Digital transitions: The elderly and technology

My dad's portable computer

When I consider the elderly and technology, I think of my own father. Dad was involved with computers when computers did very little. He put some of his own together. He once used a large wooden folding table and converted it into a "computer desk" where the "guts" of the system were all configured inside the desk. I can still remember dragging the piece down from the attic a number of years ago when my mom finally put her foot down and made my father trash the old technology he was not using anymore.

Dad had one of the first Apple Macintosh computers in the area. When portable computers were still more of a dream than a reality, dad was placing his smaller Apple computer in a carrying case with a dot matrix printer so he could travel with it to Toronto to do consulting work.

For years he did programming, creating software for local businesses and companies that needed custom-based databases for tracking different things. He worked with trucking companies, convenience stores, and pulp and paper mills. Back in the 90s I remember going on a conference with him when Microsoft was unveiling some new software. I went in my capacity as a sales rep since, at the time, I worked for a local computer retailer. Dad went as a programmer. I remember looking around during the conference and noting that a lot of the people there were younger than me, and dad was the only grey hair head in the room.

Up until July 2011 dad was still doing consulting and programming for local businesses. He was 77 years old. In July of that year he suffered a serious stroke. Thankfully, his recovery went well. However, the next year my family lost our mom and my father lost his life-long companion of over fifty years. We worried about dad's recovery, and what he would do to fill his time since we knew he would probably never use computers again.

Dad's stroke left him partially blind and his short term memory is hit and miss. While he still likes to talk about his days using computers, his desire to even attempt using one is gone. However, he has a trusty CD player companion, compliments of CNIB, that he uses to listen to documentaries, lectures, news and audio books. Dad has used an iPad for FaceTime, and my sisters and I discussed setting one up for him. We soon realized, however, that while we would see the benefit of it, dad finds it much easier to have his CDs provided to him where he can play them in a unit that has basic buttons he can remember how to use.

So my father transitioned from firing up at least one computer everyday to having very little desire to even turning one on again. He certainly appreciates thing like Facetime, but his capacity for remembering how to use it is not there, and he knows that and accepts it. I only hope when (and if) I am his age, I can be as accepting of whatever life throws at me.

Nursing home residents use FaceTime to stay in touch with family
On another note related to the elderly, my friend was telling me about a student he knows who is working at a local nursing home on a school co-op. She realized a lot of the residents had family who lived away. So she contacted some of the families and arranged Facetime sessions on her iPhone between the residents and their families. It has been a big hit and residents look forward to chatting on Facetime with their families.

Call me maybe?
And, finally, some of you might have seen or heard of the resident home in Ontario where, with the help of the recreation coordinator, the residents did their own rendition of "Call Me Maybe." I provided a link here if you want to check it out. Or check out the embedded video below:

Brain strain?

Are products like Fast ForWord an essential piece of the
puzzle in improving student reading and language skills? 

The students walk into the classroom and sit down at their computers. They fit headphones on and wait for the systems to start up. They then can begin a forty or fifty minute protocol in different "games" that are supposed to help rewire the brain.

If someone walked into this classroom he/she might see students bent over with their heads on the computer desks as if they were asleep. Yet, they are in a challenging phase of an exercise where they need to recognize low and high sounds.

The sounds are played so quickly that some students find it easier to concentrate by shutting out any visual distractions, and the only movement comes from their fingers as they swiftly enter choices on the keyboard.

Welcome to a classroom in the 21st century where students are experiencing the Literacy products by Scientific Learning. According to the company, the software is designed to "rewire the brain for academic gain." Their website says that the software is so effective that "on average, students can achieve a one to two grade level reading gain in 8 to 12 weeks."

The major principle behind the development of the software centres around the research of brain plasticity that "demonstrates that completing learning tasks in a frequent, intense timeframe accelerates learning."

The acronym MAPS is used to summarize the four key cognitive skill sets that are developed when using the Fast ForWord products. MAPS stands for memory, attention, processing rate and sequencing.

There is no doubt that science has made dramatic strides in how the brain works, and these discoveries have helped form the basis of new teaching approaches in schools across the globe. But can computer software programs really give the brain "a workout" that will help improve students' cognitive skills and reading fluency?

