Globalization (Korean-wave or Korean-pop) Research Paper

Globalization (Korean-wave or Korean-pop) - Research Paper ExampleThis look for testament help the people to extrapolate what the effect of globalization of different culture is and how it helps the Korean Pop culture to spread all crosswise the globe. Apart from that this research paper will similarly help us to discuss the effect of globalization on the Korean Pop culture and also how it influences other music types across the globe. With the help of this research paper we can analyze the effect of globalization in a particular field like culture and music. Being a culturally inscrutable country, the main aim of Korea is to spread their culture all across the globe. These reviews will help us analyze different positive and negative effects of globalization, how Korean wave culture uses this concept of globalization in their advantage to promote their culture.The working thesis of this paper will be globalization is just a supporting tool not the essential one to promote the Ko rean Pop culture as this culture have the essence in it to attempt noticed by the world. The answer of the research questions will be ground on the literature review, primary research. Through literature review we will discuss about different authors and scholars viewpoint about how the globalization plays a role in cultural mix and match across the globe and how it plays a role in the journey of Korean pop music. The primary research will help us to get the present conceit about the effects of globalization on the Korean culture in terms of both positive and negative, along with the opinion of common man regarding how the globalization helps in popularity of Korean pop or Korean wave.While answering this paper we will take a primary research based go about with supporting the view of the positive impact of globalization based on different authors viewpoints. The primary research will be based on 10 questions, out of which 8 will be close ended questions and rest 2 open ended. T he answers of the open ended questions

Art Essay Example | Topics and Well Written Essays - 1250 words - 4

Art - Essay Examplee Head of Saint deception the Baptist is one example of the artists works with Biblical subject and embodies the style of the Baroque period, which is characterized mainly of dynamic movements and emotional intensity. In Caravaggios painting depicting the Biblical character Herodias with the decollate John the Baptist, dynamic movement is evident in the oblique lines visible in the artwork particularly the leaning position of the main subject enchantment as the emotional intensity is visible in the colors used by the painter.The colors used were dominantly dark shades of red, blue, brown and green as if signifying the somber mood of the painting as it mainly depicts the death of John the Baptist and the triumph of the wicked. The colors also insinuate the bloodshed that transpired and the lifeless head of John the Baptist that is of a greenish-blue pallor. The volume element of the painting shows depth of each form in the painting and contributes to the dramatic appeal of the artwork as it creates an impression that the individual in the painting holding a severed head is real and is just in front of the viewer. The emotional intensity in this painting absolutely exemplifies the attributes of the Baroque period and serving the propaganda of the Catholic Re-reformation during that period.Pilgrimage to Cythera (Embarkation for Cythera) done in 1717 by French artist Jean-Antoine Watteau is oil on canvas work created during the rococo period and is 1.29 m x 1.94 m. in size currently housed in the Louvre. Watteaus artwork was created during the Age of Enlightenment in Europe wherein philosophical cogitate had flourished and artworks commonly had to be confined to have a rationale behind them. (Pomarede) Appropriately representing the Rococo style is the artists Pilgrimage to Cythera (Embarkation for Cythera) in equipment casualty of lines, subject and form since it depicts a group of men and women in a scene that looks as though they were pr eparing to travel to Cytheraan island

News media Research Paper Example | Topics and Well Written Essays - 500 words

News media - Research Paper ExampleThe principle of this article was to make clear to the public about the dangers of meat product consumption. In addition, it would come alive the government to introduce activities that could tame unscrupulous meat packagers and processors. In this sense, this article is intended for responsible entities much(prenominal) as the USDA. It is also projected to the public and institutions such as public schools. For the public, it is vital that they assess the credibility of restaurants and retail houses. On the other hand, the government should attain information about the potent of the current nourishment industry for respective reactions.This is a NY Times piece that was published in the month of October and in the 2009. New York Times is an approved entity that specializes in various kinds of informatory articles. They range from investigative reports to reactionary opinions. According to New York Times, Moss is a Pulitzer winning journalist tha t has been specializing in investigative and informative pieces. In this sense, his pieces would be mostly documentary and vent oriented. Mr. Moss has a high level of credibility since he specializes in food industry. His Pulitzer price was based on the E.Coli virus report about Stephanies situation.Since 1994, the government banned grocers and meat companies from beef that carries the virulent strain of E.Coli (Moss 1). The scientific name of the virus relates to 0157H7. It came into public focus in 1994 because of an outbreak which resulted into the deaths of four children. In spite of its age since the 1994 scare, many individuals still sicken of this deadly pathogen.In spite of Ms. Smiths extreme reaction to E.coli strain, it is discernible that the system was smutty in its meat safety procedures (Moss 1). This is exemplified in the trace of her infection through corporate records and interviews. This makes beef consumption a dangerous

