Scot's+2011+Journal

Scot's Journal for 2011 and 2012: This page is formatted so that the most recent entry is on top.

 * June 21:** David Berliner's work on out of school factors associated with student achievement.

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 * June 20**: Educational Oragami: 21st Century teaching and learning.

**June 19**: The Berkman Center at Harvard is a good resource for information and research findings on internet and society. Finding of a recent study on youth and internet usage are found here See key findings in graphic form in the infographic to the right.

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 * June 12, 2012.** I am continuing to play with the web-based recording service, Vocaroo. Here is a brief audio note to my daughter, Abby.


 * May 29, 2012:** See Sherry Turkle on TED here.


 * May 23, 2012:** I am at Azusa Pacific University in Azusa, California. I am here to participate in the conference of the ICCTE. We hold a biennial conference which rotates among collaborating colleges and universities. Conference attendance varies between 50-120 some of which is influenced by location and availability of travel funds. It is challenging for professors to budget their time and travel funds and many of us have limited funds. It does raise the possibility of doing some conferencing using internet-based means. While we all enjoy the fellowship of gathering with one another in one location, many of us find it becoming increasingly difficult to attend conferences due to budgetary constraints.

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 * May 21, 2012:** Red vs Blue PSA "Go Go Gadget"


 * May 20, 2012**: Here is a link to a prezi presentation that I prepared for us with a talk I gave at a Technology Conference at the Oregon Christian Convention earlier this year.

Some articles and books regarding the intersection of culture and technology, some specifically examining the situation from a faith-full point of view. Albert Borgmann. Contingency and Grace in an Age of Science and Technology //Theology Today April 2002 59: 6-20// Jacques Ellul. //The Technological System//. Trans. Joachim Neugroschel. New York: Continuum, 1980. Neil Postman. (1993). //Technopoly: the Surrender of Culture to Technology//. New York: Vintage Books. ISBN 9780679745402 Nicholas Carr. //The Shallows: What the Internet Is Doing to Our Brains// (2010, W. W. Norton) ISBN 978-0-393-07222-8 Sherry Turkle. //Alone Together: Why we expect more from technology and less from each other.// Basic Books (2011). ISBN 9780465010219 Quentin Schultze. //Habits of the High-Tech Heart: Living Virtuously in the Information Age//. Grand Rapids, MI: Baker Academic, 2002. Edward Castronova. Exodus to the Virtual World, Palgrave Macmillan (2007). ISBN 1-4039-8412-3 Kevin Kelly. What Technology Wants (2010). Viking, New York ISBN: 978-0670022151

May 1, 2012

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 * July 26**: I am meeting with Marcelo on Thursday. One aspect of the meeting is to re-energize our commitment to the investigation of the use of iPads in the middle school by both the students and teachers. This small pilot project was very experimental and intended to be an exploration into unknown territory. So far, we are learning that the teachers, who initially were reluctant to give seventh and eighth grade students freedom in exploring the use of the iPad, discovered that the payoffs were great in doing so. The curiosity of the students and their willingness to try new applications, as well as their own recognition of specific learning needs were all characteristics important in helping middle schoolers become the teachers of their teachers in the use of iPads.
 * July 19**: After the summer literacy workshop concluded here at Fox, I have been unable to get a meeting together with my teacher colleagues from Valor Middle School. I realize that for middle school teachers, summer is a time to get away, to spend with family, and to set aside the work of the school year. I respect that. And I admit that in the crush of my summer responsibilities here at the University, I have not put the research project on the use of mobile devices at the top of my priority list. It is interesting to me that the use of iPads, and iPods has taken hold in five of the six project we are a part of in the literacy project.


 * July 7**: reflecting on Prenksy's piece on digital wisdom.

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 * June 25**: Complimentary to mobile computing in many ways is the move to cloud computing. Carr, in the Big Switch discussed the fundamental changes coming to information access, manipulation, sharing and creation though the use of the "world wide computer". Information is becoming a utility and in a similar fashion as electricity in previous times, we are moving from a collection of small-scale computing sites with individually owned applications to a vast network of computing where the power and storage will no long be placed at the geographical locale of an individual but in large data centers. No longer needed is massive storage or computing capacity on individual machines. What emerges is the opportunity for users to access "the cloud" for their own documents and processes, in addition to those of their collaborators or anyone else, for that matter. What is emerging is services like Box (online storage and sharing of files), Yammer (organizational social media) and BrightIdea (innovation management). These services permit distant collaboration, information sharing and social interactions in ways that permit disbursed teams to work together regardless of geography.