Unsurprisingly, according to Scientific Learning, they can. The Reading Progress Indicator (RPI) was designed by an independent assessment provider company, Bookette Software, to measure students' reading and language skills as they progress through the Fast ForWord products.

This assessment, combined with the experience of many schools, makes for an impressive number of testimonials that praise the effectiveness of Scientific Learning's line of computer products.

Additionally, the RPI assessment allows the software to automatically set a student in the program and at the level it determines will be best for that student. Although the educator can disable this feature and assign the student to another product if he/she feels the RPI assessment placement is misdirected.

The newest versions of products from Scientific Learning
are online, so students can "exercise their brain" anywhere
 there is a high speed Internet connection, whether it is a
computer lab, classroom or even at home.  

So is Fast ForWord a new revolutionary way to help students develop reading and language skills through computer generated brain exercises? Those who have invested in the software say yes, but there are some doubts.

According to the website teacheffectively.com, at least two independent studies of the program question how effective Fast ForWord is, particularly if compliance with the program is inconsistent.

Dr. Steve Miller, a co-founder of Scientific Learning, responded to the site in the comment section. Dr. Miller said that the Fast ForWord products now have 30-50 minute protocols per day as opposed to the older 90-100 minute protocols that were used when the research was done. Dr. Miller then provides the titles of three published studies that found Fast ForWord to be effective in raising literacy outcomes.

Despite doubts and conflicting evidence, it looks like Fast ForWord will not disappear any time soon. In fact, other companies are now on the scene, like Lumosity, that also provides brain computerized games for any ages. The company claims their software has helped people recover from diseases and accident-related brain injuries. Similar to Scientific Learning, Lumosity is "advised by leading experts in neuroscience and cognitive psychology."

It is doubtful educators would see computer brain games as the ultimate solution for improving reading and language skills. However, for schools and districts that can afford the products and can devote the time, they may be an excellent supplement, particularly for struggling, special needs and at-risk students.

Related sites:

• The Reading Brain and the Fast ForWord Program: Click here
• Exploring the re-wiring of the brain: Click here
• New Clues on Rewiring the Brain: Click here
• Brian Flexibility, Basis for Software Development to Treat Learning Disabilities: Click here
• Rewiring the brain to learn: Click here

Image is everything?

Are most schools more focused on relaying basic
information than creating an effective digital image?

The idea of image when creating an online presence is one that I do not think schools seriously consider when developing websites. Most of the time schools are more focused on relaying information to parents and students. Perhaps that is why many school websites are not effectively managed. Unfortunately, many school websites simply upload PDF documents of information they traditionally sent home with students.

One of the problems with school websites, is the difficulty to ensure that all parents or students are visiting it to get information. Hence, many schools still send printed material home with students accompanied by talk mails informing the parents/guardians of the printed material. While, ideally, a school website would be the best place to direct parents/guardians, there is still a portion of people who seldom surf online or even use email or social media.

Another concern is whether school websites are already passé. Social media sites may be more effective in relaying some information to homes. I know in my province one district has decided to set up a district presence on Facebook, arguing that most parents check Facebook before they go to the school or district website for updates such as cancellations, events, etc. Yet, again, there are a number of avid Internet users (myself included) that do not use or have a very limited use of Facebook.

The article "Breakdown: Converged Media Workflow" explores some of the issues and concerns that arise when creating an online presence and image. While primarily an article on business and marketing strategies, the idea that departments must "work together on a more frequent basis" is required to create an effective online presence. Schools and districts need to work closer together to ensure everyone is on the same page and schools should have a team who regularly meet to discuss what needs changing and what needs adding to their online presence.

Furthermore, the article explores the mistake of forgetting to "analyze what people want to hear" when creating an online presence. What information do parents/guardians and students want to see on a school or district website and what social media presence is required? How can schools gather this information?

Creating an effective digital image and online presence requires schools to tap into just more than having a school website. Schools and districts need to go where parents and students are, and that means creating a presence on social media sites with links to the related websites.

Educators also have to consider their digital image. While finding ways to inform and connect with students and parents is important, there is a need to divide the personal from the professional. One article I read a few years ago suggested the easiest way to provide information to students through social media is to create a separate account that is for educational purposes. This certainly does not mean that educators do not have to be careful about what they post and discuss in their personal digital space, but it creates a distinction and makes it easier to manage.

