RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY

The relationship between politics and educational technology: The implementation of Web 2.0 Interactive Learning Tools in British Columbia

Scholarly Essay ETEC 511 Mr. Franc Feng 15 August 2012 By Lynnette Earle (80034119)

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY The relationship between politics and educational technology: The implementation of Web 2.0 Interactive Learning Tools in British Columbia

Education is experiencing a paradigm shift in which Twenty-first Century Learning concepts are becoming common knowledge amongst educators. In British Columbia, a new Education Plan has emerged from the Ministry of Education that purports to incorporate these 21st Century skills with student-centered instruction. This plan places a renewed emphasis on learning, knowledge, and assessment while enabling teachers to provide a more personalized, yet global experience. Key to this plan is the effective use of technology in the learning environment. Technology must be intertwined into education because of its predominance in everyday life, which is one reason why education is experiencing a paradigm shift. Given the significant change in the learning environment demanded by the BC Education Plan, the province of British Columbia needs to find ways to create and/or change structures, practices, processes and policies. Background While this shift in education is occurring across Canada, it is under the jurisdiction of the provinces and is being coordinated by their respective Ministries of Education. Even though each jurisdiction is taking its own approach, many of these changes are based on the Constructivist Learning Theory (CLT) and the concept of Knowledge Building Environments (KBE). These models of learning are part of the foundations of 21st Century Learning, and in the British Columbia can be found in the new BC Education Plan (BCED). Technology is an integral part of both of these. These models are some of the foundations of twenty-first century learning and the new BC Education Plan (BCEP), both of which are not immune to the Web 2.0 concept in technology.

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY The Constructivist Learning Theory and Knowledge Building Environments The Constructivist Learning Theory is a philosophy developed from the work of David Ausubel, Jean Piaget, L. S. Vygotsky, and Jerome Bruner. The basic definition is that learners construct new knowledge by learning from their experiences. This approach to learning is a hands-on, active process where learners are not empty vessels waiting to be filled, but rather active organisms seeking meaning (Driscoll, 2005 p. 387). As constructivism is a learner-centered theory, it can seem as though the teacher does not play a role the in the learning process. However, as in Driscoll (2005), Perkins (1991, p.20) stated that It is the job of the constructivist teacher to hold learners in their zone of proximal development by providing just enough help and guidance, but not too much (p.393). Therefore, the constructivist teacher must ensure that the necessary scaffolding is in place in order for the learners to construct new knowledge. In the 21st century, collaborative interactive technologies such as social media and Web 2.0 tools facilitate the kind of dialogue necessary for constructivist learning. Consistent with Armstrong, Education using interactive Web 2.0 technology enhances the constructivists approach by enabling learning to be intertwined with ease of access to resources and in the societal context with that which students are familiar (2012, p. 9). According to Scardamalia and Bereiter (2003), knowledge building in educational contexts is equal to teaching approaches such as learning-by-discovery, project-based learning, anchored instruction, and collaborative learning. Thus it is used as a synonym for constructivist learning (Wilson, 1996) and offers no evident advantage over this older and more familiar term (p. 1). Scardamalia and Bereiter defines knowledge building environments as any environment (virtual or otherwise) that enhances collaborative efforts to create and continually improve ideas (2003, p.1). Knowledge Building Environments are places (or classrooms) where people work together and continually contribute knowledge. Within any community, there are always more knowledgeable others (MKO) and in knowledge-building discourse MKOs do not stand outside the learning process (as

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY teachers often do, but rather participate actively (Scardamalia & Bereiter, 1994, p. 274). Scardamalia and Bereiters concept of knowledge building is clearly identifiable in CSILE (Computer Supported Intentional Learning Environments). CSILE was designed to (a) make advanced knowledge processes accessible to all participants, including children, (b) foster the creation and continual improvement of public artifacts or community knowledge (Scardamalia, 2002), and (c) provide a community space for carrying out this knowledge building work collaboratives (Scardamalia, 2004, p.1). Twenty-first Century Learning and Web 2.0 Twenty-first century learning is a term that has many definitions. However, it requires students to be proficient in 21st century skillsthe skills, knowledge and expertise students should master to succeed in college, work and life (ISTE, 2007, p. 4). The International Society for Technology in Education has created a framework that not only expects students to learn core subjects, but includes a wide spectrum of concepts and abilities that students of today need to learn to be able to live and succeed in life. These concepts and skills are understanding 21st Century themes (global awareness, financial, economic, business and entrepreneurial literacy, and civic literacy, and Health literacy); being able to think critically and problem solve while being innovative and collaborative; information, media and technology skills; and life and career skills. Twenty-first century learning is a framework that prepares students to live and work in a time that is drastically different from the time when the current education system was shaped. According the British Columbia Ministry of Education, Twenty-first Century Learning means that students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions. Utilizing emerging technologies to provide expanded learning opportunities is critical to the success of future generations (2011). Within the framework of 21st Century Learning supports the concept of Web 2.0, which is a set of internet services and practices that give a voice to individual users. Such services thereby encourage internet users to participate in various communities of knowledge building and knowledge sharing