 * June 20**: I highly recommend this interview with Nick Carr regarding the internet, human history and changes in thinking. media type="custom" key="9825613"


 * June 16**: Marie and I had a great session with the middle school teachers from Valor regarding their work with the iPads this term with their students. We reviewed film, we did a debriefing interview and reviewed what the results of the various projects were. They were quite encouraged. I will work at getting some audio or video up here soon to share. See the home page of the project here.


 * June 7:** Some additional thoughts from John Traxler, professor at University of Wolverhampton in England regarding the use of mobile devices in teaching and learning are found here. Here is a paper that Traxler wrote about mobile learning.[[file:mobile1.pdf]]
 * June 4**: I continue to investigate the use of mobile devices in learning and teaching. One of the sessions at the elearning Africa conference that I attended featured a focused examination of the use of mobile devices by African youth (and others) for informal learning. See a brief description of the presentation by Traxler and Dawes here. [[file:Dawes_Traxler.pdf]] Traxler is an academic from Britain and Dawes works for GSMA. I would also like to recommend to you an article by Brian Caulfield in Forbes magazine which reviews the end of Apple Computer's ten-year strategy to make the computer the hub of personal digital life. Apple's new strategy is to phase out personal computers in favor of mobile network devices. When you consider the trends and the worldwide differences in access to cell networks versus wireless internet networks, it is astounding to think that the personal mobile network device won't become the primary appliance for content creation, access, sharing and editing. What are the drivers and implications? Think about the following:
 * 1) Who are the predominate producers of content for mobile devices?
 * 2) What is your observation of the generational divide in the type of typical network access device?
 * 3) Which educational institutions or educators are pioneering the use of mobile devices for learning and teaching?
 * 4) How will educators "compete" with entertainers and commercial interest in capturing the attention of young people?
 * 5) What moral imperative underlies the dictum, "the customer is always right"?
 * 6) What are the relationships between propaganda, training, education, development and personal responsibility?
 * 7) When does schooling become marketing and vica versa?

Another interesting theme that emerged from the conference was that of informal learning, recognized by educators as an important construct to interact with. Here is a brief contrast between formal and informal learning as presented by Jay Cross:


 * “Learning is formal when someone other than the learner sets the curriculum. Typically, it‘s an event, on a schedule and completion is generally recognized with a symbol, such as a grade, gold star, certificate or check mark in a learning management system. Formal learning is pushed on learners.
 * By contrast, informal learners usually set their own learning objectives. They learn when they feel a need to know. The proof of their learning is their ability to do something they could not do before. Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning."
 * Jay Cross, Blog on Informal Learning

Think about it. In this present age, we have more information than we know what to do with. This fact is discussed thoroughly by Schultze in the text for our course. We are not at a loss for information, but information in itself does not equate to knowledge, nor knowledge to wisdom. The question is what will the information be used for and what is the intent of the owner of that information in sharing it, to compel, to seduce, to persuade, to tempt, to inform, to encourage, to attack, etc.


 * June 4:** Yesterday Ruth and I went on a tour of the World Millennium Village Project village here in Bugesere, Rwanda. The name of the village is Mayange. The tour was organized by a group called New Dawn Associates. I stumbled upon the tour while searching for information about Nyamata and Ntarama, two genocide memorial sites.

We visited the office the MMV in Nyamata. While on the way, we learned the history, purpose and functioning of the project from William, our guide and host. We visited the genocide memorial at Nyamata, housed at the Catholic Church where a massacre occurred in 1994. Go here to see pictures of the site and the Ntamara site which I visited about two years ago. After visiting this site, we went on to Mayange Primary School B. We had a great time visiting there. The students were curious and wanted to test their English. They were intrigued with my tattoo and with Ruth's nose ring. We discussed geography and computers. One of the teachers and his students gave a brief presentation of the use of the OLPC computers. All children in grades P4 and above had a computer. The stance of the Rwandan government is that computing and telecommunications technologies are the future of the country and basic computer literacy is an important aim of schooling here (among a lot of other aims). We also visited a health clinic and then went to a community cooperative center which housed a small restaurant where we had an amazing lunch of cassava, beans, rice, greens, cooked bananas and pineapple. A very small bowl of beef in a tomato sauce was also served as an accompaniment.