Mobility is another concern when developing an online image

Another concern today is the mobile user. Parents and students alike are increasingly using more mobile technology. In "Accessibility Trumps Design," author Reuben Tozman observes that mobile versions of websites have to have "the content structured in a way that lets mobile technologies take advantage of certain pieces of content that regular browsers ignore." This concern illustrates another reason why schools should have a team that meets on a regular basis to address the changes to not only content, but also technology and how users will access the content.

Finally, I think Reuben Tozman's article "Feeding the Web and Instructional Design" should be mandatory reading for any team looking at designing or redesigning their digital image. Tozman approaches the web experience as a community with a "network of relationships." I think it also takes a network of relationships for a school and district to create an effective image online. Web development and creating an online presence should never be left to one or two people; ideally, it should be a team effort that is regularly discussed and analyzed with feedback and contributions from users who access the content.

Photos from morguefile.com

Web design, play time, and digital literacy

HTML code in a post for the school's online newspaper

As I surfed the information and tutorials on the Virtual Training Suite, I had to ask myself if the students I teach today would engage in this type of online tutorial design. I think they would, but they would certainly need some "offline" encouragement and direction. The tutorial I looked at provided concise information in easy to understand "chunks." It was designed in a simple easy to read manner with some graphics and the links were easy to find and the directions for navigation were clear. Essentially, this online tutorial avoids the design pitfalls discussed in the Top 10 Mistakes in Web Design site.

However, I think in some ways the online tutorial falls into an issue that was discussed in Evaluating Web-Based Instructional Design where "the content of instructional materials can be under-utilized by simply 'porting' the material from one medium to another without considering whether the medium requires a different design approach" (p.6).

While the tutorial I looked at was a good tutorial, I do not feel its effectiveness on the computer screen was much greater than if the information was presented in a textbook or as a handout. In order to engage students (at least most of the ones I have taught) an educator would have to combine the information with other classroom activities. Did the medium require a different design approach? Perhaps. But sometimes I think the presentation of information online is best supplemented with classroom activities and peer to peer interaction.

I think, for myself, one way that learning could be enhanced in my field is if educators had more "play time" with technology and applications. Additionally, if educators could have more time in professional development to discuss and share what has worked and has not worked when using technology in their classrooms.

Time and time again, I have been involved in professional development where educators are the passive observers as someone showcases a new software or technological device. Just recently, however, I attended a workshop, and the presenters spent half the time on presenting and instruction and the other half of the time the participants actually used the software. I found this format was much more helpful and more of this hands-on training is necessary. When educators do not fully understand the technology or are uncomfortable in applying it to the curriculum, then there is a great risk for the "porting" of materials from one medium to another as previously mentioned.

I also think that educators should be exposed more to programming. I know in my own career, I would like the opportunity to learn more about HTML code. My father was a programmer, and his understanding of how computers work (and should work) was always enlightening to me. Moreover, I listened to a repeat of an episode of CBC's Spark where author Douglas Rushkoff argues that young people should learn to code to understand the bias of digital technology. He states that "programming is the new literacy of the digital age." The question becomes whether "we direct technology, or do we let ourselves be directed by it and those who have mastered it?" If we accept that programming is a literacy, than educators have an obligation to become literate and to teach and encourage students to understand how it works and the implications that come with that knowledge.

Another cornerstone I think to digital literacy is understanding where technology has come from and where it is going. I really enjoyed John December's Internet Tools Summary because it was a peek into the Internet I used to know and also an exposure to all the current online technology that is available at our fingertips. Who knew ICQ has a mobile app?

The current students in the school system have grown up with the Internet and technology. It was never not there for them, and while the last twenty to thirty years of technological development may seem fresh to many of us, it is their history. For students to really come to an understanding of where technology can take them, I think it is important for them to become aware of where technology has come from. I also think it is a good refresher for those of us who lived during that development. The evolution of technology is, of course, still occurring and the more young people know of its origins and development, the better they can appreciate where we are today and where we will be tomorrow.

How trendy is technology?

