Selected publications (.pdf)

"Education Change, Leadership and the Knowledge Society" 
Global e-Schools Initiative (GeSCI)  

Survey of ICT in education in the Caribbean
Volume 1: Regional trends & analysis
Volume 2: Country reports

Using technology to train teachers:
Appropriate uses of ICT for
teacher professional developmen
infoDev (Mary Burns, co-author)

Project evaluation:
Uganda rural school-based telecenters

World Bank Institute
(Sara Nadel, co-author)

The Educational Object Economy:
Alternatives in authoring &
aggregation of educational software 

Interactive Learning Environments
(Purchase or subscription req'd) 

Development of multimedia resources 
UNESCO (Cesar Nunes, co-author)

Real Access/Real Impact
Teresa Peters &
(hosted for reference; RIP TMP) 


Learning, technology & development


Entries in twitter (2)


Banned websites impede learning 

The Times' portrayal of Banned Websites Awareness Day, an offshoot of Banned Books Week,  (brought to you by the American Association of School Librarians!) demonstrates among other things that in savvy schools the Internet, computers and social media have become thoroughly intertwined with students' learning and with student-teacher interactions. 

Banned Books Week 2011 Poster

The article highlights different activities supporting unrestricted Internet and social-media access in schools, including email campaigns, debates over the pros and cons of censorship (Would you want your kid accessing Tea-Party websites at school?) and, at New Canaan HS in Connecticut, a 'social-media solidarity blackout.' The upshot of the blackout? 

“It’s not even lunchtime, and I’m already dying,” said Michael DeMattia, 17, a senior, who carries a laptop to school.

In his Advanced Placement Biology class, where lab groups have created a Facebook thread to collaborate and share data, he could not log in. In honors comparative literature, his classmates were unable to show a YouTube video during a presentation.

The Internet, Michael said, has “made cooperation and collaboration inside and outside of class much better and faster,” adding, “It’s really has become an integral part of education.”


Just so we're clear, Michael is talking about using social media in his AP biology class and his honors comp-lit class. A lot of kids—a lot—aren't enrolled in classes or in schools where their teachers have the skills, support and opportunities (including access to hardware, prep time and professional development) to integrate FB, Twitter, YouTube or other trending tools. 

But the critical quote, underplayed perhaps in the middle of the article, is the teacher who frames the real reason that web censorship is self-defeating: 

Deven Black, a librarian at Middle School 127 in the Bronx, also said that filters had blocked a range of useful Web sites.... “Our job is to teach students the safe use of the Internet. And it’s hard to do that if we can’t get to the sites.”

Would you want your kid accessing Tea Party websites without critical-thinking skills?



More on twitter, txting & tablets in school

I missed the money quote in the post below. And that is:

"...the Kineo can only access websites that are pre-programmed by an administrator or teacher, and its messaging capabilities have been disabled to make sure students use it for learning, not texting."
Made by the writer of the article, Dennis Pierce, editor of sSchool News.

"learning, not texting"! So check out this bit, also sent by C L:

Use of Twitter is linked to higher grades, study finds
According to a new study published in The Journal of Computer Assisted Learning, Twitter can bolster student engagement and grade-point average.
The study followed 125 pre-health majors at a midsize public university. Those using Twitter, says Rey Junco of Lock Haven University in Pennsylvania, the lead author, had an average G.P.A. half a point higher than their counterparts in a non-tweeting control group. They also more frequently participated in class, sought out professors and discussed course material outside of class.
Twitter was used for discussions, questioning professors in and out of class, receiving feedback and reminders, and reviewing course concepts reduced to terse fundamentals, all via laptop or cellphone.
Students seemed to find the medium a less intimidating way to express themselves in large lecture halls. “Twitter was a useful, low-stress way to ask questions,” Mr. Junco said.
As one student wrote on Twitter: “One of my favorite parts of the day is when I’m sitting in Bio lecture and a tweet has been sent out through the class account and everybody looks at their phone.”