Comparison of the Scientific Philosophies of Kuhn, Duhen and Lauden Essay

Comparison of the Scientific Philosophies of Kuhn, Duhen and Lauden - Essay ExampleTherefore, his philosophy will be examined first. Duhem posits that hypotheses are non straightforwardly refuted by experiment and that there are no crucial experiments in science. (Wikipedia, 10/19/11) This means that a hypothesis cannot be directly disproved by world part of an experiment. There are several possible reasons which support this theory. First, Duhem works on the presumption that experiments are conducted by humans, who are fallible. Therefore, the results they produce will not be perfect. This means that experiments in science are inherently flawed, which devalues the results of said experiments. Duhem would go on to set the stage for the theories of Kuhn and Lauden, because Duhem beats the idea that hypothesis, experiment, and fact are not inextricably linked. Kuhn and Lauden dig deeper to consider the reasons why. Thomas Kuhn makes the point that science has included bodies of beli ef quite incompatible with the ones we hold today. (Kuhn, 238) The premise here is that one propagations science is another generations bunk. Certainly, history is full of examples of past beliefs which have fallen out of fashion with the advent of scientific association and the technology which helps to uncover it. For example, scientific beliefs since the time of the Egyptians have changed irrevocably over the centuries, but Kuhns point is that at the time those discoveries were made, they were the newest (and therefore most valid) sources of scientific information. Kuhn further posits that what scientists and scientific historians should be concerning themselves with is to ask new sorts of questions and to trace different, and often less than cumulative, developmental lines for the sciences. Rather than seeking the permanent contributions of an older science to our present vantage, they should attempt to display the historical integrity of that science in its own time. (Kuhn, 2 38) By contrast, Larry Laudan challenges us to re-consider the entire purpose of science. He believes it is to askwhether science finished time brings us closer to achieving our cognitive aims or goals. (Laudan, 145) Does scientific knowledge bring us closer to those? Laudan presents a valuable point, which is that principals of testing, comparison, and evaluation of theories seem to vary significantly from level to level. (Laudan, 144) This seems to say that there are a number of variables present which cannot be reconciled from level to level or from scientist to scientist. These variables can tell themselves as simply as the fact that all people interpret results slightly differently. Take, for example, a doctor who views a patients X-ray on which there is evidence of carcinoma. A general practitioner would have a different interpretation of this than would a pulmonary specialist. They both see cancer, but whole the pulmonary physician can properly assess which treatments wou ld be most appropriate in attempting to eradicate the cancer. Now, suppose the patient can merely pass on to see his general practitioner because that is all his insurance will pay for he never gets to see the lung specialist, and is relying entirely on the scientific opinion of only one scientist to assess his chances of survival. This is only one example of the flaw in scientific method suppose the pulmonary physician was more well-read on the latest techniques of eradicating lung carcinoma, and the general

Impact of Celebrity Endorsement on Consumers Dissertation

Impact of Celebrity Endorsement on Consumers - Dissertation drillThe advent of globalization and liberalization in the world markets has brought increased competition at the local level as well. Now, there be products and services that are available anywhere in the world and the customers are given a wide array of choice to choose from. There are a sorting of products, substitutes, prices and overall value packages that are now made available to the customer due to the rapid development of information and communication technologies as well as logistics management. The changes in the technological and the global business environment abide brought additional pressures on the organization to remain viable and competitive in the market. Organizations now have to invest in new product development strategies, look out for ways of reducing costs and expanding distribution channels and reaching out to the largest heel of customers using their limited budgets. Consumer awareness, consume r acceptance and retention and consumer feedback have become an important guiding factor for the organizations to develop products and markets (Perrault et al, 2000). Researchers have increasingly found that the customers are greatly influenced by the fact that they can easily attain more information about the product or service, that they are able to recall the product or the brand and that their friends or family are already using the product. This means that the more the brand awareness, the greater the chance that the products will be bought by the customers and also recommended to others by them.

Media and war on Terror Essay Example | Topics and Well Written Essays - 250 words

Media and war on Terror - Essay ExampleThe government on the other hand used the media to counter the information and claims distributed by terrorists. with the media, governments also wages a war of winning the hearts and minds of the people by letting the public know how terrorist organizations are causing havoc in our society. In so doing, they erode public sympathy from the terrorist potential supported. Having said this, media inadvertently becomes an instrument of the tugging parties on the war on terror.Media and terrorism will eternally have a symbiotic relationship because media will feed on the news created by terrorists. The low news that terrorists will provide increases the news mental representations rating while terrorist organization gained media exposure to win public sympathy and support. This kind of set-up inadvertently forms a symbiotic relationship whereby each entity thrives on the existence of the other. Media benefits in either way. When terrorists organi zation issues a threat, media increases its ratings by sensationalizing it and when government counters to continue our way of life so as to deprive the terrorist of their victory, the media again has something juicy to report to increase its

