ERIC ED477705: INSIGHT: Vision & Leadership, 2002.

204 Pages·2002·3.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 477 705
IR 021 972
McGraw, Tammy, Ed.
AUTHOR
INSIGHT: Vision & Leadership, 2002.
TITLE
AEL, Inc., Charleston, WV.
INSTITUTION
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
ISSN-1536-6324
ISSN
2002-00-00
PUB DATE
203p.; A publication of the Institute for the Advancement of
NOTE
Emerging Technologies in Education (IAETE). Published
annually. For the 2001 issue, see ED 459 688.
CONTRACT
ED -01 -CO -0016
INSIGHT Editor, IAETE, P.O. Box 1348, Charleston, WV 25325-
AVAILABLE FROM
1348 (yearly subscription, $50). Tel: [phone]; Tel: 800-
624 -9120 (Toll Free); Fax: [phone]; e-mail:
[email protected]; Web site: http://www.iaete.org/.
Collected Works
Serials (022)
PUB TYPE
INSIGHT; v2 n1 2002
JOURNAL CIT
EDRS Price MF01/PC09 Plus Postage.
EDRS PRICE
*Educational Development; Educational Planning; *Educational
DESCRIPTORS
TechnolOgy; Elementary Secondary Education; Futures (of
Society); *Instructional Leadership; Internet; *Technology
Uses in Education; Telecommunications
*Visions
IDENTIFIERS
ABSTRACT
This publication focuses on promising new and emerging
technologies and what they might mean to the future of K-12 schools. Half of
the volume contains articles devoted in some way to "Vision," and articles in
the other half are under the heading of "Leadership." Contents in the
"Vision" section include: "The Future of Reading and Learning To
Read" (Michael L. Kamil); "Biometric Authentication" (Anil K. Jain, Salil
Prabhakar); "Students as Creators in the Real World" (Terence Rogers); "Tele-
Immersive Environments for Education" (Kostas Daniilidas, Ruzena Bajcsy);
"Mobile Usability Requires Telephones To Die" (Jakob Nielsen). This section
also includes an interview with Senator Jay Rockefeller of West Virginia.
Articles in the "Leadership" section include: "The Effects of Pervasive,
Consumer-Based, Interactive Multimedia Games on the Reading Disorders of ADHD
Children" (Tammy McGraw, Krista Burdette, Virginia Seale, Soleil Gregg);
"Biometric Technology Goes to School" (Mary Axelson); "An American Sign
Language Finger-Spelling Translator" (Ryan Patterson); "From Conference Room
to Classroom: The 'Magic' of Teleportation" (Tammy McGraw, Krista Burdette);
and "Formative Visions: Using Handheld Computers To Support Diagnostic
Instruction" (Larry Berger, Elizabeth Lynn). This section also includes an
interview with Janet Copenhaver, director of technology at Henry County
Public Schools in Virginia.
(MES)
Reproductions supplied by EDRS are the best that can be made
from the original document.
INIISIGHT
A PUBLICATION OF THE INSTITUTE FOR,THE ADVANCEMENT OF EMERGING TECHNOLOGIES IN EDUCATION
IAETE
EDUCATION
U.S. DEPARTMENT OF
Improvement
Office of Educational Research and
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
reproduced as
This document has been
organization
V I SION
received from the person or
originating it.
made to
Minor changes have been
improve reproduction quality.
in this
Points of view or opinions stated
represent
document do not necessarily
official OERI position or policy.
2 0 0 2
EST COPY AVAILABIN.
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CONTENTS
THE FUTURE OF READING AND LEARNING TO READ
by Michael L Kamil, Ph.D.
ii
5
BIOMETRIC AUTHENTICATION
L by Anil K.Jain, Ph.D. and Salil Prabhakar, Ph.D.
29
STUDENTS AS CREATORS IN THE REAL WORLD
by Terence Rogers, Ph.D.
53
TELE-IMMERSIVE ENVIRONMENTS FOR EDUCATION
nr by Kostas Daniilidis, Ph.D. and Ruzena Bajcsy, Ph.D.
