Climate-induced migration affecting settlement patterns

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Conclusion

The global distribution of population and settlements is a product of both natural conditions and human interventions. While favorable regions such as river valleys, coastal areas, and fertile plains attract dense populations, extreme environments remain sparsely populated. Over time, technological advancements and economic development have reshaped these patterns, leading to rapid urbanization and the emergence of megacities.

However, this uneven distribution poses significant challenges in terms of sustainability, equity, and resource management. For planners and policymakers, understanding these spatial patterns is crucial for designing inclusive, resilient, and sustainable human settlements that can accommodate future population growth while preserving environmental balance.

Hi, All,

I am using WordPress as a new blogging platform.  My goal for 2010 is to Blog more often.  I named the Blog User-Generated Education because I believe all of the new technologies are making it ripe for a learner-centric, learner-driven, constructivist education.  I am looking forward to exploring this via this Blog.

The evolution of human settlements is a reflection of the dynamic relationship between humans, nature, technology, and socio-economic systems. From primitive shelters to complex metropolitan regions, settlements have transformed in terms of size, spatial pattern, and internal structure. This transformation is not random but guided by factors such as geography, economic activities, transport systems, governance, and cultural practices.

Understanding the evolution of settlements is essential in urban and regional planning because it helps explain present urban forms and provides insights for sustainable future development.

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1. Concept of Human Settlements

A settlement refers to a place where people establish a community. It includes not only dwellings but also infrastructure, economic activities, and social institutions. Settlements can be broadly classified into:

• Rural settlements (villages, hamlets)
• Urban settlements (towns, cities, metropolitan areas)

The evolution of settlements can be analyzed through three key dimensions:

• Size (population and area)
• Pattern (spatial arrangement)
• Structure (internal organization)

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2. Evolution of Settlement Size

Settlement size refers to the population and spatial extent of a settlement. Over time, settlements have evolved from small, isolated units to large, interconnected urban regions.

2.1 Prehistoric and Early Settlements

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Early human settlements were small and temporary, primarily consisting of hunting and gathering communities. With the advent of agriculture (Neolithic Revolution), permanent settlements emerged near fertile land and water sources.

Characteristics:

• Small population
• Subsistence economy
• Limited spatial expansion
• Strong dependence on natural resources

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2.2 Medieval Settlements

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During the medieval period, settlements grew in size due to trade, administrative functions, and security considerations. Many towns were fortified with walls.

Characteristics:

• Moderate population growth
• Compact and dense settlements
• Defensive structures (walls, forts)
• Emergence of trade centers

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2.3 Industrial Era Settlements

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The Industrial Revolution marked a turning point in settlement growth. Rapid industrialization led to massive rural-to-urban migration.

Characteristics:

• Rapid population growth
• Expansion of cities
• Emergence of slums and overcrowding
• Development along transport corridors

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2.4 Modern and Contemporary Settlements

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Today, settlements have evolved into megacities, metropolitan regions, and urban corridors.

Characteristics:

• Large population (millions)
• Urban sprawl and suburbanization
• Polycentric urban regions
• Integration with global economy

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2.5 Settlement Hierarchy

Settlement size also determines hierarchy:

• Hamlet → Village → Town → City → Metropolitan City → Megacity → Megalopolis

This hierarchy reflects increasing complexity, services, and economic functions.

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3. Evolution of Settlement Patterns

Settlement pattern refers to the spatial arrangement of buildings, streets, and open spaces.

3.1 Rural Settlement Patterns

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a) Nucleated Pattern

• Houses clustered together
• Common in fertile agricultural regions

b) Linear Pattern

• Developed along roads, rivers, or canals

c) Dispersed Pattern

• Isolated houses spread over large areas

d) Circular/Radial Pattern

• Organized around a central point (temple, water source)

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3.2 Urban Settlement Patterns

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a) Grid-Iron Pattern

• Planned layout with perpendicular streets
• Example: New York City

b) Radial/Concentric Pattern

• Roads radiate from a central core
• Seen in cities like Paris

c) Organic Pattern

• Irregular, unplanned growth
• Common in old cities

d) Sectoral/Planned Pattern

• Modern planned cities with sectors
• Example: Chandigarh

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4. Evolution of Settlement Structure

Settlement structure refers to the internal organization of land uses and activities within a settlement.

4.1 Classical Urban Structure Models

a) Concentric Zone Model (Burgess Model)

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Proposed by Ernest Burgess, this model suggests that cities grow outward in concentric rings:

• Central Business District (CBD)
• Transition zone
• Residential zones
• Commuter zones

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b) Sector Model (Hoyt Model)

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Proposed by Homer Hoyt, it suggests growth occurs in sectors along transport corridors.

