What is Emerging Technology?

The term “emerging technology” is one that is heavily debated on how it should be defined.  According to Dr. David Thornburg, the two definitions are “if is new to your community of practice” or “when it first starts to become manifest anywhere in the world” (Laureate, 2009).  These definitions both make sense to me and I can see why there would be debate between them.  Then we can look at Dr. Elliott Solloway’s definition.  Dr. Solloway “defines emerging technology as a non-linear process plagued with lots of gaps that moves an emerging technology forward through decreasing production costs, to desirable services to becoming an essential technology impacting everyday life” (Croteau, 2012).  His viewpoint tells us that technology moves out of emergent once the price drops and it becomes mainstream, or the popular technology.

I have often used the term emerging technology to define new pieces of technology I introduce to the district.  Basically it is emerging for the staff who have never worked with it before.  One could argue that the definition can’t be static but can be used in many different categories.  I could say something is an emerging technology in our district or in education.  Even ISTE (International Society of Technology in Education) tells us that “even technologies that have been around for awhile can still be considered emergent if they have not reached the awareness of or have been adopted by teachers” (Thornburg, 2009, p.4). 

I was pretty stuck on that idea until I read more of Dr. Thornburg’s “When is Technology Emergent”.  He began talking about how the different definitions of emergent technology can be dangerous.  One example he gave of these is parallel virtual worlds in cyberspace.  Really this technology began around 1995 when The Palace was released.  It already began being used by some in education at this time.  However, it really was not widely known until another product called Second Life came out.  The point that Dr. Thornburg made was that “to think tools like Second Life are ‘emergent’ technologies does serious disservice to those pioneers who used the original tools when they were first released.  What were they?  Pre-emergent technology users?” (Thornburg, 2009, p.5).  I can not argue with that logic.

By choosing this definition then, that a technology is emerging when it firsts begins to manifest anywhere in the world, I began looking at what kind of technology is emerging at this very moment.  I was very intrigued by screenless display.  When I think of this, I think of Star Wars 3-D holographic imaging.  Something that can appear in the center of the room and students can manipulate and interact with.  Although augmented reality through apps like Aurasma and Chromeville have started to appear in education, it still does not hold the potential for what screenless display could have. 

By looking at emerging technologies through this lens, I know that it can have implications on the way I share it.  The more I examine this, the more I understand how true the statement is.  Many technologies I adopt may still be considered emerging when I begin working with how I can implement them in my role.  It is when I actually share them with others that I believe they have become more mainstream.  To the staff I work with, they are emerging.  I often hesitate in signing up to present on technologies I use and how to apply them in education only because I feel its not new or something that people don’t know about.  I really have to keep my mind on the fact that to those I am sharing with, this could be brand new, something that they can use to innovate their teaching practice.  This also is a positive because I feel more confident in sharing something that is new and it’s harder to question or talk over me.  If it is a mature technology I am sharing, I have lots of resources to back what I am saying, but if it truly is an emerging technology then its cutting edge and might be fair from perfect.

References:

Croteau, Jacqueline. "Emerging Technology, Three Definitions Evaluated - Aazinaago."Aazinaago Consulting. 12 Oct. 2012. Retrieved 30 Oct. 2014 from web. <http://www.aazinaagoconsulting.com/2012/10/emerging-technology/>.

Laureate Education, Inc. (Executive Producer). (2009). New and emerging technologies: What is emerging technology? Baltimore, MD: Author.

Thornburg, D. D. (2009b). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.

Backchannels

Over the past year I have been sharing a lot about backchannels with staff and find that many are unfamiliar with this term. A backchannel is "the practice of using networked computers to maintain a real-time online conversation alongside the primary group activity or live spoken remarks". There are many tools available that teachers can utilize as backchannels in the classroom.

• Today's Meet - "TodaysMeet helps you embrace the backchannel and connect with your audience in realtime.  Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.

• Edmodo - "Quickly and easily bring your Edmodo groups into a realtime discussion.  Each Edmodo group can have a BackChannel Chat.  View the names and profile pictures of your Edmodo students.  The Edmodo app has All of the premium features of Backchannel Chat such as private messages, full transcripts, and advanced moderation."

• Padlet - "Padlet is a free tool to create an online bulletin board that you can use to display information on any topic.  You can add images, links, video, and more.  Walls can be private, open to the public, or moderated by you- meaning that you approve all contributions before they show."

• Socrative - " Through a virtual room such as those available in Socrative, students may pose questions or comments regarding the material at hand in real-time, which the teacher may use to drive teaching and discussion. Classroom collaboration thus extends beyond segments of teaching followed by discussion, seamlessly melding the two, fostering participation and engagement.  Often done silently, it helps maintain class control while igniting and furthering collaboration."

