Technology

Technology in Education: Research

Published

11 years ago

April 23, 2015

by Johnny Taylor, MIT, MBA
Special to the NNPA from the Houston Forward Times

Over the last group of weeks we have been covering Technology in Education which included insights into Education Technology Infrastructure, Research and E-Learning. This week we will conclude the series with Mobile Computing and Social Networking which is growing throughout schools and school systems within the United States; specifically within Houston, Texas. We invite and encourage our entire readership to tap into this information so you are properly equipped and informed to make intelligent decisions for your children, grandchildren and future-generations. We now live in a “Knowledge Based Economy” (KBE) which means in simple terms that people are paid based on their knowledge levels in specific areas or vertical markets. For those who are educators this data is being compiled from ‘Education Week’. Stay tune and here we go; today, we are discussing Mobile computing and Social Networking in Education.

Mobile Computing

Increasing access, growing acceptance, and decreasing cost are all helping to make the use of mobile devices a popular and increasing trend within the world of educational technology. While the digital divide between the affluent and disadvantaged still exists, mobile devices appear to have the potential to close it, at least in terms of access.

According to the “Horizon” report. The report predicts game-based learning will be widely adopted by mainstream classrooms within two to three years (New Media Consortium, 2013).

Instead of educational software, e.g. Math Blaster or Reader Rabbit, students and teachers are much more likely to incorporate Web-based educational games into classrooms, which are often available for free. The National Science Foundation has played a large role in providing funding for the research and development of Web-based science games such as Crystal Island—a game developed by the IntelliMedia Group at North Carolina State University where students investigate an infectious outbreak—and the River City Project—a multi-user virtual environment for science inquiry created by researchers at Harvard University (Education Week, March 17, 2011; Education Week, April 30, 2008).

Some educators hope that games and simulations will provide a way for students to picture themselves in career paths they may otherwise would not have chosen, especially in the STEM (science, technology, engineering, and mathematics) subjects, and some argue that games and simulations offer students a way to connect what they are learning in class to (simulated) real-world situations in a safe and low-cost environment (Education Week, March 17, 2013).

Researchers have also found that games and simulations may help students learn by helping them visualize processes they otherwise could not see, such as the flow of an electron or the construction of a city. Games can also promote higher-order thinking skills, such as collaboration, communication, problem-solving, and teamwork (MIT, 2009; National Academies Press 2013).

However, creating a healthy marriage of an engaging and entertaining game with educational objectives and goals is a challenging process that has yet to be perfected. To create and design games with the kind of high-resolution graphics and complex situations that children are used to seeing in commercial games takes a large amount of funding and time that educators often do not have. And finding the time and resources to train teachers who may not be familiar with game-based learning is a challenge for most schools.

Despite these challenges, many educators and researchers are committed to developing educational games and incorporating game-based learning into classrooms across the United States.

Social Networking

Many schools are no longer debating whether social networking should play a role in education. Instead, that debate has shifted to what social networking tools work best and how to deploy them (Digital Directions, June 16, 2013).

Some schools are using mainstream social networking tools, like Facebook, for everything from promoting school events to organizing school clubs as well as for more academic purposes related to assignments and class projects.

But educators wary about security, advertising, information-sharing, and social interaction in such an environment are often seeking out social networks designed specifically for learning instead. These sites, like ePals and eChalk, are more restrictive, often allowing teachers and school officials to limit not only who can join, but who students can talk to and interact with. Some educators also say students seem to take these sites more seriously and treat them with a more academic focus and tone than they would a site they routinely use for socialization with their peers. These sites also often provide safety features that can detect foul language or bullying phrases and alert a teacher (Education Week, June 15, 2011).

Many educators say the academic benefits of social networking are real. They allow students to work cooperatively on projects in an online environment that feels familiar to students. Teachers often report that a student who does not speak up in class will be more engaged on a social networking site and that these sites allow instructors to extend the school day.

Educators have also taken to social networks for professional development. The social networking site Ning, for example, has a plethora of group sites organized around teaching a particular subject, like English literature or high school biology. In addition, Twitter has become a force in the professional development arena, with features such as EdChat, weekly one-hour conversations that take place around pre-arranged educational topics (Digital Directions, June 16, 2013).

Web 2.0 and other technology tools are making it quicker and easier than ever to create digital portfolios of student work—a method of showcasing student progress that experts say increases student engagement; promotes a continuing conversation about learning between teachers, parents, and students; and extends academic lessons beyond school walls (Education Week, March 17, 2013). New social networking tools to aid this are being developed and updated regularly.