From: http://www.morguefile.com/archive/display/156096

Over the past few years, "the noise" surrounding technology in the classroom has been loud. From my own experiences, however, I find it has recently been quieter. I am not certain if the quiet has more to do with the general acceptance of technology and the "shine" of it has dulled, or if the issue is deeper. Lately, I have found less talk about implementing technology as departments cut costs and students find the technology in their back pockets more sophisticated than the school-issued clunky laptop or computer that endlessly churns over and over, if it starts up at all.

I have found in my discussions with other teachers that one evident trend in technology is to open it up in the schools. In other words, allow students, particularly older students, to bring their own devices. Open up social media so educators can initiate classroom discussions with students  about its implications, and how we can use it properly and responsibly. How can we harness the wealth of online applications that students already use or would use if they could apply them to their studies in a relevant and meaningful way?

This trend among educators, at least in my own area, does not come without first showing acceptance of and being open minded towards the previous approaches that were tried. But over and over, when the department of education or the district implemented a plan, whether it be one to one net/notebooks or creating customized media servers for students and staff to use, it quickly became evident that long term management and financial commitment to these projects were going to become major barriers.

So educators were finding their own online resources. Yet, excited with what they discovered and eager to try it at school, they would soon realize that network restrictions would sometimes block some sites, or security preferences prevented students to fully use the services or slow down the services to the point that the only results witnessed were student frustration and disengagement.

The article Teachers' Technological Pedagogical Content Knowledge and Activity Types: Curriculum-based Technology Integration Reframed by Judith Harris, Punya Mishra and Matthew Koehler, articulates well the problem with "trickle down" technology integration. The articles states "...there is no single technological solution that will function equally well for every teacher, every course, or ever pedagogical approach. Rather a solution's success lies in a teacher's ability to flexibly navigate the spaces delimited by content, pedagogy, and technology, and the complex interactions among these elements as they play out in specific instructional situations and contexts."

There is a troubling trend where teachers are frustrated with cumbersome networks and outdated equipment while department and districts offer "one stop" solutions. Two years ago I sat in a session where two members from the department of education plugged an online platform they developed where students could go and create a personal space. It was similar to MySpace, they explained. One teacher raised his hand and asked how he could access it. A puzzled look came over one of the presenter's face as he explained the site is for the students, not the teachers. I watched teachers turn and look at each other and shake their heads. How did the department expect us to present this to students if we could not play with it? Further, how did the department want us to implement its use in our classrooms if we could not be exposed to the platform to consider how it might be possible to implement it in what we taught? Unsurprisingly, I never heard anyone talk about it again.

There is, as the article states, no single technological solution, and educators realize or are quickly realizing this. Additionally, educators also observe how quickly technology is changing and evolving. Another trend among many educators is working alongside students to determine what equipment or platform would be best to use. Sometimes allowing students to determine which application they will use to present a project or work on an assignment is one of the best lessons for both the student and the teacher. I have been in situations where I have suggested an online tool for students to use, only to have a few hands shoot up with other suggestions, which, in some cases, were more versatile and useful than the one I recommended. In such circumstances, the teacher becomes the student, as a student introduces and explains the resource to his/her classmates.

From: http://www.morguefile.com/archive/display/67265 

  But there is, as mentioned in the beginning, a trend toward teachers being exhausted with trying to integrate new technologies in suffocating environments where old standards are still being enforced. I recently started reading The Singularity is Near by Ray Kurzweil. Kurzweil argues that "within several decades information-based technologies will encompass all human knowledge and proficiency, ultimately including the pattern-recognition powers, problem-solving skills, and emotional and moral intelligence of the human brain itself" (p. 33). He further states that progress is now happening at an exponential rate where "we won't experience one hundred years of technological advance in the twenty-first century; we will witness in the order of twenty thousand years of progress...or about one thousand times greater than what was achieved in the twentieth century (p. 37, 38).

Whether one agrees completely with Kurzweil's arguments, there is no denying the pace of developments in technology is sometimes mind-boggling. Additionally, how we define who we are as a society is also changing. While I do not think educators are claiming they have all the answers, many do recognize the need for us to acknowledge these realities in our classrooms. Many of our educational institutions need to seriously rethink how we integrate technology in our settings so that what we do continues to be relevant and meaningful to the students we teach. Educators have to play a big part in the shift from"trickle down" technology integration to a system that effectively reflects what is happening (and will happen) in the world our students live in.