After lunch, we visited a farmer and learned about his crops and methods. After the farm, we visited a women's cooperative and learned how to make baskets from two ladies. We also visited the reconciliation village where genocide perpetrators and survivors lived side by side. We sat with Jacqueline and Frederick and they told us their stories, with interpretation provided by William. We shared a common trust in God and recognized the need for and the power of forgiveness in shaping lives for the positive.

All in all this was a marvelous day of learning, of challenge and of reflection. I thought about how powerful it would be for a tour of this nature to be included in an educator exchange program which is running around in my head. I discussed with William possibilities for planning a trip for American educators to come to Rwanda.


 * June 2:** Morning in Kigali. Reflecting on life in the future (nine hours ahead of Pacific Daylight Time) and in the past ( a nation of subsistence farmers, dusty roads, $5 a year, government-mandated health insurance and motos (motorcycle taxis) for transport. See a small collection of photos here regarding our trip. On the one hand, it is amazing that I am able to communicate with colleagues in Oregon and even work on my professional tasks while practically half-way around the world. On the other hand, it is remarkable that in the slimmed down sensory world of East Africa, one still craves the continuous stream of messaging through electronic means which delays reflection and feeds the informational addiction that Schultze describes in our text. My daughter Ruth (19) has made the journey with me. We begin in Dar es Salaam, the largest city in Tanzania. My purpose for visiting Dar was to present a paper at the eLearning Africa conference. This is my first visit to Tanzania. We stayed in a hostel on the shore of the Indian Ocean. The climate here was a bit muggy and warm, but not unbearable. The traffic was horrendous, worse than Nairobi (in my limited experience). The conference was quite good, though ironically enough, a conference on elearning had no reliable internet connectivity. My paper was well received and I shared the presentation time with a group from South Africa and London who were doing a joint program in health education.

Our next stop was Kenya, where we spent four days on the Masai Mara, on safari. This was Ruth's first visit to Africa and so we wanted to get her out to see the wildlife. It was a great experience! Now we are finishing our stay in Kigali, Rwanda. We will be touring the countryside today and visiting friends tomorrow before heading back home on Sunday. Sadly, our trip is not as speedy as that of the electrons moving from here back to Oregon. It will take us some 36 hours from the time we board our first plane here until we arrive at PDX.

> Anita and I met at the Grand Lodge on Thursday, March 24. We reviewed the purpose and organization of the project. We determined that a good use of our time was to seek a focused agenda for the meeting with Valor staff on April 7. We discussed a number of options.
 * April 11:** Contrasting newspapers with internet-based sources this morning. I scanned the Oregonian over breakfast. The Monday paper is slim, and is now about 8 pages of news. In contrast, after arriving at the office, 20 minutes of scanning news updates from the following sources, Alban, EdWeek, The Chronicle of Higher Education and Inside Higher Ed, I was able to learn a bit about items of real interest to me. One fascinating item from Alban: the "wikipedia" church.
 * April 6**: We are having a very hard time making connections with our colleagues at Valor Middle school for getting our in-service day on the calendar. I was scheduled to attend a show and tell day at Canby SD next week, but due to required meetings on my campus, I am unable to get away. The day was devoted to learning about the way in which the Canby teachers are using iPod Touch devices in their classrooms and the seemingly remarkable results they are getting on the OAKS testing from the "treatment group". Inserted here is a list of questions and comments related to our work with the Valor folks on using iPad devices with middle school students:
 * __Notes on the iValor project__
 * Some of the thoughts we had:
 * Student voice: we are interested in hearing what the middle school students have to say
 * Student choice: we are curious to know what happens with the use of the iPads when the students have choice as to what to use them
 * Higher ed: we talked about the voices and experiences of the higher ed personnel. What can we bring, what do we want to do, what is our experience, how can we be a part of a larger team.
 * ** k-12: what are the middle school teachers’ worldview, that is, how do they view the teaching and learning enterprise? How are they working toward their own ends? Do the tools support their worldview or will the tools cause their worldview to change? How will they interact with higher education faculty and with middle school students?
 * · middle school students: what will they do, what will they teach, what are they curious about, what are they learning? Are they able and willing to be full participants in the process? Where does informal and formal learning intersect for them?
 * · Stories: we believe that having each participant tell stories about their usage will be a valuable exercise.
 * · after school group: is it possible to have students in an afterschool time “play with the devices” and report on what they did?
 * · take it home: we think allowing for a student to take an iPAd home on the weekend makes sense. Fox assumes liability.
 * · share four in one classroom once a day: One teacher could volunteer to use a set for one period a day for a unit or a time period to discover how a set can be used by groups of students.
 * · structured play: webquests or other structured playing around could be a valued activity for teachers and students alike
 * · students create a product: could video or slides or a written piece or as suggested a glossary, dictionary or other product be required?
 * · let the kids be the researcher: Teach a basic protocol for investigation and for analyzing the value of information and for assessing the “quality” of the investigation.
 * · Sara using with iep student: let student take it home as a way of discovering what the student will do on her own
 * · TAG kids: how might the device be used as a stimulus or as a tool for TAG extension or alternative activities?
 * · Phases of tool implementation: we are considering a phased in approach of Teacher directed activities, student developed activities that could look at where the time use, outcome and process direction comes from.
 * · Teacher professional development: what is needed in philosophy/worldview, strategies and techniques in the use of technological tools in learning?
 * · Summer process: How can we continue the process into the summer?
 * · How have these tools affected teacher assumptions about teaching and learning?
 * · How does the tool fit into the existing assumptions?
 * · Student-identified highlights of their learning environment: interviews