71
r MOBILE USABILITY REQUIRES TELEPHONES TO DIE
by Jakob Nielsen, Ph.D.
87
FACE TO FACE: AN INTERVIEW
WITH SENATOR JAY ROCKEFELLER
99
HINDSIGHT
106
Editor in Chief Tammy McGraw
Executive Editor: Mardell Raney
Managing Editor: Krista Burdette
The Distinguished Achievement Awards program recognizes diverse
learning resources exhibiting superior content and educational value.
Art Director: Richard Hypes
Executive Assistant: Sara Marchio
Senior Copy Editor: Nancy Balow
Senior Copy Editor: Carla McClure
Copy Editor: Sheila McEntee
Web Producer: John Ross
IN SIGHT 'Volume 2 'Issue I
(ISSN 1536-6324) is published annually by The Institute for the Advancement of Emerging Technologies in Education (IAETE) at AEL.
Copyright 2002 by AEL All rights reserved. Yearly subscription price is $50. IN *SIGHT welcomes comment in the form of letters to the editor and
submissions for
consideration. Letters, inquiries, and submissions should be addressed to IN SIGHT Editor, P.O. Box 1348, Charleston,WV 25325-1348. Phone: [phone].
Fax: [phone]. E-mail: [email protected]. All requests to reprint articles must be made in writing. This product is based
on work sponsored wholly or in part by the
Office of Educational Research and Improvement U.S. Department of Education, under contract number ED-0 I-00-0016. The opinions expressed
on the pages of .
IN*SIGHT do not necessarily reflect those of IAETE,AEL OERI, the Department or any other agency of the U.S. government AEL is
an equal opportunity/affirmative
action employer. All Web addresses cited herein were active at the time this document was published. Printed in the U.S.A.
IAETE
EMERGING TECHNOLOGIES
OUR MISSION: TO SUPPORT THE PURPOSEFUL USE OF NEW AND
TO IMPROVE TEACHING, LEARNING, AND SCHOOL MANAGEMENT
On the cover: Rene Magritte's Le Maitre d'ecole (The School Headmaster)
All rights reserved.
© 2002 C. Herscovici, Brussels / Artists Rights Society (ARS), New York.
4
Technology is empowering students to think and act creatively in ways that we
are only beginning to understand. Recently I had the opportunity to talk with a 17-
4111,111116
year -old entrepreneur about her Web site development business. She told me that
she learned HTML when she was 10 years old, and that since then, it has become
a "second language" to her. She has used this second language in recent years to earn a five-
figure income annuallynot bad for a part-time high school job. This student impressed me
when she said, "I can accomplish anything with Photo Shop." Her words reminded me that
digital tools and media offer unprecedented opportunities for student
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expression.
i
Nicholas Negroponte talked about the new "E-xpressionists"
J
in his 1995 book Being Digital He suggested that we are entering
an era when expression can be much more participatory in nature,
allowing the viewer or listener to transform the work of art to
meet his or her personal needs or preferences. Digital
manipulation is beginning to empower students to participate
fully in the creative process, instead of just assuming the role of
consumer.
So how do "peer-to-peer" file sharing and other Napster-
type issues affect this new era of creative possibility? It is difficult to
know, but there are early instances that might inform our thinking.
The work of Rene Magritte, whose painting Le Maitre decole is
featured on the covers of this issue of IN *SIGHT, might be the perfect
example. Magritte's art has been widely reproduced on everything from
book covers to product packages, posters, and television advertisements. It
is reported that Magritte was never angry about this blatant copyright
infringement. In fact, he encouraged reproduction of his paintings in
any form and viewed it as a surrealistic way to display his work. Only after
his death in 1967 were copyright infringement penalties enforced. I
believe Magritte would have greeted the idea of sharing his work over
the Internet with great enthusiasm.
We, too, are enthusiastic about sharing our work over the
Internet and invite you to visit www.iaete.org/insight to participate fully
U
in the exchange of information inspired by IN *SIGHT. The articles
presented here represent a starting point for what we hope will
a
be a rich and productive discussion about these topics. We
believe vision and leadership must be viewed in tandem.
fi
Vision is important for illuminating possibilities while
leadership helps us explore areas where more rigorous work
is needed It is important to view these papers in this
context and to remember they represent the
authors' perspectives at a given point in time.
