Technology Trends

1
Technology Trends

• Impacts on
• Society, Education Policy

2
Introduction

• The big question How can we promote
  organizational agendas through regulation?
• What is regulation?
• What models do we have for regulation?
• How does regulation work in the real world?
• What leadership skills are needed in this context?

3
Todays Presentation

• Overview of Regulation Model
• Michigan Virtual High School as a case
• Overview of MVHS
• Regulation through Architecture, Policy, Norms of
  Use and the Market
• Relating Regulation Model to Real Life

4
Overview of the Regulation Model

• Code
• Lawrence Lessig
• Chapter 7 What Things Regulate
• Architecture
• Policy and Laws
• Norms
• The Market

5
The Michigan Virtual High School

• Jamey Fitzpatrick, MVU Vice President
• History, Directions, Future

6
Constraints

• Discussion

7
Architecture - Introduction

• World of Ends What the Internet Is and How to
  Stop Mistaking It for Something Else
• The Internet isn't complicated
• The Internet isn't a thing. It's an agreement.
• The Internet is stupid.
• Adding value to the Internet lowers its value.
• All the Internet's value grows on its edges.
• Money moves to the suburbs.

Doc Searls and David Weinberger
www.worldofends.com
8
World of Ends

• The end of the world? Nah, the world of ends.
• The Internets three virtues
• No one owns it
• Everyone can use it
• Anyone can improve it
• If the Internet is so simple, why have so many
  been so boneheaded about it?
• Some mistakes we can stop making already

9
Architecture- Needs Constraints of Online
Learning

• Barbara Truitt Beckmeyer
• Web-based Delivery
• Scalability

10
Policy

• Jamey Fitzpatrick
• School Code Issues
• Rules and Laws affecting MVHS
• Non-profit status

11
Norms - Introduction

• Reform / technology advocates claim providing
  technology in schools will reform practice
• Growth of school technology (National Center for
  Educational Statistics)
• Schools connected to Internet
• 35 in 1994 to 98 in 2000
• Student / Internet-connected computer ratio
• 121 in 1998 to 5.41 in 2001

12
Norms - Introduction

• No Significant Difference Phenomena
• Reviewed 355 studies on distance education
• No difference between on-line and traditional
• Even when teachers have high access to
  technology, they make little use of it
• Simply providing technology does not change
  practice

Russell, T. L. (1999). No significant difference
phenomenon. Raleigh, NC North Carolina
State University. Cuban, L., Kirkpatrick, H.,
Peck, C. (2001). High access and low use of
technologies in high school classrooms
Explaining an apparent paradox. American
Educational Research Journal, 38(4), 813-834.
13
Norms

• Patrick Dickson
• View from MSU's Online Masters
• Online Teaching Makes Individual "Norms" Visible
• Online Teaching Requires New "Norms"
• Economics, Efficiency, Effectiveness,
  Sustainability
• Instructor Incentives and Support Essential

14
Market - Introduction

• Assuming Lawrence Lessigs regulation model is
  correct and markets do regulate behavior in
  cyberspace
• Is there a market for delivery of High School
  classes online?
• What information can we use as evidence of that
  market?

15
Market Indicators

• On an average day, about 61 million Americans go
  online.
• Pew Internet American Life Project, December
  2002
• http//www.pewinternet.org/
• In a recent poll, more than 70 percent of
  teenagers said theyd give up TV before giving up
  their computers or the Internet.
• Richard W. Oliver, The Shape of Things to Come

16
Potential Market Youth Online

• Eighty-one percent of teenagers between the ages
  of 12 and 17 email friends and relatives, while
  70 percent use instant messaging (IM)
  applications to stay in touch
• Fifty-eight percent of younger teens and 61
  percent of older teens go online for schoolwork
• CyberAtlas report, Jan 31, 2002
• http//www.nua.com/

17
Market

• Deb Overbey
• Experience as a teacher of virtual courses
• Stockbridge Community Schools as a customer of
  MVHS
• Student reactions to online classes

18
Large Group Discussion

• Explicitly identify the strategies that have been
  used to regulate in such a way as to achieve the
  goals of the MVHS.

19
Large Group Discussion

• How might this model for regulating fit into your
  work and organization?
• What leadership qualities are necessary at the
  individual/team level to advance organizations
  toward their goals under this model?

20
Large Group Discussion

• How does todays presentation relate to the three
  strands of EPFP?
• Public Policy Processes
• Leadership and Skill Development
• Networking

21
Conclusion