 * March 22**: A colleague from Eastern University has his undergraduate communications students examine social media from a Christian perspective here.


 * March 19**: A friend of mine shared this blog post from a pastor who analyzed use of social media, addiction, and Lent. I suggest you check it out, as it may have some meaning for you. I attended the Friends Meeting for Worship in Second Life this morning. This is the third week in a row and I am appreciating the group, our time together and the Lord's work through this meeting. Our project with the Woodburn team is good. Go here to see our site. The US Department of Education has released a document which contains information about a meta-analysis of online education. You can find that document here.


 * March 11**: John Stewart opining about Wall Street bankers and school teachers. media type="custom" key="8669182"
 * March 8**: Paul Krugman has a strong and provocative opinion piece here regarding the value (or lack of value) of a college degree. In response, a community college dean writes in Inside Higher Ed.
 * March 7:** http://comm-tech-culture.blogspot.com/2011/03/federal-court-agrees-that-virtual.html A great post from Keven Maness, a professor at Eastern University. This post is a fascinating look at the intersection of government, culture, technology and faith.


 * March 2:** On Monday, we went to Woodburn to meet with the team we will be working with on the mobile learning project.
 * February 27:** The Blue Heron Paper Mill closed several days ago. This Oregon City mill, in various configurations and ownership, had been in operation for over 100 years. In fact, the site at the falls on the Willamette River had been a site for industrial production for almost 200 years. Why do I cite this mill closing here? A closing paper mill in Oregon is somewhat emblematic of changes occurring in the US economy and also in the culture. We are certainly shifting away from an industrial, manufacturing economy in our country and moving away from a paper and pencil communication system. Technological innovations are major turning points in human history. While we can look at the current rapidity of change and the pervasive nature of the shift in human relationships and communication thrust upon us by the advent of the networked computing and telecommunications systems and find these rather unique, other major shifts have occurred, causing the world to end as the people of time knew it.
 * February 24**: Blogging has changed the way we gain information and read opinion. Here is an example: an interview with Bono on faith. I finished grading my EDFL 708 assignments and now am taking a little break to reflect on the activities I have carried out and accomplishments related to my major assignment for this seminar. I have not yet produced a full proposal as I asked the other participants, but will give it a stab here in a narrative form. I am managing a grant project entitled "Literacy Across the Secondary Curriculum". This two-year project is funded through Federal Title money intended to provide professional development for teachers in high needs schools. We are working with about 33 teachers in 5 different school districts in Oregon. These middle school and high school teachers agreed to participate in the project which seeks to help develop teacher competence in infusing literacy strategies in the secondary content areas. We led off the program with a one-week summer institute in 2010 and now are monitoring and supporting the teachers as they work through their projects in their own schools.