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c) Multiple Nuclei Model

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Proposed by Chauncy Harris and Edward Ullman, this model suggests cities develop multiple centers (nuclei).

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4.2 Contemporary Urban Structure

Modern cities show complex structures influenced by globalization, technology, and mobility:

• Polycentric Development (multiple business districts)
• Urban Sprawl (low-density expansion)
• Edge Cities (commercial hubs outside CBDs)
• Transit-Oriented Development (TOD) (compact growth around transit nodes)

These structures reflect changing travel behavior, land values, and economic activities.

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5. Factors Influencing Settlement Evolution

The transformation of settlements is influenced by multiple factors:

5.1 Physical Factors

• Topography
• Climate
• Water availability

5.2 Economic Factors

• Agriculture, industry, services
• Trade and commerce

5.3 Social and Cultural Factors

• Community organization
• Traditions and lifestyle

5.4 Technological Factors

• Transport systems
• Communication technologies

5.5 Political and Administrative Factors

• Planning policies
• Governance systems

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6. Relevance to Contemporary Planning

Understanding settlement evolution is crucial for:

• Managing urban growth
• Planning sustainable cities
• Improving transport systems
• Enhancing livability

In the context of Transit-Oriented Development (TOD), settlement structure plays a key role in influencing:

• Travel behavior
• Accessibility
• Public transport ridership
• Active travel (walking, cycling)

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Conclusion

The evolution of settlements from small agrarian communities to complex metropolitan systems reflects the continuous interaction between human needs, economic forces, and technological advancements. Changes in size demonstrate increasing population and spatial expansion, while shifts in patterns highlight the transition from organic to planned forms. The transformation of structure reveals the growing complexity of urban systems, from monocentric to polycentric models.

In the contemporary era, the challenge is not just to understand this evolution but to guide it toward sustainability. Planners must integrate lessons from past settlement patterns and structures with modern approaches such as TOD, smart growth, and sustainable development to create cities that are efficient, inclusive, and resilient.

A Development Plan is a statutory, long-term planning document that provides a framework for the spatial, economic, social, and environmental development of a city or region. In the Indian planning system, the term is often used interchangeably with the Master Plan, especially under Town and Country Planning legislation. However, conceptually, a development plan is broader in scope, integrating land use planning with infrastructure, governance, and sustainability considerations.

It acts as a guiding instrument to regulate growth, ensure orderly development, optimize land use, and improve the quality of life of citizens. Given the rapid pace of urbanization, particularly in developing countries, development plans play a crucial role in balancing growth with sustainability.

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1. Purpose of a Development Plan

The purpose of a development plan extends beyond physical planning. It aims to create a structured and sustainable pathway for urban and regional growth. The major objectives are as follows:

1.1 Planned and Orderly Development

One of the primary purposes is to ensure that urban growth occurs in a planned and systematic manner rather than haphazardly. Without planning, cities tend to experience unregulated expansion, leading to congestion, slums, and inefficient land use.

1.2 Optimal Land Use Allocation

A development plan allocates land for different uses—residential, commercial, industrial, institutional, recreational, and transportation. This ensures compatibility of land uses and prevents conflicts such as industrial activities in residential areas.

1.3 Provision of Infrastructure and Services

The plan identifies current and future infrastructure needs, including:

• Water supply
• Sewerage and sanitation
• Transportation systems
• Power supply
• Social infrastructure (schools, hospitals, parks)

It ensures that infrastructure development keeps pace with population growth.

1.4 Economic Development and Growth

Development plans promote economic activities by:

• Identifying industrial zones and commercial hubs
• Supporting employment generation
• Encouraging investment and business growth

This aligns with broader economic planning goals.

1.5 Social Equity and Inclusiveness

A key purpose is to ensure equitable access to resources and services. This includes:

• Affordable housing
• Inclusive public spaces
• Accessibility for vulnerable groups

Modern development plans emphasize reducing socio-economic disparities.

1.6 Environmental Protection and Sustainability

Development plans incorporate environmental considerations such as:

• Protection of green areas and water bodies
• Pollution control measures
• Climate resilience strategies

This aligns with the principles of sustainable development.

1.7 Regulation and Development Control

The plan provides legal backing for regulating development through:

• Zoning regulations
• Building bylaws
• Floor Area Ratio (FAR) norms

This helps in controlling unauthorized construction and ensuring compliance.