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY (Crook, et al., 2008, p.8). Specific technologies contributing to Web 2.0 include weblogs (blogs), wikis, syndication of content through RSS, podcasting and videocasting for audio and video content, social bookmarking, the sharing of photos, videos and other artifacts (Keats & Schmidt, 2007). One of the many Web 2.0 tools that are available is Google Apps. Specifically, Google Apps for Education enables learners to build knowledge, receive feedback and to learn together. According to Friesen & Lock, Finding ways to open spacesreorganize schedules, timetables, etc.where adults in schools can come together within a 21st century learning environment is essential in order to a) learn from and with each other (knowledge-centered), b) provide constructive, helpful feedback based on clear criteria and strong evidence (assessment-centered), and c) improve and change together (learnercentered) (2010, p. 26). Google Apps for Education allows learners to be a part of a worldwide community and build knowledge with those outside of the classroom. Davidson and Goldberg (2009) postulated that the single most important characteristic of the Internet is its capacity to allow for a worldwide community and its endlessly myriad subsets to exchange ideas, to learn from one another in a way not previously available. We contend that the future of learning institutions demands a deep, epistemological appreciation of the profundity of what the Internet offers humanity as a model of a learning institution (p. 1). The BC Education Plan The BC Education Plan is based on one principle: every learner will realize their full potential and contribute to the well-being of [the] province. [It] will focus on student-centered learning, ensuring the needs, strengths and interests of each student are a priority. Students will play a larger role in their education. Teachers will work collaboratively with students and their families. [BC] will see greater flexibility in how a school operates. And, [it] will use technology as a key tool for students (British Columbia Ministry of Education, 2011b). What does this mean for the classroom? It means that teachers

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY and students will have to readjust to meet the requirements of the current millennia. Many classrooms are teacher-centered and do not incorporate collaborative learning experiences. Many classrooms today also do not use current technologies to enhance learning they are still pencil and paper environments where students work on their own at their desks, listening to the teacher lecture. Learning environments of the 21st century should have tables, not pupil desks, which are more conducive to collaboration as well as learning technologies that allow students to drive their own learning, tapping into their strengths and interests. An Exemplary District Using Interactive Web 2.0 Tools and 21st Century Learning Concepts The Eastern Township School Board (ETSB) in Qubec that implemented a one-to-one laptop initiative, found that after the first year, students scored higher in reading (Friesen, 2010). This school boards Enhanced Learning Strategy (ELS) within eight years improved literacy and numeracy, reduced their dropout rate, and equalized the playing field (Friesen & Lock, 2010). This project empowered students to learn anytime/anywhere and encouraged teachers to engage in project/problem-based learning and individualized instruction to meet most students needs (Friesen & Lock, 2010, p. 39). This school district began its project in 2003 and continues their technology application learning initiative knowing that they still have work to do to ensure students are immersed in 21st century learning environments (Friesen & Lock, 2010, p. 41). Policies in British Columbia The BC Freedom of Information and Protection of Privacy Act (FOIPPA) has limitations with modern computing practices concerning Education. Part 3, Storage and access must be in Canada, section 30.1 states that A public body must ensure that personal information in its custody or under its control is stored only in Canada and accessed only in Canada (FOIPPA). With the relatively new concept of Web 2.0 tools, which often requires the personal email of the user to set up an account, the FOIPPA is limiting