Wikis and blogs allow students to work collaboratively and share their work with a limited or unlimited number of people. The video phone service Skype is also popular with teachers, particularly for allowing their students to connect with peers in other parts of the country or the world. Other tools, like VoiceThread, which archives and indexes images, videos, text and audio, are popular with all ages of students, including at the elementary level

In closing, huge differences in technology infrastructure remain among schools in the United States especially along racial lines similar in scope and scale to “Banking Redlining”. And while chief technology officers generally say that school infrastructure is improving, many openly doubt that capability will catch up with demand, since new digital tools used in education are requiring ever-increasing amounts of bandwidth. The USA must get serious about solving our Education problem centrally because the longer we wait the further China and India moves ahead of the USA, noting they also have larger human population which is a key driver to even greater growth output for China and India. Just something to think about as we moved back to a “Flat-Global-Economy” verses an Industrial Economy thanks to the Internet, similar to the time period prior to the Industrial Revolution when the country with the most human populations ruled the world based on populations, economics and global-output(s). Thank you for reading and this article concludes the Technology in Education series written over the last month.

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Alameda County

OPINION: Argent Materials Oakland CleanTech Community Asset Helps Those In Need

Alameda County Supervisor Lena Tam had this to say about Argent Materials as an Oakland community asset: “Congratulations to Argent Materials and its President and Founder, Bill Crotinger! The company is now fully operational, recycling an impressive 99.99% of concrete and asphalt debris, which helps divert thousands of tons of construction waste from landfills. They are also proud to announce that 50% of their team consists of local hires. In celebration of Thanksgiving, and despite stormy weather last week, the Alameda County Sheriffs, alongside Mr. Crotinger and Argent Materials’ dedicated staff distributed turkeys and pies as a heartfelt gesture of gratitude to the community.”

Published

2 months ago

October 21, 2025

Oakland Post

Photo courtesy Argent Materials, Inc.

Zennie Abraham
CEO, Zennie62Media

Argent Materials, the Oakland business that turns old concrete and asphalt into new construction products, generally goes by “Argent Materials Oakland CleanTech” but should be called “Argent Materials East Oakland CleanTech for The Community”. Here’s why.

First, Argent Materials is located at 8300 Baldwin St, right in the Coliseum Industrial Zone, just a three-minute drive from the Oakland-Alameda County Coliseum Complex. That’s in East Oakland, and just a city-block walk from the Oakland Coliseum BART Station.

Second, Argent Materials has been a friend to East Oakland and what some, like the members of the Oakland Private Industry Council, would call a “community asset”. In 2024, Argent Materials founder and President Bill Crotinger was named Leader of the Year by the Oakland Private Industry Council (OPIC) “I was humbled and honored to be named Leader of the Year by the Oakland Private Industry Council. Truly an honor. My heartfelt thanks to my friend and mentor Pastor Raymond Lankford and all the wonderful people at OPIC.”

ABI Foundry reports that Argent Materials led a community clean up for the residents and businesses of Russett Street as well as San Leandro Street. An ABI Foundry team member said “Bill Crotinger at Argent Materials spearheaded the initiative to clean San Leandro street, from Hegenburger to 98th Ave. along the side of BART. AB&I enjoyed participating along with Acts Full Gospel C.O.G.I.C (Men of Valor), Good Hope Missionary Baptist Church-Oakland (Reverend Michael Jones) and Argent Materials. You should see how it looks now. It is AMAZING! It takes an ambitious mind to make a difference block by block.”

What Is Cleantech And Why Is It Important to Oakland And Argent Materials?

Clean technology (Clean Tech) refers to products, services, and processes that mitigate negative environmental impacts by increasing energy efficiency, promoting resource sustainability, and minimizing waste and pollution, ultimately contributing to a low-carbon, and more sustainable economy.

What is The Clean Tech of Argent Materials of Oakland?

In Argent Materials’ context, “cleantech” refers to their sustainable business model which includes recycling concrete and asphalt into new aggregate materials, diverting waste from landfills, and using renewable diesel for their fleet to achieve carbon neutrality and protect the environment. This business approach Argent Materials uses aligns with the broader definition of cleantech, which involves products, services, and processes that reduce negative environmental impacts through resource efficiency and environmental protection

Clean Tech, or green tech as Argent Materials of Oakland does it, is defined as any technology that minimizes negative environmental impact by reducing human consumption of natural resources and by promoting more sustainable and efficient resource use.

Argent Materials will continue to be a cleantech community asset to Oakland well into the future.

Stay tuned.