21st Century Technologies and Their Relationship to Student Achievement Essay Example for Free

21st Century Technologies and Their Relationship to instill-age child Achievement EssayThe Holy Grail in education forthwith is to link an educational strategy, program, first or applied science to learner achievement. There argon numerous organizations advocating for engine room Literacy, Information Literacy, 21st Century eruditeness Skills, and any number of opposite titles for literacy in a modern context. In all sectors of human society, the engineering science of the 21st Century has revolutionized and enhanced our way of life.From medicine to the military and from business to the arts, the technologies of today beget made our lives die. It is not surprising beca use of goods and services, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 stratums have been in the realm of information and the similarlyls of human knowledge this is upbringings back-yard. Yet, when peopl e look at our schools they see many classrooms that appear to have been immune to these advances.There ar obstacles that education faces in implementing a 21st Century approach to education not the least of which is conveying a definition and a clear picture of what it really looks standardized and whether it will be more efficacious for students. Costs to implement technology-rich programs quickly seem prohibitory when scaling to an entire school system, particularly so in a state that lags the nation in educational funding.Teachers ar our biggest asset and ar know to be the single largest influence on student achievement the district smoke provide, so professional make growment is crucial and fundamental. The measure of success, the CSAP, is a musical theme and pencil test which will be un fitted to measure all the irrefutable effectuate technology can have for student instruction. Indeed, a twentieth Century test method will be unable to properly assess (and may e ven inhibit) the skills development of a 21st Century learner. And then, be we just roughly the content and helping students master it, or is education most something more as well(p)?Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality enquiry and commentary in an array of areas where technology-related tools and strategies have been use with positive effects for students. A strict filter of studies that produce higher(prenominal) test bequeaths will not be apply because of the limitations current paper and pencil tests have in assessment of 21st Century skills.In addition to modify assessment performances, the subscriber is encouraged to consider the context of a global dissembleplace and educations duty to ensnare students to thrive in a highly digital, synergetic knowledge hands. Research that shows increased student achievement on assessments, studies that distributor point to ways education can successfully prepare students for a modern workforce and our hold senses in Littleton Public trails shall all be considered positive correlations between technology and student achievement in this paper.The Challenge Inherent in find out the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement When we interpret to set up the utileness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only angiotensin converting enzyme component of an instructional activity. Assessments of the restore of technology are really assessments of instruction enabled by technology, and the outcomes are highly dep overthrowent on the quality of the implementation of the instructional form.According to Roy Pea, di rector of SRI Center for Technology in Learning in Menlo Park, California, the social contexts of how technology is used are crucial to downstairsstanding how technology might influence teaching and learning. procreational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both in the software and somewhat it in the classroom, and to the classroom environment itself.It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even indisposed designed software can be creatively extended to serve important learning goals. There are likewise a host of methodological issues to confront. First, standardized achievement tests might not measure the types of spays in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher o rder thinking skills, that many believe can be particularly affected by employ natural technologies.There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessments Teachers and Technology Making the connector Technological changes are kindredly to be nonlinear, and might show effects not only on student learning, only when also on the curriculum, the temperament of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be do with mini quizzes, homework or performances at the chalk board, todays technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose interrogatives to students who use wireless remotes for real- meter responses.Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions catch teachers jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in mathematics and science classrooms to enable every student to participate and have the power of a modern computation tool.Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors goal-oriented instruction becomes more attainable and more common activities result in better student enga gement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are more often than not anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class.Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that break a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of look into has been done on students understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education.The findings from the Australian reading state that an increasing awareness of students understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http//www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests.A study was conducted in 20022003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test musical composition only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs.The opportunity to hold and reinforce learning from content areas in technology programs is essential if learning is to be meansful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman Pritchard, 1996).Certainly motive and application of knowledge help to improve student achievement. And while new-fashioned results do not conclusively prove that these courses impact student achievement at a higher level than other p rograms we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include computers, iPods, video gimpys, music media, email, and tools in general.Recent legislation supports the concept that educations technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation providing opportunity for practical application of knowledge gained in school mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology.While research that clearly jibes highe r student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, level they seek in their applicant pools. Simulations and boob tube Games Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin.He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer plosive speech sound that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? Hannibal always attacks with elephants was his reply. The boy had learned all this about Rome compete a video game at age five. Video games have long been the bane of the parent and teachers existence, but theres something here that may be of some u se to us. Some have picked up on the possibilities.A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories time-tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o make out the illness and test methods to resolve the crisis.The simulation is highly visual, interactive, and highly engaging to the students. See Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on t ests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998).In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, Taylor, 1997). In a 2005 study on a gaming system called an In sayigent Tutoring System, results showed increased educational interest and want among students. Students showed statistically solid gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, Manos, 2005).When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn volumess and master virtual world rules while playing video games f or entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 transactions per day for 11 weeks and demonstrated significant gains everywhere the control group on the Wide Range Achievement Test R-3.The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess birthday. His childrens books help childlike people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness.He even made up nonsense devises to press the students phonetic readiness. Pokemon has many similar traits. Text on the handhe ld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up label each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese?Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the centre of attention level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the live results and intuitive logic leads one to think that there is promise here. At-Risk/InterventionAn ever boon emphasis in education is how to intervene for students with at- take chances characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology- corporate interventions be part of the answer? In a recent study published by North Carolina disk operating system Universitys Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as coordinated technologies.Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. additionally students demonstrated marked improvements (23 percentile points) in piece of music performances (Little, 2006). within LPS, the Center for Online Studies is a partnership with Arapahoe Comm unity College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits.The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 11 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time.When the public hears about classroom textbooks, meaning students cant take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 11 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 11 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept.In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. in any case students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003).Further research into the MLTI proj ect showed that students who had used laptops in 7th and eighth grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing glide slope to school-provided laptops (Pitler, Flynn, Gaddy, 2004). A 11 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test.By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, Gaddy, 2004). In Canada, a 11 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers implant that the percentage of students who met or exceeded the performance standards of the test incre ased from 70 percent to 92 percent (Pitler, Flynn, Gaddy, 2004).Another 11 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004).In our own experiences in LPS, we see classrooms with laptop access achieving a 11 ratio for the class peak exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far great degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to c ollaborate. Using blogs, wikis and other online tools, students expand on the public utility company of word summonsors by working collaboratively and ubiquitously.Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation.Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006).The presence of global ne devilrks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition Connectivism. In this view, knowledge resides in people and on devices.Learning and knowing rest on diverse opinions from a wide array of sources. Learning beco mes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow.This theory of learning represents a massive shift in thinking that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a w ord processor and annotate electronically, keeping their work on personally owned USB memory keys.While some students discuss a scene with the teacher, others are free to blog commentary on the topic of communicative discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more pensive and yet more self-assured because of the lack of a public speaking component to the classroom discussion.In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries.Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available.And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word bear on and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied tertiary grade students using word processors for writing.They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style.This study of five girls and two boys also reported higher motivation to work with the writing process a s compared to paper and pencil methods (Beck Fetherston, 2003). In LPS, Anne Smith reports that students are more industrious when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also send words that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time.An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988).There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical user Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993).The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing crossways the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to real evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a pop ulation of students who did not use writing as part of their learning process (Railsback, 2004).Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write often and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable.The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the mid-eighties may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiar ity with these tools will also have an effect on the impact these tools have on achievement. A key question is How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed?In other words, by the time most research is done (and published in reputable sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced troika major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed.The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 68 actually had reduc ed performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment.The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both gender s) when using these writing tools.And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming VideoIn quatern Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among one-sixth grade students. This differenti al was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004).In LPS, the resembling United Streaming resources were secured for all schools at the beginning of the 20062007 school year. Additional digital projection and speaker equipment was provided to schools along with a project orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the cyberspace connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain.This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hos ted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton.As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didnt collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy supply members within four months.While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as speci alists trustworthy training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they eventually had computers they could take home and practice on.One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were draw their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they fooled around until it did what they wanted.Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology.As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasnt as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received lapt ops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills.The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the librarys demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6.After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this 1) They purchased home computers and found they could use USB drives to cart files 2) The school had enough wireless laptops for student use that teachers could get on a l aptop or even borrow one overnight, if they needed 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate potently for giving teachers experience with laptops before buying laptops for students. Concluding RemarksThe following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006 Were not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. Thats about it. however I would strongly argue that to a certain extent this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because its c onvenient for the adults.How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 11 program at the high schools, that we will see student achievement as we currently measure it skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools.But the basic problem with looking for research that supports growth in student achievement is that by compulsion research has to look at fixed, testable content to try to determine growth. Now Im not saying that content knowledge isnt valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or acro ss the planet (or beyond)?Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically now?Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research at best is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community- based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . .Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer stop the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions.We must model for our students the creativity and risk-taking that will be specify characteristics of the next age. In short, educators must come out of the co mfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel knock describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker.And during the Information Age, which he describes as beginning in the 1960s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer suff icient to create a well engineered product now the product must be appealing as well (2005).Referenceshttp//www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf