Wednesday, June 30, 2010

Lose the Wires and Get Connected


Reversal: The process by which an emerging technology simultaneously sets the stage for its own replacement (Thornburg, 2008). The smartphone, which was reversed by the cell phone, previously reversed by the telephone, and before that by the telegraph, is an example of how a chain of innovation progresses and impacts society. We are progressively getting better connected and faster connected through these technological achievements. Yet, what will the smartphone reverse? What will be on the telecommunication stage of the future? A tetrad analysis may provide us some clues.


Tetrads are four-part structures that help people discern the interrelationships among historical evidence, current information, and predictions for the future. They provide perspective about what is enhanced by the technology, what was made obsolete, what it retrieved from the distant past, and what it might reverse toward the future.


For example, the tetrad (pictured above) developed for the smartphone includes the following:

· Enhances: The smartphone consolidated multiple applications into one device. It became a portable, handheld computer that could also be used as a camera, MP3 player, video player, GPS, and PDA. It can be used for gaming and social and professional networking. Users can access and share wherever satellites and towers exist. But, perhaps the most incredible aspect of the smartphone is the ability to allow third-party application design.

· Obsoletes: The smartphone is quickly making a plethora of stand-alone technologies obsolete. Some of them include: landline telephones, hard-wired computing, paper maps, PDAs, CD players and tape recorders, and instamatic cameras. There is no longer a need for multiple electronic devices.

· Retrieves: The smartphone brings to mind tools of the distant and not-so-distant past. For example, the research capability recalls encyclopedias, the ability to communicate with multiple people recalls party lines, the GPS reminds us of atlases, that camera feature is similar to the instantly developing Polaroid, the interactive gaming capacity retrieves our competitive nature in board games, and the phone calls up earlier means of communicating over long distances: the telegraph and pony express.

· Reverses: Although the future of smartphones is unknown, Brandon (2010) predicted some possibilities. He suggested that the smartphones of tomorrow may be situation- and location-aware devices. This could mean that the phone will detect your thirst, point you toward the nearest establishment that serves your favorite drink, and offer to pay your bill. In addition, the future smartphone could be service-oriented where it could detect unsafe air contaminants, it could include biosensors for heart and health, and it could connect you with others at social functions that share similar interests.



Brandon, J. (2010). The future of smartphones: 2010-2015 and beyond. Retrieved from http://www.digitaltrends.com/features/the-future-of-smartphones-2010-2015-and-beyond/


Thornburg, D. D. (2008). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.



The Development of Mobile Learning for Smartphones, an article by Judy Nix, addresses the need to develop courseware for handheld devices. Further, the author suggests that the smartphone holds undiscovered resources for education that will help motivate and engage learners beyond the class walls and the scheduled class times. You can read it here: http://www.docstoc.com/docs/206926/The-Development-of-Mobile-Learning-for-Smartphones


The following article from The New York Times by Matt Ritchtel and Brad Stone (2009) suggests that spending more time on smartphones in the classroom can actually make students smarter. It presents both sides of the argument to include the economic impacts. http://www.nytimes.com/2009/02/16/technology/16phone.html


The following site purports to be a news lifestyle magazine and shopping guide for technology consumers. It gives up-to-the-minute news stories on emerging technologies for the tech enthusiast. I4U tries to sense the next big thing by tapping sources around the world and issuing reviews of new products. They also provide RSS feeds. You may find it here: http://www.i4u.com/

Wednesday, June 16, 2010

From Playing Video Games to Designing Them



Many young people are well versed in playing video games, yet few have actually created their own interactive programs and then shared them on the Web for others to enjoy. Scratch, intended for 8- to 16-year-old students, is a recently emerged programming language developed by the LifeLong Kindergarten Group at the MIT Media Lab and made available in a free download in 2007. It allows users to develop their own interactive stories, games, and animations. Students integrate mathematical and computational skills, geometric relationships, and systematic reasoning, with creative problem solving techniques.

Although diffusing rapidly (548,512 registered members), the open-source site suffers from the lack of a viable marketing campaign. The technology, for the most part, relies on word-of-mouth in social and professional networks for people to become involved in the Scratch community. Even though the site has several tutorials to help guide the user, they are inadequate for covering the over 100 programming blocks. Instead, Scratch depends on the creativity, experimentation, and discovery process of the user and the ability of the user to view previously developed programs to interpret how the programs were designed. This can be rather intimidating for those who take tentative steps regarding new technologies. The technology would benefit from easy-to-follow curriculum plans that are linked to national technology and content standards.

According to Silver (n.d.), Scratch is a tool that can easily be integrated into any curriculum at school, but it suggests to the learner that this is a technology that would be fun to use at home. It is a technology that reaches across curricula and cultures to engage students in creative problem-solving tasks. It encourages students of all ages to mix media (graphics, sound, color, motion) and then share the product online. Perhaps the greatest advantage of Scratch is the open-source nature of the site. Users can collaborate, communicate, experiment, break apart and alter programs in the process of running them, and learn from the greater global community of Scratchers. This, indeed, represents the real power of online learning.


You can learn more about Scratch and download it here: http://scratch.mit.edu/


ScratchEd is an online community created for specifically for educators. It includes articles, resources, and a discussion forum. You can find it here: http://scratched.media.mit.edu/stories


The following site includes several demonstration and instructional videos to help a novice get started with Scratch: http://info.scratch.mit.edu/Support/Videos


Silver, J. (n.d.). Media Lab Video [Interview] Retrieved from http://info.scratch.mit.edu/Support/Videos