As I begin to check in with teachers this winter, I learned that at least two of the groups and possibly a third as an interest in using mobile devices with their students. We discovered that the Canby School District is a leader in the state in using iPod Touch devices with students for the purpose of increasing academic achievement. Go here to learn about what Canby is doing. I have been a member of a research group that has been in operation for about three years. My two current collaborators are Anita Zijdemans Boudreau at Pacific University and Robin Ashford, of George Fox. Our group is preparing to implement a research and development project which will work in conjunction with middle school teachers in Woodburn and Reynolds SD schools. The purpose of our study is to study the implementation of pilot programs to use iPad and IPod touches in middle school classrooms. Our goal is to provide professional development for the teachers and to design action research studies to determine how the projects are affecting learning.


 * February 19**: I am trying out a new utility, called Hoot Course media type="custom" key="8426376" I am trying to earn how it works. Apparently it is a medium that allows me to send messages out from one console here to any number of social media.
 * February 15**: An interesting article in Inside Higher Ed .com this morning about the relationship between Google and academic publishing. Go here to read it. The essential message is similar to what Carr is discussing in the book I mentioned previously. Internet access to information is altering the manner in which we think. Thanks to a tweet from my friend and colleague, Robin, I've found this interesting slide show from Terry Anderson regarding distance education.
 * February 7**: I made the decision today not to attend the SITE conference in March. Today was the due date to confirm my participation and finish editing the two papers I had accepted for presentation at the conference. I was all set to do my editing today and then I read the reviewer comments of one of the papers. Although the paper was accepted, two of the reviewers had serious concerns about the paper, legitimate concerns and I did not feel I had the time to adequately address the concerns. Due to the busy schedule I had today, I did not have the time to fret too much over this decision or to reflect on the critique of my work. I will learn from this. I am considering how to take advantage of some good criticism so I can improve my work. On the other hand, I feel really overwhelmed by the responsibility of working within the department and have to set my own scholarly work aside again. The paper was on wiki usage and I know that I can finish this work off in a decent manner, if I devote the time and attention needed to do so.
 * February 5:** We had a good session this morning on learning wiki usage.
 * February 4**: I am on Siletz Bay this morning, after having spent the day yesterday in Newport and Toledo and on my way to Tillamook today. Yesterday I visited teachers participating in a Literacy grant that my department is facilitating. I also visited with district-level administrators about professional development needs and activities in their district. I discovered that Taft High School In Lincoln City is exploring the use of iPads in literacy development. I will attempt to meet the assistant principal there today on my way to Tillamook.


 * Feb 2**: via QuakerQuaker on Facebook, a YouTube video series on Quaker Theology, well done, using a web-based text to audio generator that also allows the user to use avatars and scenery to create an animated video clip.


 * February 2**: I just read a review of The Shallows: What the Internet is Doing to our Brains by Nicholas Carr. I am in the process of obtaining the book and will report to you after I have had a chance to take a look at it. Carr's blog is here. Carr gives a concise and interesting talk about three prior technologies that altered human thinking in profound ways, as he posits that the internet is currently doing.

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 * February 1 continued**: http://egypt.alive.in/ and http://www.wired.com/threatlevel/2011/02/tweets-trickling-from-egypt/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wired%2Findex+%28Wired%3A+Index+3+%28Top+Stories+2%29%29 amazing story about the use of moblie devices to share the facts about the situation in Egypt.

I also had a wonderful meeting with a middle school math teacher today in the Woodburn school district. He is a participant in the literacy grant I have previously mentioned. He is developing a pilot project using iPads with students for the purpose of developing writing, reading and math worksamples. We will be supporting him in his efforts.
 * February 1**: I met with one of our M.Ed. students yesterday who is developing a grant proposal to a local foundation. The purpose of the proposal is to secure funding for a project that would deploy iPads in a pre-school for use with kids and teachers. The project would be done in concert with the graduate student's research project. What is interesting to me is that over the last two weeks, I have run across three separate groups of educators who are eager to use mobile computing devices with students. One of my initial thoughts in this regard is, will the equipment be used? I have been in a number of classrooms over the years in which computing equipment of all sorts was sitting idle. What difference is there in the mobile devices (if any) that will make them more accessible, easier to learn, compelling or educationally sound than the last two generations of ICTs?
 * January 28**: While reviewing the powerpoint found in the general course resource block of the course on foxtale, I remembered that a previous group of student colleagues in this seminar had worked together on a conference presentation in 2007. Go here to see the Google Group we created for us in developing that presentation. Google groups work as a nice alternative to wikis, as they have similar functionality availability that seems to be a little easier to use. Google also has sites which allows the user to create a website quickly and easily.
 * January 27**: While reading a Facebook post of a colleague of mine who I met in Second Life, I came across a meaningful blog post regarding discussion between natural and social scientists. I recommend it to you within the context of this seminar because it speaks of the mindset of technologists and their reaction to ethicists. Here is a cogent quote from the post:
 * "The point was driven home for me by a story I heard from a bioethicist who attended a large NIH-sponsored interdisciplinary conference on the Human Genome Project some years ago. After some general discussion, one biologist in the audience stood up and said, “When are you ethicists going to take your heel off the pipeline of biomedical research!” The room erupted into applause." ...Think about the implications of this exchange.