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY as to what students and teachers can do unless the individual the information is about has consented in writing to their information being stored outside of Canada. In addition to Web 2.0 tools, social media sites that students frequently use, which clearly discloses much personal information, are discouraged by some school districts. However, according to the Disclosure inside or outside Canada, Section 33.1 A public body may disclose personal information inside or outside Canada if the information was disclosed on a social media site by the individual the information is about (FOIPPA). Social media sites such as Facebook and Twitter are set up and created by the user and come with a policy agreement that the user must agree to before completion of an account. Therefore, when teachers use these sites with students for educational purposes, no consent should be needed as the individual already disclosed their personal information on their own accord. However, the Freedom of Information and Protection of Privacy Act does not mention the concept of cloud computing, which includes the use of Web 2.0 tools other than social media, and the implications of the protection of privacy. According to Jaeger, Lin, and, Grimes, In spite of its promise and potential, cloud computing sits at the difficult intersection of new computing concepts and information policy. Not only does cloud computing raise major issues regarding privacy, security, anonymity, telecommunications capacity, liability, reliability, and government surveillance, relevant existing laws do not appear to be applicable to this new idea. This situation is indicative of a growing problem in which technology so far outpaces information policy that the developers and users of an important new technology create, implement, and use it, hoping that the law will ultimately catch up to their activities (2008, p.270). This only exemplifies the fact that current policies are out of date and need changing. Cloud computing (many web 2.0 tools) stores the users data and applications on the cloud cluster, which is owned and maintained by a third party. This characteristic of cloud computing is at the root of many challenging policy issues (Jaeger, Lin, & Grimes, 2008, p. 272). One of the reasons that school districts have issues with cloud computing in general is due to Acts (such as the USA Patriot Act and the Homeland Security Act) and other legislation in the United States which make it possible for the government to gain access to electronic information in virtually any context (Jaeger, Lin, & Grimes, 2008, p. 276). Jaeger, Lin, and

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY Grimes conclude that Many of the problems at the nexus of policy and technology derive from trying to use print-based concepts of policy in an electronic world (2008, p. 278). For educational purposes, the internet offers a number of pedagogically sound, learning enhancement tools that require users to create an account using an email address, mobile number or login via Facebook. This simple requirement, which allows the user to save and track their work, impinges on FOIPPA without the proper consent from parents. The issue for some school districts is the fact that they simply do not want to go down that road. This road is a political and legal road that, in order for school districts to progress into the 21st century, school districts need to pursue. According to Doyle et al., There is an interest by school districts in moving commodity and perhaps other services out of their data centres and into others. Some services that immediately come to mind are e-mail, VoIP and unified communications, blogs, wikis, video, etc (2011). Below are scenarios (from the Doyle et al. document) in which teachers use web 2.0 tools with their students that may violate FOIPPA policies: a teacher creates a class wiki on Wikispaces and accounts for their students; students use the wiki to complete class assignments; students include personal information such as first and last name, email address with work they create; what informed consent is required? a teacher gives their students the choice of how and where they represent their learning; some students choose to use a personal blog, a prezi, a Google doc, a delicious tagging account, a personal wiki, etc.; What responsibility does the teacher have to inform parents? What responsibility does the school or District have? (2011, June 17)

Rather than being afraid of the risks that the Internet contains, school districts should be teaching their students how to manage it safely and responsibly. According to the British Educational Communications and Technology Agency (BECTA), school districts need to focus on a model of empowerment; equipping learners with the skills and knowledge they need to use technology safely and responsibly and managing the risks, whenever and wherever they go online; and to promote safe and responsible behaviours in using the technology (2009, p.2). Therefore, it is essential that new policies and practices be established to support new approaches to learning.

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY Policies Specific to School District 33 School districts commonly have an Acceptable Use Agreement (AUA) for their students and staff to follow. School district 33 (SD33) is in the process of changing and/or updating its policies in reaction to the technology bubble that is hitting the world. The Chilliwack School District claims to embrace the use of information technology and the Internet due to their powerful tools for personalized learning (School District 33, n.d.); however, their policies are out of date and/or inadequate. The Acceptable Use Agreement mentions information technology and specifically, social networking which requires the adherence to a SD#33 Social Media Guidelines documentation, which is in the works. According to Bartel, Social media within Chilliwack school district is still a fairly new initiative. Despite technology integration listed as one of the four pillars in the school district's strategic plan, the social media aspect of technology has been slower going compared to other school districts like West Vancouver where every principal has been mandated to operate a school blog, and where the superintendent is constantly posting on Twitter (2011, November 14). School District 33 is in the process of creating a costly Virtual Learning Environment (VLE) for schools to use based on West Vancouvers current model, but is not yet ready for use. However, the VLE in question does not account for the privacy issues that are inherent in many Web 2.0 tools that are available on the Internet. Technology is not limited to devices or secluded VLEs, as the Internet holds many interactive technological tools for learning as well. Bartel later adds, while several teachers employ Twitter and Facebook accounts as a way of connecting outside the classroom with other teachers, as well as students and parents, there are no school district guidelines in place to control such use (2012, February 21). The policies and guidelines in SD33 are currently inadequate not only for social media use, but also for tools such as Web 2.0 and cloud computing. Simply stating use of the Internet is insufficient because many websites, which include Web 2.0 tools and/or cloud computing, require more from the user than in the early days of the Internet which consisted mainly of web browsing. Today, the Internet is a tool that allows users to not only research,

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY but to create, store, and share information: capabilities that require basic personal information. School District 33 needs to consider how to link the knowledge of its practitioners, the public and new knowledge in order for change to happen. What is Next? : 21st Century Professional Development for Educators Appropriate professional development (PD) for practitioners on proper use of web 2.0 tools and other technology applications is paramount for the pursuit of 21st century learning and the implementation of the BC Education Plan. Teachers cannot simply be told that they must change the way in which they teach they must be taught. According to Armstrong and Earle, As education goes through a paradigm shift with advances of technology for learning, it is imperative that teachers' professional development (PD) change. The 21st century PD model encourages a blended solution between face-to-face discourse and online collaboration that allows teachers to exchange ideas and reflect upon current teaching practices (2012). Consistent with Capuano & Knoderer, school districts need to reinvent themselves as a professional learning community, recognizing that functioning in such a way is key to sustaining and institutionalizing the initial work of a new learning initiative (as cited in Friesen & Lock, 2010, p. 43). The Eastern Township School Board (ETSB) in Qubec reported that Teacher P.D. must focus on the integration of new pedagogy, as well as in integrating technology into the classroom (Friesen & Lock, 2010, p.40). They believe that the reality of implementing such an initiative requires changes in beliefs, ideologies, philosophies and pedagogy. Friesen and Locks research determined that teachers within the initiatives researched were designers of learning who developed: i) strong authentic disciplinebased inquiry work for students, ii) scaffolded the work with robust instructional practices that conformed to the learners and assessment practices that assisted and aided each child to improve, grow and thrive in their learning, and iii) called upon networked digital technologies to create knowledgebuilding classrooms. Teachers created strong relationships with i) their students, ii) other teachers, and iii) created processes so that student build strong relationships with each other and with experts in the field as they learned

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY together. They worked with peers to critically reflect on their practice and work on improving their practice in the company of their peers (2010, p. 43-44). Friesen and Lock also took note that school leaders worked collaboratively with the teachers to create a shared vision and ensured that those involved in the initiative had consistent access to professional development to support technology use in teaching and learning (p. 44). In order for a school district to move forward and make changes to be in line with 21st century learning and incorporate BCs new education plan, careful considerations must be made in advance. Friesen and Lock (2010) outlined five items that need to be in place as districts move forward: 1. 2. 3. 4. What needs to be learned? What constitutes evidence of 21st century learning in a technologyrich environment? What are the appropriate data instruments to gather the identified evidence? What are the mechanisms for analyzing the evidence and identifying emerging trends over time? 5. How are the data being used to mark progress to feed forward into the creation of next steps? Not only do school districts need to consider the above items, but they must also consider legal and monetary implications that could arise. In order to make the changes needed, students, parents, teachers, administrators, etc. need to work together to create a strategic plan to implement 21st Century Learning skills and the BC Education Plan. Not only does working together accomplish a more informed public, but it also models to students what collaboration and knowledge building are while including them in the building process of a new education era. School District 33 is making changes and has made careful considerations concerning privacy and the Internet; however, its progress is slow, reactive, and non-collaborative. Its changes are also very narrow in terms of what the Internet and new technologies offer. School District 33 needs to pull together all stake holders and discuss what the future ten years from now might look like, not one or two years from now, and how the school district is going to proceed in terms of policies and professional development.