McGraw, Ed.D.
Tamm
.
fi
Executive Director
IAETE at AEL
a
[email protected]
JoSIGHT 1 2002 I VOL. 2 !VISION
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John Cage
vr\is I G H TI 2002 IVOL.2 !VISION
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THE FUTURE OF READING
AND LEARNING TO READ
Michael L. Kamil, Ph.D.
Michael Kamil presents his vision for the future of reading. He describes how
technology can be used to support reading instruction and the process of
learning to read.
In the Leadership section, IA.ETE staff discuss their work
with recreational, interactive inultimedia games as a means to address neural
impairments thought to underlie reading and attention disorders.
I N.oS IGHTI 2002 I VOL. 2 I VISION 5
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THE FUTURE OF READING AND
LEARNING TO READ
Michael L Kamil, Ph.D.
of
g instr ction
The C arrent Vi
Re
f one walks into an elementary classroom today, one sees a setting that has
changed little in the past century. There are 20 to 30 students seated at individual
desks, a teacher at a larger desk, blackboards or greenboards along most of the walls, a
classroom library, an alphabet chart, and other traditional literacy elements. Posted
around the room are classroom rules and student work. A computer (or two or three)
might sit in the back of the room or in an isolated corner. In some classrooms, the
computers are connected to the Internet. The computers are among the few artifacts
added to the classroom during the past 50 years.
Reading is taught with basal readers, written for the grade level of the students
in the classroom. The social organization of the classroom comprises small groups of 6
to 10 students. Students read aloud in their groups and do independent work when
they are not in groups. The independent work often employs conventional literacy
materialspaper and pencil. Sometimes, students use the computer for independent
tasks such as writing or some form of learning. In upper grades, the computers are used
for research and often have a greater role in the curriculum. In some classrooms, there
are adult aides who work with students. The teacher attends to a few students at a time
but generally focuses on an individual even when students are in groups.
Not all classrooms follow this pattern but it represents an "average" classroom
of today. How might classrooms look in the future?
I N >ES I 0 11 T 2002 I VOL 2 I VISION 7
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INs I 6 H T 2002 1VOL.2 'VISION 8
It is important to
A lantalledstfic Wew of Reading finstructfion
explore the
definitions of
In The Diamond Age, Neal Stephenson describes a "book," "a young lady's
literacy and
primer," which serves as a complete learning environmenta replacement for teachers
literacy
It adapts instruction to the state of the learner, the learner's environment,
and parents.'
learningboth
It teaches anything the student needs to know, based on
and the needs of the learner.
the contemporary
and potential
the student's knowledge, the events occurring in the environment, and what is most
future
critical in terms of content. This "book" has only a single page, which can be refreshed
definitionsand
electronically without physical connection to a computer network. It has both audio
how they might
and video capabilities. The Primer Stephenson envisions is fully interactive and
affect future
teaching, literacy,
independent except for the speech handled by live individuals who are connected to the
and learning.
book's network and provide real-time performances.
This could be the ultimate learning environmentcapable of teaching
whatever is needed, "just in time," individualized to the learner. Stephenson presents a
fanciful and provocative account of future learning. How much of this is possible?
How much of it is desirable? And how much of it would be effective? Will literacy, as
well as content, be taught by such devices in the future?
To answer these questions, let us consider the factors involved in developing or
implementing a device that would approximate the Primer Stephenson describes. These
factors can be roughly divided into two groups of considerations: one set deals with
issues of software and the other set involves hardware issues. Before considering these
learning
two factors, it is important to explore the definitions of literacy and literacy
both the contemporary and potential future definitionsand how they might affect
future teaching, literacy, and learning.
Literacy and Learning Deffinfitions
We need to be clear about what we mean by literacy. Not only has its
definition changed dramatically over the years, it now includes the notion that learning
It will probably be even broader in
from text is as important as being able to read text.
the future.
I NriS IGHTI 2002 I VOL. 2 1VISION 9
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