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Activism

Golden State Warriors Program Is Inspiring Next Generation of Female Engineers

Breaking down barriers and biases that deter young girls from pursuing STEAM subjects is essential for creating a level playing field and ensuring equal opportunities for all. By challenging stereotypes and promoting a culture of inclusivity and diversity in STEAM fields, experts believe young girls can be empowered to pursue their interests and aspirations without limitations confidently. Encouraging mentorship, providing access to resources, and celebrating girls’ achievements in STEAM are all crucial steps in creating a supportive environment that fosters success.

Published

9 months ago

March 23, 2025

Oakland Post

Front Row: UC Berkeley Steel Bridge Team Back Row: Girls, Inc. Participants. Photo courtesy of the Golden State Warriors.

By Y’Anad Burrell

The Golden State Warriors and e-commerce giant Rakuten are joining forces to inspire the next generation of female engineers through Building STEAM Futures, part of The City Calls campaign.

Organizers say the initiative is founded on the idea that science, technology, engineering, arts, and mathematics (STEAM) are crucial fields for innovation and progress, and empowering young girls to pursue careers in these areas is more important than ever. Studies consistently show that girls are underrepresented in STEAM fields, resulting in a gender disparity that limits potential and hinders diversity.

On Saturday, March 8, International Women’s Day, the Warriors and Rakuten hosted 20 middle school girls from Girls Inc. of Alameda County at Chase Center’s Above the Rim for a hands-on bridge-building experience. The young girls from Girls, Inc. of Alameda County had an opportunity to design, build and test their own bridge prototypes and learn the fundamentals of bridge construction from the Engineering Alliance and the UC Berkeley Steel Bridge Team.

This STEAM experience for the girls followed the first session in January, where they took a behind-the-scenes tour of the Golden Gate Bridge, learning about its design and construction from industry experts. The City Calls campaign, tipped off with the unveiling the Warriors’ new bridge-themed City Edition jerseys and court design earlier this year.

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Activism

Self-eSTEM Empowers BIPOC Women, Girls in Science, Math

In January 2025, Self-eSTEM will launch digital and generative AI programming, which provides digital literacy and AI literacy training through an entrepreneurial project-based activity. This programming will be a hybrid (i.e. in-person and online). Additionally, thanks to a grant from Comcast, in spring 2025, the organization will have a co-ed series for middle and high school students.

Published

1 year ago

December 9, 2024

Oakland Post

Adamaka Ajaelo. Courtesy photo.

By Y’Anad Burrell
Special to The Post

In a world where technology plays an increasingly central role in all aspects of life, the importance of Science, Technology, Engineering, and Math (STEM) education cannot be overstated. Recognizing the significance of STEM for the future, focusing on young women and girls is a critical step in achieving gender equality and empowering the next generation.

Self-eSTEM, an Oakland-based non-profit organization, was founded by Adamaka Ajaelo, an Oakland native who had a successful corporate career with several Bay Area technology and non-tech companies. Ajaelo boldly decided to step away from these companies to give 100% of her time and talent to the non-profit organization she started in 2014 in the belief that she can change the game in innovation and future STEM leaders.

Over the course of a decade, Ajaelo has provided futurist tech programming to more than 2,000 BIPOC women and girls. The organization has an Early STEM Immersion Program for ages 7-17, Emerging Leaders Workshops for ages 18-25 and volunteer network opportunities for ages 25 and up.

While the organization’s programs center on innovation and technology, participants also gain other valuable skills critical for self-development as they prepare for a workforce future. “Self-eSTEM encourages young women to expand on teamwork, communication, creativity, and problem-solving skills. The organization allows young women to enter STEM careers and pathways,” said Trinity Taylor, a seventh-year innovator.

“Our journey over the last decade is a testament to the power of community and opportunity, and I couldn’t be more excited for what the future holds as we continue to break barriers and spark dreams,” said Ajaelo.

“By encouraging girls to explore STEM fields from a young age, we foster their intellectual growth and equip them with the tools needed to thrive in a competitive global economy,” Ajaelo says.

Empowering young girls through STEM education is also a key driver of innovation and progress. When young women and girls are encouraged to pursue careers in STEM, they bring unique perspectives and problem-solving approaches to the table, leading to more diverse and inclusive solutions. This diversity is crucial for driving creativity and pushing boundaries in scientific and technological advancements.

Self-eSTEM has fundraising opportunities year-round, but year-end giving is one of the most critical times to support the program. Visit www.selfestem.org to donate to the organization, as your generosity and support will propel programming support for today’s innovators.

You will also find more details about Self-eSTEM’s programs on their website and social channels @selfestemorg