1.8 Guidance for Future Growth

Development plans act as a roadmap for future growth by:

• Identifying expansion areas
• Planning urban extensions
• Anticipating population and economic trends

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2. Process of Preparation of a Development Plan

The preparation of a development plan is a systematic, multi-stage process involving technical analysis, stakeholder participation, and statutory procedures. While the exact process may vary across states in India, the general steps are as follows:

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2.1 Delineation of Planning Area

The first step is to define the planning area, which may include:

• Municipal limits
• Peri-urban areas
• Surrounding villages

This ensures that future growth areas are included within the planning framework.

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2.2 Collection of Base Data

a) Primary and Secondary Data Collection

Planners collect extensive data related to:

• Population (demographics, growth trends)
• Land use patterns
• Economic activities
• Transport and traffic
• Infrastructure and services
• Environment (air, water, green cover)

b) Surveys and Studies

Field surveys, household surveys, traffic counts, and GIS mapping are conducted to understand ground realities.

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2.3 Existing Situation Analysis

This stage involves analyzing the collected data to assess:

• Strengths and weaknesses of the city
• Infrastructure gaps
• Land use conflicts
• Environmental issues
• Socio-economic conditions

Techniques such as SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis are often used.

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2.4 Population and Economic Projections

Future growth is estimated through:

• Population forecasting methods (arithmetic, geometric, logistic)
• Employment projections
• Land demand estimation

These projections form the basis for planning future infrastructure and land use.

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2.5 Formulation of Vision and Objectives

A long-term vision statement is developed, reflecting the aspirations of the city. This is often done through stakeholder consultations involving:

• Government agencies
• Local communities
• Experts and planners

Objectives are then defined to achieve this vision.

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2.6 Development of Alternative Scenarios

Planners may prepare multiple development scenarios, such as:

• Compact city model
• Corridor-based development
• Transit-Oriented Development (TOD)

Each scenario is evaluated based on feasibility, sustainability, and impact.

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2.7 Preparation of Draft Development Plan

This is the most critical stage where detailed proposals are prepared, including:

a) Land Use Plan

Allocation of land for various uses based on projected demand.

b) Transportation Plan

Road networks, public transport systems, and non-motorized transport infrastructure.

c) Infrastructure Plan

Water supply, sewerage, drainage, solid waste management, and energy systems.

d) Social Infrastructure

Schools, hospitals, community centers, and recreational spaces.

e) Environmental Plan

Green belts, conservation areas, and environmental safeguards.

f) Development Control Regulations

Zoning rules, building regulations, FAR, density norms.

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2.8 Public Participation and Consultation

The draft plan is made available to the public for feedback. This stage includes:

• Public notices
• Stakeholder meetings
• Objections and suggestions

Public participation enhances transparency and ensures that the plan reflects community needs.

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2.9 Revision and Finalization

Based on feedback, necessary modifications are made to the draft plan. This ensures:

• Practical feasibility
• Public acceptance
• Policy alignment

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2.10 Approval by Competent Authority

The finalized plan is submitted to the relevant authority (state government or planning authority) for approval. Once approved, it becomes a statutory document.

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2.11 Implementation

Implementation involves:

• Phasing of development
• Budget allocation
• Institutional coordination
• Monitoring mechanisms

Projects are executed by various agencies over the plan period.

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2.12 Monitoring and Review

A development plan is not static. It requires:

• Periodic review (every 5 years)
• Mid-term corrections
• Updating based on changing conditions

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3. Key Challenges in Development Planning

Despite its structured process, several challenges affect the effectiveness of development plans:

• Implementation gaps between plan proposals and actual execution
• Lack of coordination among agencies
• Data limitations and outdated information
• Political and administrative constraints
• Rapid urbanization leading to unforeseen pressures

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4. Contemporary Approach to Development Plans

Modern development planning is evolving to address these challenges by incorporating:

• GIS and data-driven planning
• Participatory planning approaches
• Sustainability and climate resilience
• Transit-Oriented Development (TOD) principles
• Integration of land use and transport planning

There is also a shift from rigid master plans to more flexible and dynamic planning frameworks.

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Conclusion

A development plan is a vital instrument for guiding the growth and transformation of cities and regions. Its purpose is not only to regulate land use but also to ensure economic vitality, social equity, and environmental sustainability. The preparation process is comprehensive and participatory, involving data analysis, forecasting, visioning, and stakeholder engagement.

However, the success of a development plan ultimately depends on effective implementation, institutional capacity, and adaptability to changing conditions. In the context of sustainable development and rapid urbanization, development plans must evolve into more integrated, flexible, and people-centric tools—ensuring that cities grow in a manner that is inclusive, resilient, and sustainable.