Another interesting aspect of the networked culture is how social media are being used for fund raising. Facebook and similar applications, as well as dedicated donation sites are being used quite effectively for charitable, political and social causes. See my nephew's fund raising site for the Blind Children's Center in Los Angeles as an example.
 * January 26**: I investigated the Escondido iRead program today. This program is done in collaboration with Apple Computers. It seems that the purpose of the program is to have teachers use iPods with students for literacy teaching and learing. More to come as I learn about the program.
 * January 25:** Yesterday, my colleague Marie Ballance and I visited with educators at Reynolds Middle School, in the east Portland area. We met with two teachers, their principal and a literacy coach involved with a literacy grant administered through my department. As part of their grant-related activity they are purchasing 20 iPod Touch devices for use in their classrooms. Although they had seen some other teachers demonstrating the use of the iPod with students, they are not sure what they will do with them. We discussed options on how to implement a program.
 * January 22**: I was reviewing a flyer that came to my son from the alumni office at George Fox University. Our colleague in this course, Robby Larson, directs that office. The flyer introduced social media that the alumni office is using now, including Facebook, LinkedIn and Twitter. You can check out how the alumni office is using these platforms by following the links for each. I am not sure what direction Robby is going to go with his project for this course, however, learning about how the alumni office is learning social media could be an interesting study.
 * January 19**: Next week, my colleague Marie and I will be delivering two new iPads to a teacher who is participating in a Literacy grant project with us. I want to begin learning from him what type of applications that he will be able to implement with his students. I also want to begin engaging him through the use of the iPod touch that I am now learning to use. My intent is to make this a baby step toward implementation of my project to discover how mobile devices can be used by educators for professional development purposes.

If you have never seen a Prezi, check out this presentation, which demonstrates some of the features that give it a distinct look and feel above slide presentations. Here is a beginning effort that I made about one year ago. Prezi is fun, somewhat easy to learn to use and all web-based, so there is no software to buy or download.
 * January 18**: We have a faculty candidate on campus today and she gave a fine presentation of her dissertation research. She used Prezi, a presentation application to very good effect.


 * January 11**:Two Hands, by Jars of Clay.

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 * January 8**: today I played with QR codes a bit by installing an ap on my IPod that allows me to **read** the codes. ScanLife is the firm that I created an account with to **make** QR codes. Kaywa is a web-based service to **create** QR code for text and urls. Wikipedia has a nice introductory page on QR codes. As stated there, A **QR Code** is a specific [|matrix barcode] (or two-dimensional code), [|readable] by dedicated QR [|Barcode reader] and [|camera phones]. The code consists of black modules arranged in a square pattern on a white background. The information encoded can be text, [|URL] or other data.

media type="custom" key="8005714" A QR to read simple text

media type="custom" key="8005632"A QR code for a url media type="custom" key="8005804"QR code for a phone number.


 * January 7:** Several weeks ago I purchased an iPod touch with some grant money I am working with. We also purchased two iPads for one of our middle school colleagues who is working on the grant. I hope to enter into a little demonstration project with him and several other colleagues I have worked with in the past on the use of mobile communication devices for professional communication. We are in the very early stages of the project. One of my colleagues, Anita Zijdemans Boudreau from Pacific University sent along a link to her very interesting and helpful website which catalogs information and computing technologies for teaching and learning. Find the site here. The site was created using a google site, which is a very nice alternative to a wiki, the medium we are using for this seminar. I submitted several proposals to the SITE conference over the Christmas holidays. SITE is the Society for Information Technology in Teacher Education, a sub-group of the Association for the Advancement of Computing in Education. Over the last several years, I have enjoyed presenting papers at the conference and others hosted by AACE. Follow this link to see abstracts of each of those papers and presentations.