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY References Armstrong, M. (2012). Use of Interactive Web 2.0 Technology in Education: Google Docs. (Unpublished scholarly essay). University of British Columbia, Vancouver, BC. Armstrong, M. & Earle, L. (2012). Sustained Blended Professional Development in the 21st Century. Retrieved from http://sites.wiki.ubc.ca/etec510/Sustained_Blended_Professional_Development_in_the_21st_C entury Bartel, N. (2001, November 14). Candidates debate role of social media in education. Chilliwack Progress. Retrieved from http://www.bclocalnews.com/news/election/133847803.html?mobile=true Bartel, N. (2012, February 21). Chilliwack teachers face brave new world of online activitiy. Chillwack Progess. Retrieved from http://www.bclocalnews.com/news/139847333.html BC Ministry of Education. (2011). 21st Century Learning. Retrieved from http://www.bced.gov.bc.ca/dist_learning/21century_learning.htm BC Ministry of Education. (2011). BCs Education Plan. Retrieved from http://www.bcedplan.ca/theplan.php#panel1-2 British Educational Communications and Technology Agency. (2009). Harnessing technology, safeguarding future education and skills learners in a digital world. Further education and Skills. Retrieved from http://www.teachfind.com/becta/about-becta-publications-harnessingtechnology-safeguarding-further-education-and-skills-learn Crook, C., Cummings, J., Fisher, T., Graber, R., Harrison, C., Lewin, C., Logan, K., Luckin, R., Oliver, M., & Sharples, M. (2008). Web 2.0 technologies for learning: The current landscape opportunities, challenges and tensions. British Educational Communications and Technology Agency (BECTA). Retrieved from http://www.e-learningcentre.co.uk/Resource/CMS/Assets/5c10130e-6a9f-102ca0be-003005bbceb4/form_uploads/web2_technologies_learning.pdf Davidson, C.N. & Goldberg, D.T. (2009). The future of learning institutions in a digital age. The John D. and Catherine T. MacArthur Foundation. Cambridge, MA: The MIT Press. Retrieved from http://www.scribd.com/doc/13476078/TheFutureofLearningInstitutionsinaDigitalAge Doyle, F., Kiewitz, K., Wilcox, S., Gillis, J., Pennell, T., Quinton, C., Fernandes, C., Kuhn, B., Dallas, J., Lemiski, C., Vandergugten, D., Eskandar, R., Jung, R., Clarke, J., & Gagel, M. (2011, June 17). BC School District Panel and Table Discussion of FIPPA and Cloud Computing. Retrieved from https://docs.google.com/document/d/1rTRiElreUjOjPkpS_QXfZWVGW54vwBkVLKxvkMjaKgw/e dit#heading=h.50tgxuaqwy3n

RUNNING HEAD: THE RELATIONSHIP BETWEEN POLITICS AND EDUCATIONAL TECHNOLOGY Driscoll, M.P. (2005). Psychology of Learning for Instruction (pp. 384-407; Ch. 11 Constructivism). Toronto, ON: Pearson Freedom of Information and Protection of Privacy Act [RSBC 1996] Chapter 165. Queen's Printer, Victoria, British Columbia, Canada. Retrieved from BC Laws website http://www.bclaws.ca/EPLibraries/bclaws_new/document/LOC/freeside/--%20F%20-/Freedom%20of%20Information%20and%20Protection%20of%20Privacy%20Act%20RSBC%2019 96%20c.%20165/00_Act/96165_03.xml Friesen, S. & Lock, J.V. (2010). High Performing Districts in the Application of 21st Century Learning Technologies: Review of the Research. University of Calgary. Retrieved from http://o.b5z.net/i/u/10063916/h/Pre-Conference/cass_lit-review_final.pdf ISTE (The International Society for Technology in Education), the Partnership for 21st Century Skills and the State Educational Technology Directors Association (SETDA). (2007). Maximizing the Impact: The pivotal role of technology in a 21st century education system. Retrieved from http://www.setda.org/c/document_library/get_file?folderId=191&name=P21Book_complete.p df Jaeger, P. T., Lin, J. &, Grimes, J.M. (2008). Cloud Computing and Information Policy: Computing in a Policy Cloud? Journal of Information Technology & Politics, 5(3), 269-283. doi: http://dx.doi.org/10.1080/19331680802425479 Keats, D. & Schmidt, P. (2007). The genesis and emergence of Education 3.0 in higher education and its potential for Africa. First Monday, 12(3), 5 March 2007. Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1625/1540 Scardamalia, M. (2004). CSILE/Knowledge Forum. Education and technology: An encyclopedia. Retrieved from http://www-personal.umich.edu/~jaylemke/courses/ED750/CSILE_KF_illus.pdf Scardamalia, M. & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. The Journal of the Learning Sciences, 3(3), 265-283. Scardamalia, M. & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269272). Thousand Oaks, CA: Sage Publications. Retrieved from http://ikit.org/fulltext/2003_KBE.pdf School District 33. (n.d.). Chilliwack School District Acceptable Use Agreement. Chilliwack, BC: School District 33 Printing Office.