Below are some resources (documents & webinar), from EdTech presenter and blogger Richard Byrne, that can help you understand how to use backchannels and the difference between these different backchannel tools.

• Backchannel/ Informal Assessment Tools Comparison Chart -
• A Teacher's Guide to Classroom Backchannels & Informal Assessment Tools

Yellowstone Virtual Lesson with a Park Ranger

The 4th grade students at Jefferson had another amazing experience today. They got to speak with a Yellowstone National Park Ranger. Ranger Ali spoke with the kids about the wildlife you can find in Yellowstone National Park such as bears, wolves, bison, and elk. Students got to ask her questions, see real wildlife skull and fur, and hear some amazing facts. 

She described the difference between the predators and prey. They learned how the wolves were reintroduced into Yellowstone and the effect that had on the ecosystem there. Ranger Ali also shared information on her job, and the geothermal features of Yellowstone like the geysers, hot springs, and mud pots. (Check out the Yellowstone webcams from some of the geysers)

The kids learned a lot, as well as the teachers, and were engaged the whole time. They came up with great questions! Definitely a great two day start to the students' animal and ecosystem unit.

Talking about Buffalo & Plains Indians Virtually with Experts

Imagine not being able to buy your clothes, tools, food, and household items at a store! During this virtual lesson today, 4th grade students at Jefferson ​​​​​​​​​​​​were challenged to think about how they would meet their needs using the natural environment around them. Students spoke with experts from the Buffalo Bill Center of the West in Cody, Wyoming.

They discovered that long ago many Plains Indian tribes had to use the natural resources around them to survive. This lesson introduced students to a traditional Plains Indian story about a mischievous young man who gets his head stuck in a buffalo skull. 

Iktomi And The Buffalo Skull 

Then they learned the culture of Plains Indians and buffalo as the presenter introduced them to their hands-on collection pieces. They discussed how the Plains Indians used the fur, hide, sinew, bones, and even bladder of the buffalo in their every day lives. The lesson was very informative, interactive, and engaging!

It also met several Common Core Standards as well as national standards in history and social studies.

It's already almost the end of October.....

The year has gotten off to a crazy start!  I hit the ground running and haven't looked back.  I am finally getting some time to fill people in on what I have been up to for the school year.  On the telepresence front, I have already had four guests connect with my classes virtually and quite a few more scheduled ahead.

The first virtual connection was with author Jonathan Emmett who is a children's author from Nottingham, England.  Mr. Emmett is the author of over 51 books, many geared to the younger students. He read aloud to the Kindergarteners one of his books titled "Wanda Wallaby Finds Her Bounce". This story was about "Wanda Wallaby has lost her bounce! Try as she might, she can’t find it. She asks all the other animals, but no one can help. Until, that is, she meets the crocodile – whose advice has a remarkable effect on the innocent Wanda.” The students then were able to ask Mr. Emmett questions like “how many books have you written” and “how do you come up with your characters”. 
Check out Jonathan Emmett’s website at http://www.scribblestreet.co.uk/

The second one was with second graders at Roosevelt Elementary skyped with the Night Zookeeper all the way from the United Kingdom. The Night Zookeeper is a character based on a magical story about the adventures of a night zookeeper and the fantastic animals he meets on his nightly rounds. Students then went into the computer labs and designed their own Halloween animal that would live in the night zoo. What great imaginations they had. Next week they will continue on by writing their own Halloween stories about an evening in the Night Zoo!
https://www.nightzookeeper.com/

My third virtual connection was with Kindergarteners  at Jefferson.  Students spoke with Firefighter Dayna Hilton and Molly the Fire Safety Dog all the way from Arkansas. Firefighter Dayna is a children's author, firefighter and director of Keep Kids Fire Safe Foundation.  She has been featured in USA Today, People magazine, and on PBS Kids.

Firefighter Dayna read the students her story called Sparkles the Fire Safety Dog and talked with them about Fire Safety.  They discussed smoke alarms, practicing fire drills at home, having a meeting place, and having 2 ways out. Dayna went through the steps to take when the smoke alarm goes off at home. 
Check out the website: http://www.firesafetydogs.com/ 

The last connection I made was with the Yellowstone National Park.  Fifth Grade students at Roosevelt Elementary got to speak with a park ranger from Yellowstone National Park.  He touched on a great deal of topics for the kids and took the lesson wherever the students' interests lead making it very informative and engaging.

Some of the topics that were discussed and addressed were geothermal events in the parks, like hot springs, and geysers.  He explained that Steamboat is the geyser that can shoot water the highest but it is not as well known as others like Old Faithful, which at 50 feet below the surface has a temperature of over 400 degrees.  He also showed and discussed obsidian rocks and petrified wood.

The most interesting topics to the students were the fact that Yellowstone sits on a volcano, there are about 20 wildfires a year, and the bison is the most dangerous animal in the park.